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The study was on the attitudes of secondary school teachers towards the teaching ofsex education, in Osogbo, the target population comprises all the secondary schools in Osogbo Local Government Area of Osun state. Ten secondary schools were randomly sampled and 20 teachers were randomly selected from each schools sampled as respondents. A questionnaire entitled "Attitude of Secondary School Teachers Towards the Teaching of Sex Education (ASSTTTSE)", with psychometric properties of content validity and 0.81 reliability index. percentage-test and Analysis of variance (ANOVA) statistical method were used in analyzing the data collected. at 0.05 level of significance. The findings showed that there was no significant difference in respondents' views about the attitudes of secondary school teachers towards sex education based on gender and school type, except on the bases of age. It was recommended among others that; Teachers should teach certain aspects of sexuality at schools that the students will be familiar with societal expectations of their future roles as Husband and wife.

"For one year, Nicholas Herriman lived in a village in Indonesia, studying the way state officials interacted with local residents. He did so by looking at the problems created by sorcery. Local residents wished to be rid of alleged sorcerers, and sometimes even killed them. This presented a conundrum for state officials, who, generally sympathizing with the plight of the majority of local residents, were constrained by the rule of law. This book describes how state officials responded to the conundrum. Prevailing models of state-society interaction in Indonesia proved inadequate to describe the response, so Herriman's study outlines a different model."--Publisher's website

Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.

Late-life learning is no longer an exotic terrain within the field of adult education. Older adults are not only participating in lifelong learning avenues in increasing numbers, but recent decades also witnessed the emergence of learning opportunities targeting specifically older cohorts. In Malta, the government not only communicates its support to late-life learning, but also put forward agefriendly policies that facilitate the inclusion of older adults in learning programmes. This paper conducts a critical overview of the Maltese experience in older adult learning, analysing both its guiding rationale and participation rates. It notes that late-life learning in Malta occurs in the absence of a national policy framework that directs and supports the efforts of formal and non-formal bodies in providing learning opportunities for older persons. The paper also proposes an agenda for the late-life learning based on the values of social justice, social levelling and social cohesion. ; peer-reviewed

Cover -- Half-Title -- Title -- Copyright -- Contents -- List of Boxes -- Foreword -- Series Editor's Introduction -- Acknowledgements -- List of Abbreviations -- 1 Introducing Gender Pedagogy in medias res -- 2 Researching Gender Pedagogy -- 3 Tracing Paper -- 4 Gender -- 5 Learning Gender -- 6 Feminist Gender Pedagogy -- 7 Gender Pedagogy -- 8 Invitation -- References -- Index

The impact of technology on education in the current context is essential, representing higher education teachers' and students' educational practices. In the present investigation, to achieve the proposed objectives, the netnographic technique implies the interrelation of research techniques, depending on the depth of information raised in the study's objectives. The netnographic method consists of two phases: data collection (automatic phase), which begins when someone takes care of a certain content study, and Human interpretation (manual phase). The data collections are dedicated to reading all the scientific articles and classifying the comments according to the established. Examine new school environments that demand to innovate, create, and implementation strategies necessary and effective for the teaching of quality, with the open educational practices, which are democratic and quality elements, since facilitating the needs of the context of pedagogical work and the use of tools necessary that are available to learners.

At most times, Kurdish society has existed at the periphery of, and functioned as a buffer between, two or more neighbouring states. From c. 1500 until the First World War, the relevant states were the Ottoman Empire in the west and Safavid, later Qajar Iran in the east (with Russia and the British Empire gradually encroaching upon the region from the north and south, respectively). In the aftermath of the World War, Kurdistan was divided among four of the modern would-be nation states succeeding these empires, becoming a peripheral and often mistrusted region in each of them. All these states, whether empire or nation state, have exercised various forms of indirect rule over Kurdistan, which have had a profound impact on the social and political organisation of Kurdish society. The specific tribal formations that existed in Kurdish society in various historical periods were in important respects the products of the interaction of these states with Kurdish society.

Education is regarded as a fundamental human right and a catalyst for social justice and development. Education is also a greatest force that can be used to bring about positive change, and a great investment that every nation can make for the rapid development of the economic, political, social, and human resources (Mandela, 2000). However, the philosophy of Nigeria education is based on the transformation of the individual into a sound and effective citizen, by providing all citizens with equal educational opportunities at all levels of education. The national policy on education (2014) emphasized the provision of functional education to all Nigerian citizens, irrespective of their state of origin, religions, family socio-economic background or geographical location. The development of any nation depends largely on the development and the effectiveness of implementing appropriate education laws and policies. For this reason, most governments all over the world placed much emphasis on educational policies as instruments of national development. In the Nigerian context, despite the importance attached to education policy development, certain challenges affect the implementation of the education policies, which adversely affects academic excellence. The paper defined the concept of educational laws, educational policy, highlights on the brief history of educational laws and policy, and discuss extensively on the reviewed philosophical issues on educational laws and policy.

Can media literacy education promote and improve youth engagement in civic and political life? Unfortunately, to date, there have been almost no quantitative assessments of the frequency of media literacy education, nor of any possible subsequent impacts. This study draws on a unique panel data set of a diverse group of youths in high school and college settings. It finds that exposure to media literacy education is not strongly related to demographic variables. In addition, with controls for prior levels of online political activities, for political interest, and for a broad range of demographic variables, this study also finds that digital media literacy education is associated with increased online political engagement and increased exposure to diverse perspectives.

A retrospective study was designed using 1990-1991 educational records from the South Carolina Department of Juvenile Justice. The sample consisted of 100% of the participants enrolled in the prison literacy program. The study was designed to test the following hypothesis: An association does exist between the method of participation (mandatory or voluntary) in a prison literacy program and academic achievement. The independent variables of sex, race, age, education level, IQ, and type of participant (mandatory or voluntary) were controlled. Adjusted odds ratios were used to show the relationship between the independent variables and voluntary participation. Multiple logistic regression was used as the model-building procedure to calculate the odds ratio along with the 95% confidence interval for the association between voluntary participation and academic achievement in a prison literacy program. Results failed to indicate significant differences in academic achievement when participants in the program were there voluntarily or because of official mandates. The findings of this study support mandatory literacy programs in the prison system.