Suchergebnisse

ArguMente is an online system that offers two types of learning spaces. On the one hand, a close group space that implements a student-centred teaching strategy, the purpose of which is to automate the Dialogue Design System model for written argumentation (DDS). On the other hand, it offers a space for the exercise of an argued debate under a non-formal environment of education that calls for the creation of learning communities. Experiences for teaching argumentative skills and for teaching teachers have taken place through the first space, the closed classroom, while the second space, the open classroom, is being used to promote the autonomous argumentative dialogue.

In recent years, a burst of non-formal education, its spread and influence on various social-age groups and professional groups has been observed in Ukraine. There is also a growing number of people who are professionally engaged in the development of informal one, creating innovative techniques and methods that are effective in adult learning. Positive changes are also taking place in the legislative field. Currently, the preparatory work is being conducted on the drafting of the Law of Ukraine "On Adult Education". Despite a rather broad range of studies in the area of informal education and the positive developments that take place in the legislative field, providers of educational services continue to face a number of problems related to the lack of information that would create a clear understanding of the motives and educational needs of a target group, to determine the reasons that hinder the joining the educational process. One of the main tasks of the research team was to determine the main factors contributing to the involvement in non-formal education and to measure them. In the previous study "Trends and the development of non-formal education in Ukraine", the following 3 factors were identified as key in deciding whether to be involved in education, namely: availability of free time, money, mobility. We have supplemented these criteria with an indicator of awareness regarding of educational programs and Internet access. The study is conducted through the prism of a comparative analysis of the level of learning opportunities for each age group.

This paper examines the subordinate position of women in formal education hierarchies in three of the world's foremost democracies: Canada, the United Kingdom of Great Britain and the United States of America. The paper has two major themes: that the causes of women's underachievement are to be found in (i) the conditions responsible for their entry into and concentration in the lower ranks of the teaching profession and (2) the social, cultural and psychological factors which collectively have kept them in subordinate positions. The discussion draws mainly on the arguments put forward by a number of published researchers, foremost among them being Hennig and Jardin (1977), Prentice (1977) and Byrne (1978). It concludes that the status quo may be attributed to such complex causes as: historical tradition, prejudice and vested interest, the inferior education of women leading to underachievement; the ill-equipping of women (by virtue of their upbringing) for managerial jobs embedded in a male-oriented culture; the failure of women themselves to accept their changing roles.

This handbook is a product of the "Basic and Non-Formal Education Systems Project" which is managed by the Academy for Educational Development under sponsorship of the U.S. Agency for International Development on behalf of the Lesotho Ministry of Education. (BANFES consortium: Academy for Educational Development, University of Massachusetts, Ohio University, Aurora Associates, Partnership for Productivity, Atlanta University)

This study analyzes the impact of formal education on poverty reduction in Nigeria by studying the relationship between government expenditure on education, school enrolment, and labour force participation. It uses 30 years of annual time series data and employs various statistical methods, such as OLS regression, ADF test, Philip Peron unit root test, F-tests, and t-tests. Labour force participation serves as a proxy to understand how these macroeconomic variables affect poverty. The findings reveal that both school enrolment and government expenditure on education significantly affect labour force participation. Specifically, enrolment in secondary and tertiary education positively correlates with increased labour force participation. To enhance poverty reduction in Nigeria, the study proposes improving the effectiveness of government expenditure, enhancing access to quality secondary and tertiary education, fostering collaboration between education and businesses, and emphasizing vocational and technical education aligned with the labour market's needs.