International Journal of Adult and Continuing Education

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (11), pp. 001-003, November, 2016. © International Scholars Journals

Review

Comments on John Willinsky’s learning to divide the world: Education at empire’s end

Tsung Juang Wang

Department of Architecture; Graduate Institute of Technological and Vocational Education, National Taipei University of University, 1, Section 3, ChungHsiao East Road, Taipei, 106, Taiwan, Tel.+011-886-2-27712171; Fax +011-886-2-27510843; E- mail: [email protected]

Accepted 16 July, 2016

Abstract

John Willinsky’s view that imperialism and its legacy remain the driving force that divides the world into “superior” and “inferior” cultures fails to take into account other forces that also encourage peoples of different cultures to emphasize the differences between themselves. He is correct in noting that imperialism led to much injustice and inequality in the world, but he is insufficiently attentive to some of what can only be considered to be positive outcomes as well. The real strength of Willinsky’s analysis lies in his view that education must be reformed to account for and temper the tendency of different peoples to develop affinities with those most like themselves and to be suspicious of contact with those perceived to be outsiders.

Key words: Civilization, Colonialism, Dividing the World, Education, Imperialism, Multiculturalism.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (10), pp. 001-006, October, 2016. © International Scholars Journals

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (9), pp. 001-006, September, 2016. © International Scholars Journals

Review

Teaching dissent and persuasion

Kathleen M. Carson¹, Brian Hodgen², and Rainer E. Glaser²

¹Department of Educational Leadership and Policy Analysis, University of Missouri–Columbia, Columbia, MO 65211, USA.

²Department of Chemistry, University of Missouri–Columbia, Columbia, MO 65211, USA.

Accepted 11 April, 2016

Abstract

Teaching philosophy should be based on the desired outcome of the teaching. In the case of science education, the guiding principle for a teaching philosophy should start with the desire to help students understand and use science, regardless of their major or profession. To effectively teach students how to understand science, one must include both the content and the process. Peer review is an integral part of the process of science, however it is generally lacking from science education. One must have something for the students to review in order to implement the process education, and Chemistry Is in the News offers such a project in the news portfolios. In-class peer review is useful and common in other disciplines, but there is much to be gained by going outside the walls of the institution. Inter-class, in particular interstate and international, compels faculty and students to use Information and Communication Technologies, exposes students to a diverse student body, and provides an opportunity to engage in faculty development via collaboration on instruction.

Key words: Science Communication, Scientific Literacy, Peer Review, Science Teaching Philosophy, Collaborative Learning, Computer-Assisted Instruction.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (8), pp. 001-013, August, 2016. © International Scholars Journals

Full Length Research Paper

The dynamics of political competition and the future of democratization process in Cameroon: challenges and opportunities

John W Forje, Fil dr.

Department of Political Science, University of Yaounde II-Soa, B.P. 13429 Yaounde, Republic of Cameroon. E-mail:[email protected]
Accepted 18 March, 2016

Abstract

The paper looks at the process of democratisation in Cameroon and its failure to respond to the basic tenets of democracy that meets the aspirations of the people. It argues that though there have been some quasi moves following the collapse of the Soviet Union in trying to open the political space, this has been done to meet donors wish and not in the genuine interest of the people. Hence both internal forces have stifled the democratic process with the compliancy of the international community. It goes further to question whether there is hope for Cameroon and the rest of the continent to claim the 21st century. The focus is on examining the return of Cameroon to the democratic fold of nations following the collapse of the dominant one-party system. To what extent has the process of the newfound political pluralism been of potential reward to improving the quality of livelihood of the people and empowering them in the political process? In short, the paper looks at the process of political evolution and the reformation of the country's institution to make democracy more participative and responsive to the needs of the people in respect of a number of inter-related issues that can improve the quality of the living standards of the vast majority of the population. It adopts a comparative analytical approach and argues that women need better representation in the decision-making machinery and political hierarchy of the government and party. The conclusion is that sustainable political development should build on the principles of inclusion.

Keywords: Democratisation, participation, exclusion, inclusion, ethnic hegemony, political divide, marginalisation, dictatorship, liberalism, poverty, ruling class, competition, exploitation. Rigging.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (7), pp. 001-005, July, 2016. © International Scholars Journals

Full Length Research Paper

University students’ perception of lecturer-student relationships: a comparative study of Public and Private Universities in Kenya

Micah C. Chepchieng*, Stephen N. Mbugua and Mary W. Kariuki

Department of Psychology, Counselling and Educational Foundations, Egerton University, Njoro, Kenya.

Accepted 04 January, 2016

Abstract

In a university setting, there is a great diversity in terms of socio-cultural, political, religious and racial backgrounds among students and lecturers. This diversity, with the presence of an appropriate lecturer-student relationship creates a campus environment that prepares students and lecturers to live and work amicably in a socio-culturally diverse society. It also equips them to respond to an increasing complex global environment. Besides, interpersonal relations in diversity make it possible for the generation, advancement and dissemination of knowledge, which is one of the key mission characteristics of university education in Kenya and elsewhere. Usually, a healthy relationship between the lecturers and students does influence students’ academic, personal and social integration into higher education. This could be attributed to the fact that lecturers contact with students in and out of the classroom is very important in student motivation and involvement in all facets of life. Considering the significance bestowed upon lecture-student relationship, a study was done that involved 30 student leaders from both public and private universities in Kenya. Data was collected through University Student Leaders Interview Schedule (USLIS). The data was analysed to help unravel students’ perception of interpersonal relations with their lecturers. Results revealed that, students in private universities seem to positively perceive lecturer- student’ relationship more than those in public universities. It also came out clearly that the large classes experienced in public universities had down side effect on the student-lecturer relationship. Thus enrollment in universities should be checked so that there is a low lecturer-student ratio.

Key words: Influence, perceptions, attitude, campus environment, lecturer-student relationships, public university and private university.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (6), pp. 001-010, June, 2016. © International Scholars Journals

Full Length Research Paper

The human capital convergence fallacy: A cross country empirical investigation

D. Stamatakis¹* and P.E. Petrakis²

¹Athens National and Kapodistrian University, Division of Economic Development, 5, Stadiou Str., Athens 10562, Greece.

²Athens National and Kapodistrian University, Department of Economics, Division of Economic Development, 5, Stadiou Str., Athens 10562, Greece.

Accepted 13 January, 2016

Abstract

This article adapts a modification of Tamura’s theoretical proposition and conducts a cross-country empirical investigation in an attempt to evaluate convergence on two different human capital proxies; namely enrollment rates and per capita researchers. The analysis considers three country groups at significantly different development levels: Advanced, developed and less developed countries. The hypothesis of convergence is rejected when alternative, to enrollment rates, approximations to human capital are used, merely implying the existence of a “convergence trap” for countries with significantly lower endowments of human capital. The results provide circumstantial evidence of within group convergence and between group divergences when enrollment in education is considered, but no convergence/divergence when research effort is considered. This last finding suggests the possibility of a “convergence trap”, since initial human capital endowment could drive a process of worldwide polarization.

Key words: Advanced (OECD-G7), developed (OECD), less developed (world), USA, Mexico, Mauritius, human capital, convergence, growth, cross country, development level.