Research Article
International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (5), pp. 001-018, May, 2016. © International Scholars Journals
Full Length Research Paper
“Intercultural mediation”, the institution of learning and the process of educational ‘integration’ and assimilation: The case of Ethiopian Jews in Israel
Girma Berhanu
Department of Education and Educational Research, Göteborg University, Box 300, SE 405 30, Göteborg, Sweden. Tel. +46 (0) 31-7732078; Fax +46 (0) 31-7732315; E-mail [email protected]
Accepted 12 January, 2016
Abstract
The major premise of this paper concerns the existence of an intrinsic connection between the institutional culture of school and students’ dispositions to learning. The data presented shows three things in particular. These are firstly, the strong mono-culture of the Israeli school, secondly, a virtual absence of knowledge, understanding and sensitivity on the part of these schools to how students from different cultural backgrounds learn and, thirdly, how the workings of the school environment impact on the academic development of minority children. My findings suggest that the teaching methods, the social climate of the school and patterns of school work, regarding cultural differences in Israel may have the same effect on academic progress for Ethiopian children as family (cultural) background, neighborhood, peer environment and socio -economic status seem to have for the white urban poor in Western schools. The inequalities imposed on Ethiopian children by their home environment such as poor neighborhood, “immobilized” or “neutralized” culture inadequately reconstituted by the new one, and interruption of cultural transmission to the young at home, are carried along to become the inequalities with which the children confront school life and, hence, future adult life.
Key words: “Intercultural mediation”, the institution of learning and the process of educational ‘integration’ and assimilation.
Girma Berhanu
Page: 1 - 18
Research Article
International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (4), pp. 001-013, April, 2016. © International Scholars Journals
Full Length Research Paper
Is rape in the eye or in the mind of the offender? A survey of rape perception among Nigerian university stakeholders
Elegbeleye, O. S.
Department of Psychology Obafemi Awolowo University Ile-Ife E-mail: [email protected], [email protected]
Accepted 11 October, 2015
Abstract
The issue of the escalating incidents of rape in Nigerian higher institutions has, not unexpectedly, agitated the minds of both students and university workers on the one hand, and the general public, on the other. This development has forced the hands of the authorities in some of the Nigerian universities to give priority to finding a solution to the issue by out rightly legislating against it, while in others, series of codes of conduct expected to guide proper dressing, the abuse of which was considered chief among factors encouraging rape, were put in place. This study, therefore, focused on investigating what the people, particularly, those that populate the university environment, perceive of rape. The outcome of the study revealed among other things that rape is associated with a forceful attempt at having sexual intercourse with an unwilling female victim. For this reason, it was labeled a crime by participants. There was also a unanimous agreement by participants that rape incidents are rampant, in the last ten years on university campuses across Nigeria than was the case in previous years and that creating a dressing regime by introducing dressing code for, especially, female students would be an effective palliative measure for curbing rape incidents. Causative factors and what can be done to totally put a stop to rape incidents on university campuses were suggested by participants.
Key words: Rape, Rape perception, Nigerian university stakeholders.
O. S., Elegbeleye
Page: 1 - 13
Research Article
International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (4), pp. 001-011, April, 2016. © International Scholars Journals
Full Length Research Paper
Curriculum characteristics of time-compressed course in a U.S. higher education institution
Eunsook Hyun*, Mark Kretovics, and Alicia Crowe
Department of Teaching, Leadership, and Curriculum Studies
College and Graduate School of Education, Health, and Human Services Kent State University
Accepted 18 October, 2015
Abstract
The study explored characteristics of the curriculum practice of higher education faculty in the context of time-compressed (e.g., 5–6 weeks) courses as compared with regular term (15–16 weeks) courses. The researchers used open-ended questions on a web -based survey at a large doctoral- extensive university in a Midwestern state in the United States. A total of 569 faculty members were asked to respond to the survey; 151 faculty members completed and returned it. Of the completed surveys 147 data were usable, resulting in a response rate of 26.5%. Their curriculum concerns for time-compressed courses were driven primarily by their consideration of students’ learning within the limited time between the classes. The most significant concern expressed by faculty entailed developing teaching approaches effective for the longer class sessions. Most of the curriculum concerns were rooted in the organizational aspects of the institution.
Key words: Time-compressed course curriculum, curriculum aspects, external aspects, internal aspects, organizational aspects, curriculum elements, faculty perception.
and Alicia Crowe, Mark Kretovics, Eunsook Hyun*
Page: 1 - 11
Research Article
International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (3), pp. 001-006, March, 2016. © International Scholars Journals
Full Length Research Paper
Didacticism and educational outcomes
Geraint Johnes
Lancaster University Management School Lancaster LA1 4YX United Kingdom E-mail: [email protected], Tel: +441524 594215, Fax: +44 1524 594244.
This note provides an analysis of the determinants of educational outcomes at age 16, and of subsequent pathways as school pupils transit toward the labour market. There is some evidence that examination results tend to be better where nondidactic teaching methods are used, but there is little evidence to suggest that teaching method has an independent effect on the decision to stay on in school. Suggestions are made for further research.
Keywords: Education, JEL classification: J11.
Geraint Johnes
Page: 1 - 6
Research Article
International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 2 (2), pp. 001-003, February, 2016. © International Scholars Journals
Full Length Research Paper
E-learning technologies and adult education in Nigeria
Nkasiobi Silas Oguzor
School of Vocational Education, Federal College of Education (Technical), Omoku-Nigeria. Email: [email protected]
Accepted 12 September, 2015
Abstract
The internet has proved to be one of the greatest learning resources available in the 21st Century. Modern education is becoming progressively more dynamic. Internet has helped man to see the other part of the world at the click of a mouse. Various forms of instructional technologies such as the overhead projector, opaque projector, filmstrip and slide projectors, radio and television to mention but a few have been used as media in instructional process. In recent times, e-learning emerged as the fastest means by which one can teach and learn online. This paper explores the concept of e-learning. It outlined and discussed the needed e-learning resources for the usage of academic adult educators. Some of them are computer, compact disc, read- only-memory (CD -ROM) packages, videophone system and digital library. It enumerated the benefits of e-learning to academic adult educators such as collaborative studies, virtual library. It recommends among other things that the government of Nigeria should provide computerized/digital libraries for accessibility of information in the internet.
Key words: Nigeria, adult education, e-learning, learner.
Nkasiobi Silas Oguzor
Page: 1 - 3
Research Article
African Journal of Gender and Women Studies ISSN 2241-4517 Vol. 2 (2), pp. 001-008, February, 2016. © International Scholars Journals
Full Length Research Paper
The influence of WebQuest learning in teaching of sexually transmitted diseases in adult education and training
Marta Barroso* and Clara Coutinho
University of Minho, Portugal.
Accepted 12 September, 2015
Abstract
The present study describes an experience that involved the development of a long lasting WebQuest in an adult education and training course, from the secondary education level, on the theme “Sexually Transmitted Diseases”. A case study was developed with the purpose of verifying if the WebQuest foments the trainees’ motivation and commitment towards learning and if it facilitates the research and interpretation of the information available online, in the production of the end result; to listen to the trainees’ opinions on the fulfilment of the WebQuest, the written assignment and the informational bulletin; to increase the trainees’ informatics skills and contribute to prepare 21st century citizens. The results of the study sustain that the WebQuest improved the constructive role of the trainees in the comprehension of the “Sexually Transmitted Diseases” theme, stimulated the acquisition of competences at the informatics level and contributed to make them become citizens that are more active and critically prepared for decision-making in the global information and knowledge society of the 21st century.
Key words: WebQuest, adult education and training, Web 2.0.
Marta Barroso*, Clara Coutinho
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