Schools subjects in those countries would probably be considered much harder for students living in the United States. As for me, I grew up going to school in West Africa, but after coming here to the US, I realized how much more relaxed school was. In my previous school, from 1st to 5th grade, we had to write about three or more pages of notes using pen ( pencil was not allowed to be used in writing; it was only for drawing) and then, recite the whole thing exactly as it was written on the pages in our notebook. Now that I think about it, it probably wasn’t that necessary to do so, but eventually it helped with guarding the lessons in our minds and
Even though the policy has been of importance with its strategies the problem is that most of the strategies are just in the policy but not implemented. For example the policy`s first strategy is to make the education curricular responsive to the demands of the labour market, so far this has not happened, for example, a lot of students in University of Botswana are studying courses that are not even demanded in the labour market hence this increasing
The use of GIS as a teaching method is fast taking center stage in developed countries’ secondary school geography education while developing countries like Zimbabwe are taking very slow paces to include it in the education system. In Zimbabwean secondary school geography curricula it is noted as an important teaching method and not as a requirement. Thus a gap exists as to whether the use GIS as a teaching method in geography education in Zimbabwean secondary schools can be implemented. ABSTRACT The study is going to pilot the use of GIS as a teaching and learning method in Zimbabwe’s
The core of the outcomes based education was that only what is learned matters, not what is taught and applicable learning outcomes must be set, not learning objectives. Teachers are not always able to translate the indefinitely worded outcomes into practical teaching-learning activities with specific content (Van der Horst & McDonald, 1999:16). OBE was implemented with the aim of increasing the value of education that learners in South Africa receive. There was inadequate dialogue about important details such as teaching materials and curricula that led to the outcomes based education to be
Children especially in rural areas the ones who are poorly disadvantaged they have the insufficient resources provided to them they mainly depend on textbooks only, whereas the ones who are highly privileged and wealthy they have all the resources and proper access to educational materials it can be the internet, proper gadgets and all that, this supports the pedagogy of the oppressed, people who have power they are more favoured in the society (Tucker, 1969). Learners or children are (Freire, 1970) considered to have nothing in mind in school they are regarded as empty minded people that they need to be inserted the information by the
In this essay I will provide the various reasons as to why children and young people are not in schools , I will also provide a discussion as to how White Paper Six (doe ,2001) provides policy directives to seek to address educational exclusion in south Africa In south Africa every learner has been given the right to basic education , according to the South African schools act every learner should attend school from the age of seven until fifteen which is grade nine(Fleisch et al,2012). According to the community survey 2007 the size of the compulsory age population who are not attending schools may be slightly higher than some government sources had suggested (Fleisch et al,2012, p.529) , There are various learners who do not attend schools , however the analysis shows a pattern in poor attendance ratios: coloured boys , those learners whose parents have passed away tend to leave school , learners with disabilities and learners living in rural communities( Fleisch et al,2012, p.529), The department of basic education may argue that most out of school learners are out of school due to a disability , some may have economic and social barriers and that’s what is keeping learners out of school , at least 60% of learners in educational institutions are attending schools even though they may come from poor families (Fleisch et al ,2012) what this means is that poverty on its own does not explain why the other approximate 40% are not in school.as to what extent should disability
This condition has been persistent in Nigeria over the years for various reasons, such as poor macro-economic and monetary policies, bad governance and the biggest problem of all corruption. This paper will examine the different ways to eradicate poverty in Nigeria. One of the major problems in Nigeria is poor education. To fix this problem I believe the quality of education should be improved, students should be taught by only properly qualified and dedicated teachers, teachers who enjoy teaching and are not those just doing it because it is a source of income. If this is done from nursery, to primary and through to the secondary level students will have attained basic reading, writing and reasoning skills, and can decide whether to pursue a university education, or other options.
The rooted meaning of democracy is that of the people, by the people and that people’s lives matter first than that of the government. In that sense, the government still meets challenges that hinder the development of democracy. They have developed policies which help to address these challenges but yet not all issues are to be resolved. The public is in constant demand, and the government is slow in delivering services even though much has been done after the apartheid era. The challenges that hinder the substantive democracy of South Africa are: • Education (educating the educators) • Institutional instability • Political and social integration • Welfare system • Land Reform Education If one wants a country to grow and its people to grow, then invest on education.
Even though there are those that are educated in the African continent a majority of the people are still illiterate have not been educated and therefore still not enlightened and hence education being from the elite and the chosen few. Education has a lot of significance to people as it key to development as well as a great weapon against poverty. Many western countries have very low levels of poverty and score high levels of development all a result of education. When people are educated they get empowered and hence are not gullible and therefore are able to choose between what is right and what is wrong and hence are productive people as compared to those that are not educated (Falvo, 2015). The significance of
India is the fasting growing major economy and ranks 7th in terms of GDP. Yet, the state education is abysmal with social indicators putting India lower than countries like Bangladesh which have a much lower per capita income compared to India. India has the largest number of out of school children. The lack of quality public education and public healthcare in the country can be regarded as the biggest failures of modern India. Education not only improves the quality of life and empowers people, but has also been proved to be a major escape route from poverty.