‘Education for all’ is one of the basic rights to each and every child. This fundamental principal is being implemented in various schools all over India. Although this ‘Inclusion Model’ varies from school to school. This paper discusses and compares the case study of two Schools. One school is based in Delhi and the other school is based in Bangalore. As the MHRD (Ministry of Human Resource Development) has implemented IEDSS (Inclusive Education for Disabled at Secondary Stage) there is a need to enforce the best working model.
“The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) has been launched from the year 2009-10. This Scheme replaces the earlier scheme of Integrated Education for Disabled Children (IEDC) and provides assistance for the inclusive education of the disabled children in classes IX-XII.”
The paper presents the working models of two Indian schools to attain IEDSS.
This study investigates the teachers’ role in learning and teaching process in some rural schools in Indonesia. This study applied a descriptive qualitative research in order to describe the stiuations and cases which were taken place in the study field. It was conducted in some rural schools at Jayapura. The instruments used in this study were questionnaire and interview. The data of this research were analyzed by descriptive technique. The finding of this study shows that 89% out of 115 teachers in primary schools were not aware of their role in the classroom when they are carrying out the teaching learning process, so the students achievement in learning tend to be low. Some problems which were contributed to this case are a) limited knowledge obout learning and teaching, because most of them derived from non-education university, b) the government and schools did not offer them chances that may improve their skills and knowledge, even if there, just for certain teachers, c) the unfufilled of teaching aids and tools, and d) low salary standard offered by government and private schools. After knowing those problems, so a solution is offered by the researcher by offering and facilitating a training on teaching and learning for about one month to those teachers.
E. Handayani Tyas, Christian University of Indonesia, Jakarta
Tertiary learners are expected to have already acquired and demonstrated a degree of autonomy in their studies and personal life; as the positive traits of being autonomous i.e. have positive self-concept and inquisitive minds, able to work independently yet have superb inter-personal skills etc. would have positive effects on their learning. This presentation is based on the qualitative aspects of a study to investigate the versatility of five TESL (Teaching English as a Second Language) cohorts at the Faculty of Educational Studies (FES), Universiti Putra Malaysia (UPM); and the degree they are autonomous in their learning. Among the issues investigated are their perceptions of themselves as learners; problems they have (if any) in their studies; their coping strategies; and similarities and differences among the cohorts in relation to autonomy. Data were obtained from observation of the cohorts during lectures and tutorials, focus groups and individual interviews. Duration of the study was two years. The findings indicate that although generally, the majority of these TESL undergraduates do have a high degree of autonomy, they are not really aware of practicing autonomy. While their being autonomous will augur well for the teaching profession, their lack of awareness of this fact will have some implications on the TESL teacher education training at the Faculty of Educational Studies, UPM in particular and other faculties of education at other public universities in Malaysia in general. Discussion on the implications will conclude the presentation.
Habsah Hussin, Universiti Putra Malaysia, Malaysia
Case study method has been used rather widely in Universities across the world. The literature has also reported widely on the merit of using case study approach (Dunne and Brooks, 2994; Kerber, 2001; Kruntsz&Hessler, 1998 and Lundeberg, 1993). Through the use of real data, and providing real life examples to contextualize textbook concepts, case method approach aims to help students develop skills in concept application through discussing complex real-life examples (Kerber, 2001; Kruntsz&Hessler, 1998). While prevalently used in Business courses (eg. Bruns, 1993; Christensen, 1981; Erkskine et al., 1981 and Shapiro, 1984) it is less often used in other disciplinary courses such as Mathematics or Statistics. Currently, in statistical courses conducted in Singapore, from primary to tertiary education, contrived data using discrete examples (often from textbooks) are used for teaching. Students are expected to sustain their learning and interest through monotonous “building-block” statistical concepts. The teaching activities are also calculation driven without bringing real world meaning and applications into practice. As a result, students are less likely to appreciate the relevance of real world applications in statistical calculations. This paper looks at the possibility of teaching statistics through using authentic and meaningful case examples and approach. The advantage of such an approach is that it is able to develop active learning amongst students which in turn leads to better application of concepts taught (Dunne and Brooks, 2004, Hammond 2002, Richards et al., 1995).
Chia Sook May, SIM University, Singapore
Foo Kum Fong, Ministry of Education, Singapore
Patriotism and civic responsibilities of the average Nigerian has been a major subject of discourse in contemporary study of citizenship and apathy to the Nigerian Nationhood. Nigerian's lack of patriotism has been largely blamed on the functionality of government which has been described as selfish and self-centered. The people view the government as a group of few that milks the nation's wealth to the detriment of the larger population of Nigerians. This study however, not oblivious of the above factor looks at another dimension which may have hampered the spirit of patriotism of Nigerians. most nations whose citizens to a large extent are said to be patriotic have in addition to good governance, the consciousness of patriotism from childhood as this is explicitly contained in the syllabi of elementary schools which can be likened to Nigeria's Basic Schools. This work therefore is to critically assess the knowledge and information being given to pupils of Nigeria's Basic Education in terms of the syllabus which could endear them to be patriotic and have the nationalistic pride. By so doing, this research will look at the general perception of Nigerian citizens towards their country, the concept of Basic Education in Nigeria, and assess the syllabus of History as contained in the National Commission for Colleges of Education Minimum Standards which is the official guiding document for the training of teachers of Nigerian Basic Schools to determine if they are sufficient to raise the consciousness of patriotism in the Nigerian child
Iyela Ajayi, Federal College of Education, Nigeria
Enesi Prince Habib, Federal College of Education, Nigeria