The role of education on the adoption of chemical fertiliser under different socioeconomic environments in Ethiopia

This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approxim-ately, the last three decades, we seek to develop a clearer understanding of what has been done and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical appro...

Globalising citizenship education? a critique of ‘global education’ and ‘citizenship education’

This report examines the factors underlying low achievement in British education. It is important to find out why tens of thousands of young people leave school with no or very few qualifications. Low achievement at age 16 is associated with disadvantage and also a variety of outcomes by gender and ethnic group. Existing policies and practices within the educational system do not always help. Boys outnumber girls as low achievers by 20 per cent and white British boys comprise nearly half of all low achievers, while there are also achievement problems among some minority ethnic groups. The report addresses the ongoing debate about education policies in relation to reducing low achievement. The study uses the National Pupil Database and related data to examine four different measures of low achievement, and a profile of low achievement is offered. The report will be of interest to all those concerned with educational outcomes, including policymakers, education professionals, unions and the media.

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Tackling low educational achievement

The purpose of this report is to provide a state of the art synthesis of studies relating to globalisation, education and development. Special emphasis is given to those policies and programs developed at a supranational level (global and regional) that have implications for the formal and informal education and training sectors in enabling these countries to meet the Millennium Development Goals (MDG) and to alleviate the trend across the globe of deepening poverty and inequality of access to infrastructures and public services. These trends are particularly acute in sub-Saharan Africa, and there have been renewed calls for development policy that addresses the challenges of globalisation that are shaping Africa. This review of current ‘global’ policy and practice is intended to provide policy makers in national governments, development agencies, international financial institutions and organisations, regional organisations and civil society actors across a range of transition and low-income countries with relevant, accessible and contextualised information and understandings about the implications of globalisation, specifically for the areas of education and training. The report reviews the wider literature on globalisation and development as it relates to education in order to identify, on the one hand, the dominant way in which globalisation, as a particular set of discourses and practices, is articulated and mobilised, and on the other, the effects of these on access to quality education and the implications for development concentrating on the different roles, agendas, policies and programs of multilateral agencies, national governments and civil society. There is a focus on the policies, programs and practices that either target directly or have consequences for low-income countries and transition economies: Education for All and the Millennium Development Goals; lifelong learning and the knowledge economy; trade in education services; issues of citizenship and conflict and current developments in aid and global security; and processes of regional development with a specific focus on Africa.

Globalisation, Education and Development: Ideas, Actors and Dynamics

The growing incidence of withdrawal of Muslim girls from physical education prompted this study into tensions between religious freedom and educational practices. It was located in a city in the West Midlands of England. Data on experiences, issues, concerns and solutions related to participation of Muslim girls in physical education were collected by a team of eight researchers including Islamic studies and physical education subject specialists, city advisors and teachers. Methods used were: eight in-depth case studies across primary, secondary and Muslim state schools including interviews with 19 head teachers and teachers (two were Muslim), focus-group interviews with 109 pupils and 32 parents. In addition, four focus-group interviews were held with 36 young people in community/supplementary schools for Muslim communities. All city schools (402) and 12 community providers received questionnaires, 50 were returned. Consultations were held with key national associations including the Muslim Council of B...

Embodied Faith: Islam, Religious Freedom and Educational Practices in Physical Education.

Introduction, "Jo Cairns, Roy Gardner and Denis Lawton" Part 1: Faith Schools: Past and Present 1. Faith Schools Now: An Overview, "Roy Gardner" 2. Faith Schools and Colleges of Education since 1800, "Brian Gates "3. The Legal Frameworks for Faith Schools and the Rights of the Child, "Marie Parker-Jenkins" Part 2: Faith Schools: For and Against 4. Faith Schools: Are They Justified?, "Richard Pring" 5. Are Faith Schools Divisive?, "Mark Halstead and Terence McLaughlin" 6. Religion and Schools: A Fresh Way Forward, "Marilyn Mason" 7. Faith-based Schools in the UK: An Unenthusiastic Defence of a Slightly Reformed Status Quo, "Harry Brighouse" 8. Keeping Faith with Social Capital: From Coleman to New Labour on Social Justice, Religion and Education, "Eva Gamarnikow and Tony Green Part 3: Faith Schools in Practice "9. Perceptions and Practices in Christian Schools, "Bart McGettrick" 10. Learning Together: The Case for 'Joint Church' Schools, "Alan Murphy "11. Segregation or Cohesion: Church of England Schools in Bradford, "Rachel Barker and John Anderson "12. Through the Looking Glass: Religion, Identity and Citizenship in a Plural Culture from the Viewpoint of the Modern, Orthodox Jewish School, "Lynndy Lewis Part 4: Faith Schools: The Experience Elsewhere "13. Measuring Catholic Schools Experience: An International Perspective, "James Arthur" 14. Faith Schools and Northern Ireland: A Review of Research, "Tony Gallagher" 15. Exclusion or Embrace: Faith, Social Ideals and 'Common Schooling' in America's Public Education, "Michael Totterdell "16. Faith Schools in France: From Conflict to Consensus, "Cecile Deer Part 5: Faith Schools: The Way Forward "17. Faith Schools and Communities: Communitarianism, Social Capital and Citizenship, "John Annette" 18. The Impact of Faith Schools on Pupil Performance, "Sandie and Ian Shagen" 19. Faith Schools, Religious Education and Citizenship, "John Keast" 20. Continuing Personal and Professional Development and Faith Schools, "Roy Gardner and Jo Cairns "21. Faith Schools: Some Political Issues and an Agenda for Research," Denis Lawton and Jo Cairns "

Faith Schools : Consensus or Conflict?

Values in education, in terms of both how they are taught and of the ethics of teaching itself, are an area of lively debate. This text provides a resource of ideas, issues and practice for all those with an interest in this area of education.

Education for values : morals, ethics and citizenship in contemporary teaching

Perspectives on values, culture and education religious perspectives moral perspectives economic perspectives political perspectives legal perspectives models of educational and cultural change China Singapore the USA Canada Australia Poland Germany Botswana Indonesia Brazil the UK.

Values, Culture and Education

Part 1 The context: introduction to the new curriculum, Bernard Crick the historical context, Denis Lawton social diversity, inclusiveness and citizenship education, Jagdish Gunbdara. Part 2 Implementation - some issues and challenges: moral, social and civic education in Greece, Eirini Pasoula personal development and citizenship education - setting the agenda for lifelong learning, Jo Cairns a curriculum model for citizenship, Janet Harland a context for development of citizenship education 14-19 in the new millennium, Tony Breslin education for citizenship, civic participation and experimental service learning in the community, John Annette social capital and the educated citizen, Eva Gamarnikov and Anthony Green citizenship in theory and practice - being or becoming citizens with rights, Priscilla Alderson the moral agenda, Graham Haydon. Part 3 Comparative perspectives: culture, community and curriculum in Wales, Robert Phillips thirty years of teaching political literacy in Scottish schools - how effective is modern studies, Henry Maitles re-visioning citizenship education - the Irish experience, John Hammond and Anne Looney education for citizenship and identity within the context of Europe, Alistair Ross citizenship education - an international comparison, David Kerr global perspectives and citizenship education, Roy Gardner.

Education for Citizenship

This yearbook on education for 2001 brings together leading international voices on values in education and presents a window on current debates. These include such fundamental issues as who should decide upon the values we adopt.

World Yearbook of Education 2001 : Values, Culture and Education

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