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"Published for the Commonwealth Secretariat by Nexus Strategic Partnerships."
Commonwealth Education Partnership 2007 is an essential overview of the development of education systems in the Commonwealth, focusing on international collaborations and on the partnerships in member countries between government, NGOs and the private sector in education. Focuses in this edition: increasing access and the right to quality education; supporting teachers for quality education; resourcing; and education for the good of all. Published for the Commonwealth Secretariat by Nexus Partnerships.
The Commonwealth Yearbook is the flagship annual publication of the Commonwealth Secretariat, with this special anniversary edition celebrating the Secretariat's 50th year. Published annually, the Yearbook is the essential reference guide to the countries, organisations, activities and values of the modern Commonwealth. This special 2015 anniversary edition has been fully updated to include: * Strategic directions of the association as it prepares for the Commonwealth Heads of Government Meeting and Commonwealth People's Forum 2015 in Malta * Programmes and partnerships adding global value in the areas of politics (democracy and rights, rule of law, gender equality, youth empowerment); governance and natural resources; health and education; economics and trade; and resilience in small and vulnerable states * Moments of Commonwealth history recorded by historians and Secretariat insiders of the time * A guide to the essential Commonwealth communiques and declarations including those from the 2013 Heads of Government meeting in Sri Lanka and Commonwealth Charter * Comprehensive profiles of 53 member countries, including overseas territories * An extensive statistics and reference section, and the official directory of Commonwealth professional, cultural and civil society development agencies.
Introducing the reader to grounded methodology and its ethical approach, this book explores the theory behind the method as well as how to use it to develop and evaluate learning and education projects. Grounded methodology is designed to challenge traditional educational research methodologies, and in doing so questions the notion of the need for highly formal research in institutional settings. In this respect, it is also a simple way of planning an educational project that needs an evaluative element. Covering data collection techniques used in the course of education research such as observations, interviews, course development, participant diaries and online data collection, this book investigates the practical realities of researching in education contexts and the differences in educational, national and cultural backgrounds. It is ideal reading for students and academics looking to update and increase their knowledge on grounded methodology, especially students who are researchers in final-year undergraduate or post-graduate level programs, or instructors planning to teach grounded theory or grounded methodology to their own emerging research students.
Cultural Heritage, Ageing, Disability, and Identity examines the effects of disability and ageing on engagement with cultural heritage and associated cultural identity formation processes. Combining theory with detailed case study research, it unpicks both the current state of play and future directions. The book is based upon detailed case example research on both the self-reported individual experiences of people with disabilities engaging with cultural heritage, and the accessibility approaches of cultural heritage institutions themselves. Hayhoe grounds the analysis in a theoretical and historical overview of disability and inclusion. He interrogates the various ways in which identity is formed through interaction with cultural heritage, and considers the differences in engagement with cultural heritage amongst those who develop disabilities early in life compared to those who acquire disabilities later in life. His conclusions offer insights that can help improve the provision of cultural heritage engagement to all people, but particularly those with disabilities. Cultural Heritage, Ageing, Disability, and Identity is key reading for students and scholars of cultural heritage, visitor studies, and disability studies, and will also be of interest to other subject areas engaging with issues of accessibility. It should also be read by institutions looking to improve their accessibility strategy to engage broader audiences.
South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged. Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Including work by leading scholars, artists, scientists and practitioners in the field of visual culture, The Routledge Companion to Photography, Representation and Social Justice is a seminal reference source for the new roles and contexts of photography in the twenty-first century. Bringing together a diverse set of contributions from across the globe, the volume explores current debates surrounding post-colonial thinking, empowerment, identity, contemporary modes of self-representation, diversity in the arts, the automated creation and use of imagery in science and industry, vernacular imagery and social media platforms and visual mechanisms for control and manipulation in the age of surveillance capitalism and deep fakes, as well as the role of imagery in times of crisis, such as pandemics, wars and climate change. The analysis of these complex themes will be anchored in existing theoretical frameworks but also include new ways of thinking about social justice and representation and how to cope with our daily image tsunami. Individual chapters bring together a diverse set of contributions, featuring essays, interviews, conversations and case studies by artists, scientists, curators, scholars, medical doctors, astrophysicists and social activists, who all share a strong interest in how lens-based media have shaped our world in recent years. Expanding on contemporary debates within the field, the Companion is essential reading for photographers, scholars and students alike.
Literaturverz. S. 414 - 459
The development of new Information and Communication Technologies (ICTs) has transformed the world over the last two decades. These technologies are often seen as being inherently 'good', with the ability to make the world better, and in particular to reduce poverty. However, their darker side is frequently ignored in such accounts. ICTs undoubtedly have the potential to reduce poverty, for example by enhancing education, health delivery, rural develop and entrepreneurship across Africa, Asia and Latin America. However, all too often, projects designed to do so fail to go to scale, and are unsustainable when donor funding ceases. Indeed, ICTs have actually dramatically increased inequality across the world. The central purpose of this book is to account for why this is so, and it does so primarily by laying bare the interests that have underlain the dramatic expansion of ICTs in recent years. Unless these are fully understood, it will not be possible to reclaim the use of these technologies to empower the world's poorest and most marginalised.