The importance of education to human beings has been one of the highly emphasized issues in international documents. Education is a Human Right that should be accorded to human beings solely by reason of being human. There are a lot of International human rights instruments that provide for education as a fundamental human right. These include the Universal Declaration of Human Rights (1948) and the International Covenant on Economic Social and Cultural Rights (1966) among others. Nigeria is well aware of the commitments laid down by these international instruments and has taken steps to either sign, accede or ratify these instrument to show its commitment to adhering to the contents laid down in these instruments. This mini-dissertation focuses on the provision of basic education in Nigeria. It examines the contents of various international documents to which Nigeria is party and looks into the role Nigeria should play in providing education. In other words the extent of state parties obligation to provide education to their citizens. As commendable as these programmes and policies may be towards providing basic education, some social vices hinder the successful implementation of these programmes there by resulting in the inadequate provision quality basic education in Nigeria. Most importantly this mini-dissertation takes into consideration the extent of Nigeria’s commitments to the obligation to respect, protect and fulfill the right to education stated in the general comment No. 13 on the right to education stated in article 13 of the International Covenant on Economic Social and Cultural Rights. It takes into account, the extent to which Nigeria has adhered to the provision of article 13 of the ICESCR. The laws in Nigeria have also been found wanting with regard to international instruments which state the fact that education is a right which should be justiciable in various courts of law and not just a directive principle of state policy which is not justiciable. This mini-dissertation criticizes this notion of directive principle of State policy in the Nigerian Constitution and proffers some legal and non legal recommendations which can enable the Federal Government of the Federal Republic of Nigeria provide better quality education throughout the country. Finally, the private sector in Nigeria is examined as it also thrives to provide private schools as a multidisciplinary measure to fill in the lacunas left by the Nigerian Government in the area of providing basic education to the typical Nigerian who wants to acquire basic educational knowledge. Copyright / Dissertation (LLM)--University of Pretoria, 2012. / Centre for Human Rights / unrestricted

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 129-137). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 129-137). Also available on the Internet.

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2014 / The right to education as entrenched in the Bill of Rights is a universally recognised human right and is similarly guaranteed and protected in section 29 of the Constitution. This has necessitated the need for government to enhance the educational capacity of adults through the adult basic and education training programme. The purpose of this study is to explore and examine the impact of Adult Basic Education and Training on the lives of adult learners. Historically disadvantaged communities, now have structures in place to afford adult learners an opportunity to acquire knowledge and skills to improve their educational standard. This programme affords the adult learner an opportunity to interact with fellow community members and educators and engage on a path of constructive learning. This study consists of a brief literature survey as well as empirical research on the impact of education and training on adult learners. A purposive sampling design was used to identify subjects or respondents for inclusion in the sample. As a result four ABET centres were identified in accordance with the defined population. From each centre, learners were selected in order to produce statistically dependable results. A total of 54 ABET learners formed a sample for the study and this was considered adequate to produce reliable results. The results of the study revealed that the ABET learners’ understanding of socioeconomic status of their families, the threat of HIV and AIDS, general behaviour in public as well as respect for self and others had improved. The majority of participants (89%) seemed to agree that after completing the ABET programme they could do their jobs more effectively. There was also general agreement amongst the learners that their confidence in demonstrating work-related skills had improved. A similar sentiment was also shared with regard to improvement in the level of education, trust in own abilities and understanding of HIV and AIDS related issues in their broadest sense.

Doctor of Education - Adult Education / Despite numerous intervention strategies, HIV/AIDS continues to spread and to pose a threat to the socio-economic transformation of South Africa. There is a need for fresh approaches to HIV/AIDS education for adults and youth in South Africa, particularly for those marginalized by society, such as rural black women. The challenge is to devise appropriate, affordable, socially acceptable and sustainable strategies to help people living with HIV/AIDS, especially in the rural communities. The broad objective of the study was to examine ways in which rural ABET centres address the challenges of HIV/AIDS prevention and support in the Limpopo Province of South Africa. A case study approach was used to investigate the ways in which five operational ABET centres addressed the epidemic in their communities. The intentions and actions of the ABET District Co-ordinator (1), Circuit Area Managers (5), Centre Managers (5), educators (10) and learners (80) were studied. Methods used in the collection of data were in-depth, semi-structured interviews, focus groups, critical incident review, and participant observation. The research investigated ways in which ABET centres dealt with HIV/AIDS-related issues, and the attitudes, beliefs and practices of ABET practitioners and learners with respect to HIV/AIDS prevention practices and care issues and how these impacted on the centres’ ability to address HIV/AIDS. The research results show that the human, social, structural and infrastructure constraints currently faced by the centres hinder their ability to play an effective and meaningful role in dealing with the epidemic. Access to knowledge, participation in social networks and entrenched cultural practices all play a role in defining the manner in which the communities have responded to HIV/AIDS. Through an analysis of the environment in which the ABET centres operate, and the varied success of their programmes in addressing HIV/AIDS, recommendations have been drawn up to assist ABET centres to address the pandemic more effectively. The study concludes that ABET centers, through acknowledgment of their role and effective use of resources in collaboration with the available networks can make a meaningful contribution in curtailing the spread of HIV/AIDS and supporting the people affected by HIV/AIDS in the communities in which they operate.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 69-72). Also available via the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 72-82). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 72-82). Also available on the Internet.

Submitted by Israel Vieira Neto (israel.vieiraneto@ufpe.br) on 2015-03-06T16:34:43Z No. of bitstreams: 2 TESE NATASHA DE ANDRADE FALCÃO.pdf: 623803 bytes, checksum: b07a48408c98f9cf1d9500fcd1b3e377 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) / Made available in DSpace on 2015-03-06T16:34:43Z (GMT). No. of bitstreams: 2 TESE NATASHA DE ANDRADE FALCÃO.pdf: 623803 bytes, checksum: b07a48408c98f9cf1d9500fcd1b3e377 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013-08-13 / CNPq / This study intends to provide a comprehensive analysis of the decentralization of basic public education in Brazil. It uses as reference the implementation of FUNDEF - Fund for Maintenance and Development of the Fundamental Education and Valorization of Teaching - to identify the impact of the decentralization on the students’ performance, as well as on the school’s efficiency. For this, a panel data from the school census between 1996 and 2006 is used. First, the impact of decentralization on students’ performance - failure, dropout and age-grade distortion rates - is estimated through the use of differencesin- differences models. An analysis on how the different local conditions might affect these results is also presented. After this, the efficiency of municipal and state schools is compared using a double bootstrap procedure that takes into account the effects of the local context on the estimated efficiency scores. Results indicate that there was an increase in failure rates and, more importantly, these results might be affected by local characteristics such as city size and political participation. Related to the efficiency estimations, results indicate that state schools are relatively more efficient and, local conditions would impact differently the efficiency of these two school types.

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa, 2014. / This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule were designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaire were then correctly analyzed. Three of four aims were connected to four hypothesis. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square 11 test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods have no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it. / Scientific Council of UDEBA-LAB