Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (M.S.)--Middle East Technical University, 2003. / Keywords: Improving student thinking, Constraints on improving student thinking, Teachers' perceptions.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

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

The purpose of this study was to investigate and to determine the effectiveness of the Basic Skills Program. This was a program developed at Clackamas Elementary School that implemented many of the effective school characteristics along with analyzing low-achievement areas in the California Achievement Test and organizing an instructional program that would teach to those low areas. This study compared achievement test results from the Spring pf 1982 for grades four, five, and six (approximately 140 students) with achievement test results from the Spring of 1983. The treatment to improve low areas as determined by the California Achievement Test results of Spring, 1982, consisted of teachers administering extra work sheets that covered the deficient skills, a homework program, six week grade level meetings and strand tests that evaluated students progress. Many effective school characteristics were incorporated into the program such as the principal developing: high expectations for student achievement, a homework policy, discipline policy, a positive school climate through student and staff activities, and grade level meetings where the administrator was involved with instruction. The factorial multivariate analysis of variance on the Normal Curve Equivalents and the factorial analysis of variance performed on each dependent variable results indicated that the Basic Skills program had no or negative effect on the students achievement. Students tended to show greater growth in the control year than in the treatment year. The reasons for this treatment failure can be better understood by analyzing the teacher survey given to the teachers at the end of the treatment year. The survey results indicated that the teachers did not like the materials used in the program. They were not committed to the program nor did they value the need for such a program. Change literature indicates that in order for change to be effective the program must provide for (1) time for participants to grow to value the program, (2) consensus decision making, (3) time for reevaluation of the program, (4) inservice training that extends into the classroom so that teachers have support during the change, and (5) rewards and payoffs for the participants. Change is possible with these considerations but if elements are left out, as was the case in the Clackamas Elementary Basic Skills Program, the change will not occur.

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.

Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: William Sayres. Dissertation Committee: Paul Byers. Bibliography: leaves 191-202.

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.