Baigiamojo darbo aktualumą lemia tai, kad kiekvienam iš mūsų turi rūpėti kaip mūsų žmonės ir valstybė gyvens ateityje. Tai nusako darnaus vystymosi 3 lygiaverčiai komponentai (aplinkos apsauga, ekonominis bei socialinis vystymasis). Darnaus vystymosi principai bei darnaus vystymosi švietimo idėjos mokykloms visai naujas dalykas. Tyrimo tikslas – išanalizuoti, kaip darnaus vystymosi švietimo programa suprantama ir įgyvendinama Mažeikių rajono bendrojo lavinimo mokyklose. Darbe atskleisti strateginio planavimo principai, darnaus vystymosi koncepcijos esmė, darnaus švietimo vystymosi idėjos ir įvertinta Mažeikių rajono bendrojo lavinimo mokyklų įtraukimo į darnaus švietimo vystymosi strateginio planavimo procesą svarba. Mokyklų strateginiai planai buvo kuriami dažniausiai taip, kaip kam suprantama, neatsižvelgiant į kokybę ir tikrąją paskirtį. Paskutiniais metais buvo atkreiptas dėmesys į strateginio planavimo kokybę. Tyrimo rezultatai rodo, kad mokyklos palaipsniui įsijungia į darnaus vystymosi švietimo strateginio planavimo procesą. Mokyklose turi dirbti kompetetingi mokytojai, o mokiniai turi žinoti savo pareigas. Mokytojai mano, kad numatytos darnaus vystymosi švietimo nuostatos iki tikimosi laiko 2015 metų bus iš dalies įgyvendintos. Apibendrinant galima teigti, kad darnaus vystymosi švietimo principai ir konkretūs jų raiškos būdai dar nepakankamai veiksmingi ar tik pradedami taikyti Mažeikių rajono bendrojo lavinimo mokyklų ugdymo procese. / The relevance of this work is determined by the fact that every one of us must be concerned on how our people and state are going to act in the future. It is defined by three sustainable components of equal value (environmental protection, economical and social development). The concepts of sustainable development and educational ideas of sustainable development for schools are totally new for them. The goal of the research is to analyze how the program of sustainable development of education is understood and put in practice at comprehensive schools in Mažeikiai district. The concepts of strategy planning, the core of sustainable development of conception and the ideas of sustainable development of education are discussed in this work. The strategy planning at schools was mostly generated how it was individually understood ignoring its quality and the real purpose. The attention to the quality of strategy planning has recently been made. The results of the research indicate the fact that schools integrate gradually into the process of sustainable development of education of strategy planning. Qualified teachers should work at schools and students must know their obligations well. Teachers consider that the guidelines of sustainable development of education will partly have been realized by 2015. In summary, it is possible to maintain that sustainable development of educational principles and the concrete way of their expression are not effective enough or they are only being... [to full text]

This thesis focuses on the topic of Global development education using the pedagogical approach of Philosophy for children. The main objective is to develop its own proposal of educational materials. Which will deal with the possibilities of using this theme to the first grade of primary school. The theoretical part is divided into two parts, the first is characterized by Global development education and the second the Philosophy for children. In the practical part we are shown three draft their own learning activities, which are fully capable of being put into teaching practice of geography at 1st level of basic education, especially for 4th and 5th grade.

This thesis focuses on the topic of Global development education using the pedagogical approach of methodology of project teaching. In the practical part we are shown three own learning activities, which are fully capable of being put into teaching practise of geography at 1st level of basic education, especially for 4th and 5th grade.

Diploma thesis delivers a global education methodology for schoolchildren, designed for teachers and including materials for students. Suggestions are based on theoretical knowledge centred on the comparison of education systems in developed and developing countries, focusing on the Czech Republic and Namibia respectively. The theoretical part of the thesis is the process of developing the concept of global education via a Czech concept known by the acronym GRV. The thesis further develops the theoretical basis of the GRV concept by establishing criteria using suitable GRV material. It also considers the current state of GRV in context of primary education in Czech schools and opportunities for more effective implementation in the Czech educational system.

Abstract This study focuses on practices of engagement and representation in North–South international partnerships, and in global and development education in Finland. The first objective was approached through a qualitative methodology involving document analyses, and interviews with northern and southern partners engaged in education sector partnerships in Zambia from 2003 to 2007. The second objective discusses challenges and possibilities for more ethical North–South partnerships in global and development education policies in Finland. This doctoral study report consists of four articles and a thesis summary. This study draws on three fields of scholarship: postcolonial studies, development studies and global and development education studies. Postcolonial theory is used selectively as a ‘tool for thinking’ that connects critical examinations of North–South engagements and representations with educational possibilities. The methodological framework consists of a combination of different qualitative methods including ethnography and content analysis of three sets of data: 1) 19 semi-structured theme interviews, 2) five open-ended narrative interviews and 3) selected Finnish global and development education policy documents. In the analysis of structures, narratives and relationships in educational partnerships in Zambia, this study outlines tensions and paradoxes that point to the need for more ethical practices that can move beyond hegemonic, ethnocentric and paternalistic patterns of representation and engagement in international development work. The study concludes that ethical engagements in North–South education sector partnerships require an approach that goes beyond individual skills, knowledge and competencies. The importance of systemic analyses of power and knowledge production, of acknowledging the historical and cultural referents that frame possibilities of understanding, and of acknowledging the complexities that are present in North–South engagements are emphasized. Furthermore, the importance of self-reflexivity is suggested as a starting point for understanding the limits of universalised forms of knowing to support ethical engagements. / Tiivistelmä Tässä tutkimuksessa tutkitaan pohjoinen–etelä -yhteistyötä Sambian opetussektorilla ja siihen liittyvää tematiikkaa globaali- ja kehityskasvatuksessa Suomessa. Tämä kvalitatiivinen tutkimus analysoi Sambiassa vuosina 2003–2007 koulutussektorin kumppanuusohjelmiin osallistuneiden sambialaisten ja eurooppalaisten kehitysyhteistyöntekijöiden haastatteluja sekä kehitysyhteistyöhön, globaali- ja kehityskasvatukseen liittyviä asiakirjoja. Tutkimus käsittelee haasteita ja mahdollisuuksia pyrittäessä eettisempiin pohjoisen ja etelän välisiin kumppanuuksiin koulutussektorin kehitysyhteistyössä sekä globaali- ja kehityskasvatuksen alueella Suomessa. Väitöskirjatutkimus koostuu tiivistelmästä ja neljästä artikkelista. Tutkimus hyodyntää kolmea tutkimusalaa: postkolonialistista tutkimusta, kehitystutkimusta sekä gloobaali- ja kehityskasvatusta. Tutkimuksen teoreettinen viitekehys perustuu postkolonialistiseen teoriaan, joka tarkastelee krittisesti pohjoisen ja etelän välisiä kumppanuuksia ja niissä ilmeneviä koulutuksellisia mahdollisuuksia.Tutkimuksessa käytetään postkolonialistisia käsitteitä ja näkemyksiä ’ajattelun työkaluina’. Tämän tutkimuksen metodologinen viitekehys yhdistää useita kvalitatiivisia menetelmiä, kuten etnografiaa, sisällönanalyysia ja narratiivisuutta. Etnografian avulla pyritään ymmärtämään tutkimuksen tärkeintä kontekstia, Sambian koulutussektoria. Tämän tutkimuksen ensimmäinen primääri aineisto kerättiin puolistrukturoiduilla teemahaastatteluilla (19). Toinen käytetty tutkimusaineisto sisältää avoimia haastatteluita (5), joissa hyödynnettiin narratiivista aineistonkeruumenetelmää. Kolmas tutkimusaineisto sisältää suomalaisia globaali- ja kehityskasvatuksen asiakirjoja. Näitä kolmea tutkimusaineistoryhmää analysoidaan kvalitatiivisen sisällönanalyysin keinoin. Sambian koulutussektorin kumppanuuksien rakenteiden, narratiivien ja suhteiden analyysi paljastaa jännitteitä sekä paradokseja. Tutkimusanalyysi osoittaa, miten tarkeää on tiedostaa historiallisia ja kulttuurisia seikkoja, jotka ulottuvat yksilöiden taitoja, osaamista sekä pätevyyksiä syvemmälle tasolle. Tutkimus esittää, että refleksiivisyys (self-reflexivity) on hyvä lähtökohta tiedon, taitojen ja osaamisen suhteellisuuden ymmärtämiseen eettisempien pohjoisen ja etelän välisten kumppanuuksien tukemisessa koulutussektorin kehitysyhteistyössä sekä globaali- ja kehityskasvatuksessa Suomessa.

Practitioners working with children under three are often marginalised; both in terms of group settings and in terms of being a focus of research (see Manning-Morton, 2006; McDowell-Clark and Baylis, 2012). This research prioritizes the practitioner’s voice by exploring the subject area of personal theory. In this thesis, personal theory is conceptualised as a composite of understandings and experiences including policy, organisational procedures, Early Years literature, training and Continuing Professional Development as well as personal and professional experiences, beliefs, and values. As Stephen and Brown (2004) indicate, particular constructions of care, learning, and children shape what is considered desirable educational practice. Drawing on Aristotle’s intellectual virtue of phronesis, this research’s aim is to understand how practitioners’ personal and professional experiences and understandings contribute to practitioners’ construction of personal theory. Research questions focus on: 1) understanding which relationships are particularly influential, 2) understanding which experiences are particularly influential and 3) identifying key features of practitioners’ personal theories. Case study methodology frames the research design. The research demonstrates that although personal theory is tacit, linking to specific instances of practice enables practitioners to articulate personal constructions of care, learning and children. Findings relate to six key characteristics of practitioners’ personal theories: practice as an ‘Ethic of Care’, practice as pedagogy, practice as ‘subsitute mothering’, practice as distinctive for children aged birth to three years, practice as rooted in experience and practice as emotional activity. Joan Tronto’s (1993, 2013) ‘Ethic of Care’ affords further consideration of personal theory; particularly the contradiction between personal theory that shapes engagements with young children as an ‘Ethic of Care’ and that which shapes engagements as ‘substitute mothering’. The thesis’ discussion highlights how the articulation and discussion of personal theory enables a richer construction of Early Years professionalism and professional identity within Birth to Three settings.

This project describes the inception and development of a high school web site along with subsequent implementation issues, limitation, benefits, and recommendations visual design and learning principles and the history of hypermedia are also discussed, and a model is tendered for other schools to follow when constructing a web site.

The project used Macromedia Flash MX to develop a series of web-based animated drawing lessons for first grade students.

The purpose of this project is to provide students and teachers with a disk of tools to aide in the development of Web pages either in the classroom or through online (distance education) learning. Many of the tools supplied on this disk have been field tested in a high school Web design class. When students are allowed to be creative and are able to fuse interesting visual displays the results can be significant in increasing cognitive and multiple intelligences skills.

Human trafficking is an ever-growing crime in this century. It is estimated that there are 29.8 million slaves around the world today - 16.36% of which are located in sub-Saharan Africa. The sub-Saharan region is a region in which human trafficking is combatted ineffectively due to a lack of food, lack of access to education, lack of post-education opportunities and lack of proper legislation. This thesis explores the environment in which human trafficking is taking place in sub-Saharan Africa, and proposes potential changes that will theoretically disallow human trafficking to take place in the region. The only way in which an environment conducive to trafficking in persons will ever change is through establishing partnerships amongst governments, non-governmental organizations (NGOs), and other international organizations. Through the analysis of case law from the United Nations Human Trafficking Case Law Database, data from the World Bank, the United States State Department Trafficking in Persons Reports, the United Nations Global Reports on Human Trafficking, and various reports from NGOs, this thesis evaluates the approaches taken by various governments in sub-Saharan Africa to change the environment in which human trafficking thrives. Through raising awareness of the environment of sub-Saharan Africa, and by describing three ways in which human trafficking can be combatted effectively, such as the use of food, education, and the law, this thesis contributes not only to the legal discipline, but also to helping combat trafficking in persons effectively throughout the world.