6 Abstract Lifelong education and learning is an important condition for a successful and fulfilling life in today's globalized world. To provide education for all is declared effort of international organizations (UNESCO, WB, OECD, WTO, EU, etc.). This work focuses on the initiative of UNESCO, OECD and the EU in this area. UNESCO focuses mainly on developing countries (providing functional literacy among the poorest) while the OECD and the EU to those developed (the target is people's employability and competitiveness, the acquisition of key skills). International organizations formulate their objectives in statements, strategies, action plans and proposals for action to eliminate unequal access to education and learning. However, even these documents can render various difficulties and problems in their application in practice. Key words Adult education and learning, lifelong education and learning, inequalities in education, political documents, UNESCO, OECD, EU

A new Canadian political party arose out of the depression years as a protest to the economic, social and psychological conditions of that period. In 1932 the Co-operative Commonwealth Federation (CCF) was established, and the founders of this new political movement believed that their ideology of democratic socialism was the solution for the problems facing Canada. The CCF, later renamed the New Democratic Party (NDP); was a movement that offered a critique of the prevailing society, and was committed to the principles of democratic socialism. The CCF was a reform movement and a political party that challenged the prevailing Canadian ideology of capitalism, and as a result, needed to educate people to its cause. The CCF devoted a great deal of energy and volunteer time to education of party members. It was the only political party that organized correspondence courses, established study groups, provided lengthy and detailed reading lists, published study guides for recognized political books and had six separate party newspapers in simultaneous publication. In addition, the CCF encouraged book clubs, education clubs and ran summer schools and held educational conferences. Political scientists and historians have acknowledged for some time that the CCF in its early years held a strong belief in the necessity to educate its membership (Avakumovic, 1978; Robin, 1973; Young, 1969b; Zakuta, 1964). However, there has never been an attempt by adult educationists to study the CCF and its educational programs. The present study is an examination of the educational programs conducted by the CCF in British Columbia from 1933 to 1961. In addition, the study is an analysis of' a shift in educational emphasis as a reform-political movement evolved into a competitive political party. The CCF movement was avowedly educational in its early years, recognizing the need to explain democratic socialism to its new membership. Major political successes and advances during the war years swayed the CCF towards education for the general public. The post-war years were a time when the CCF evaluated its political goals and direction, as well as its commitment to education. With the "Cold-War" and the affluent fifties, the CCF swayed once again from its original ideological and educational emphasis. In the late fifties and early sixties an effort was directed to forming a new political party, which emerged in 1961 as the New Democratic Party. This study on CCF membership education in British Columbia divides the evolution of the work into five periods. Economic and political concerns, a world war and national and provincial elections had a discernable effect on educational emphasis and programming, The research concluded that in British Columbia the content and extent of various educational programs, activities and the literature changed during the CCF's 28 year history. The early movement years were marked by a great deal of creative activity occurring in numerous educational projects. The later years saw a political party replacing its educational emphasis with an organizational and campaign emphasis. The educational program of the CCF was very much influenced by the political concerns of the CCF as it met its political obligations, and as it responded to a changing world. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

In a world replete with many views of education, it is perhaps easier to notice the differences amongst educational perspectives rather than the interconnections. The role of this thesis is to bring together some of these perspectives through a conceptual analysis of place and its links to education, self, and ESL. Place is a term used in environmental philosophy to refer to a particular space or region as experienced by a person, and to the relationships and responsibilities which connect that person to the world in which he or she lives. Environmental philosophers argue that the relationships bound up in place intimately shape who we are as individuals and the life choices that we make. I will differentiate further between four aspects of place, and address what it could mean to allow a sense of place to influence my life more deeply: what it means to be placeful. Investigation of the politics of place and the impact of race, class, power, and global inequalities on place experiences — areas I cannot explore deeply here - are important areas of research to continue to expand this conversation. The role of place in education is dynamic. I come to the classroom as an educator with two main passions: concern for the learners and concern for the environment. Through an understanding and awareness of place, environmental education and cornmunity/experience-based pedagogy can come together to develop an educational system which will address the needs of the learners, help them develop their understanding of self and place, and encourage care for and awareness of the environment. Jane McRae and Winnie Tarn, two educators of the Association for the Advancement and Promotion of Science Education (APASE), shared with me in a set of interviews their perspectives on place in ESL education. The discussion of APASE's Community Mapping Project which concludes the thesis is presented as an example of how one association has done this: a place-centred curriculum which incorporates feminist pedagogy, understanding and awareness of place, and the importance of addressing environmental issues. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Submitted to the faculty of Arts in fulfillment of the requirements for the degree of Master of Arts in Sociology in the Department of Sociology at the University of Zululand, 2001. / In this study the researcher looked at the problems which African learners encounter when they are at the White schools. The aim of this study is to provide scientifically grounded information about the situation in which an African child finds himself / herself and existence of racism in White schools. It seeks to ascertain what role South African Human Rights () South African South African Human Rights Commission (SAHRC) to fight racial discrimination in South African multi-racial schools can play. The first aim is to bridge the gap in our substantive knowledge regarding the situation faced by an African child in White schools. The second aim is to ascertain the reasons why some of the white educators declare African child s colour-blind. The third aim is the statistically measure, describe and explain the nature and extent racism as a social phenomenon and its negative impact on an African child's future. The fourth aim is to establish the demographic particulars of the victims an African child of racism with regard to their age, sex and religion. The fifth aim is to render socio-educational concrete recommendations with regard to what could be done to address pervasiveness of racism. A questionnaire was compiled and used as an attitude rating scale and the questionnaire was administered to a representative sample of twenty-four white high school learners from six schools at Empangeni Region. Statistical analysis was conducted to fulfil the aims of the study and to rest the research hypothesis stated. This study revealed that the African learners at white high schools had problems with racism, apartheid at these schools. The African learners move from the African schools to white schools is due to their parents' choice and different perceptions and expectations by African parents are revealed in this study. The recommendations for this study was that educators be taught about aspects of multiculturalism and also anti-racism training to all education stake holders, including district officials, school governing bodies, educators, learners and clustering of schools to encourage sharing of resources between privileged and under-privileged schools. The Minister of Education should intervene in the white schools especially in racially representation of educators, governing bodies.

This dissertation investigated the development of stereotypes surrounding public school children in Brazil, primarily focusing on poor students of Afro descent. It explored how these stereotypes have influenced education policymaking and examined the efforts of Darcy Ribeiro and Paulo Freire to challenge these prevailing notions. Employing archival research to trace the historical creation of stereotypes about Black Brazilians from impoverished backgrounds since the country's declaration of independence, the study delved into historical accounts and perspectives offered by various political actors—policymakers, educators, families, and society in general. The aim was to understand how ideas and images about poor and Black students have been constructed and impacted the education policy process in the country. The findings revealed that historically, governing elites associated vulnerable populations with societal problems such as crime, diseases, and idleness. Consequently, different policies were designed and implemented, predominantly proposing work as a solution to restrain Black and poor populations. For children, schools emerged as spaces where they should be disciplined and tailored to meet the needs of the workforce. To understand the historical construction of these stereotypes, I conducted interviews with education stakeholders to assess the persistence of these ideas and the efforts schools make, or fail to make, to counteract the influence of negative social constructions on public school students. The research also delved into Ribeiro’s and Freire’s perspectives on public education—how they attempted to translate their theories into practice, and the complexities encountered during the design and implementation of their policies in the state of Rio de Janeiro and the city of São Paulo, respectively. This occurred during a pivotal period: the redemocratization of Brazil. As influential figures in policymaking, they faced resistance from those adhering to traditional narratives reinforcing stereotypes. Archival research and interviews with individuals who worked with Ribeiro and Freire in the design and implementation of their policies were central to understanding the challenges they faced in attempting to transform public schools in Brazil. The findings underscore the intricate connections among historical narratives, policy formulation, and the persistent endeavor to reshape the educational landscape for marginalized communities in Brazil. This research contributes to unraveling the dynamics of challenging stereotypes in education and delves into the transformative potential inherent in policy interventions. By focusing on Brazilians who are most reliant on public policies, the study not only informs the academic discourse but also provides insights for policies that can meaningfully impact the lives of those historically underserved.

M.Ed. / Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.

Thesis (MPA) --University of Limpopo, 2006 / The study conducted was based on the political and administrative interface in the Department of Education in Limpopo. This provincial Department has experienced challenges that originated from the offices of both the Executive Authority and the Accounting officer. This grey area in the Department had almost paralysed the whole system and it became imperative that it be studied in an attempt to find possible solutions. An extensive scientific body of knowledge from different scholars and their findings contributed to a new direction recommended for consideration. The findings presented have the capacity to hamstring any organisation. The findings reveal, among others, that: the complementary bureaucratic model is threatened by time, and its challenges are enormous; there is little knowledge among politicians and administrators regarding interface matters; administrators do not have a global picture regarding the result of unethical conduct; more research on interface matters needs to be done and results published for the public to be educated while politicians and administrators should be continuously trained; the fluidity of the interface needs continuous focus to avoid plunging the department into an untenable situation.

Not available / text

This thesis addresses the relationship between sectarianism and state-making and nation-building in Iraq. It argues that sectarianism has been an enduring feature of the state-making trajectory in Iraq due to the failure of the modern nation-state to resolve inherent tensions between primordial sectarian identities and concepts of unified statehood and uniform citizenry. After a theoretical excursus that recasts the notion of primordial identity as a socially constructed reality, I set out to explain the persistence of primordial sectarian affiliations in Iraq since the establishment of the modern nation-state in 1921. Looking at the primordial past showed that Sunni-Shicite interactions before the modern nation-state cultivated repositories of divergent collective memories and shaped dynamics of inclusion and exclusion favorable to the Sunni Arabs following the creation of Iraq. Drawing on primary and secondary sources and field interviews, this study proceeds to trace the accentuation of primordial sectarian solidarities despite the adoption of homogenizing policies in a deeply divided society along ethno-sectarian lines. It found that the uneven sectarian composition of the ruling elites nurtured feelings of political exclusion among marginalized sectarian groups, the Shicites before 2003 and the Sunnis in the post-2003 period, which hardened sectarian identities. The injection of hegemonic communal discourses into the educational curriculum was found to have provoked masked forms of resistance that contributed to the sharpening of sectarian consciousness. Hegemonic communal narratives embedded in the curriculum not only undermined the homogenizing utility of education but also implicated education in the accentuation of primordial sectarian identities. The study also found that, by camouflaging anti-Shicite sectarianism, the anti-Persian streak in the nation-state’s Pan-Arab ideology undermined Iraq’s national integration project. It explains that the slide from a totalizing Pan-Arab ideology in the pre-2003 period toward the atomistic impulse of the federalist debate in the post-2003 period is symptomatic of the ghettoization of identity in Iraq. This investigation of the interaction between primordial sectarian attachments and the trajectory of the making of the Iraqi nation-state is ensconced in the project of expanding the range and scope of social scientific applications of the nation-building and primordialism lines of analysis.

published_or_final_version / abstract / toc / Education / Master / Master of Education