This paper discusses the challenges Nigerian teachers are facing in public secondary schools [Government owned schools] and its effects on the present rising students dropouts. Secondary school in Nigeria is an educational stage to be attended by students after primary school and before tertiary institutions. This is a period for youth direction on subject specialization, leading to issues of professionalization base on subject compartmentalization and choice of higher institution. The significance attached to this requires productive school climate with efficient resources for teaching and learning. Nigeria public secondary schools climate are facing the challenges of inadequate professional capability, poor school preparatory ground and absence of facilities to cater for students. In terms of curriculum contents there is a total mismatch between stated policy on education and the provision of teaching facilities and structural preparation. These over stretched public secondary sch...

The primary aim of this research was to identify the issues encountered by school administrators and teachers in implementing the voucher program. We identified administrative issues in terms of the release of vouchers or billing statements, providing resources, application, and processing of documents, and career guidance orientation. Meanwhile, we also investigated instructional issues to teach like strategies and techniques, student preparation, learning resources, curriculum enhancement, and teachers' preparation and readiness. The research method for this study was a qualitative phenomenological approach that focused on describing the lived experiences of people. This study involved six school administrators and six teachers that belonged to private senior high schools in a province in Central Luzon, Philippines, during the school year 2018-2019. The results showed that the issues associated with implementing voucher programs among school administrators are: (a) delays in a...

Thanks to active education for sustainable development at universities, it is possible to prepare teachers ready to educate future generations of Polish learners on the one hand, and conscious economists, as well as political and social decision-makers able to introduce the principles of sustainable development in all spheres of human life, on the other. The aim of the research was to find out about the opinions of Polish students on how the knowledge acquired by them during their studies may shape their attitudes towards sustainable development. The research instruments used were a diagnostic survey method, with the help of the questionnaire technique. The research sample comprised 78 students representing the field of pedagogy studies, including 61.5% in the area of teacher studies (preschool and early school education) and 38.5% in the area of non-teaching studies (i.e., students without pedagogical qualifications, that is, educators who do not follow the core curriculum of gener...

In order to come up with an overview to statistical analysis of the major deadly corona virus disease, the paper provides a critical assessment of global situation of COVID-19 pandemic. To come up with a perceptive result, a complete collection of 90 days records (WHO situation reports) of the pandemic have studied and relevant information have extracted to prepare a working model of dataset. Several statistical measures such as regression, variance, distributions, t-Test and ANOVA test have been conducted to understand and explore the ongoing situations and to predict the fore-coming scenario, rate of growth and possible risk assessment of the pandemic. Apart from this, an inclusive model of time series analysis of each case has been prepared to predict the expected time for which the pandemic can sustain or rise eventually. It has concluded that the novel corona virus pandemic has suffered from three different phases of transmission, linear, non-increasing and asymptotic exponent. At the end of the paper, rate of growth along with the growth estimation curve of each case (in general a model) has been developed to estimate the fluctuation of maxima and minima. To identify the asymptotic growth and expected parity index of models, graphical representation of linear and relative growth between the models has provided. Copyright © 2020, Roqaiya Perween. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Understanding the pressing need for humans to limit their consumption to more supportable levels, this study investigated how one social studies teacher taught the social issues associated with a sustainable food supply. This article discusses what the teacher’s curricular, pedagogical, and assessment strategies were in engaging students with dialogical questions about more sustainable consumption. In addition, it offers insights for how such instructional techniques might inform a more personally- responsive approach to teaching about sustainability education.

Aduh, kamu kok minta iPad sih? Kan baru dibelikan Galaxy 3?" begitulah reaksi keheranan ibu Lani atas permintaan putra remajanya. "Kan temen-temenku pakai iPad, Mah. Masa' aku enggak?" jawab sang remaja. Memang begitulah tren di kota-kota besar Indonesia. Ingin membeli produk-produk baru, ikut mode. Pusat-pusat belanja dan rumah makan-minum selalu penuh pengunjung, perjalanan wisata ke Singapura, Eropa dan Amerika tetap ramai dengan tujuan utama: shopping. Tidak ada tanda-tanda krisis ekonomi di kalangan keluarga setingkat ibu Lani, padahal rakyat menjerit karena kenaikan harga BBM, gas dan bahan pangan, orang miskin kekurangan air bersih dan panen rusak karena kemarau panjang.

Background: European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardizing democracy. Schools have to implement a participative approach through stimulating participation within school and its direct environment, while fostering a certain kind of political literacy, critical thinking and analysing skills, certain kind of values, attitudes and behaviours. Purpose: The purpose of this article is to problematise the participative approach of citizenship education advocated by policy makers and several researchers. In order to do so, four different categories that citizenship education has to cover will be theoretically and empirically analysed: political knowledge, critical thinking, values, attitudes and behaviours, and active participation. The practical implications for educational practice will be discussed.
Source of evidence: Two types of documents have been analysed: The 2005 and 2012 Eurydice reports and the 2009 International Civic and Citizenship Education Study (ICCS) research reports. These documents are exemplary of the mainstream idea of citizenship and citizenship education held by policy makers and many researchers on citizenship education. The Eurydice reports have analysed citizenship education in more than 30 countries while promoting a certain concept of citizenship education, namely active citizenship. The ICCS has researched pupils’ competencies on citizenship education and school practices in 38 countries. It is an interesting source because it had to define and operationalise the different constituents of citizenship education.
Main argument: In jurisdictions where citizenship education is compulsory, schools have to implement this participative approach and account for it. We suggest that this educational approach to citizenship education may be problematic because each aspect – political literacy, critical thinking and analysing skills, values, attitudes and behaviours, and active participation – presents challenging demands on the curricu- lum, head teachers and teachers. We argue three kinds of constraints that make the implementation of such a participative approach unrealistic: (1) insufficient specialist knowledge on the part of teachers and head teachers, (2) time and budget constraints and (3) an overcrowded curriculum. We demonstrate that the broad range of themes that political literacy has to cover demand specific knowledge on the part of teachers regarding each of the themes. Then we argue that critical thinking skills are hard to learn and demand continuous practice. Implementing and sustaining active participation structure within school and in the direct environment, again, require specific skills and curricular organisation. The demands made by values, attitudes and behaviours on teachers and pupils could not be explored because of the lack of conceptual clarity in the documentation under scrutiny.
Conclusion: The feasibility of a participative approach to citizenship education has been questioned through theoretical and empirical critical analysis. On this basis, we suggest that the scope of the citizenship education curriculum should be reconsidered or that teacher and head teacher should receive the necessary and adequate training, and support to implement such a participatory structure.

The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States' K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes devolve into simple rote-learning of textbook content lacking any semblance of differentiated instruction. Students in impoverished communities disassociate with taught content as textbooks lack a multicultural presentation; thus they perceive school environments as unwelcoming and hostile towards their lived-experiences. Performance-based funding through high-stakes accountability further incentifies underfunded schools to abandon student-centric learning designs and prioritize a textbook dependent 'one-size-fits-few' strategy to avoid sanctions to meet state benchmarks. While a

The primary aim of this research was to identify the issues encountered by school administrators and teachers in implementing the voucher program. We identified administrative issues in terms of the release of vouchers or billing statements, providing resources, application, and processing of documents, and career guidance orientation. Meanwhile, we also investigated instructional issues to teach like strategies and techniques, student preparation, learning resources, curriculum enhancement, and teachers' preparation and readiness. The research method for this study was a qualitative phenomenological approach that focused on describing the lived experiences of people. This study involved six school administrators and six teachers that belonged to private senior high schools in a province in Central Luzon, Philippines, during the school year 2018-2019. The results showed that the issues associated with implementing voucher programs among school administrators are: (a) delays in application and processing of documents, (b) lack of parents' support and students' active participation in career guidance orientation, (c) delays in the voucher's release, and (d) difficulties in hiring qualified teachers and the keeping of teachers. Meanwhile, the common problems associated with implementing voucher among teachers are: (a) lack of preparedness among teachers, (b) congested curriculum competencies and idealistic outcome expectations, (c) job mismatch, traditional teaching, non-congruency between the teaching strategies and content, (d) innovative technological advancements issues, and (e) students are not competent. They can learn significant insights from the research-based propositions drawn from the study.

This study investigates the prevalence and determinants of sexting behaviour
among undergraduates in Kwara State. The population for this study
comprised all undergraduates in Kwara State while the target population
was undergraduates of three universities in the Kwara States. A stratified
sampling the technique was used to categorise universities based on
ownership (Federal, State and Private) as well as gender. A random
sampling technique was used to select 100 undergraduates from each
university, totaling 300 respondents. A researcher-designed questionnaire
titled Prevalence and Determinants of Sexting Behaviour Questionnaire
(PASODOEBEQ) was used to elicit information from sampled respondents.
The instrument was validated by experts in Sociology of Education and
Educational Psychology. Test re-test method of reliability was applied to test
the reliability of the instrument, using the Pearson Product Moment
Correlation statistics. The coefficient value of 0.86r was derived. The data
collected were analyzed using percentage, mean, standard deviation and
Multiple Regression Statistical Tool. The result of the findings revealed that
sexting behaviour is prevalent among undergraduates and low self-esteem
and peer association are significant determinants. The study recommended
among others that schools authorities as a matter of fact should organize a
sensitization workshop or seminar for undergraduates on the meaning, ripple
effects and the punishment associated with sexting behaviour for necessary
social adjustment.

The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States’ K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes devol...

The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States' K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes d...

The primary aim of this research was to identify the issues encountered by school administrators and teachers in implementing the voucher program. We identified administrative issues in terms of the release of vouchers or billing statements, providing resources, application, and processing of documents, and career guidance orientation. Meanwhile, we also investigated instructional issues to teach like strategies and techniques, student preparation, learning resources, curriculum enhancement, and teachers’ preparation and readiness. The research method for this study was a qualitative phenomenological approach that focused on describing the lived experiences of people. This study involved six school administrators and six teachers that belonged to private senior high schools in a province in Central Luzon, Philippines, during the school year 2018-2019. The results showed that the issues associated with implementing voucher programs among school administrators are: (a) delays in appli...

Showcases new sociological approaches to social problems.
Considers the problems as globally interconnected and mediated by new geopolitical and market logics.
This book will serve as a major reference work for most all educational programs in social science across the world

Thanks to active education for sustainable development at universities, it is possible to prepare teachers ready to educate future generations of Polish learners on the one hand, and conscious economists, as well as political and social decision-makers able to introduce the principles of sustainable development in all spheres of human life, on the other. The aim of the research was to find out about the opinions of Polish students on how the knowledge acquired by them during their studies may shape their attitudes towards sustainable development. The research instruments used were a diagnostic survey method, with the help of the questionnaire technique. The research sample comprised 78 students representing the field of pedagogy studies, including 61.5% in the area of teacher studies (preschool and early school education) and 38.5% in the area of non-teaching studies (i.e., students without pedagogical qualifications, that is, educators who do not follow the core curriculum of general education[1]; such graduates perform educational and caring functions). A large percentage of respondents confirms the presence of the content related to sustainable development in their study programs, although its implementation is reported to occur to a small extent (marginally) only. The respondents who take into account the issues of sustainable development are involved to a greater extent in teacher education within the field of preschool and early school education. As part of the training activities for future teachers of kindergartens and primary school, grades 1-3, the teaching content has been integrated (with a module of socio-natural education being separated) that contains detailed learning outcomes evidently subordinated to the content of sustainable development. Although a clear difference in the use of knowledge in this area between students of teaching and non-teaching fields of study can be observed, it is still necessary to include the sustainable development related knowledge in the curricula of various study subjects, which will certainly affect the development of social capital, and thus education of people socially and environmentally responsible for their actions.

My experience  around me has led me to wonder how it is that  people who are so nice  and friendly among their friends and peers  act  in practical life rejecting  all moral rules, undermining the interests and rights of others  when they find that acting in that way helps them to realize their interests better. In almost every field of life most people are  willing to cheat on taxes to the State, deceive  others in business and so on.  Most people  never extend a helping hand to any human being who is in dire need of help, as an accident victim. The total lack of any feeling of guilt when we are harming others for achieving  our interests, doing some illegal work, or  simply gawking at some one who is in urgent need of help means a total  rejection of  the authority of moral demands .  Most of us are not even conscious that they are doing  some thing  blameworthy, or against  humanity of both the other person whom we are harming directly or indirectly,  and even our own human dignity. There are some others who are conscious of the moral demand, may be feel uncomfortable  going against the moral laws. It is these people who ask, ‘Why should I be moral, when mine and my dear ones’ interests are best served by the amoral way we are acting now?’

      Here I mean by  morality or ethics as the discipline that tells us what to do and what to ’be’.  Morality consists of some fundamental/foundational moral principles which are universal; that is, are applicable to all human beings not only in  similar circumstances, but almost always by virtue of our common humanity. When I talk of morality I am not talking of individual moralities determined by this or that culture ; but the morality which is both culture-neutral, and applies to all human beings per se.  This  position is vehemently opposed by cultural  relativists who emphasize  the uniqueness of all separate moralities which are the unquestionable criteria for the people of that particular culture.

      My main contention is that in as much as all human beings are  basically akin to each other in their needs,  desires, and  responses to life situations , there must be some ethical imperatives which  in some way are based on the human nature or its  common needs, and are therefore necessarily common to all cultures. This does not deny the individuality of separate moralities, but asserts the right of universal morality to critique those aspects of separate moralities which go against human good.  I believe , along with several post-Kantian rationalist ethical thinkers, that basic moral principles must be universal, that is, applicable to all human beings per se, that is, must be  universalizable, reversible and  for the good of all men This simply emphasizes the inherent equality of all human beings.

      While all immoral acts are inspired by our self-centredness, sympathy or sympathetic imagination, as pointed by Hume, brings all men closer together. The awareness of the other person’s needs and responses to  life situations makes us more humane and moral. Nagel argues for the need of self-transcendence which frees us from the bondage of our ego,  makes us conscious of the needs of others, and would motivate us to treat others at an equal level and  even help them in time of  their need. We should also not forget Kant’s assertion of dignity of human being by virtue of both his/her rationality and humanity. Those who ask why they should be moral and sacrifice their self interests, should be answered  that they are human beings  and by choosing an immoral way of life, they would destroy their very humanity.

I would welcome  opinions/ critical comments on this paper.

India’s National Youth Policy 2003 has highlighted that the percentage of youth in the total population is likely to increase to about 40% by the year 2016 i.e., 51 crores. The Indian youths today live through the changing landscape of its growing economy, continuously evolving culture – a mixture of both traditional and western culture, society that reflects both rigidity and flexibility.  Within such changes, there is also the other side of the changing social and economic dynamics that Indian youths are exposed to. This is represented by the growing Naxalite movement which is possibly the biggest threat to the internal security. Given a chance, many young tribals who would have otherwise joined schools and colleges easily fall prey to this movement. Therefore, apart from the much violence they inflict on the general citizens of the country in different states, there are other huge implications of such movements on the student groups and youth bodies. The situation is no different in the far flung north eastern states of India. The north east today is a potpourri of numerous militant groups and the number is increasing by the day. In fact any determined young man of the region’s varied ethnic groups could declare the birth of new national liberation organization, extort money, buy weapons, build networks with the other militant siblings, spread social, political or economic havocs and quickly create a niche for itself in the thriving habitat for militancy. Such militancy culture has a tremendous impact on the young people in general and students in particular.
Drug abuse is another major social problem in the north eastern states. It is estimated that there are more than 62,000 drug abusers in these states (Avahan Report 2007). They represent between a quarter and a half of all injecting drug users in India. The geographic and social political factors combine to enhance susceptibility to drug use. For instance, Manipur and Nagaland are next to the “Golden Triangle”, where drug smuggling is widespread, particularly with the porous borders of Myanmar. The main users of these drugs are the young people and students and other unemployed youths. Manipur is a state in northeastern India, with the city of Imphal as its capital. Manipur is bounded by the Indian states of Nagaland to the north, Mizoram to the south and Assam to the west. She also share borders with Myanmar to the east. 58.9% of the total population in Manipur lives in the valley and the remaining 41.1% are in the hill areas. The hills are inhabited by the Tribals and the valley by the Meiteis. The daily life and activities of the people in the state is frequently affected by outbreaks of violence, bandhs, protests (one day or two day strikes). These protest are called upon by various groups, student unions etc. The nature of such strikes is both definite and indefinite. Such protest seriously disrupts the functioning not only of government offices but in this context, more so, schools, colleges and other academic institutions. For instance, the working days of the academic sessions are reduced substantially. This means that the curriculum and syllabus set for a particular academic year cannot either be completed or if completed, without any justice to the contents. Thus, once again, the students stand to lose from such delay in schedules or incompletion of the academic courses.
This study narrows down to three core social issues that affects the students (youth) in Manipur viz. insurgency, drug abuse and protest.

(ENGLISH -- Italiano qui sotto)
The evolution of schooling in Italy these past few decades may seem purely chaotic – but there is method in the madness. This becomes immediately clear by comparing the evolution of Italian education with that of American education, increasingly (and ever more blatantly) subservient to the Corporate State. Even “progressive” U.S. educational reforms (subsequently replicated in Italy, starting in the 1970's) seem to end up being used for social control. A case in point: language teaching.

(ITALIANO)
L'evoluzione dell'insegnamento scolastico in Italia dal '68, in apparenza caotica, ha in realtà una continuità e un senso, che si afferrano meglio se esaminiamo l'evoluzione analoga, ma più palese, avvenuta negli USA, dove la scuola è diventata sempre più succube dello Stato Corporativo.  Infatti, persino le innovazioni didattiche progressiste introdotte negli USA (e diffuse, dagli anni '70, in Italia) servono al controllo sociale. Un esempio: l'evoluzione dell'insegnamento delle lingue.
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