Education and national development
It is suggested in this paper that educators give serious thought to boarding schools to help reduce the cumulative achievement deficit between most middle and lower class children in the United States. The author recalls his own experience with boarding schools in Nigeria, reviews the ineffectiveness of compensatory education in America, and summarizes the history of residential schooling in Europe and North America. It is pointed out that many of the privileged in this society have long enjoyed the alternative of boarding schools while the only residential institutions available to most of the poor are the armed forces and the puoiit j~ils.
Rethinking Education for All
The rational for this paper is contextualized within a broader national and international agenda of reaching Education for All (EFA), knowledge transformation and production with an overall focus on Education for Sustainable Development (ESD). Whose education and whose development is at issue? The purpose of this paper is to reconceptualize EFA in a broader developmental context. Definitions of formal-, non-formal and informal education are applied in order to analyze the epistemological perspectives underlying the educational achievements more than two decades after Jomtien in 1990. Concepts of contextualized expansive education and object-oriented learning will be used to reveal the systemic causes of the challenges the individual actors experience in their daily learning activities. Two case studies further illustrate how a broad stakeholder involvement through collective design and implementation created innovation and educational transformation that contributed to relevant and sustained learning/knowledge and development at an individual and community level. The paper argues that in the current sociocultural context, responses to EFA need to be based on a comprehensive national education strategy, situated in the local context. By creating space for educational innovation, through interaction and negotiation, the confluence of the epistemological lenses characterizing formal, non-formal, and informal learning could ultimately be a strategy to adequately respond to the diversified learning needs of the population and sustainable developmental of the country. One expected outcome of the paper is a contribution to the future strategies of EFA beyond 2015, built on the urgent requirements for inter-professional partnership and collaboration through a multidimensional approach to education and learning.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.