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Mobile schools : pastoralism, ladders of learning, teacher education /
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Opladen :
Verlag Barbara Budrich,
2021.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Frontmatter
- Cover
- Mobile Schools. Pastoralism, Ladders of Learning, Teacher Education
- Table of Contents
- Preface
- Why Do We Ask Questions?
- Introduction
- Part I Daasanach Pastoralists and Education Provision
- 1. How Do Daasanach Pastoralists Live?
- 1.1 Homeland Area
- 1.2 Livelihood
- 1.3 Social Organisation
- 1.4 Celebrations
- 1.5 Indigenous Knowledge
- 2. Why Is Education Provision for Daasanach Pastoralists Difficult?
- 2.1 Kenyan Primary Education System
- 2.2 Ambiguity about Schooling and Education
- 2.3 Standardised Curriculum
- 2.4 Language Barrier
- 2.5 Fixed Schools for Mobile Communities
- 2.6 Lack of Infrastructure
- 2.7 Alienation from Traditional Cultural Identity
- 2.8 Lessons Learned
- Personal Notes of the Authors
- 3. What Are International Approaches to Mobile Education?
- 3.1 Tent Schools in Iran
- 3.2 Radio Education in Mongolia
- 3.3 Quranic Schools in Somalia and Kenya
- 3.4 Mobile Schools in Kenya
- 3.5 Lessons Learned
- 4. What Are the Wishes of Daasanach Pastoralists with Regard to Education?
- 4.1 Which Form of School Service Is Desired?
- 4.2 What Should Be Learned at School?
- 4.3 Who May Attend School?
- 4.4 What Are the Future Perspectives for Pupils?
- 4.5 Who Should Teach?
- 4.6 Lessons Learned
- Personal Notes of the Authors
- Part II International Cooperation
- 5. What Is the Pedagogical Perspective on Development?
- 5.1 Development Education
- 5.2 Education Should Foster Maturity
- 5.3 Culture Dependency of Development
- 5.4 Montessori's Development Pedagogy
- 5.5 Lessons Learned
- Personal Notes of the Authors
- 6. What Is the Pedagogical Perspective on Development?
- 6.1 Changing Concepts and Definitions
- 6.2 International Cooperation of INES
- 6.3 Participation and Partnership Approach
- Personal Notes of the Authors
- 7. What Is the Plan of the INES Project?
- 7.1 Central Issue
- 7.2 Forces and Actors
- 7.3 Project Vision and Mission
- 7.4 Partner Landscape
- 7.5 Desired Outcome and Progress Markers
- 7.6 Strategy Map and Tasks
- Personal Notes of the Authors
- Part III Learning System and Teacher Education
- 8. What Is the System Ladders of Learning About?
- 8.1 Ladders of Learning Come from India
- 8.2 Mobile School Concept with the System Ladders of Learning
- 8.3 (De)Construction of Learning Contents
- 8.4 Support System for Learning and Teaching
- 8.5 Daily School Schedule
- 8.6 Prepared Learning Environment
- 8.7 Monitoring Tools
- Personal Notes of the Authors
- 9. How Do the Learners Start Schooling?
- 9.1 Relatedness-oriented Background
- 9.2 Linear Structure of the Ladder of Learning
- 9.3 Each Milestone Introduces a Different Domain
- 9.4 Joyful Learning Activities
- Personal Notes of the Authors
- 10. How Do the Learners Acquire Literacy?
- 10.1 Literacy in the Mother Tongue
- 10.2 Pastoralist Lifestyle in the Design
- 10.3 Guidelines for the Learners