Journal of Education and Research

1-14

Authors: Stefan Gross; Ulrich Wehner

Educational thinking has always been linked with a specific view on children. Although it is a matter of common knowledge, in closer examination the authors figure out that educational concepts deal surprisingly and imprecisely with their key-subject. While progressive approaches made the term “From the perspective of the child” famous some 100 years ago, a brief analysis and the post-history enlightened contradictions, misunderstandings, and, in parts, fatal consequences of a careless or dogmatic use of the slogan. In their inconvenient meta-analysis, the authors vote for a consequent re-interpretation of the ideologically overloaded slogan by using it as a critical working-formula. Doing this, educational thinking from the perspective of children has massive consequences on the practical interaction between adults and children and the theoretical foundations of pedagogy. And it opens the door for a different kind of educational research with its objective to analyze the variety, heterogeneity and diversity of the life-world of children.

39-58

Authors: Vinayagum Chinapah; Mikiko Cars; Sarit Grinberg

In the process of constructing post-2015 development global frameworks, education is increasingly seen globally to be a powerful tool for preparing students to enter labor market as well as to create a peaceful and sustainable society. International and comparative educational research conducted on the achievement of the EFA goals has clearly revealed that despite important efforts accomplished in many countries, there are still serious challenges in terms of the quality of education that is offered. The paper examines the extent to which a minimum Quality of Education for All (QEFA) can be reached through effective use and application of evidence-based international and comparative educational research. Global efforts to attain QEFA are examined by investigating major international surveys of learning outcomes. The case of Arab states demonstrates diverse socio economic and political contexts of each country and should be reflected in regional strategies to achieve QEFA. Evidence from data on national, regional and international assessments indicates that low achievement is globally widespread and stronger government intervention will be needed. This research demonstrates that the diversity of learning conditions and environment across and within countries should be carefully reflected into quality assurance by enhancing each individual's learning potentials.

77 - 95

Authors: Abebaw Yirga Adamu

This study focused on examining the intergroup relations among ethnically diverse university students. The study was conducted in Bahir Dar University, one of the public universities in Ethiopia – a country of “indigenous ethnic diversity”. The participants were students, teachers and support staff selected using purposive and snowball sampling. Necessary data were collected through interview and focus group discussion. The study revealed different factors that facilitate and impede intergroup relations among students. The study also showed that students generally have the positive attitude toward outgroups and developing positive intergroup relations. This finding has very strong implications in managing intergroup relations not only in universities but also in the society. The university management, however, was found unable to provide much support to such positive attitudes and promoting diversity mainly because of lack of institutional priority as well as managers‟ confidence and diversity management skills.

6-23

Authors: Chandra Sharma Poudyal

Henri Fayol is popularly known as the founder of administrative management for his contribution to the field of management. Although his principles of management are termed as classical management theory, the principles are still applicable in the field of management. In this paper, I explore the issues of management and ownership in two private schools in Nepal using Fayol’s principles of management. The data were collected from two private schools using a case study approach. I conducted semi-structured interviews with teachers, administrators, and principals of two private schools. In the case study schools, the owners were also working in the capacity of principal of the school and hence the term owner/principal has been used in this paper. The owners/principals were taken as the participants to represent the voice of the employers while the teachers were taken to represent the voice of the employees. Similarly, the administrators in this study represent the voices of both the employer and the employees of the school. This study suggests that when management and ownership are not separated, there is a concentration of power. The power concentration in individual or group of owners gives rise to a number of management related issues such as unequal distribution of authority and responsibility, role ambiguity, negative motivation and conflict of interest. Fayol’s principles of authority and responsibility, initiative, subordination of individual interest to group interest, the stability of tenure of personnel and spirit of cooperation have been used in this paper to explain several issues of management and ownership that emerged from the case study.

41-51

Authors: Michael Borg-Laufs

In this article, four basic psychological needs, derived from psychological basic research, are presented. These are the needs for orientation and control, pleasure gain/distress avoidance, self-esteem protection, and attachment. It is argued, that the satisfaction or violation of these needs has the main impact on the development of children and adolescents. To take these needs into account in various areas of pedagogical and psychosocial work gives good opportunities to help children and adolescents developing in a desired direction. The use of this concept is helpful in western societies as well as in developing countries.

65-74

Authors: Janardan Ghimire

Our academia is familiar with the educational theories and thoughts developed in the West. However, we have no adequate information about our own historical and cultural thoughts in relation to education, despite their importance and comprehensiveness. In the Bhagavad Gita , I noticed that some of the basic components of educational philosophy are present. Among the various aspects of educational thoughts, this paper deals with the interpretation of the meaning of education that can be found in the Bhagavad Gita. Interpretation of a comprehensive meaning of education consisted within the Bhagavad Gita can contribute to inspire academicians to look behind the curtain of history for searching valuable knowledge. It can also provide some bases for comparative study of educational philosophy in the East and the West. From methodological perspective, this paper is a product of an Arts-based hermeneutical interpretation of a historical scripture that has established interesting links to cultural practice, personal experiences and feelings of the author.