Posts Tagged education and

Education is a Privilege

Over ten years ago, I worked in a private school in Nairobi, Kenya. People who haven’t had a chance to travel often have a skewed vision of Africa. I had certain expectations when I got there but I soon realized that I had been misled by things I had seen on TV about all the different aspects of that amazing continent. In any case, the one thing I can say about my experience there, it that I met the most interesting, most motivated and mature students of my entire carrier. These children, from a very young age, were simply grateful for their education.

A few years ago, I met another teacher who had taught on the other side of Africa, in Ghana, but not in a private school like me, but in a little village school lost in the bush somewhere. One might find this strange but she, also, met the most interesting, most motivated and mature children there.

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Physical Education in Our Schools

Physical Education is a vital part of our public education system. It is a key to improving a child’s confidence, brainpower and long-term health. One of the major goals of physical education is to prepare students to be active and healthy for a lifetime. Physical education should be an integral part of the total education of every child in Kindergarten through Grade 12.

Recognizing the importance of physical education at a young age promotes healthy habits throughout life. As modern life becomes more sedentary and specialized, particularly for those who live in cities, the importance of physical education increases. It is important that children understand the importance of Physical Education and good health in their lifestyle. Schools should also recognize the importance of physical education.

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Non-boundary Governance of Entrepreneurship Education within Higher Education

Introduction

The focus of entrepreneurship and innovation education and research at institutions of higher education ipso facto implies a wish to enhance the quality of graduate and post-graduate business venturing prospects as well as business know-how in the normally pre-entrepreneurial stage. This should happen within a sense-making framework that integrates the research and education agenda for graduate entrepreneurship. Further, an entrepreneurship and innovation education and research approach should be followed that guide the content of the competitive landscape in which the prospective entrepreneur will function and not lag behind and thereby looses its relevance.

Of particular importance to entrepreneurial education lies the ability of institutions of higher education to shift and circulate information and technologies across faculties despite different academic disciplines, professional codes, and academic language that act as academic venture boundaries. These boundaries frustrate the need to integrate entrepreneurship education throughout a higher education institution, thus inhibiting the smooth functioning of entrepreneurial education. Thus, a need exists to overcome these barriers by amalgamating the various faculties socially across faculties whereby entrepreneurial educators could play “bridging roles” by acting as “boundary spanners” between faculties and forming close cohesive networks through the whole institution. This will enable educators in entrepreneurial higher education to link otherwise unconnected faculties to facilitate the development of unique knowledge and access to special knowledge and opportunities. This create an advantage over the traditional structural design where educators were only part of a specific faculty cohesive group.

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