Access to Primary School Education For Children

Access to Primary School Education For Children 

Background

Primary school education is one of the building blocks of life. A child’s right to primary school education is non negotiable, regardless of the child’s wider family economic, cultural or social background. However, for children living in a family immersed in deepest poverty, the likelihood of accessing and completing their

primary school education cycle is substantially reduced. This participatory research was carried out from January 2015 to March 2016 in Kinondoni district, Dar es Salaam, to understand the right conditions for children living in extreme poverty to start and finish their primary school cycle.

Method

People living in extreme poverty have knowledge arising from their unique life experiences. Often overlooked and devalued, their insight can bring meaningful solutions to challenges when taken on board by policy makers. The research was inspired, developed and facilitated by a team including people living in extreme poverty and others from diverse backgrounds. Over fifteen months they interviewed forty six parents, forty children and twenty teachers and local leaders. A holistic approach was used to understand the wider context of families living in extreme poverty. In this way the research team was able to understand how the health, income, wider community relationships, etc, have an impact on a child’s primary school education and highlighted the efforts made by the various stakeholders involved. The research team was creative in its approach to collection and analysis of the data ensuring each person, regardless of their background, could contribute with equal value.

This method demonstrated when the right conditions exist, the views of people living in extreme poverty can be clearly articulated and defined to advocate for policy changes which can have positive influence for their society.

Findings

The primary school education of children from extremely poor families is rooted in a much larger context of their immediate and extended families, and wider community.

Internal and external family and community conflicts, the health and work of parents, the safety and distractions of wider environmental factors all impact heavily on children. For the challenges that come often and unexpectedly, families living in extreme poverty have to find solutions as they happen, which can be temporary and misunderstood. Relationships between parents and teachers are often reciprocally condemning and judgemental. Children fear some teachers and feel discriminated because of their background. All this creates an extremely challenging atmosphere for children and teachers.

However, genuine desire for improvement was expressed from all stakeholders. Efforts are made, some significant and obvious while others need more understanding. Education is an unconditional priority for all people living in extreme poverty. Under challenging circumstances teachers remain committed as education actors. Children from extremely poor families see education as their best chance to eventually escape extreme poverty.

Recommendations

The recommendations call for a collaboration between multiple partners working and taking interconnected commitments to ensure children to successfully start and finish their primary school education. Parents, teachers, local and national government, the wider community, external partners and children themselves each have a role to play in this call for action.

University of Toronto

University of Toronto

Best universities in Canada

Originally controlled by the Church of England, the first univer
sity founded in the colony of “Upper Canada” is structured as a collegiate system, much like prestigious universities in the UK. The 12 colleges all have different histories and features.

The University of Toronto (UofT) has many pioneering achievements to its name, including Canada’s first academic publishing house, the first forest science faculty in the country, and becoming the first Canadian university to reach more than C$1 billion in endowment.

Influential academic movements began at the university, including the Toronto School of literary criticism and communication theory, the NP-completeness theory in computer science, and research into stem cell treatment.

The UofT’s downtown campus contains several historic buildings and courtyards that will impress European visitors sceptical of the architecture in North America.

More than 700 undergraduate degrees and 200 postgraduate degrees are on offer and the university is one of the best in the world for medicine.

It has a particularly large student population – mo

re than 60,000 full-time students, of whom about 15 per cent are international.

Notable alumni include five Canadian prime ministers and the writers Michael Ondaatje and Margaret Atwood. In total, 10 Nobel laureates are associated in some way with UofT.

why boys education is equally important.

 why boys education is equally important.

 Economic growth, development, health and education are intertwined. They all lead to a prosperous community. Our country is facing many problems but the most important issue which needs to be addressed is education which is the key to all these issues. Education for everyone, for every child, regardless of their gender. Where education can help a woman deal with many basic issues, education is the only thing which can change the mindset of our male population. We all agree how important it is to give a girl education but we must not forget it is equally important to give education to a boy because it is the only thing which can change a male prospective towards girl education in our society. In our country where males dominate the house, where they assert more authority, it will help them understand why they need educated wives or daughters.

When I was attending "Global education and skills forum, I had the privilege to listen to the vice president of south Sudan. It was a surprise to hear that he has a PHD in mechanical engineering, a real PHD unlike our educational minister having fake degree, he even  introduced his three ministers who were also PHD. The most interesting thing was that all three studied from the schools under the tree, meaning there were no proper school and now when they are in government they are all working to improve their education system. Not only that they being in  government trying to stop the parents from getting their daughters married off early? Which is quite common in south Sudan? So they being a male trying to bring change in their country because education has broaden their horizon and that should be the case, where men and women work together for development.

People who oppose girls education need to be told how having an educated wife will built a strong foundation of their house, how she will help bringing up their future in a better way, how that girl when becomes a wife can deal with the health and education issues of her children in a better way than an illiterate women.  A woman with education is a strong pillar of our society and for men to realise this we need education.

Things can be changed in our society but only if we are serious to address this issue on all levels. Whenever we deal with this harsh mindset against girl’s education we need to see the root cause of it. We need to see why in some areas of our country men are dead against girl’s education. Who is infesting their brains with these things that they are blowing up girls school just to prevent girls from getting education. And the most important question is what kind of education these men are getting which has failed to impact their mind and Why it has failed to bring a change in that society.

Somewhere something is not right,  We all know Pakistan has the world’s second highest number of children out of school and that is about 5.1 million, they are not only girls they are boys too. In every prosperous society they both have their role to play, Our religion has clearly defined that role. There should be equality but they are not told about this.

All these things point towards one direction. Isn't it obvious that the law and order situation is at its worse where people have no basic infra structure, where they have limited access to health and education, they have no jobs, and they are the people who can easily be manipulated in the name of religion. They are one ones being used by people having their own vested interests. We all know an uneducated man will harbour more extreme ideas, he will be non-progressive towards change and will obviously be intolerant towards women.

In many develop countries the teachers do not only teach the basic education like 1+1 or ABC, they also teach discipline, how to walk, how to talk and how to be friendly and respectful. some teacher take their children to a park and tell them, "Look this is a tree, its our friend, we give them carbon dioxide and it gives us oxygen which we breath, we do not cut tree". Actually these teachers are creating nature friendly citizens of tomorrow. They start at a very early age they show their student who are toddlers a side walk, a zebra crossing or a signal and tell them how to obey the rules, so in a way they create law abiding citizens of tomorrow. 

So it is clear, Schools are not helping the situation there, they have zero role in shaping the society there, they have failed miserably to influence the minds of our young generation there and there is only one reason, that education is not enough, that education can teach them how to read and write but that system of education is not helping them how to grow as a human, how to evolve with time. That education will help them choose a future but the same education has not reached that part of their brain which helps them having an open mind, accepting new ideas or welcome change. We need revolution in our educational system to bring this change. A revolution to bring reforms, change the society for betterment and bring real social and economical development.

And for that we need target oriented education for boys and girls,  it will not only prepare them for skills but it will makes their mind flexible, which can changes their perspective towards life, which not only gives them degree to have a secure future but also instill behaviour change, a positive change in their approach, in their living style and thinking.

We need to focus on those restricted minds which oppose our basic right to get education; we need to indulge them in new systems which will emphasis more on human values, on equality, on justice, on basic rights and respect for each other. Where they will learn to work together with women and improve our society. And I am hopeful one day we will find how to bring this change in our education system because we are a strong nation holding strong values and one day we will bring change.

A history of teaching

A history of teaching

The learned men of ancient times, by default became the teachers. Priests and prophets taught children of the wealthy and noble, the skills to take up their roles as leaders and businessmen. The priests’ position was elevated above many strata of society, and they were treated accordingly for their knowledge and wisdom. Teacher appreciation was a widespread feeling, and respect for teachers was proportional to their high value in those societies. 

A short history of teachingOne of the most learned men of all time, Confucius (561B.C.), became the first private teacher in history. Born of a once noble family fallen on hard times, he found himself as an adolescent with a thirst for knowledge and nowhere to drink, since only the royal or noble were allowed an education. Because all the teachers were government officials, there was no way around the State policy. He solved it by going to work for a nobleman, whom he could accompany on his extensive travels. Such was his reputation, people sought him out to teach their sons. Confucius received more teacher appreciation than anyone before. He took any student eager to learn, and with the regular subjects, imparted his personal wisdoms for developing responsibility and moral character through discipline. 

In ancient Greece, long acknowledged as the seat of philosophy and wisdom, the value of educating their children was recognized very early on, with some households engaging their own teacher. Teacher appreciation was an obligation for any self-respected Greek. Learned men, continued to impart wisdom on into the first years of Christianity, including the scribes in the Bible, who were often men that taught law as well. Through the first centuries A.D. Roman families often had educated slaves to teach their children, some of which were captives from other countries. 

Education in the modern world tended to be a “hit and miss” proposition until the Middle Ages, when the Roman Catholic Church took charge of teaching the sons of nobility, entrusting that charge to monasteries or specially designated learning “centres.” Many of these centres evolved into the distinguished learning institutions of today, including Cambridge University, whose first college was St. Peter’s, founded in 1284. The 17th and 18th centuries saw the greatest growth in education for more than the privileged, and also a dramatic rise in the training of teachers, and propounding of educational theories. Nevertheless, teacher appreciation was not so much expressed as in the ancient times. 

Education in America took root with the landing of the Pilgrims in the early 1600s. The first public school was established in 1635 in Boston, Mass. There followed the creation of “dame” schools and Latin Grammar schools for higher education. Massachusetts was in the forefront of educational “reform”, when they enacted a law in 1642, that any child not being properly educated, would have to be apprenticed to a trade. Virginia followed with a similar law in 1646. America’s pioneers considered teaching an essential part of their young country, and their teacher appreciation was genuine and great. 

The Massachusetts “Old Deluder Satan Act” of 1647, required towns of more than 50 families to hire a teacher for reading and writing, and for more than 100 families, they had to establish a “grammar” school, which served as a college preparation. Many of these were Latin grammar schools, focusing on Latin, Greek, memorization and discipline. They were often taught by ministers, or transient masters. Outside schools could be found whipping posts, were recalcitrant students were tied, and thrashed for misbehaviour. The “Dame” schools taught reading and writing, but primarily to females, as this was all they were expected to learn, not being of the same intellect as men. Their classes were held in the kitchens of the homemaker/teacher who continued her chores while they did their lessons. 

With the establishment of higher learning in the early 1700s, the curriculum of college preparatory and university institutions broadened considerably. However not all things were equal inside the schoolroom. In 1749, Ben Franklin’s concept of an academy of learning consisted of an English school and a Classical school. The Latin master had a title, and the English master had none. The Latin master made twice the salary, and the English master had twice the students. Both enjoyed a lot of teacher appreciation from their students, but the system was unfair. 

High school, originally known as “terminal” school, came into existence in 1821, in Boston, for boys 12 years and older. Once more, law entered the educational fray, dictating that towns of over 500 families must have a high school with the prescribed curriculum. Towns with over 4,000 inhabitants were required to teach Latin and Greek, as well as other extra subjects. 

Agriculture boarding schools enjoyed a very brief existence in the 1820s and 30s, having been established in the country to fulfill the needs of “idle and morally exposed” children from the city. At the beginning of the 20th century, parents and the general public would begin to demand more practical and useful curriculums, and in so doing, may have helped elevate teaching to a respectable profession. Teacher appreciation is becoming more and more important in our communities, and this is why so many activities are planned to celebrate it. 

Types of education.

Types of education.

There are different methods of categorizing types of education. One way is to divide it into formal education, non-formal education, and informal education.

Formal education is usually in school, where a person may learn basic, academic, or trade skills. Small children often attend a nursery or kindergarten but often formal education begins in elementary school and continues with secondary school. Post-secondary education (or higher education) is usually at a college or university which may grant an academic degree.

Non-formal education includes adult basic education, adult literacy education or school equivalency preparation. In nonformal education someone (who is not in school) can learn literacy, other basic skills or job skills. Home education, individualized instruction (such as programmed learning), distance learning and computer-assisted instruction are other possibilities.

Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle. People can also get an informal education by reading many books from a library or educational websites. Informal education is when you are not studying in a school and do not use any particular learning method.

Public schooling[change 

Many public schools provide a free education through the government. Parents may send their children to a private schools, but they must pay for it. In some poorer places, some children cannot go to school, because their countries do not make education available in their countries, or because their families do not have enough money, or because the children have to work for money, or because the society have negative prejudice on education for girls.

Higher education[change 

There are primary schools and secondary schools. In many places they are government funded. Colleges and universities usually charge Tuition payments which may be very different in different countries. 

University of Oxford

University of Oxford

The University of Oxford (informally Oxford University or simply Oxford) is a collegiate research university located in Oxford, England. It has no known date of foundation, but there is evidence of teaching as far back as 1096,

making it the oldest university in the English-speaking world and the world's second-oldest university in continuous operation. It grew rapidly from 1167 when Henry II banned English students from attending the University of Paris. After disputes between students and Oxford townsfolk in 1209, some academics fled north-east to Cambridge where they established what became the University of Cambridge.The two "ancient universities" are frequently jointly referred to as "Oxbridge".

The university is made up of a variety of institutions, including 38 constituent colleges and a full range of academic departments which are organised into four divisions. All the colleges are self-governing institutions within the university, each controlling its own membership and with its own internal structure and activities. Being a city university, it does not have a main campus; instead, its buildings and facilities are scattered throughout the city centre. Most undergraduate teaching at Oxford is organised around weekly tutorials at the colleges and halls, supported by classes, lectures and laboratory work provided by university faculties and departments.

The university operates the world

's oldest university museum, as well as the largest university press in the world and the largest academic library system in Britain.[Oxford has educated many notable alumni, including 28 Nobel laureates, 27 Prime Ministers of the United Kingdom, and many heads of state and government around the world. Oxford is the home of the Rhodes Scholarship, one of the world's oldest and most prestigious international scholarships, which has brought graduate students to study at the university for more than a century.[

Quaid-i-Azam University

• Quaid-i-Azam University

• he Quaid-i-Azam University (Urdu: جامعہ قائداعظم‎; simply QAU) is a public research university located in Islamabad, Pakistan.
• Founded as the University of Islamabad in 1977, it was initially dedicated to the study of postgraduate education but expanded through the 1980s to an interdisciplinarity university offering both under and post graduate education.The university has, as of 2015, grown into the largest varsity in Islamabad with a total enrollment excedding 13,000 students.The university is located on a 1700 acres (or 6.9 km²) campus on the foothills of the Margalla.
• Divided into four faculties and nine affiliated research institutes, QAU is among Pakistan's largest and highest ranked public universities. Globally, it is has been consistently ranked among the top 700 varisity's in the world by the QS World University Rankings while it's regional publications ranked QAU among 120 in Asia in 2013. While the Times Higher Education World University Rankings ranked it between 501-600 globally and top 120 in Asia in 2014.
• The university is nationally known for its research, technological advancement, and intellectual interaction with international institutes, including the United Nations, University of Tokyo and the ICTP. It is one of the most popular universities in the country and counts several public figures and intellectuals among its current and former faculty, researchers, or alumni since its establishment. Among them include the Maleeha Lodhi, Pervez Hoodbhoy, Nasim Zehra, Shamshad Akhtar, Suhail Zubairy, Farzana Aslam, Tasneem Zehra and Salma Zahid. The university is currently led by Dr. Javed Ashraf.

History[

Quaid-i-Azam University (once named University of Islamabad) was established in July 1977 under the Act of National Assembly and started teaching and research programmes for PhD and MPhil degrees. It later decided to offer Master’s, graduate, and now undergraduate programmes.

http://go.onclasrv.com/afu.php?zoneid=1287683

Quaid-i-Azam University has four faculties and 38 departments, institutes, schools and centers (DISCs).

Blindness education

Blindness Education

The subject of blindness and education has included evolving approaches and public perceptions of how best to address the special needs of blind students. The practice of institutionalizing the blind in asylums has a history extending back over a thousand years, but it was not until the 18th century that authorities created schools for them where blind children, particularly those more privileged, were usually educated in such specialized settings. These institutions provided simple vocational and adaptive training, as well as grounding in academic subjects offered through alternative formats. Literature, for example, was being made available to blind students by way of embossed Roman letters.

Braille system

Louis Braille attended Haüy's school in 1819 and later taught there. He soon became determined to fashion a system of reading and writing that could bridge the critical gap in communication between the sighted and the blind. In his own words: "Access to communication in the widest sense is access to knowledge, and that is vitally important for us if we [the blind] are not to go on being despised or patronized by condescending sighted people. We do not need pity, nor do we need to be reminded we are vulnerable. We must be treated as equals – and c

ommunication is the way this can be brought about.

In 1821, Braille learned of a communication system devised by Captain Charles Barbier of the French Army. Barbier's "night writing", was a code of dots and dashes impressed into thick paper. These impressions could be interpreted entirely by the fingers, letting soldiers share information on the battlefield without having light or needing to speak.

The captain's code turned out to be too complex to use in its original military form, but it inspired Braille to develop a system of his own. Braille worked tirelessly on his ideas, and his system was largely completed by 1824, when he was just fifteen years of age. From Barbier's night writing, he innovated by simplifying its form and maximizing its efficiency. He made uniform columns for each letter, and he reduced the twelve raised dots to six. He published his system in 1829, and by the second edition in 1837 had discarded the dashes because they were too difficult to read. Crucially, Braille's smaller cells were capable of being recognized as letters with a single touch of a finger

Al-Azhar University

Al-Azhar University

Arabic Jāmiʿat al-Azhar, chief centre of Islamic and Arabic learning in the world, centred on the mosque of that name in the medieval quarter of Cairo, Egypt. It was founded by the Shīʿite (specifically, the Ismāʿīlī sect) Fāṭimids in 970 ce and was formally organized by 988. Its name

may allude to Fāṭimah, the Prophet’s daughter, known as “al-Zahrāʾ” (“the Luminous”), from whom the Fāṭimid dynasty derives its name. The format of education at al-Azhar remained relatively informal for much of its early history: initially there were no entrance requirements, no formal curriculum, and no degrees. The basic program of studies was—and still is—Islamic law, theology, and the Arabic language.An Ismāʿīlī centre of learning, al-Azhar fell into eclipse after Egypt’s conquer by Saladin, founder of the Ayyūbid dynasty and a Sunni, in the second half of the 12th century. It was revived under the Mamlūks (1250–1517), however, and continued to thrive thereafter as a centre of Sunni scholarship. It was damaged in an earthquake in the early 1300s and subsequently repaired, and additions, alterations, and renovations to its structures were undertaken at various points throughout the 14th and 15th centuries, particularly in the later Mamlūk period, when it came under direct patronage.With the defeat of the Mamlūks in 1517, substantial architectural projects were few until the mid-18th century; in spite of this, al-Azhar’s significance continued, and under Ottoman rule it held preeminent status among Egyptian institutions of learning. Opposition to the French in the late 18th century led to an uprising in 1798 centred on al-Azhar, and as a result it was bombarded by the French and temporarily closed. Nineteenth-century reform at al-Azhar owed in part to the involvement of a number of individuals, including Jamāl al-Dīn

al-Afghānī, who taught at al-Azhar in the 1870s and emphasized that modern science and other subjects were not incompatible with the Qurʾān, and Muḥammad ʿAbduh, who was influenced as a young intellectual by al-Afghānī and later proposed, as a member of a government committee, a number of broad measures for reforming al-Azhar. In the late 19th century, procedures, including admission requirements and examinations, were formalized, and a number of modern subjects—some of them obligatory—were introduced.

Importance of Women Education

Importance of Women Education In Pakistan

Female education is a catch-all term for a complex set of issues and debates surrounding education (primary education, secondary education, tertiary education, and health education in particular) for girls and women. It includes areas of gender equality and access to education, and its connection to the alleviation of poverty. Also involved are the issues of single-sex education and religious education in that the division of education along gender lines as well as religious teachings on education have been traditionally dominant and are still highly relevant in con

temporary discussions of educating females as a global consideration.
While the feminist movement certainly promoted the importance of the issues attached to female education the discussion is wide-ranging and by no means narrowly defined. It may include, for example, AIDS education  Universal education, meaning state-provided primary and secondary education independent of gender is not yet a global norm, even if it is assumed in most developed countries. In some Western countries, women have surpassed men at many levels of education. For example, in the United States in 2005/2006, women earned 62% of associate degrees, 58% of bachelor's degrees, 60% of master's degrees, and 50% of doctorates.
Education for disabled women has also improved. In 2011, Giusi Spagnolo became the first woman with Down Syndrome to graduate college in Europe (she graduated from the University of Palermo in Italy).
Improving girls' educational levels has been demonstrated to have clear impacts on the health and economic future of young women, which in turn improves the prospects of their entire community .The infant mortality rate of babies whose mothers have received primary education is half that of children whose mothers are illiterate. In

the poorest countries of the world, 50% of girls do not attend secondary school. Yet, research shows that every extra year of school for girls increases their lifetime income by 15%. Improving female education, and thus the earning potential of women, improves the standard of living for their own children, as women invest more of their income in their families than men do. Yet, many barriers to education for girls remain. In some African countries, such as Burkina Faso, girls are unlikely to attend school for such basic reasons as a lack of private latrine facilities for girls.
Higher attendance rates of high schools and university education among women, particularly in developing countries, have helped them make inroads to professional careers with better-paying salaries and wages. Education increases a woman's (and her partner and the family's) level of health and health awareness. Furthering women's levels of education and advanced training also tends to lead to later ages of initiation of sexual activity and first intercourse, later age at first marriage, and later age at first childbirth, as well as an increased likelihood to remain single, have no children, or have no formal marriage and alternatively, have increasing levels of long-term partnerships. It can lead to higher rates of barrier and chemical contraceptive use (and a lower level of sexually transmitted infections among women and their partners and children), and can increase the level of resources available to women who divorce or are in a situation of domestic violence. It has been shown, in addition, to increase women's communication with their partners and their employers, and to improve rates of civic participation such as voting or the holding of office.

Education, instruction, teaching,

Education, instruction, teaching,

 pedagogy, didactics, educational activity(noun)
the activities of educating or instructing; activities that impart knowledge or skill

"he received no formal education"; "our instruction was carefully programmed"; "good classroom teaching is seldom rewarded"
education(noun)
knowledge acquired by learning and instruction

"it was clear that he had a very broad education"
education(noun)
the gradual process of acquiring knowledge

"education is a preparation for life"; "a girl's education was less important than a boy's"
education(noun)
the profession of teaching (especially at a school or college or university)

education, training, breeding(noun)
the result of good upbringing (especially knowledge of correct social behavior)

"a woman of breeding and refinement"
Department of Education, Education Department, Education(noun)
the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979

Visual arts education

Visual arts education

Visual arts education is the area of learning that is based upon only the kind of art that one can see, visual arts—drawing, painting, sculpture, and design in jewelry, pottery, weaving, fabrics, etc. and design applied to more practical fields such as commercial graphics and home furnishings. Contemporary topics include photography, video, film, design, and computer art. Art education may focus on students creating art, on learning to criticize or appreciate art, or some combination of the two

Approaches

Art is often taught through drawing, an empirical activity which involves seeing, interpreting and discovering appropriate marks to reproduce an observed phenomenon. Drawing instruction has been a component of formal education in the West since the Hellenistic periodIn East Asia, arts education for nonprofessional artists typically focused on brushwork; calligraphy was numbered among the Six Arts of gentlemen in the Chinese Zhou Dynasty, and calligraphy and Chinese painting were numbered among the Four Arts of scholar-officials in imperial China

An alternative approach to art education involves an emphasis on imagination, both in interpreting and creating art. Alternative approaches, such as visual culture and issue-based approaches in which students explore societal and personal issues through art, also inform art education today.

Prominent curricular models for art education include:

A sixfold model divided into "Creative-Productive, Cultural-Historical and Critical-Responsive” components in some provinces of Canada[5]

Discipline Based Art Education (DBAE) came to favor in the United States during the 1980s and 1990s, and it focused on specific skills including techniques, art criticism and art history. Heavily backed by the Getty Education Institute for the Arts, DBAE faded after the Institute ceased funding in 1998

Teaching for Artistic Behavior (TAB) is a choice-based model that began in the 1970s in Massachusetts in the United State ] TAB suggests that students should be the artists and be guided on their own individual artistic interests.

In addition, especially in higher education in the liberal arts tradition, art is often taught as "art appreciation", a subject for aesthetic criticism rather than direct engagement]

Some studies show that strong art education programs have demonstrated increased student performance in other academic areas, due to art activities' exercising their brains' right hemispheres and delateralizing their thinking] Also see Betty Edwards' Drawing on the Right Side of the Brain.

Art education is not limited to formal educational institutions. Some professional artists provide private or semi-private instruction in their own studios. This may take the form of an apprenticeship in which the student learns from a professional artist while assisting the artist with their work. One form of this teaching style is the Atelier Method as exemplified by Gustave Moreau who taught Picasso, Braque and many other artists.

Apprenticeship[edit]

The Drawing Class, by Michiel Sweerts, c. 1656

Historically art was taught in Europe via the atelier method system where artists took on apprentices who learned their trade in much the same way as that of guilds such as the stonemasons or goldsmiths. During their free time formal training took place in art workshops or, more often, in homes or alone outside. It was in these ateliers that artists learned the craft through apprenticeship to masters, a relationship that was controlled by guild statutes. Florentine contracts dating from the late 13th century state that the master was expected to clothe and feed the apprentice, who was called upon to be a faithful servant in return. An apprentice often paid the master during the early years of his education; assuming the apprenticeship was productive, the student would be compensated later in his training. Northern European workshops featured similar terms.

Initially, learning to draw was a priority in this system. Michelangelo recommended that a young painter spend a year on drawing alone, then six years grinding colors, preparing panels and using gold leaf, during which time the study of drawing would continue. Another six years would be required to master fresco and tempera painting.

Historically, design has had some precedence over the fine arts with schools of design being established all over Europe in the 18th century. These examples of skill and values from the early European art inspired later generations, including the Colonists of early America.

Cultural appropriation within the classroom

Individuals who employ cultural appropriation have the ability to produce works of considerable aesthetic merit. Using properties of art from different cultures such as decoration or emulation of creative process can foster a greater understanding and appreciation of crafts from different cultures. This technique can be appreciated in the production of African or Native-American mask making projects, where students emulate technique and explore new material use and construction methods which esteem those practices of different cultures.

Education

Education

Education

ducation is about teaching and learning skills and knowledge. Education also means helping people to learn how to do things and encouraging them to think about what they learn. It is also important for educators to teach ways to find and use information.

Through education, the knowledge of society, country, and of the world is passed on from generation to generation. In democracies, through education, children and adults are supposed to learn how to be active and effective citizens.

More specific, education helps and guide individuals to transform from one class to other. Empowered individuals, societies, countries by education are taking edge over individuals stand on bottom pyramid of growth.

Types of education

There are different methods of categorizing types of education. One way is to divide it into formal education, non-formal education, and informal education.

Formal education is usually in school, where a person may learn basic, academic, or trade skills. Small children often attend a nursery or kindergarten but often formal education begins in elementary school and continues with secondary school. Post-secondary education (or higher education) is usually at a college or university which may grant an academic degree.

Non-formal education includes adult basic education, adult literacy education or school equivalency preparation. In nonformal education someone (who is not in school) can learn literacy, other basic skills or job skills. Home education, individualized instruction (such as programmed learning), distance learning and computer-assisted instruction are other possibilities.

Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle. People can also get an informal education by reading many books from a library or educational websites. Informal education is when you are not studying in a school and do not use any particular learning method.