International Journal of Academic Research in Progressive Education and Development

Archives

Volume 6, Issue 4 (October, 2017)

Lifelong Learning for Sustainable Development in the Developing World
Author(s): Dama Mosweunyane, Keneilwe Molosi- France      Pages: [1-12]
Abstract

This paper is necessitated to demonstrate that lifelong learning is important if developing countries are to realise sustainable development, which has proven to be illusive for a long time. Sustainable Development is a concept that is not fully understood by the ordinary citizens and some technocrats in the developing world. This situation therefore calls for its demystification through lifelong learning, which can be instrumental in educating the ordinary people about the denudation of resources that are necessary for continued human existence. The knowledge dearth about the concept is aggravated by the fact that Developing World is facing challenges of poverty and limited expertise for meeting requirements for Sustainable Development, such the education of people about the benefits of parsimonious consumption of their finite resources. This paper argues that the knowledge and skills deficit, which are partly a result of emerging technologies, have rendered lifelong learning most pertinent for the citizens of the developing world, if they are to maximally benefit from the economies of their countries. It is so because lack of knowledge on economic, political and social spheres is responsible for the maladies that are common in the Developing World, such as the depletion of resources that is aggravated by poverty and ignorance. The need for lifelong learning is identified as essential for global transformation because for development to be realised it is necessary for the people to have acquired the prerequisite skills, which when coupled with positive attitudes towards utilisation of resources render them responsive to emerging changes and challenges that are necessary for sustainable development. It is therefore imperative for people to be continually learning about apt measures of conserving resources, which are necessary for the development of the Third World. It has to be understood that for resources to be consumed scrupulously people should be informed through lifelong learning about the implications of overconsumption and depletion of such finite resources. The ordinary people should be educated to appreciate and be accommodative of reformist strategies that are important for the realisation of Sustainable Development that which can be relayed through heutagogical interventions.

Keywords

Lifelong learning, sustainable development, poverty, developing world and Heutagogy.

Full Text :PDF DOI: 10.6007/IJARPED/v6-i4/3251
Effective Interaction Strategies In Teaching And Learning of English For Preschool Children
Author(s): Mazlina Che Mustafa, Maznah Ahmad      Pages: [13-40]
Abstract

This study aims to identify effective English interaction strategies during teaching and learning sessions by preschool teachers in Kerian District, Perak. This study also identifies teachers' pedagogical skills in teaching and learning of English and the use of reinforcement and encouragement as a motivation for children to interact in English. Qualitative approach with case study design have been chosen in this study. The purposive sampling involves five preschool teachers who attended a series of English language proficiency courses in 2014. Three research instruments employed were interviews, observations and document analysis. The data were analysed using thematic analysis. The findings highlight that the use of opportunities provided by the teachers and effective strategies such as repetition, bilingual use and parallel talk can increase English interaction among preschool children. The study concludes that the use of various effective strategies, teachers’ pedagogical skills and the use of reinforcement and encouragement can enhance English interaction. The implication of this study may create awareness on the significance of preschool teachers to share their interaction skills and vary effective interaction strategies in English to improve the quality of teaching and learning for preschool children.

Keywords

Effective Interactions strategies, teaching English, young children, motivation, second language

Full Text :PDF DOI: 10.6007/IJARPED/v6-i4/3350