Schaller / Würzle Mobile Schools

Pastoralism, Ladders of Learning, Teacher Education
1. Auflage 2020
ISBN: 978-3-8474-1656-2
Verlag: Barbara Budrich
Format: PDF
Kopierschutz: 0 - No protection

E-Book, Englisch, 230 Seiten, Format (B × H): 170 mm x 240 mm

Wie kann mobil lebenden Kindern Zugang zu Bildung ermöglicht werden? Diese Publikation beschäftigt sich mit der Notwendigkeit und dem Aufbau eines mobilen Schulsystems für Pastoralisten (Wanderhirten) in Nordkenia. Das zugrundeliegende System der Lernleitern bietet Schüler*innen und Lehrer*innen ein zuverlässiges System für individualisiertes Lernen in heterogenen Lerngemeinschaften. Das Buch gibt einen praktischen Einblick in die internationale Entwicklungszusammenarbeit, die kooperative Lernmaterialentwicklung und Lehrerbildung in dem Schulentwicklungsprojekt INES (Illeret Nomadic Education System).

Zielgruppe

Researchers, teachers and students of educational science; practitioners in the field of international cooperation

Autoren/Hrsg.

Schaller, Theresa

Würzle, Ruth

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

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 10.4 Learning Activities 10.5 Development Process 10.6 Differences and Similarities of the First Two Ladders of Learning Personal Notes of the Authors 11. How Does INES Develop Ladders of Learning? 11.1 Analysis of the Mathematics Curriculum and Textbooks 11.2 Mathematical Test with Daasanach Children 11.3 Mathematical Field Researches in the Catchment Area 11.4 Development Process of the Mathematics Ladder of Learning Personal Notes of the Authors 12. How Does INES Empower Mobile Teachers? 12.1 Community Participation 12.2 Becoming a Mobile Teacher 12.3 Preparation Module 12.4 Module 1 - Basics 12.5 Module 2 - Introduction Ladder of Learning 12.6 Module 3 - Start of the Mobile School 12.7 Further Modules – Additional Subject Ladders of Learning Conclusion Afterword – What Do We See Now? Appendix – Photographs and Graphics Works Cited

Über Autor(innen)

Theresa Schaller and Ruth Würzle both work for AGIAMONDO e.V., Bad Abbach, Germany, as temporary consultants for the development of mobile schools