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Education can spare and support lives, offering physical, cognitive and psychosocial security when conveyed in protected, nonpartisan spaces. Education restores routine and gives individuals trust for the future; it can likewise serve as a channel both for meeting other essential compassionate needs and conveying basic messages that advance security and prosperity.
During conflicts and catastrophes, education systems, students and personnel suffer the effects of the conflicts and catastrophes and forced displacement. Some of these effects include, loss of life, loss of property and loved ones, loss of educational opportunities, and mass rape and other sexual violence which is as a result of alteration of the school programs. Conflicts and catastrophes intensify inequality, disrupts the whole society. This can have severe psychological effects particular to the children who are in school (Schweisfurth, 2006). However, not having enough education worsens security and deepens poverty in a country. The presence of unequal education opportunities fuels a sense of injustice and grievances. Education of terrible quality can be exceedingly divisive, especially if choices about educational module content, course books or dialect of guideline prohibit or permit denunciation of some social gatherings, and if education strengthens messages that savagery is a worthy answer to individual, social or political issues.
Education has vast value for its own sake. This means that all young people and children, including those that have been affected by conflict and catastrophes have the right to receive a quality education. Nevertheless, education is needed in emergency setting to prepare the society for ultimate post-disaster and post-conflict reconstruction and social-economic development (Jones, 2006). Balanced development with economic development obliges that young people of all social, ethnic, religious and
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It is a well-constructed concept. However, it fails to highlight and mention other factors that can affect the performance and professional attitude of teachers. Knowledge based on the workshops might help them cope in a classroom environment; but what determines the level of professionalism of teachers when they enter school premises?
This in many instances lead to a point of no commonality and this may cause violence, wars and enmity between people. This has been in record to have been the state right from the origin of mankind. However, with the diversity that man exhibits and the resultant conflicts, man still requires ways and means of reuniting and solving the differences that in one way or the other would not allow peaceful coexistence between people, territories and nations at large.
Ottaway (2002) observes that in the past there was a definite way of building nations. This way through what he refers to as “blood and iron” molding of nations as opposed to the increasing need of nations today to be built upon the pedestals of peaceful agreements, international intervention and democratic elections.
And it is considered as the second adjacent country in the European continent. Ukraine emerged as an independent state after the civil war. It had hostility towards Soviet and it led to the Soviet- Ukraine war, though the victory went to Soviet.
Furthermore, this question is very broad in the sense that post-war policy addressed many issues like monetary and fiscal, foreign, social, and more. To delimit the topic for better focus and grasp, the policy review centres on the British Nationality Act 1948 (BNA) and the Education Act 1944 (EA) structured into brief introduction, purpose, perspectives, impact, and policy evaluation.
The aim of the paper is to critically evaluate the organizational structure of the post 16 education in the UK.
It should be noted, first, that education up to the age of 16 in the UK is compulsory, and Government plays the decisive role in encouraging young people to stay in the field of education at the age of 16-19.
This is still a major function of the public post - compulsory system. It this part of the tradition of FE, a tradition sustained as much by public as by professional values and beliefs, and in spite of there having been precious little investment by state and industry in vocational education.
According to the paper the policies made for higher education completely neglect the importance of colleges. Majority students from public institutions join colleges after schooling. The college education is worse than the schools and universities in Pakistan. Students hardly attend regular classes in college while on the other side they are compelled to join local learning centers where instructors prepare them for final exams.