More about the importance of reading ...

Posted by Ingrid Thomson | 24 Dec, 2008

Spotted in the UK Guardian (Education) ...

Children do better at school if parents read to them ...  

"Children who are read to daily are likely to do better when they start school and be better behaved, according to a government study.

Researchers at the Institute of Education found a correlation between mothers who believe it is important to teach their toddler the alphabet and to count and read to them regularly and the child's achievement at the age of five.

The government-commissioned study looked at the foundation stage profile - teachers' assessment of a child's achievement after one year at school - and evaluated the cognitive abilities of just over 8,000 five-year-olds."

 

Africa's Science Decline: Challenge of Building Scientific Institutions"

Posted by Ingrid Thomson | 22 Dec, 2008

Spotted on the Harvard International Review website:

An article by Johan Mouton:  Africa's Science Decline: The Challenge of Building Scientific Institutions in  Global Education, Vol. 30 (3) - Fall 2008 Issue

"The central role of the modern research university within the knowledge economy is now generally appreciated. Although it is recognized that knowledge is also produced outside the university, there is—if anything—greater appreciation today of the critical role and function of the university in the production of scientific knowledge. There is every indication that the central role of the university in modern day knowledge economies will only increase as the economy and society become even more reliant on knowledge.  

However, it is not self-evident that this trend necessarily applies to universities in many poor and developing countries and specifically not to many sub-Saharan African countries. In many of these countries the university is often the main, if not only, site of scientific knowledge production. Unlike many of the developed countries in the North, these countries do not have an abundance of private research laboratories, well-resourced by government institutes. Such countries rely heavily on these universities for producing basic research as well as for being a reservoir of applied and problem-solving research and the production of highly skilled knowledge workers. Unfortunately, over the last thirty years, the research capacity at many of these institutions has been gradually eroded to the extent that one could not refer to these universities as vibrant and sustainable scientific institutions. In fact, one could claim that science in many African countries has, in the recent past, been systematically de-institutionalized. This currently has and will continue to have negative effects on scientific innovation in Africa."

The importance of Reading, Books and Libraries (Doris Lessing)

Posted by Ingrid Thomson | 13 Dec, 2008

Spotted in the latest issue of The Big Issue (12 Dec 2008 - 23 Jan 2009 #141 Vol 12, p 20).

In 2007, Doris Lessing was awarded the Nobel Prize for Literature.  On the evening of the awards ceremony, all recipients give a public lecture.   The Big Issue have reproduced the text of the lecture, which is also available from the Nobel Prize website (as a pdf). 

Quoting:-

Very recently, anyone even mildly educated would respect learning, education, and our great store of literature. Of course, we all know that when this happy state was with us, people would pretend to read, would pretend respect for learning. But it is on record that working men and women longed for books, and this is evidenced by the founding of working men's libraries and institutes, the colleges of the 18th and 19th centuries.

Reading, books, used to be part of a general education.

Older people, talking to young ones, must understand just how much of an education reading was, because the young ones know so much less. And if children cannot read, it is because they have not read.

And further on in the lecture:-

Writing, writers, do not come out of houses without books.

There is the gap. There is the difficulty.

I have been looking at the speeches by some of your recent prizewinners. Take the magnificent Pamuk. He said his father had 500 books. His talent did not come out of the air, he was connected with the great tradition.

Take V.S. Naipaul. He mentions that the Indian Vedas were close behind the memory of his family. His father encouraged him to write, and when he got to England he would visit the British Library. So he was close to the great tradition.

Let us take John Coetzee. He was not only close to the great tradition, he was the tradition: he taught literature in Cape Town. And how sorry I am that I was never in one of his classes, taught by that wonderfully brave, bold mind.

In order to write, in order to make literature, there must be a close connection with libraries, books, with the Tradition.

Free Educational Videos for Kids (Beta-site)

Posted by Ingrid Thomson | 11 Dec, 2008

WatchKnow, a non-profit, online community has set up a website to collect, create and share free educational videos for kids.   It is now available for beta-testing. 

Recent videos posted include a Wind-Generator Demonstration,  Boiling Stones Generator, a rendition of "That's Mathematics"   to Kindergarten sight words.    Worth exploring!   There were links to other useful sites and lessons plans.  

South African Education Crisis: Call in the People

Posted by Ingrid Thomson | 5 Dec, 2008

Spotted in this week's issue of Pambazuka News:

"Highlighting the persistent divisions in educational opportunity at the heart of the South African schooling system, Neville Alexander outlines a new direction based on the equitable distribution of opportunities for children, a more widespread culture of learning, and adequate institutional support for teaching staff."

The statement signed by: Neville Alexander, Ivor Baatjes, Nhlanganiso Dladla, Andre Keet, Nobuntu Mazeka, Nomsa Mazwai, Enver Motala, Kim Porteus, Brian Ramadiro, John Samuel, and Salim Vally.

Neville Alexander writes

"As usual at this time of the year, there has been a sudden spurt of analyses, discussions, and scenarios about our education system. Some of these are symptomatic of the annual matriculation exams-related national itch. This year, some of them are undoubtedly related to contests between political parties positioning themselves for next year’s general election. And yet we believe that something even more important is taking place – as South Africans we are sensing more clearly the depth of our crisis in education. And we are realising that education should be placed on the national agenda as a priority item."

Read the rest  here...