The Experts below are selected from a list of 75309 Experts worldwide ranked by ideXlab platform
Halima Sidi Bamalli - One of the best experts on this subject based on the ideXlab platform.
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Competencies and Strategies for the Teaching of 21st Century Learners in Vocational Home Economics Education
Journal of Educational and Social Research, 2013Co-Authors: Halima Sidi BamalliAbstract:Vocational Home Economics is a skill oriented field of study which equipped the learners with saleable skills that make them self reliance/self employed. To equip the learners, the teacher must also be equipped with competent strategies for effective teaching and learning. The paper looks at Home Economics Education as a Vocation and discussed some effective strategies every teacher should use for teaching. The paper recommends that learners should adapt to change and develop initiative and self direction, while the Home Economics teachers should reposition their teaching strategies for effective teaching and learning in the 21st century. DOI: 10.5901/jesr.2013.v3n9p105
R. E. Udonwa - One of the best experts on this subject based on the ideXlab platform.
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ENHANCING CREATIVITY IN TERTIARY INSTITUTION THROUGH HOME Economics Education FOR EducationAL SUSTAINABILITY IN SOUTH-SOUTH NIGERIA
European Journal of Education Studies, 2018Co-Authors: Mary A. Iyam, R. E. UdonwaAbstract:The focus of this work is concern with enhancing creativity in tertiary institution through Home Economics Education for Educational Sustainability in south-south Nigeria. The study was a descriptive survey of 2016 respondents from six tertiary institutions in the south-south. The sample comprises 206 respondents representing 10% of the estimated population of student in the chosen tertiary institution. A validated instrument entitled Enhancing Creativity in Home Economics Education for Educational Sustainability Questionnaire (ECHEESQ), validated by three experts. The reliability of the instrument ranges from .78 to .85 respectively and the analysis was done with descriptive and inferential statistics. It reviewed ways of sustainable development in home Economics Education and hindrance encountered by Home Economists in reaching their goals in sustainable development. The findings reveled that home Economic Education if properly planned can create jobs opportunities for the teeming unemployed graduate who can foster economic sustainability. Also, it proffered possible strategies of enhancing creativity in Home Economics for sustainable development. This paper submits that enhancing sustainable development is part of the goals of home Economics and creativity enhances sustainable development in home Economics. Article visualizations:
Mary A. Iyam - One of the best experts on this subject based on the ideXlab platform.
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ENHANCING CREATIVITY IN TERTIARY INSTITUTION THROUGH HOME Economics Education FOR EducationAL SUSTAINABILITY IN SOUTH-SOUTH NIGERIA
European Journal of Education Studies, 2018Co-Authors: Mary A. Iyam, R. E. UdonwaAbstract:The focus of this work is concern with enhancing creativity in tertiary institution through Home Economics Education for Educational Sustainability in south-south Nigeria. The study was a descriptive survey of 2016 respondents from six tertiary institutions in the south-south. The sample comprises 206 respondents representing 10% of the estimated population of student in the chosen tertiary institution. A validated instrument entitled Enhancing Creativity in Home Economics Education for Educational Sustainability Questionnaire (ECHEESQ), validated by three experts. The reliability of the instrument ranges from .78 to .85 respectively and the analysis was done with descriptive and inferential statistics. It reviewed ways of sustainable development in home Economics Education and hindrance encountered by Home Economists in reaching their goals in sustainable development. The findings reveled that home Economic Education if properly planned can create jobs opportunities for the teeming unemployed graduate who can foster economic sustainability. Also, it proffered possible strategies of enhancing creativity in Home Economics for sustainable development. This paper submits that enhancing sustainable development is part of the goals of home Economics and creativity enhances sustainable development in home Economics. Article visualizations:
Mohd Nizam Barom - One of the best experts on this subject based on the ideXlab platform.
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Islamic Economics Education in Southeast Asian universities
2013Co-Authors: Mohd Nizam Barom, Mohd Mahyudi Mohd Yusop, Mohamed Aslam Haneef, Mustafa Omar MohammedAbstract:This book discusses and analyzes an area of contemporary Islamic Economics and finance that is relatively under-written, i.e., Islamic Economics Education. It provides a conceptual introduction by experts in Islamic Thought and Education on the urgent need for curriculum reforms in university Education that is represented by integration between Islamic heritage (al-Turath al-Islami) and modern knowledge/disciplines. In this context, the Islamization of knowledge agenda, properly understood and undertaken by qualified academics, is a legitimate process required in the teaching of Economics. ‘Islamic Economics Education in Southeast Asian Universities’ presents the case studies and experiences of selected universities in Malaysia and Indonesia offering Islamic Economics programs, reflects critically on these experiences, identifies important issues and challenges, and offers recommendations for the future progress of Islamic Economics Education.
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Islamic Economics Education in Southeast Asian universities: an introduction
2013Co-Authors: Mohd Nizam Barom, Mohd Mahyudi Mohd YusopAbstract:‘Islamic Economics Education in Southeast Asian Universities’ deliberates on an important, yet relatively neglected and under-written area in Islamic Economics, i.e. Islamic Economics Education. In view of the importance of providing the necessary guidance in the integration and Islamization process in the discipline of Economics, this book starts with four important chapters that discuss conceptual issues in Islamic Economics Education from its philosophical foundations, curriculum structure and design, as well as the relevant issues in the process of integrating Islamic heritage (al-turath al-Islami) into Economics on one hand, and the process of Islamization of mainstream Economics on the other. The strive for the continuous improvement of the quality of the teaching of Islamic Economics also necessitates collective efforts and the sharing of knowledge and experience among academics and institutions involve in Islamic Economics Education. The second part of this book is aimed at serving this purpose. These chapters can be an important point of reference for institutions currently offering or intend to offer Islamic Economics program to develop and improve on the curriculum and delivery of the integration and Islamization process. Finally, the last chapter concludes this edited book by highlighting several issues critical to the success of the Islamic Economics programs in view of the experiences of the different universities in the Southeast Asian region. It also proposes several solutions and future plans for the improvement of the quality of Islamic Economics Education. Given the scant literature available in this area, this book is an important contribution to the literature on integration and Islamization of knowledge in the discipline of Economics, both at the regional and international level.
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Selected issues in Islamic Economics Education and the way forward
2013Co-Authors: Mohamed Aslam Haneef, Mohd Nizam BaromAbstract:The past recent decades witnessed a steady growth of ‘Islamization of knowledge’ efforts in the wake of intellectual resurgence of the Muslim world, not least in the discipline of Economics. Since the 1980s, there have been an increasing number of institutions around the world attempting to offer courses and programs in Islamic Economics (and since the 1990s in Islamic Banking and Finance). Despite the encouraging progress so far, literature specifically in the area of Islamic Economics Education is rather limited. This chapter seeks to highlight selected critical issues that have arisen in the teaching of Islamic Economics as reflected by the experiences of the Southeast Asian universities, namely the Quality of human resources involved in the delivery of the integration and Islamization efforts and the availability of reference materials to support the teaching and learning process. In view of these issues, the chapter also attempts to offer some possible avenues to find solutions to these challenges, as well as planning for the future of Islamic Economics Education. In this context, the chapter discusses the importance of developing an Usul (methodology) for Islamic Economics, which takes into account various aspects of Islamic heritage concerning economic dealings, behavior and institutions beyond the realm of the fiqhi (legalistic) aspect of the Shari’ah. Finally, the chapter highlights the need for regional cooperation to further strengthen the collective efforts in the development of Islamic Economics Education, particularly in the Southeast Asian region.
Dean Peterson - One of the best experts on this subject based on the ideXlab platform.
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Integrating a Social Justice Perspective in Economics Education: Creating a Distinctly Catholic Education
Journal of Catholic Education, 2010Co-Authors: David Carrithers, Dean PetersonAbstract:This paper suggests a way of creating a distinctly Catholic Economics Education by integrating a social justice perspective into the curriculum through writings from Catholic Social Thought (CST). In so doing, we argue that students of Economics will gain a more thorough understanding of the Economics discipline. Moreover, a grounding in CST will help business and Economics students better negotiate the conflicting view of markets they encounter in the “disconnect” between business courses and humanities/social science core courses. The thesis of the paper is that CST can be a useful mechanism by which to instill a social justice perspective in Economics Education and to motivate educators to be clear and complete in discussing assumptions that underlie economic theory. We explore reasons Economics educators have been reluctant to use tools such as CST to inform their discussion of economic theory. We use the subdiscipline of welfare theory and in particular assumptions regarding the common good, preference satisfaction, and individual and social utility to distinguish between perspectives from CST and what is taught as modern economic theory. Finally we offer some simple curricular changes that can be accomplished with little cost, which can lead to three bold accomplishments: creating a distinctly Catholic Economics Education, improving students’ understanding of their discipline, and diminishing the frustration and confusion students feel when they encounter disconnected messages about the effects of markets and the promotion of social justice.
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Integrating a Social Justice Perspective in Economics Education: Creating a Distinctly
2010Co-Authors: Catholic Education, David Carrithers, Dean PetersonAbstract:This paper suggests a way of creating a distinctly Catholic Economics Education by integrating a social justice perspective into the curriculum through writings from Catholic Social Thought (CST). In so doing, we argue that students of Economics will gain a more thorough understanding of the Economics discipline. Moreover, a grounding in CST will help business and Economics students better negotiate the confl icting view of markets they encounter in the “disconnect” between business courses and humanities/social science core courses. The thesis of the paper is that CST can be a useful mechanism by which to instill a social justice perspective in Economics Education and to motivate educators to be clear and complete in discussing assumptions that underlie economic theory. We explore reasons Economics educators have been reluctant to use tools such as CST to inform their discussion of economic theory. We use the subdiscipline of welfare theory and in particular assumptions regarding the common good, preference satisfaction, and individual and social utility to distinguish between perspectives from CST and what is taught as modern economic theory. Finally, we offer some simple curricular changes that can be accomplished with little cost, which can lead to three bold accomplishments: creating a distinctly Catholic Economics Education, improving students’ understanding of their discipline, and diminishing the frustration and confusion students feel when they encounter disconnected messages about the effects of markets and the promotion of social justice.
