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  • 1.
    Chinapah, Vinayagum
    Stockholm University.
    Education for Rural Transformation - Issues  and Challenges2011In: International Conference on Post Literacy and Skills Development- Empowering the Rural Communities in Developing Countries : The Qufu Shandong Conference, Qufu, China, 2011Conference paper (Refereed)
  • 2.
    Chinapah, Vinayagum
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Education for Rural Transformation (ERT) – Good Practices from National and International Perspectives, Volume 1: From Theory to Practice2013Conference proceedings (editor) (Refereed)
  • 3.
    Chinapah, Vinayagum
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Education for Rural Transformation (ERT) – Good Practices from National and International Perspectives, Volume 2 : The “Schooling” Challenge2013Conference proceedings (editor) (Refereed)
  • 4.
    Chinapah, Vinayagum
    Stockholm University.
    Education for rural transformation (ERT): national, international and comparative perspectives2011Conference proceedings (editor) (Refereed)
    Abstract [en]

    Any attempt to readdress our world's increasing inequality, poverty, and widening human development disparities is possible through access to relevant, equitable and effective education of our rural people.  This book summarizes recent experiences and good practices of Education for Rural Transformation (ERT) in two of the most rural populated countries of the world, namely China and India in addition to contributions from different regions and countries , for example, Europe, Tanzania, Nepal and Australia and from other ERT partners,  UNESCO and FAO . This publication is the result from contributions to the International ERT Symposium held in Stockholm in November 2010. A vista of challenges and potentials has been unveiled. The urgency for sytematic research, academic studies and training, and policy dialogue and advocacy at the international, regional, and national levels has been underscored and key actions proposed.     

  • 5.
    Chinapah, Vinayagum
    Stockholm University.
    Education for Sustainable Rural Transformation 2011In: Indian Comparative Education Society Annual Meeting  , 2011Conference paper (Refereed)
  • 6.
    Chinapah, Vinayagum
    Stockholm University.
    Education for Sustainable Rural Transformation2011In: 12th International Conference on Education Research 2011 (ICER12), 2011Conference paper (Refereed)
  • 7.
    Chinapah, Vinayagum
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Education of Quality for All -  A Critical Review2010In: Education and Development in the Context of Globalization / [ed] Holger Daun and Görel Strömqvist, New York: Nova Science , 2010Chapter in book (Other academic)
  • 8.
    Chinapah, Vinayagum
    Stockholm University.
    Education of Quality for All (EQFA): Is it a Quality-Equity Trade Off?2011In: 2011 Dujiangyan International Forum: UNESCO Chengdu Conference, 2011, p. 11-24Conference paper (Refereed)
  • 9.
    Chinapah, Vinayagum
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Education of quality for all: Myth or Reality!2013In: A Common Wealth of Learning: Millennium Development Goals Revisited / [ed] John Macbeath, Mike Younger, Routledge, 2013, p. 180-191Chapter in book (Refereed)
  • 10.
    Chinapah, Vinayagum
    Stockholm University.
    Education of Quality for All:  Myth or Reality!2011In: Indian Education- The Positive Turmoil, Delhi-India: ETMA, Press India , 2011, p. 121-134Conference paper (Refereed)
  • 11.
    Chinapah, Vinayagum
    Stockholm University.
    Educational Reforms: Is it still a trade-off betwen Equaity and Quality? 2011In: Fourth Worldwide Forum for Comparative Education: Keynote Address, Comparative Education Society, Beijing, China, 2011Conference paper (Refereed)
  • 12.
    Chinapah, Vinayagum
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    From Education for All (EFA) Towards Education of Quality for All (EQFA) - International and Comparative Perspectives2010In: Printed Keynote Address, The Sultanate of OMAN (available in Arabic also), MOE, Muscat, Oman, 2010Conference paper (Other academic)
  • 13.
    Chinapah, Vinayagum
    Stockholm University.
    Skill Development for Rural Transformation: National, Inetrnational and Comparative Perspectives2011In: 2011 Dujianyuan International Forum - UNESCO Chengdu Conference , 2011, p. 10-Conference paper (Refereed)
  • 14.
    Chinapah, Vinayagum
    Stockholm University.
    Teachers and the Teaching-Learning Processes for Education of Quality for All (EQFA): An International and Comparative Perspective2011In: International Conference on Rural Teacher Professional Development and The Assurance Mechanism. : International Forum Conference, Hangzhou, China, 2011Conference paper (Refereed)
  • 15.
    Chinapah, Vinayagum
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Towards a Learner-Centred Pedagogy- Education Quality For All (EQFA):Implications International and Comparative Educational Research.2010In: ICER: 2010, Seoul National University, Seoul, Korea, 2010, p. 33-43Conference paper (Other academic)
  • 16.
    Chinapah, Vinayagum
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ahmed, ManzoorBuasuwan, PrompilaiGrinberg Rabinowicz, Sarit
    Education for Rural Transformation. Special Issue2014Collection (editor) (Refereed)
  • 17.
    Chinapah, Vinayagum
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Cars, Mikiko
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Grinberg, Sarit
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Global Efforts towards Quality Education for All: Evidence and Reflections from an International and Comparative Educational Perspective2013In: Journal of Education and Research, ISSN 2091-0118, Vol. 3, no 2, p. 39-58Article in journal (Refereed)
    Abstract [en]

    In the process of constructing post-2015 development global frameworks, education is increasingly seen globally to be a powerful tool for preparing students to enter the labor market as well as to create a peaceful and sustainable society. International and comparative educational research conducted on the achievement of the EFA goals has clearly revealed that despite important efforts accomplished in many countries, there are still serious challenges in terms of the quality of education that is offered. The paper examines the extent to which a minimum Quality of Education for All (QEFA) can be reached through effective use and application of evidence-based international and comparative educational research. Global efforts to attain QEFA are examined by investigating major international surveys of learning outcomes. The case of Arab states demonstrates diverse socio economic and political contexts of each country and should be reflected in regional strategies to achieve QEFA. Evidence from data on national, regional and international assessments indicates that low achievement is globally widespread and stronger government intervention will be needed. This research demonstrates that the diversity of learning conditions and environment across and within countries should be carefully reflected into quality assurance by enhancing each individual´s learning potentials.

  • 18.
    Chinapah, Vinayagum
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Grinberg Rabinowicz, Sarit
    Challenges and trends in shaping European higher education2015In: Comparing Times and Spaces: Historical, theoretical and methodological approaches to comparative education / [ed] Suvi Jokila, Johanna Kallo, Risto Rinne, Jyväskylä, Finland: Finnish Educational Research Association, FERA , 2015, p. 193-207Chapter in book (Refereed)
  • 19.
    Chinapah, Vinayagum
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Li, Wang
    Strategies to Achieve Balanced Inclusive Educational Development: Equity-Quality-Internationalization2012Conference proceedings (editor) (Refereed)
  • 20.
    Chinapah, Vinayagum
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Odero, Jared O.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Towards Inclusive, Quality ICT-Based Learning for Rural Transformation2016In: Journal of Education and Research, ISSN 2091-0118, Vol. 5/6, no 2/1, p. 107-125Article in journal (Refereed)
    Abstract [en]

    Information and communication technology (ICT) has emerged as a tool that can enhance fl exible learning pathways. ICT has the potential to increase equitable access to quality learning, which is essential for skills development. Skills are required in technology-related nonfarm activities so as to improve livelihoods and achieve sustainable rural transformation. However, slow pace of the developing countries to utilize the benefi ts of the ongoing technological revolution in the North has resulted in the ‘digital divide’. Besides, it is still problematic to implement ICT programmes for educational development. The current and future challenges of providing ICT-based learning desperately call for the reengineering of education to move out of the formal structure of teaching and learning, towards building a more practical and realistic approach. By means of a literature review, this paper examines and discusses why it is important to provide inclusive, quality ICT-based learning, particularly in the rural areas of Asia and sub-Saharan Africa (SSA). It recommends that diverse ICT-based solutions be adopted to promote skills development and training within non-formal and informal settings. More comparative studies are also required to understand the impact of ICT-based learning in rural areas.

  • 21.
    Chinapah, Vinayagum
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Suebnusorn, Wanwisa
    Higher education reform in knowledge-based economy: Case study from a non-science and technology university in China2014In: International perspectives on comparative education policy / [ed] K. M. Baharul Islam, Syed Nitas Iftekhar, Bloomsbury, New Delhi: Bloomsbury Publishing India Pvt Ltd , 2014, p. 168-188Chapter in book (Refereed)
  • 22.
    Chinapah, Vinayagum
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Xiaoman, Zhu
    Education, Career and Migrant Strategies of Rural Students in Transition Countries:  An International and Comparative Study2013Collection (editor) (Refereed)
  • 23.
    Grinberg Rabinowicz, Sarit
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Chinapah, Vinayagum
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Good Practices in Pursuit of Sustainable Rural Transformation2014In: Journal of Education and Research, ISSN 2091-0118, Vol. 4, no 2, p. 7-23Article in journal (Refereed)
    Abstract [en]

    Responding to the world’s instability in the economy, society, and in the environment, initiatives such as the EFA goals and MDGs acknowledge that the developing world is in crisis. For the rural people, who are the majority of the poor worldwide, economic, social, and environmental instability is a daily reality. Rural people are among the most vulnerable, the most marginalized, and the most oppressed groups and they make up the majority of the poor in most countries.  With education as a catalyst for transformation, providing the rural people with the knowledge, skills, and tools they need to improve their lives, and taking into account the context and reality of rural people, sustainability has to be a part of this transformation process.  Sustainable rural transformation as a holistic perspective takes into account rural needs, the context, and the process of transformation. This paper identifies the challenges that rural populations are facing, and argues how the concept and practice of education for rural transformation should work towards a sustainable development, envisioning a ‘sustainable rural transformation’. This paper illustrates and examines the concept of sustainable rural transformation and why education and good practices are important to promote an equitable sustainable rural transformation and human well-being.

1 - 23 of 23
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