Adult Education in Saudi Arabia Prisons
Note: ((This is two separate assignments ))each one has two pages.this instructions for each one, so you are going to write two pages for each assignments with two news or magazine as I explain below.
Current Events Papers
Select two news or magazine articles relating to a current event related to your theme and/or potential countries of interest. Write a two to three-page paper connecting the articles topic to course concepts and readings.
(I need you to focus on higher education issues on Saudi Arabia as country and connect to any theme or topics as I mention below)
Current Event Reaction Paper Guidance
Purpose to help you begin exploring and learning about countries for your research paper; to expose you to current issues related to higher and adult education globally; to develop critical reflection skills.
For this assignment, select a news or magazine articles from a reputable source relating to a current event related to a CONFINTEA theme in a potential country of interest (excluding the United States). Write a two-three page paper connecting the articles topic to course concepts and readings. Critically assess the ways in which adult and higher education practices or principles are applied or could be applied to issues of globalization or social justice within the article. Include a copy of or a link to the article in your paper. Upload your paper for others to read and comment on; in turn, read and comment on your classmates papers.
Use references as appropriate (class readings and other academic sources) to support or refute your positions. Include a complete citation of the paper.
Two separate current event reaction papers are required. Due dates are in the syllabus and weekly plans.
This course is a cross-cultural and cross-national study of selected issues and problems in higher and adult education. It examines the role of education in promoting social, economic, and cultural change.
Globalization is a relatively new concept and still a contested notion. We (all 7 billion of us) are engaged in understanding what it is and what it means for us as individuals and for the rest of the world. We’re in a transformative moment, where we recognize that we can no longer focus only on ourselves. We must be engaged and knowledgeable about others in a global context as a globalized world is the reality/context in which we find ourselves.
This course seeks to help us answer two central questions: what are the ramifications of a global context on learning and education for adults and what are our roles and responsibilities as educators of adults in such a context?
Merriam, S. B., Courtenay, B. C., and Cervero, R.M. (Eds.). (2006). Global issues and adult education: Perspectives from Latin America, Southern Africa, and the United States. San Francisco: Jossey-Bass. ISBN 978-0-7879-7810-5
Phillips, David and Schweisfurth, Michele. (2014). Comparative and International Education: An Introduction to Theory, Method, and Practice (2nd Edition). New York: Bloomsbury Press. ISBN: 978-1441176486
Journal articles will be required reading for some weeks. These are electronic readings and are accessible through the University of Memphis library web site or posted in the course shell. The citations for these readings can be found in the weekly plans available in the course shell.
One journal that well frequently read from is listed below.
Nesbit, T., & Welton, M. (Eds.) (2013). Adult education and learning in a precarious age: The Hamburg Declaration revisited: New Directions for Adult and Continuing Education, Number 138.
Course Learning Objectives
This course takes a comparative view of the impact of globalization on individuals and groups across nations by considering the history and goals of adult and higher education worldwide, as well as the governmental and nongovernmental organizations acting as delivery systems. We will explore issues of access and opportunity, societal versus individual change, and the meaning of international development. We will compare adult and higher education in various regions and countries, particularly as it responds to impact of globalization and the International Adult Education Conferences agendas for adult and lifelong learning.
By the end of this course, you should be able to:
Describe, analyze, and compare international and cross-cultural perspectives on adult and higher education.
Critique the impact of globalization, cultural diversity, and internationalization on adult and higher education.
Examine and summarize the connections among adult and higher education and the development of nations, and neoliberal economies.
Identify the needs of marginalized or indigenous communities and make recommendations to address those needs.
Investigate the contemporary issues that drive or influence the practice of adult and higher education globally (health disparities, illiteracy, poverty, gender inequities, globalization, demographic diversity, technology, economics, etc.).
Conduct a comparative analysis of the current practice of adult or higher education in selected regions.
Assess continuing challenges and adult and higher educations response to these challenges.
Course Orientation & Overview/ Globalization & Neoliberalism
General readings on globalization & neoliberalism/What is Globalization Video/Phillips & Schweisfurth, Ch. 1
CONFINTEA & UNESCO
Nesbit & Welton, Editors Notes/CONFINTEA Documents/Phillips & Schweisfurth, Ch. 2/Alfred & Nafuhko
Globalization & the Market Economy
Ostrom, Martin & Zakarakis/Dodds/Merriam, Courtney & Cervero, Ch. 1/Phillips & Schweisfurth, Ch. 3
Globalization & the Market Economy, cont.
Nesbit & Welton, Ch. 8/Merriam, Courtney & Cervero, Ch. 2-5/Phillips & Schweisfurth, Ch. 4
Nesbit & Welton, Ch. 3 & 7/Merriam, Courtney & Cervero, Ch. 8-10 & 13/Phillips & Schweisfurth, Ch. 5
Environment & Health
Merriam, Courtney & Cervero, Ch. 17-20/Phillips & Schweisfurth, Ch. 6
Environment & Health, cont.
Nesbit & Welton, Ch. 5/Merriam, Courtney & Cervero, Ch. 22-23/Phillips & Schweisfurth, Ch. 7/Vandenabeele & Wildemeersch/Quinn & Sinclair
Community Empowerment & Social Change
Nesbit & Welton, Ch. 1/Merriam, Courtney & Cervero, Ch. 24-26/Phillips & Schweisfurth, Ch. 8/Jarvis
Community Empowerment & Social Change, con
Nesbit & Welton, Ch. 2/Merriam, Courtney & Cervero, Ch. 28-29/Phillips & Schweisfurth, Ch. 9/Maruatona
Lifelong Learning & Educational Systems
Merriam, Courtney & Cervero, Ch. 32-34
Lifelong Learning & Educational Systems, cont.
Nesbit & Welton, Ch. 4 & 6/Merriam, Courtney & Cervero, Ch. 36 & 38
The Future of Adult Education in Addressing Issues of Globalization & Lifelong Learning
Nesbit & Welton, Ch. 9/Merriam, Courtney & Cervero, Ch. 39
Title: Adult Education in Saudi Arabia Prisons
Adult Education in Saudi Arabia Prisons
Education presents an imperative opportunity for every individual to advance their social, economic and political awareness. A prisoner is someone who is deprived his liberty rights but it actually depends on the constitution of the state they belong to. In 1997, a meeting held in Hamburg was commenced so as to evaluate on the quality and need for adult education. In their 8th agenda they saw it fit to integrate prisoners into offering them adult education and vocational training so as to make it easy for them to be integrated into society after their sentence (“Fifth International Conference on Adult Education”, 2016). After all the purpose of prison is correction and to try to mold culprits behavior so as it can be useful in society.
To ensure all prisoners are treated equally over the world the United Nations came up with international legal frames that were to be implemented by the member states in their various regions. There was the universal declaration of human rights 1948 that was adopted after World War 2, the international covenant on civil and political rights 1966, the African charter of human and population rights, the convention against torture and other degrading treatments and others the legal framework was to create a universal scenario in human treatment (“Fifth International Conference on Adult Education”, 2016).
The united nations since 1955 adopted principles for human treatment for the people in prison. They are to be allowed to advance on whatever level of education they want, the illiterate have to undergo the basic education system, they are also allowed to have training to acquire life skills that will assist them take care of their families and themselves (“Fifth International Conference on Adult Education”, 2016). This will also allow successful integration of the prisoner in society. There has been a challenge though when it comes to implementing these global strategies in the prisons. There lacks an international body that overlooks and acts as a watchdog of the strategies.
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