/library/oar/handle/123456789/37750 Thu, 25 Dec 2025 18:57:22 GMT 2025-12-25T18:57:22Z /library/oar/handle/123456789/19970 Title: Mediterranean Journal of Educational Studies : Volume 11, Issue 1 Abstract: Mediterranean Journal of Educational Studies, Volume 11, No, 1 (2006) Description: Contents Include : Professioni Educative – Esperienze e Prospettive edited by Fausto Telleri (Book Review) / Sandro Caruana Sun, 01 Jan 2006 00:00:00 GMT /library/oar/handle/123456789/19970 2006-01-01T00:00:00Z /library/oar/handle/123456789/19967 Title: Developing assessment guidelines in higher education Authors: Chetcuti, Deborah A. Abstract: The Faculty of Education at the University of Malta has just introduced a set of Assessment Guidelines (see Chetcuti, 2006). These guidelines offer lecturers in the Faculty of Education a view of the traditional, creative and innovative assessment practices which are in use in the Faculty of Education. The main aim is to try and ensure that lecturers within the Faculty of Education provide assessment which is fair, valid, reliable, efficient and effective for all student teachers. This report is a review of the project including the major principles of assessment for learning which form the basis of the document, the contents of the guidelines and the lessons learnt in the process of developing the guidelines. While the development of the guidelines is specific to the Maltese context, the lessons learnt in the process can easily apply to other situations and can be of use to anyone interested in bringing about change in assessment practices in higher education. Sun, 01 Jan 2006 00:00:00 GMT /library/oar/handle/123456789/19967 2006-01-01T00:00:00Z /library/oar/handle/123456789/19957 Title: Comprehensive guidance and counselling programme practices in Turkey Authors: Nazli, Serap Abstract: School guidance services in Turkey began in the 1950s. These services are currently being re-structured away from the traditional guidance model. This paper aims to introduce the first pilot project of the comprehensive guidance and counselling programme that was carried out by the Ministry of National Education between 2000 and 2002 as part of this re-structuring process. The paper briefly discusses the development of guidance services in Turkey, what the comprehensive guidance and counselling programme entails, and what was done at the planning, design, implementation and evaluation stages of its pilot project. Finally, the design model of the finalised programme is presented. Sun, 01 Jan 2006 00:00:00 GMT /library/oar/handle/123456789/19957 2006-01-01T00:00:00Z /library/oar/handle/123456789/19956 Title: Education in conflict situations : Palestinian children and distance education in Hebron Authors: Sultana, Ronald G. Abstract: This paper presents the plight of Palestinian primary school children in the city of Hebron in the West Bank, and documents the attempts of the Palestinian community to provide an education against all odds. Drawing on fieldwork, observations and interviews carried out by the author in November 2001, the case study provides a background and context, highlighting the difficult situation that Palestinian families find themselves in due to the curfew restrictions imposed by the Israeli Military during the second Intifada. The paper then goes on to describe the way the Palestinian community mobilised itself, with UNICEF support, in order to ensure that children do get the basic education they are entitled to, largely through the development of the Distance Remedial Education Project (DREP). Details of the DREP are given, particularly in relation to the development of self-learning education worksheets, extension remedial programmes, and the use of local TV stations to broadcast lessons. The case study of self-help, decentralised programmes with a high level of school community involvement using locally-available resources and materials shows great promise in the challenge of providing educational services in the context of political conflict and violence, as well as in more regular situations. Not only did students attain the minimal competencies expected at their grade level, but also by far the greater majority remained engaged with the school cycle. Interviews with education officers, heads of schools, teachers, parents and the students themselves also suggest that aspects of the programme provided psychological and social support to students who would have otherwise been even more vulnerable to the distressing effects of the political violence that they witness in their daily lives. Sun, 01 Jan 2006 00:00:00 GMT /library/oar/handle/123456789/19956 2006-01-01T00:00:00Z