This book attempts to answer (a) what are the learning areas of the curriculum that are most difficult for students and teachers? (b) How much do teachers know about the curriculum they teach? (c) Why do some students perform better than others? And why do some teachers know more about what they teach than others?

This volume focuses on school based management in Uganda, specifically, study focuses school based management policy and roles of key players; participation in school governance; beneficiary participation and response to education; school autonomy; information for accountability; and school organization for learning.

This title projects school feeding as an integral part of the quality education enhancement drive for Uganda. Ongoing community-led school feeding initiatives are analyzed and the cost implications of a national school feeding program examined. Issues that Government needs to address drawing from international

"Blackboards and Bootstraps: Revisioning education and schooling contributes to an international conversation about public education that, in recent decades, has been attenuated if not silenced by advocates of neoliberalism, marketisation and neocorporatism. Written for a wide audience, this book is not a manifesto for the twenty-first century. It is more of an invitation than a blueprint. In drawing a distinction between education and schooling, it identifies, recovers and explores many ideas about education and schooling that are no less important to the practice of the present than they were to the pedagogues of the past. The introduction questions the role of schooling in the future trajectory of spaceship earth. The remainder of the book considers these questions by revisiting a range of ideas that underpin current practice. It launches itself by returning to the sixteenth century, a time when the organisation and conduct of modern schooling took shape around a new set of terms – syllabus, class, curriculum and didactics – that, in their Latin forms not only became prominent in the international educational lexicon but also survived into the twentieth century. By the First World War, there was an international awareness that schooling is not the same as education. Schooling originally for the land-owning, mercantile and commercial elites of the sixteenth century had only partially engaged with the visions of democratic schooling voiced in the eighteenth century Enlightenment and the subsequent extension of suffrage and national and sexual liberation movements. Impressed by the universalistic achievements of the Renaissance and the Enlightenment, the authors raise the prospect of a new educational humanism in the globalised world of the twenty-first century. "

This second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field and calls attention to innovations described throughout. The chapters examine language-in-education policy change, describe implementational activities, and present strategic frameworks for research and advocacy.

The rise of technology within educational settings has allowed for a substantial shift in the way in which educators teach learners of all ages. In order to implement these new learning tools, school administrators and teachers alike must seek new research outlining the latest innovations in the field. Educational Technology Use and Design for Improved Learning Opportunities presents broad coverage of topics pertaining to the development and use of technology both in and out of the classroom. Including research on technology integration in K-12, higher education, and adult learning, this publication is ideal for use by school administrators, academicians, and upper-level students seeking the most up-to-date tools and methodologies surrounding educational technology.

As per the reports of FAO, the human population will rise to 9 billion by the end of 2050 and 70% of more food must be produced over the next three decades to feed the additional population. The breeding approaches for crop improvement programs are dependent on the availability and accessibility of genetic variation, either spontaneous or induced by the mutagens. Plant breeders, agronomists, and geneticists are under constant pressure to expand food production by employing innovative breeding strategies to enhance yield, adaptability, nutrition, resistance to biotic and abiotic stresses. In conventional breeding approaches, introgression of genes in crop varieties is laborious and time-consuming. Nowadays, new innovative plant breeding techniques such as molecular breeding and plant biotechnology, supplement the traditional breeding approaches to achieve the desired goals of enhanced food production. With the advent of recent molecular tools like genomics, transgenics, molecular marker-assisted back-crossing, TILLING, Eco-TILLING, gene editing, CRISPR CAS, non-targeted protein abundant comparative proteomics, genome wide association studies have made possible mapping of important QTLs, insertion of transgenes, reduction of linkage drags, and manipulation of genome. In general, conventional and modern plant breeding approaches would be strategically ideal for developing new elite crop varieties to meet the feeding requirement of the increasing world population. This book highlights the latest progress in the field of plant breeding, and their applicability in crop improvement. The basic concept of this 2-volume work is to assess the use of modern breeding strategies in supplementing the conventional breeding toward the development of elite crop varieties, for obtaining desired goals of food production.