In Khaldoun had a distinguished cultural vision, especially in anthropology, sociology and civilization. He also excelled in other fields such as politics and economy. In this paper, I will address his contributions to education and related that to modern educational theories. In specific, I will discuss the main features of education that Ibn Khaldun presented, and the concept of 'cognitive maturity' and how Ibn Khaldoun presented it in his educational thought. I will also present the most well-known modern education theories that converge with Ibn Khaldoun's educational thought.

It is mostly agreed that learning is a life-long process and teachers are mostly required to be equipped with sufficient and recent knowledge in their own fields (Torf and Sessions, 2008; Atay, 2006). In Turkey there are two departments graduating teachers of English. One of them is English Language and Literature (ELL) department, in which student teachers are exposed to all professional development (PD) courses during the last one and a half year and they have no chance to digest and practice these courses. The other department is English Language Teaching Department (ELT), in which all PD courses were spread to all four years of education, during which student teachers have the chance to digest and practice them. The purpose of this study is to investigate whether there is a significant difference between English Language Teaching department pre-service teachers’ and English Language and Literature department pre-service teachers’ perceptions of effective teacher behaviours. For data collection, a questionnaire prepared by Brown (2009) was used. It was administered to 22 ELL and 22 ELT pre-service teachers. Firstly data were analyzed quantitatively in order to see whether there is a significant difference between two groups of teachers. Later, an interview, consisting of significant items, was made with 4 participants from each group in order to confirm the findings gathered from quantitative analysis. It is considered that the findings may present some significant differences between two groups of teachers. It is considered that the results of the study may indicate there is a significant difference between these two groups of teachers’ attitudes about PD.

Self assessment of the training medical program is a newly introduced technique in Iraq, it started at 2010 as part of the ongoing accreditation process, student evaluation of faculty seems to be a very important area in this field .Objectives: to through a light on students evaluation of faculty as part of self assessment process at alkindy college of medicine, showing the verity between preclinical and clinical areas in the teaching process & illustrate the weakness and strength areas in the teaching process. Design: cross- sectional study design, from 1st Jan to 30th October 2012. 10 students were chosen randomly from each class (academic study year) from the six classes of the medical college by using questionnaire, that goes through teaching methodology. The study approved by ethical and scientific committee of the college. Statistical analysis: Descriptive presentation: by tables and figures, Analytical statistic by using chi test and p=0.05 and bellow represent statistically significant. Result: 60% of the students agree that the lecturer had medium ability in delivering the lecture in an easy scientific way, while 90% of them goes with higher ability of the lecturers in all departments in managing the lecture. 75% of the students believe that ther is a mutual respect between them & their lecturers.2/3 of the students find their lecturers as idols & good personality. Conclusion: Department show differences in their responses' from the student point of view, while higher scores goes for basic departments concerning delivering the scientific material & using new methods of teaching, managing the lecture and give the opportunity to the students to participate , low scores was given in subjects concerning conducting clear questions , notifying student about course content . On the other hand higher scores were given by the students in subjects concerning commitment of lecturer about not talking about extra subjects other, than the lecture subject, presence of mutual respect between lecturer & students, describing the lecturer as ideal & good personality.

The interdependence of man and the environment in its holistic form needs a better understanding. This is necessary for the protection and improvement of the environment and the survival of man. There is undoubtedly a balanced relationship between man and the environment, this has to be maintained. For a long time, man cherished the concept that he was the master of the environment. This has been the most erroneous and damaging concept developed in respect to man-environment relationship. Environmental education is a necessary tool for taking appropriate decisions concerning the solution and prevention of environmental problems which are considered disequilibrium caused by certain factors in the established relationship between man, animals, plants and others. For a very long time, man’s activities on the environment have become more pronounced in different spheres, culminating in serious environmental problems. Man therefore needs to be educated for the understanding, solution and prevention of these problems. This paper examines the need for environmental education and social ethics for the survival of man and understanding and improvement of the environment.

In many communities in Kenya, mother tongue was the language of instruction used to impart indigenous education in children. It was also used to transmit and preserve culture from generation to generation. Language policy states that mother tongue should be used as language of instruction in early years of school to preserve the Kenyan culture and to ensure smooth transition from home to school. Despite the policy being in place, it is yet to be implemented in many schools due to several factors. This paper presents results from a study that was conducted in three rural districts in Kenya to establish whether mother tongue was being used as the language of instruction in early years of school and the key factors affecting its use.

The global spread of English and the advent of a need for English as an International Language has become one of the hotly-debated issues in recent years. This owes much to the fact that English speakers today are more likely to be non-native speakers of English than native speakers, and most likely to use English in communication with other non-native speakers of English than native speakers. A significant number of scholars (e.g., Honna, 2003; Widdowson, 2003) even believe that English is no longer the sole property of its native speakers. Nevertheless, majority of English language teaching coursebooks are still being published by major Anglo-American publishers and are based on the linguistic norms and cultures of native English speaking countries, mainly the USA and the UK. Inevitably, criticism regarding an accurate presentation of cultural information and images about a variety of norms and cultures beyond the Anglo-Saxon and European world has risen. In fact, the English presented in these coursebooks has been seen as mainly representing the linguistic norms and culture of its native speakers, thereby offering ‘English of Specific Cultures’. The current discussions on the English language teaching and culture axis, however, make possible an understanding of an English language that has become first international and then global, thereby creating possibilities of portrayal of linguistic norms and cultures of Outer and Expanding circle countries especially through ELT coursebooks. Commissioned as such, then, English can be regarded as a language through which access to Englishes and cultures of the world accompanies its pedagogy, hence ‘English for Specific Cultures’ (Yano, 2009). Discussing at length the role of English as an International Language and its cultural implications, this article investigates the varieties of Englishes in a series of EIL-based coursebooks, inquiring whether they are based on English of Specific Cultures or English for Specific Cultures.

This study set to establish the impact which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. This study aimed at establishing how learning and teaching resources impact on performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. The study covered the period between 2005 and 2009. It involved public and private secondary schools (mixed and single sex, boarding and day school). The study was conducted using descriptive survey design. The study used probability sampling where simple random sampling was employed. The collection of data was done using questionnaires for head teachers and teachers, interview guide for parents, and focus group discussion with form three History students. The data was analyzed using statistical package for social sciences (SPSS) computer program and descriptive statistics. Chi square was used to test the null hypotheses. It was found that teachinglearning resources are statistically significant in learning and teaching of History. From the findings, most schools in the two districts (75%) lacked a library and of those schools which have a library only 18.2% are adequately stocked with History learning /teaching resources.

The beauty of urban area stems from the availability and functionality of urban infrastructure and facilities. Governments often tend to establish her legitimacy by expending huge money on the provision and maintenance of basic infrastructure and facilities especially in urban areas. Studies have shown that the Nigerian population is 50% urban hence, her cities faces rapid urbanization with its associated problems which include pressure on available infrastructure and facilities. This paper aims at investigating the extent of urban infrastructure and facilities provision and maintenance in Enugu metropolis with a view to proffering sustainable measures that will enhance the area. The study revealed that while efforts have been made over the years towards providing and enhancing the functionality of urban infrastructure and facilities in the city and given a growth rate of 2.5% and the current urban population of about 927,642 residents, the available infrastructure and facilities in the city was adjudged not only so meager but also worrisome due to poor state of maintenance. The study therefore recommended for an articulated government action which would ensure that the urban infrastructure and facilities are maintained. Public participation and public partnership with the private sector, None Governmental Organizations (NGOs) and Community Based Organizations (CBOs) among other sustainable measures for the provision and maintenance of urban infrastructure and facilities in the city, was advocated.

This study aims to investigate the use of ICT in Undergraduate levels at Jordanian Universities. Sixteen Jordanian universities (public and private) have been investigated in this matter. Qualitative method has been used to collect data; these methods include semi-structured interviews of 44 lecturers. Results of the study indicate positive attitudes and high levels of ICT use in teaching and learning. The results also revealed a medium effect of factors affect ICT use in teaching and learning. Lecturers believe that ICT use saves time and efforts and helps them gaining new knowledge and skills, while they believe that the lack of technological infrastructure, lack of support, lack of training and lack of financial resources are the most important factors that have huge impact on ICT in teaching and learning. It was concluded that it is important to overcome the negative factors by adopting clear vision about ICT integration based on the current situation and the desired one, and to adopting flexible plans that respond to social, cultural, and economic changes.