Computer Science

Currently in the field of Adult ESL teaching, teachers cannot give enough personal attention to every student in class to help them in their learning of the English language. Alternative ways of lesson delivery such as blending of face-to-face delivery together with out-of-class lessons and tasks via mobile phone may aid in a better learning experience. Our goal in this study will be to (i) determine whether ESL learning can equally occur inside and outside the classroom, and (ii) examine what level of engagement the ESL learner has with English language material while outside the classroom.

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The purpose of this research study was to determine if the existing uses of visual grammar by means of a literature review is appropriate as an instructional tool in student engagement in AMEP English language classrooms. Specifically, the desire was to see if student engagement in the learning process is increased while using visual grammar to deliver instruction. In addition, an effort was made to determine if methodology impacts the level at which students are engaged in the learning environment when visual methods are used. In other words, does the manner in which grammar is used affect the level of student engagement? A variety of classrooms and student experiences were used as can be seen in the literature review. However, the work of Widodo in his seminal work "Innovation and Creativity in ELT Methodology" deserves mention. Such work contains examples that have a strong correlation with student acceptance and engagement resulting in otherwise non-attention grabbing material as experienced by the students. The conclusions from this paper, leads to further investigation of visual grammar techniques to be undertaken in support of traditional teaching of grammar in ELT schools. 1. The problem or issue Grammar is the system of a language. People sometimes describe grammar as the "rules" of a language; but in fact no language has rules (Widodo, H.P. 2006). However, language does define concepts that exist in the real-world. Can we doubt that the learning of English grammar has never been easy for ESL students? Why? Because firstly, the implied rules— deduced by the student—change over time and place. But, rules define the semantics of grammatical items which are largely dependent on the context. Secondly, meaning is derived from context. The problem is that the context is hard to define, for the teacher and student alike. It takes as much grammar to understand the meaning of the context, as it takes to understand the original target sentence. Perhaps it was while I was studying my CELTA practicum (Pfotenhauer, R. 2014), that I noticed that the amount of effort it took to establish context of a grammar item was disproportionately large compared to the target grammar that I was teaching. Or, maybe it had occurred to me while engaged in teaching grammar; that is, showing a picture of an action of a past, present, or future event could be used to convey context. Whatever was the starting point, further research into this idea led me to conclude that there are a number of books, articles and websites that support this notion of visual grammar as an aid for students learning functional grammar. I will restrict my scope to verb tense; although, verb tense is not the only grammar that may be presented in a visual way. You may recall that a simple rule for verb tense is insufficient to explain the time nature of tense. A sense of time does not necessarily mean tense, although it may coincide. This distinction between time and tense has often confused students when teachers refer to present, past, and future tenses as if they are always time-bound.

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Can sociocultural theory be applied to the abstract concept of democracy? This paper will explore this notion and explore what is termed 'multiliteracies'. More than any other concept of the modern world, multiliteracies is a groundbreaking mode of education. Our view is not the only accepted view: it is only one of a number of literacies; however, we will be exploring from the perspective of democracy.

The nine life crises are a normal and necessary part of the maturation process. They are a state of disequilibrium which exists when shifting from one energy level to another. Each crises when overcome leads to greater maturity and a higher level of energy.

In the latter half of April 2018, three people—one from Aasaman Nepal and two from VSO Nepal visited a total of eight schools in the Parsa district. At each school one question was posed to the participants--Big Sisters / Big Brothers / Adult Champions / and Teacher champions of the school—“what are the problems that the Little Sisters / Big Sisters face?”

We are a passionate group of English teachers in the Parsa district of Nepal--one of the poorest districts of Nepal. To revitalise our focus on the English language for this area NELTA at Birganj, Parsa is going to organize a One Day Training for the English teachers for the Parsa District.

We want to carry out the training on behalf of a number of organisations for a common purpose--to teach the students in government High Schools how to communicate in English. We have great passion, but a low budget. The impact of teaching English is expected to be very great because a great number of students are currently crossing the boarder to find work. English is seen as the first step in stimulating local industry that will help the people here, break the cycle of poverty.

We are expecting 100 participants to our event. There will be presentations on a variety of topics that are English teaching/learning related. The  event should cover topics that are both current, controversial perhaps, funny and those that look at alternatives for both Nepal and Parsa in particular.

Teacher training is to develop teachers to their full potential. In Nepal, additional barriers exist for effective teacher training--lack of materials, lack of In-service and Pre-service training that will develop a teacher to be a better person, and to provide them with the skills to teach their students. This article examines the factors behind teacher training in the Terai area of Nepal.

A revival of non-formal education system for all of the twelve Sisters for Sisters Phase II target schools in the Parsa, Nepal district yielded unexpected results when combined with material distribution to Out Of School (OOS) children who attended the Bridge Class held between September 2018 and March 2019.

Rapidly-evolving technology and the demands of the digital age are transforming not only the way we live but also the way we learn. Static learning is characterized by an overall lack of movement, growth, and action. On the other hand, dynamic learning is characterized by constant change and activity. This learning takes place organically, growing and evolving through more unconventional means, with the learner collaborating, creating, and communicating to demonstrate progress and mastery (Bell K., 2020).

Moreover, technological advancements present us with a unique opportunity to rethink education (particularly post-COVID-19) and the types of learning experiences we as teachers design for our students so that the vast majority of people are not a burden to their country and to the people. Everyone should creatively contribute their unique contribution as a citizen of a global world.

Before, during and after COVID, AYOI has transformed many people's lives. We are a small NGO in livelihood, employment, Inclusive Education and we advocate for sustainable development goals for Tanzania. We address “Out of School", and "In School” children, youth, women, and people with disabilities. AYOI aims to create opportunities for deprived youth who seek to start, grow and sustain an enterprise. We also enable those seeking employment to become professional and productive for both themselves and for the nation.

This paper explores our vision for the future for education in Africa and in particular Tanzania.

The education system around the world is in an extreme state of change. Driving forces include the consequences of COVID. The impact of Climate Change, and the growing realisation that education is about an all-round development of the human beings.

Learning of subject matter and development of the mind is easily possible. However, until an emotional feeling exists, an individual cannot achieve wisdom. This important part is neglected by Nepal's curriculum, and the subject of my presentation: "Education for Nepal's Sustainable Development" at the NELTA International Virtual Think-in 2022, on 11 March 2022.

It is evident that a Circular Business Model can be retrofitted into existing companies and with emerging companies to make use of the goal of having a sustainable economy and rising levels of production and consumption that complies with a future in which we can all THRIVE and grow to be the people, cultures, and traditions that we were meant to be.

Achieving this is the challenge of the century. Since, if we miss the mark, we will not leave anything for future generations. COVID proves what can be done when we are able to work together. For together we live, or separately we will perish in the waste of humanity.

Are we living in the age of humans? This article will look at the facts behind the documentary film on humanity’s massive reengineering of the planet, "ANTHROPOCENE: The Human Epoch".

We shall look at 11 aspects: reliance on fossil fuels, iron and other metals; poverty as a lack of global resources; poor people and large families; poor people have a major impact on their local environment; Global warming causes such as weather events, heatwaves, droughts and floods; Human activity is destroying the habitat of countless species; humankind’s consumption of resources such as timber, oil and minerals; the production of greenhouse gases including carbon dioxide and methane; People produce waste and pollution. Agriculture production takes up 50% of all habitable land on Earth; and, Human travel with a very large emissions footprint.

To "leave no one behind" is the underlying aim of the UN SDGs, but is it realistic? The next question that we should ask ourselves is, "how do we know where we are now?" This article will examine the most ambitious global project ever conceived--SDG2030 Agenda, with its original goal, to end poverty in a single generation!