<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shpresa  Qatipi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">QUESTIONING AND ITS TRUE VALUES IN THE PROCESS OF LEARNING AND TEACHING TO PROMOTE CRITICAL THINKING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">development</style></keyword><keyword><style  face="normal" font="default" size="100%">encouragement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=971789</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">38</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Questioning stands at the core of massive communication in general and between a teacher and a student in particular. It is a process teachers and students face every day. It is a powerful tool to stimulate and support critical thinking. Being an active element in the whole teaching and learning process, questioning fulfills a fruitful conversation between students and teachers and the whole community. Since ancient times, Socrates, the Greek philosopher tried to lead his students towards the discovery of the truth itself by means of questioning. ‘Six honest servants have taught me everything that I know; their names are: What? Why? When? How? Where? Who? This is homage paid by Kipling to his six teachers (Reference stated in Aspects of Teaching and Learning, AEDP, Tirana, Albania 1997).
 People ask but sometimes it is difficult for them to get the right answers they have been looking for. At times this is true because of the lack of knowledge and because of the fact that the question itself is not accurate. Questioning is marked as a component part of the four language skills: reading, writing, speaking and listening. It is of great interest among teachers who want to know more about this issue.
 This research paper is based on the experience gained by working with teachers who showed enthusiasm and self- confidence for the application of new methodologies and strategies in their classrooms. The attitude of the Albanian teachers towards the concepts of teaching has changed, so they have become well-aware of what and how to ask while trying hard to get integrated in all spheres of European reality. Brainstorming, pair-work, role play, questioning techniques, discovering lessons have now become an inseparable part of teacher’s work and their active vocabulary as well.
 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">71-81</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Akbar Zolfaghari</style></author><author><style face="normal" font="default" size="100%">Mohammad Sabran</style></author><author><style face="normal" font="default" size="100%">Ali  Zolfaghari</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CHALLENGES FACED BY COMMUNITY LEARNING CENTER PROGRAM IN COMMUNITY LITERACY DEVELOPMENT: IRAN AS A CASE STUDY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community learning centers program</style></keyword><keyword><style  face="normal" font="default" size="100%">development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393267432.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Literacy has played a very important role in Community Development. Without literacy; people have difficulties improving their quality of lives. Iran is no exception. For this reason, Iran has implemented the various literacy programs. One of the programs is Community Learning Center Program (CLCP). So far, CLCP has been implemented into 3517 communities in the country. 
Therefore, the general objective of this study was to examine the challenges faced by Community Learning Center Program (CLCP) in Community Literacy Development (CLD) while the specific objective of this study was to describe the necessary actions to strengthen the CLCP in CLD. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">144-150</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Akbar Zolfaghari</style></author><author><style face="normal" font="default" size="100%">Mohammad  Shatar Sabran</style></author><author><style face="normal" font="default" size="100%">Azam  Zolfaghari</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RURAL COMMUNITY ADULT LITERACY DEVELOPMENT THROUGH COMMUNITY LEARNING CENTERS PROGRAM IN THE ISLAMIC REPUBLIC OF IRAN: TWO CASE STUDIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community learning centers program</style></keyword><keyword><style  face="normal" font="default" size="100%">development</style></keyword><keyword><style  face="normal" font="default" size="100%">literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395387480.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Literacy and community development have an unbroken connection. Literacy is a very important tool for community development. The main goal of community development is to improve the quality of life. In order to improve the quality of life, the government of Iran has implemented several programs to promote the level of literacy. CLCP is the newest and the most important literacy program in Iran post revolution that has been introduced by the Iran’s Development Plans. It has been emerged as a result of shortcomings of the previous literacy programs to solve the problem of illiteracy in the country. Therefore, the general objective of this study was to examine the role of the program in rural community adult literacy development while the specific objective of this study was to describe the factors contributed to the success of the program in Iran. For the purpose, two rural communities namely Golshan and Nasr Abad into two different states of Kerman and Yazd in Iran were selected as the case studies. The selection was based on their literacy level. The community with the lowest literacy level in each state was chosen. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">169-177</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Julius  Kiprop Maiyo</style></author><author><style face="normal" font="default" size="100%">Achoka Judy</style></author><author><style face="normal" font="default" size="100%">Ndiku Judah</style></author><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Wasike Duncan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INCOME INEQUALITY CONTROVERSIES ON THE DEVELOPMENT OF EDUCATION IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">development</style></keyword><keyword><style  face="normal" font="default" size="100%">inequality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392235175.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Income differentials are a phenomenon that is manifest among individuals, regions and nations. The magnitude of the inequality has diverse effects on education which is itself a key determinant of individual as well as group income. Income inequality is reflected in the unequal access to different levels of education and to schools of different quality of education. This results in unequal consumption of education. These factors heighten the already existing inequality since the distribution of earnings is to a large extend determined by the level and distribution of schooling across population. The effect of income inequality on education dispersion and the average attainment in the population depresses economic growth and affects investment in education by individuals as well as states. Differential investment in education means unequal access to new knowledge and skills which are the driving force in this century. Already, the knowledge revolution has brought the threat of widening the gap between developed and developing countries with disparities in knowledge and information reinforcing disparities in capital and other resources.
 This paper examines the controversies causes of income inequality and the resultant effect on the development of education. The study is a desk review which nevertheless extensively explores existing literature on income inequalities and education dispersion. It narrows this down to the situation in Kenya by focussing on current reactions to income inequality in general and the effect on education. The paper also provides the conclusion and the way forward through the recommendation.
 </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">81-88</style></section></record></records></xml>