Relevant bibliographies by topics / Education, Policy|Education, General|Education, Secondary

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education, Policy|Education, General|Education, Secondary'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education, Policy|Education, General|Education, Secondary"

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Scott, David. "Education policy: the secondary phase." Journal of Education Policy 11, no. 1 (January 1996): 133–40. http://dx.doi.org/10.1080/0268093960110108.

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Paula, Līga, and Valeria Malyavina. "CAREER EDUCATION IN GENERAL EDUCATION INSTITUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 352–63. http://dx.doi.org/10.17770/sie2018vol1.3261.

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The aim of the research is to find out the problems and solutions of career education in primary and secondary education institutions of Zemgale planning region (ZPR). In order to achieve the aim, the following research questions were set: 1) what are the functions of career education in primary and secondary education institutions; 2) how career education is implemented in ZPR; 3) what factors positively and negatively affect implementation of career education, and 4) what are the outcomes of career education. The theoretical review of the study is based on functional structuralism and document analysis about career education. Empirical data were obtained during semi-structured interviews with representatives of schools where career education is offered. Is was concluded that the core idea of the career education is to help students to develop and realize their skills, interests and abilities, as well as to choose future profession and the most suitable educational institution. Problems related to implementation of career educations are lack of time, difficulty to organize multiple events, difficulties to plan events so they do not interfere with school work, many students are not interested in the event they have to participate in, the lack of financial resources and also the lack of career specialists in schools.
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Popova, S. A. "General Secondary or Vocational Education." Russian Education & Society 58, no. 11 (November 2016): 757–60. http://dx.doi.org/10.1080/10609393.2016.1342197.

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Poornima M. and Jaya Lakshmi Nair. "Universalisation of Secondary Education." Social Change 49, no. 3 (September 2019): 538–50. http://dx.doi.org/10.1177/0049085719863907.

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The importance of investing and promoting secondary education in any developing country cannot be overemphasised. Secondary education plays a crucial role in ensuring economic growth, creating a pool of people that promote national growth, thereby reducing poverty levels and, reinforcing gender development and equality. However, despite such positive outcomes, the importance of secondary education has been neglected in India. Available statistics on the growth of secondary education and the performance of states in terms of enrolment and educational attainment paint a dismal picture. Many key concerns in this area have not even received the attention of educational planners and policymakers. Against this background, the Council for Social Development organised an international seminar, ‘Universalisation of Secondary Education’ to discuss critical policy issues and the practical problems hindering the development of secondary education. This is a brief summary of the proceedings of the seminar.
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Pogrebnyak, V. P. "THE RELATIONSHIP BETWEEN GENERAL SECONDARY EDUCATION, VOCATIONAL EDUCATION, SPECIALIZED SECONDARY EDUCATION, AND HIGHER EDUCATION IN THE UKRAINIAN SOVIAT SOCIALIST REPUBLIC." Higher Education in Europe 13, no. 1-2 (January 1988): 137–45. http://dx.doi.org/10.1080/0379772880130119.

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Denysiuk, Oksana, and Natalia Tytarenko. "EDUCATIONAL INDICATORS OF THE GENERAL SECONDARY EDUCATION QUALITY (ON EXAMPLE OF GENERAL SECONDARY EDUCATION)." Educational Analytics of Ukraine, no. 1 (2017): 85–93. http://dx.doi.org/10.32987/2617-8532-2017-1-85-93.

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Cep Kiki Kusumah. "12-Years Compulsory Education Policy and Education Participation Completeness:Evidence from Indonesia." Journal of Indonesia Sustainable Development Planning 2, no. 2 (August 13, 2021): 187–201. http://dx.doi.org/10.46456/jisdep.v2i2.138.

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Indonesia is facing a problem with education outcomes, both in access and quality. To increase education access and participation, the President of Indonesia committed to implementing a 12-years compulsory education policy. As a result, upper secondary education’s completion rate has increased significantly in districts that implement 12-years compulsory education rather than in districts that did not implement it. Strategies attached to the policy also considerably affect the completion rate, except for providing community learning centers. However, in every model, the implementation of 12-years compulsory education always significantly affects upper secondary education’s completion rate. The district government that implemented 12-years compulsory education has achieved this condition because of the innovative effort to reach this target.
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Золотухіна, С. Т., О. М. Іонова, and С. Є. Лупаренко. "МУЗИЧНА ОСВІТА ШКОЛЯРІВ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ КНР: ТЕНДЕНЦІЇ ТА ПЕРСПЕКТИВИ." Теорія та методика навчання та виховання, no. 47 (2019): 37–49. http://dx.doi.org/10.34142/23128046.2019.47.04.

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The relevance of the study is predetermined by insufficient development of the problem of schoolchildren’s music education in general secondary education institutions in the People’s Republic of China and the significance of the use of educationally valuable Chinese experience in music education in Ukrainian educational practice. The aim of the study is to reveal the tendencies and prospects for schoolchildren’s music education in general secondary education institutions in the People’s Republic of China. Various methods have been used to carry out this research, namely: general scientific (analysis, synthesis, systematization, generalization, comparison, classification), historical, empirical and prognostic methods. The general tendencies of development of music education in general secondary education institutions in the People’s Republic of China in historical, content and organizational-methodical aspects have been revealed. The general trends of development of music education in general secondary education institutions in Ukraine and the People’s Republic of China have been determined. They are the progressiveness of the general strategy of music education, its focus on the development of spirituality of the nation, democratization of educational process, openness to the world and European experience, constant modernization of the content of education, forms and methods of mastering it, improvement of the conditions of educational process, increased attention to Music teachers’ professional training. The prospects for development of schoolchildren’s music education in general secondary education institutions in the People’s Republic of China have been specified. They are the intensification of scientific research and intensifying the implementation of innovations into the practice of music education, the creation of a national concept of general music education taking into consideration the progressive world experience and national cultural traditions, development of curricula of general secondary music education taking into account the specificity and opportunities in the region, the combination of tradition and innovation in music pedagogy. The directions of the use of Chinese experience in modern schools in Ukraine have been determined. They are the development of a concept of schoolchildren’s music education taking into account the realities and prospects for the development of national education, universal and national cultural traditions, children’s assimilation of the most important values by means of musical art, providing pedagogically appropriate organization and improving the conditions of children’s music education, increasing the requirements for Music teachers’ professionalism
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Kashpyrovskaya, Lyudmyla. "Introduction of specialized education into general secondary education institutions: modern approaches." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 99–104. http://dx.doi.org/10.28925/1609-8595.2018.3-4.99104.

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Modern methods and experience of introducing educational training in general educational institutions of Ukraine are explored in this article, the significance and priorities of this phenomenon in the modern education system are determined. The analysis of legal documents, of research related to the problem of introducing profile education, the content and organization of profile education in general secondary education institutions attracts attention of many students, practitioners and teachers. The introduction of specialized education requires from the educational institution team as well as from the head, a specific, meaningful, reasonable choice of the ways of school's activities. PEI «Lyceum of the Kiev International University» is an example of implementation of the effective system of education; the subjects and content of work with lyceum students are given. A unique educational trajectory is presented: a mutual partnership in the system «Lyceum-University», which is carried out with the aim of implementing the Concept of profile education, and is displayed in multi-vector forms of cooperation, such as (namely): teaching profile subjects, specialised courses and electives by teachers of the Kiev International University: doctors, candidates of sciences, associate professors, postgraduate student teaching core subjects, special courses and electives by Kiev International University teachers: by doctors, candidates of science, associate professors, graduate students; participation of lyceum students and teachers in scientific conferences, seminars held at the University; scientific and methodological support the IAS student research works by the University teachers; carrying out traditional trainings and master classes by teachers of the University for lyceum students, organization and holding of international, All-Ukrainian forums, Universiades; preparation of programs, textbooks, scientific and methodological manuals; extracurricular activities (consultations, special courses, professional orientation circles «Stage art», «Video-making»; practically-oriented course «Technology» studying; group work at the University by attracting lyceum students; acquaintance with practical experience in a particular profession by conducting excursions to the enterprise, meetings with famous people, who have professional experience in a particular industry. In general, and specific examples identified general trends in the development of specialized education in Ukraine, the main goal of which is a value mission, a higher level of education quality, equal access to quality educational services.
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Morin, Oleh. "LABOR EDUCATION OF YOUNGER SCHOOLCHILDREN IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION." Educational Discourse: collection of scientific papers, no. 10(1-2) (March 20, 2019): 83–92. http://dx.doi.org/10.33930/ed.2019.5007.10(1-2)-7.

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The article notes that the main element of the labor education of junior pupils is the practice of involving them in practical activity, which has to direct the nature of educational activity. Thus, the integration of elements of labor education into the content of all subject areas. Strengthening the effectiveness of labor education directly depends on the guideline, according to which each lesson is constructed in accordance with the conscious and specifically defined educational goal, not only the educational, but also the educational one.
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Dissertations / Theses on the topic "Education, Policy|Education, General|Education, Secondary"

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Nzuki, Charles Kyalo. "Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10686052.

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The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya’s Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits’ theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke’s thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study’s findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya’s progress toward universal access to secondary education.

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Nzuki, Charles Kyalo. "Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4664.

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The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya's Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits' theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke's thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study's findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya's progress toward universal access to secondary education.
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Dewar, Louise H. "The advanced placement program| Does the cost outweigh the value for independent schools in the 21st century?" Thesis, College of Saint Elizabeth, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619006.

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The purpose of this action research, mixed methods study was to explore the impact of the AP Program on the high school and college experience of students, both from an academic and a "lived experience" perspective. In addition, the study investigated the costs and values of the AP Program to the institution itself. The study revealed that the AP Program continues to contribute significant value to students' high school educations, generally prepares them well for success at college, and often contributes to the acquisition of important credit and placement accommodations for students when matriculating at college. The study also revealed that, although the Program contributes a great deal of stress to the high school experience, students do not see this as a significant impediment to participation. However, the study also revealed several opportunities for the institution to better prepare students for the rigor of the Program and their use of AP scores in obtaining accommodations at college. Finally, the study demonstrated that while the AP Program contributes important value to the teaching experience, marketing of the institution, and the college admissions success of the school, there are important issues that warrant further consideration and review, not the least of which is the quality of the non-AP curriculum that is offered to students who do not meet the prerequisites of the AP Program.

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Bonsuuri, Camillo Abatanie. "Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/248.

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In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive policy analysis approach. Interviews of leading Ghana education officials conducted in 2010 were the predominant source of data in this research, with corroboration from analysis of policy texts and review of the media. The conclusions and recommendations that emerged from this study included: accountability, the responsible use of school time and instructional time, and education equity and adequacy. Other issues concerned social justice, teacher remuneration and motivation, and the need for equitable national education policies that reckon with the disparities in the country. In particular, this study took issue with the culture of nonimplementation of education policies in Ghana, with particular reference to the policy on extra classes. The study contended that the partial or non-implementation of education policies deepens education stratification in the country.
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de, Villiers Abraham B. "A qualitative study of general education teachers' perceptions of special education students' attendance at post-secondary education institutions." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182304.

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This qualitative, phenomenological study will cross-sectionally examine the perceptions of general education teachers through in-person interviews to analyze their personal beliefs for special education students’ attendance at post-secondary education institutions. Data was collected from general education teachers working at different urban high schools in a Southern California charter management organization. Each of the interviewed teachers are currently responsible, or have been responsible, for the instruction of special education students in their classroom. A total of 6 general education teachers participated in semi-structured interviews that consisted of 10 open-ended questions. Three conclusions were extracted from the findings related to the data collected through the interview process. Firstly, the general education teacher must believe in the potential of the special education student and their ability to attend a post-secondary education institution. Secondly, the school and the charter management organization must provide adequate training and collaboration opportunities to general education teachers in order to provide them with the pedagogical skills necessary to appropriately support special educations students. Thirdly, the special education student must have the self-belief and the self-confidence required to attend a post-secondary education institution after high school graduation. The 3 implications supported by the key findings and conclusions from the study are to explore methods by which general education teachers might better communicate their belief in the potential of all special education students, devise systems in which more meaningful collaboration, communication, and training of general education teachers to instruct special education students can occur, and investigate strategies that general education teachers might implement to improve the self-belief and self-confidence of special education students.

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Peasley, Donald D. "Ratings of quality indicators for secondary vocational education programs by education policy makers." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243604095.

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Lessner, Daniel. "The role of algorithm in general secondary education revisited." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6453/.

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The traditional purpose of algorithm in education is to prepare students for programming. In our effort to introduce the practically missing computing science into Czech general secondary education, we have revisited this purpose.We propose an approach, which is in better accordance with the goals of general secondary education in Czechia. The importance of programming is diminishing, while recognition of algorithmic procedures and precise (yet concise) communication of algorithms is gaining importance. This includes expressing algorithms in natural language, which is more useful for most of the students than programming. We propose criteria to evaluate such descriptions. Finally, an idea about the limitations is required (inefficient algorithms, unsolvable problems, Turing’s test). We describe these adjusted educational goals and an outline of the resulting course. Our experience with carrying out the proposed intentions is satisfactory, although we did not accomplish all the defined goals.
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Hintz, Jennifer A. L. "The social skills expectations of general education and special education teachers at the secondary level." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hintzj.pdf.

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Winters, Marcella Harris. "High school general education and special education teachers' use of portfolios for students with learning disabilities." Thesis, Argosy University/Chicago, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648627.

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This study was designed to investigate (a) the factors that influence the development of portfolios among students with learning disabilities, (b) the type of support, accommodations, and modifications students with learning disabilities receive while creating portfolios, and (c) the characteristics of portfolios developed by students with learning disabilities. Using a multiple case study approach, the researcher collected data through individual interviews with 14 general education and special education teachers regarding their use of portfolios with their students with learning disabilities. Additional data were obtained from document analysis of the students’ IEPs, completed portfolios, as well as archival data of grades students obtained on their portfolios. Analysis of the data showed that teachers used accommodations and modifications listed in Individual Education Plans (IEPs) to provide adequate support to their students with learning disabilities while creating portfolios. The teachers also used additional strategies and techniques to ensure that their students were successful in their portfolio projects. Analysis of the portfolios and grades revealed that these students produced portfolios that met their teachers’ expectations. The researcher recommended that, in order to meet the learning needs of the students with LD who are involved in portfolio development, teachers should not only use accommodations and modifications listed in the IEPs but also add more techniques found to be beneficial for their students with LD. However, those portfolios will not be effective if they do not meet their teachers’ expectations and meet established deadlines. The researcher also recommends replicating the study to include diverse settings.

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Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

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The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers’ attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers’ attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers’ attitudes of inclusion in regards to their type of certification, degree level, and years of experience.

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Books on the topic "Education, Policy|Education, General|Education, Secondary"

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Science, Department of Education and. General education: Religious education : draft. Dublin: Stationery Office, 2000.

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Northern Examinations and Assessment Board. General Certificate of Secondary Education. [S.l.]: NEAB, 1996.

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Board, Northern Examinations and Assessment. General certificate of secondary education. Manchester: NEAB, 1997.

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Board, Northern Examinations and Assessment. General certificate of secondary education. [Manchester]: NEAB, 1994.

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Group, Southern Examining. General Certificate of Secondary Education. [s.l.]: Southern Examining Group, 1986.

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Group, Southern Examining. General Certificate of Secondary Education. Guildford: the Group, 1998.

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Group, Southern Examining. General Certificate of Secondary Education. Guildford: the Group, 1997.

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Department of Education and Science. General education: Modern languages. Dublin: Stationery Office, 2000.

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Science, Department of Education and. General education: Sign language. Dublin: Stationery Office, 2000.

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Department of Education and Science. General education: Leisure & recreation. Dublin: Stationery Office, 2000.

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Book chapters on the topic "Education, Policy|Education, General|Education, Secondary"

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Vongvichith, Sisouk, Chaleunsouk Sisouvong, and Richard Noonan. "General Secondary Education." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 87–110. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_4.

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Edwards, Tony, Geoff Whitty, and Sally Power. "Moving Back from Comprehensive Secondary Education?" In Education Policy and Contemporary Politics, 30–43. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403920010_3.

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Openshaw, Roger. "Only Half a Policy." In Reforming New Zealand Secondary Education, 143–64. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100701_8.

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Moody, Andrew J. "Language and Educational Language Policy in Youth Education: Junior and Senior Secondary Education." In Macau’s Languages in Society and Education, 177–220. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68265-1_7.

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Chakraborty, Achin. "Changing Public–Private Mix in School Education and Its Implications for Policy." In Universal Secondary Education in India, 101–12. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5366-0_5.

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Guiney, M. Martin. "Inventing and Defending the General Education of Literature." In Literature, Pedagogy, and Curriculum in Secondary Education, 89–120. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1_4.

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Donnison, David, Valerie Chapman, Michael Meacher, Angela Sears, and Kenneth Urwin. "Formulating a Policy for Secondary Education in Croydon." In Social Policy and Administration Revisited, 221–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003196006-10.

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Bandyopadhyay, Madhumita, and Sunita Chugh. "Status of Secondary Education in India: A Review of Status, Challenges and Policy Issues." In Universal Secondary Education in India, 17–49. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5366-0_2.

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Jain, Charu, and Narayan Prasad. "Conclusion and Policy Recommendations." In Quality of Secondary Education in India, 211–22. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4929-3_13.

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Guiney, M. Martin. "Conclusion: The Future of Literary Studies in General Education." In Literature, Pedagogy, and Curriculum in Secondary Education, 233–72. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1_8.

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Conference papers on the topic "Education, Policy|Education, General|Education, Secondary"

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Dzhurylo, Alina. "Legislative and strategic dimension of EU policy in the field of quality assurance of general secondary education." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-167-168.

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Karamitrou, Amalia. "ORGANIZATION AND MANAGEMENT OF EDUCATION, EDUCATIONAL POLICY AND EVALUATION OF THE INSTITUTION OF GREEK SECONDARY INTERCULTURAL EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2718.

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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Strödter, Claudia. "Data modeling and database systems as part of general education in CSE." In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481481.

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Vaschenko, L. "On the question of students' choice of the profile of education in general secondary education institutions." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-179-182.

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Hryshanava, Natallia. "Inclusive Practice In Institutions Of General Secondary Education: Problems And Prospects." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.49.

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Romanovska, Alina. "CULTURAL EDUCATION IN THE SYSTEM OF LATVIAN GENERAL SECONDARY EDUCATION: YOUNG PEOPLE AND TEACHERS’ ASSESSMENT OF THE CONTENT AND METHODS OF CULTURAL EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0881.

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Gusarova, L. V. "Wages In Institutions Of Secondary General Education Of Russia: Identification Of Factor." In 18th International Scientific Conference “Problems of Enterprise Development: Theory and Practice”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.10.

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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.

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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.
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Karamitrou, Amalia. "EDUCATIONAL POLICY AND INNOVATION OF GREEK SECONDARY INTERCULTURAL EDUCATION: STUDY OF THE GREEK LANGUAGE TEACHING PROGRAMS IN THE CONTEXT OF INTERCULTURAL EDUCATION PROGRAMS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2733.

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Reports on the topic "Education, Policy|Education, General|Education, Secondary"

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Gordon, Nora. High School Graduation in the Context of Changing Elementary and Secondary Education Policy and Income Inequality: The Last Half Century. Cambridge, MA: National Bureau of Economic Research, May 2013. http://dx.doi.org/10.3386/w19049.

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Habyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.

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A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010). We find no discernible electoral impact of the policy in 2015, two electoral cycles later. We attribute the electoral penalty in 2010 to how the secondary school expansion policy was implemented. Our findings shed light on the temporally-contingent electoral impacts of programmatic policies, and highlight the need for more research on how policy implementation structures public opinion and vote choice in low-income states.
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Brown, Jessie. Personalizing Post-Secondary Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.221030.

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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36807.

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Lemieux, Thomas. Post-Secondary Education and Increasing Wage Inequality. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12077.

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Alattar, Manar. Food Waste Diversion Programming in Post-Secondary Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6140.

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Stol, Jacqueline Stol, Rebecca Houwer Houwer, and Sarah Todd Todd. Bridging Programs: Pathways To Equity In Post-Secondary Education. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), September 2016. http://dx.doi.org/10.15868/socialsector.33747.

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Zubiri, Asma Zubiri, and Pauline Rose Rose. Equitable Financing of Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.36866.

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Furstenberg, Frank, and David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA: National Bureau of Economic Research, April 2005. http://dx.doi.org/10.3386/w11260.

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Fraumeni, Barbara, Marshall Reinsdorf, Brooks Robinson, and Matthew Williams. Price and Real Output Measures for the Education Function of Government: Exploratory Estimates for Primary & Secondary Education. Cambridge, MA: National Bureau of Economic Research, June 2008. http://dx.doi.org/10.3386/w14099.

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