Journal articles: 'Education, Policy|Education, General|Education, Secondary'

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Scott, David. "Education policy: the secondary phase." Journal of Education Policy 11, no. 1 (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 (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 (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 (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 (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 та С. Є. Лупаренко. "МУЗИЧНА ОСВІТА ШКОЛЯРІВ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ КНР: ТЕНДЕНЦІЇ ТА ПЕРСПЕКТИВИ". Теорія та методика навчання та виховання, № 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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Bolívar, Antonio, María Jesús Gallego, María José León, and Purificación Pérez. "Education Policy Reform and Professional Identities: The Case of Secondary Education in Spain." education policy analysis archives 13 (November 23, 2005): 45. http://dx.doi.org/10.14507/epaa.v13n45.2005.

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The article analyses the effects of the large scale educational reform policies on teachers' professional identities, based on a review of the literature and data from a study we carried out. Professional identity crisis is placed within the broader framework of the modernity crisis. The story of this crisis (influences and causes) includes a description of the education reform of the 1990"s (LOGSE, Ley de Ordenación General del Sistema Educativo), the role played by teacher training in aggravating the problem, and the reasons secondary teachers have resisted educational change. In this framework, the different types of identity adopted by teachers faced with this change are studied, and the results of a qualitative study through the voices of the teachers are described. Finally, two exit plans are presented: a political use of nostalgia, employed by the conservative government to gain the support of a large number of teachers; and the exploration of new avenues for the reconstruction of professional identities. The idea is to re-examine alternative arguments about what schools should be in the "second modern society."

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Alam, Gazi Mahabubul. "Clustering Education Policy in Secondary Provision: Impact on Higher Education and Job Market." International Journal of Educational Reform 30, no. 1 (2020): 56–76. http://dx.doi.org/10.1177/1056787920958409.

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International commitment is to address all forms of imbalanced and discriminatory situations experienced within the education system. While students of secondary provision in many developed countries enjoy the liberty of choosing their desired subjects from different areas (i.e., science, business, and arts), students in some developing counterparts are restricted to consider one cluster. With a policy support, students of the science cluster can procure higher education (HE) in any area, while students from other clusters are restricted to study HE in their respective area only. By virtue of this policy, the limited scope of HE and jobs in the areas of business and arts is being occupied by science graduates because of one-way traffic that favors science cluster. This has a grave impact on the HE and job market, which is the central focus of this research. We failed to find such studies conducted in the context of a developing nation. Considering this, the article is the first of its kind. Given the differentiated nature of research questions, multiple techniques were used to collect the data. However, this research bears the norms of qualitative method. Findings confirm that having been denied access to HE, secondary graduates especially from the business cluster, dropped out without furthering their education. This has deteriorated the quality of HE and job performance—more precisely, it has deprived students of the business and arts clusters. This research suggests a revision of the prevailing policy to address these constraints.

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Omarbekova, Ayzhan. "Autonomy in Secondary Education: Independence and Accountability of Secondary General Education Schools in Kazakhstan." Voprosy Obrazovaniya/ Educational Studies Moscow, no. 2 (2015): 152–72. http://dx.doi.org/10.17323/1814-9545-2015-2-152-172.

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Suherman, Suherman. "EVALUATION OF POLICY IMPLEMENTATION OF FREE EDUCATION ON SENIOR SECONDARY EDUCATION IN PALEMBANG CITY." Journal of Education Research in Administration and Management (JERAM) 1, no. 2 (2017): 58. http://dx.doi.org/10.29061/jeram.v1i2.36.

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The research aim is to find out policy formulation process, policy implementation; and the policy results on free education financing policy in Dompu Regency This research applied evaluation method by using Stake Countenance model  The data were collected through questionnaires, interview, observation and documents. The result shown that policy formulation was based on (1) the rough enrollment rate of senior secondary education (2) the income per capita of the people Dompu; and (3) it was also supported by relevant regulations All of the steps in formulating the policy were followed as well as The policy contents contained stra tegic issues and actions, procedure, and goals or objectives The policy implementa tion process were based appropriately on method and guideline required The result of policy implementation, such as improvement of rough enrollment rate of senior secondary education was effectively achieved Before the implementation of the policy, the rough enrollment was 50,28% (2007) and it was 88,56% (2011)This per centage exceeded the national target 64,6% (2011); (2) it is decidable that the policy is responsive because since the policy is applied the parents pay nothing for the school fees; (3) the free of charge education policy implemented appropriately for all senior secondary students; (4) the policy is ineffective to the improvement teachers and staffs competencies, performance, and welfare, ineffective to the improvement students motivation and achievement, and parents participations became lower.

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Nadege, Muhimpundu, and Akimanizanye Annonciata. "Challenges to Education Policy in Rwanda: A review into preschool education." Advances in Social Sciences Research Journal 8, no. 5 (2021): 34–44. http://dx.doi.org/10.14738/assrj.85.9995.

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Although ,Rwanda has approved its Early Childhood Development (ECD) Policy and Strategic Plan in September 2011, the policy was established and implemented in different ways in early childhood education, yet preschool has a long way to go. Equally, having a focus on preschool education is the best investment that Rwanda can make to achieve other national goals such as, reducing maternal mortality, eliminating malnutrition and improving access to quality education. Empirical evidence gathered from secondary sources indicates that government has put more effort in improving quality of education. Yet on preschool level, indicators available illustrates that the results are far from expectation. The study further discusses the challenges faced by government in the design and implementation of ECD policy that have led to the ensuing situation.

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Choi, Jonghun, and Jakyoung Kim. "Metaphor Analysis for Secondary School General Education Teachers’ Perceptions of Inclusive Education." Journal of Intellectual Disabilities 22, no. 3 (2020): 221–41. http://dx.doi.org/10.35361/kjid.22.3.9.

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Vorozhbyt, A. "WEB-ORIENTED INFORMATION-EDUCATION ENVIRONMENT OF THE INSTITUTION OF GENERAL SECONDARY EDUCATION." Information Technologies in Education 3, no. 36 (2018): 20–29. http://dx.doi.org/10.14308/ite000671.

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Suleimanova, Anna Vladimirovna. "Differentiated education at mathematics lessons in general education class of secondary school." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 89–100. http://dx.doi.org/10.51314/2073-2635-2019-1-89-100.

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The article is devoted to the solution of differentiated education problem at mathematics lessons in classes of general secondary school with the average number of thirty pupils in class. The relevance of the article is caused by the annual statistics of the state exams results confirming quite low level of pupils’ knowledge which prevents from achieving the main school purpose of preparing graduates being able to become the high-level up-to- date specialists. In this situation the problem of realization of differentiated education in general classes of secondary school seems to be important. The research mentioned in the article shows that the quality of teacher’s work is more important than the number of pupils in the class. It is noted that the appropriate choice of teaching methodology can improve the pupils’ knowledge under the conditions of limited resources of municipal general school. The term «differentiated education» means personally oriented approach which is based on the knowledge of each pupil’s personality and takes into consideration his or her individual features. The necessity of such approach is caused by the individual differences between pupils. The aim of the described methodology is to educate each of pupils according to the maximum level of his or her opportunities. The article suggests the option of individual education which provides the use of «intermediate» variant based on the division of pupils in the class in groups according to their abilities of learning new information. The realization of the proposed personally-oriented approach does not contradict to the main goal of the general education, which is to make every pupil learn the basic knowledge and skills of every subject and does not demand the school for additional resources. The article describes key stages of the realization of the proposed methodology such as the explanation of new information, the current theme tasks solving, daily monitoring and control. The description of the methodology is based on the personal practical experience of using this approach under the conditions of class-lesson’s system used in general school.

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Zavatska, Nataliya, Olena Smyrnova, Liliia Taldonova, Oksana Balybina, Valery Zaporozhska, and Anna Miroshnichenko. "Problems of managing interactions of general education institutions with higher education institutions." Теоретичні і прикладні проблеми психології, no. 3(50)T2 (2019): 55–64. http://dx.doi.org/10.33216/2219-2654-2019-50-3-2-55-64.

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The article is dedicated to solving the complex problem of managing interaction between secondary and higher education institutions. The scientific approaches to studying the problem of interaction between secondary and higher education institutions in domestic and foreign studies are analyzed, the essential characteristics of the interaction management of secondary and higher educational institutions are determined, the criteria, indicators and the levels of effectiveness of interaction management of general education are determined. Studying the theoretical foundations of management of educational institutions and methodological approaches to the development of education and management of pedagogical systems made it possible to conclude that it is advisable to use a systematic, synergetic, optimization, activity, functional, functional to study the essence of managing the interaction between secondary and higher education institutions. The results of practical implementation of the developed technology of interaction management of secondary and higher education institutions, which is based on the management principles of mutual responsibility, coordination, awareness, flexibility, professional competence of the management subjects; contains target, content, functional and accompanying components; provided with an optimal control and diagnostic complex. On the basis of generalization of the obtained data, the socio-psychological factors that significantly influence the effectiveness of the interaction management of general and higher education institutions were identified: objective (peculiarities of economic development and functioning of the education system as a social branch; rigid administrative structure of levels of management of educational institutions; insufficient bases; governing the activities of subjects of interaction management of secondary and higher education institutions) and subjective (relation to equator schools to implement interaction, motivation of teaching staff to active interaction in the position of the subject of general and higher education institutions, students lack interest in the particular field of professional knowledge and as a consequence - low mobilization readiness conscious professional choice).

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Laih, Hueih-Lirng, and Ian Westbury. "Transformation of Taiwan's Upper Secondary Education System." education policy analysis archives 6 (September 8, 1998): 18. http://dx.doi.org/10.14507/epaa.v6n18.1998.

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This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background of social and economic developments in Taiwan as well as public opinion. The analysis suggests that the present structures of school must be "reformed" in ways that will result in a more unified secondary system with both greater public funding and better articulation of all school types with the third level. The policy options that circle around the possibility of such reforms in the areas of curriculum, examination structures and second level-third level articulation are discussed and a policy framework for the reform of the Taiwan secondary education sector is outlined.

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Zhou, Yilin, Hongbo Li, and Fakhar Shahzad. "Does College Education Promote Entrepreneurship Education in China?" SAGE Open 11, no. 3 (2021): 215824402110316. http://dx.doi.org/10.1177/21582440211031616.

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The Higher Education Expansion (HEE) policy implemented by the Chinese government in 1999 provides an exceptional opportunity to study the impact of university and college education (graduates) on entrepreneurship in China using an econometric approach. The study applied secondary data from the National Bureau of Statistics of China (NBS) to examine the role of entrepreneurship education on Chinese entrepreneurship intentions from 2005 to 2019. The study used fully modified ordinary least squares (FMOLS) and ordinary least squares (OLS) to estimate the long-run association between the variables. The study further accounts for endogeneity using two-stage least squares (2SLS). The findings show that graduates (undergraduates, master’s, and postgraduates) positively influence entrepreneurship education. This means that people who have passed through the higher education system are likely to have taken a program or programs in entrepreneurship that motivate them to create new business. The acquisition of knowledge and skills about entrepreneurship seems to rise with graduates. Moreover, entrepreneurship education increases entrepreneurship intentions in China. However, human capital decreases entrepreneurship intentions. The government should leverage further the policy benefits and promote the passion of entrepreneurship education within colleges and universities.

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Torop, Kristina, Nataliia Bakhmat, Hryhorii Dzhevaha, Nataliia Kuchumova, and Roksolyana Shvay. "Stem education in general secondary educational institutions." LAPLAGE EM REVISTA 7, Extra-C (2021): 294–302. http://dx.doi.org/10.24115/s2446-622020217extra-c1013p.294-302.

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The purpose of the academic paper is to establish the relevance of the content and assessment of the preparatory course for teachers in the field of STEM education, as well as to determine the rating of educational topics for those professionals who plan to work in the STEM education system; to identify the knowledge and skills needed to work in STEM education. Research of STEM education is promising as well as further identification of the most effective concepts of STEM education, the formation of effective training courses in order to improve STEM qualifications of teachers in the field of secondary education. It is also promising to work on the introduction of the principles of STEAM education into the modern education system in Eastern Europe, where knowledge and skills of the artistic sphere are added to the list of main educational areas.

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Onyshchuk, L. "FORECASTING SOCIAL ORDER FOR GENERAL SECONDARY EDUCATION." Pedagogical Education: Theory and Practice 1, no. 25 (2018): 121–25. http://dx.doi.org/10.32626/2309-9763.2018-25-1.121-125.

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Kirsanov, A. A. "General Secondary Education in the Vocational School." Soviet Education 33, no. 9 (1991): 23–39. http://dx.doi.org/10.2753/res1060-9393330923.

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Nazarova, Tatiana Sergeevna. "General secondary education in conditions of uncertainty." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2013): 30–49. http://dx.doi.org/10.51314/2073-2635-2013-4-30-49.

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There is an attempt in the article to give consideration to the problem of the modernization of the current general secondary education in conditions of uncertainty that is caused by: the ambiguity in the top-priority objectives in terms of education, upbringing and development; the unformedness of the world, human, and cognitive complexity knowledge system; the lack of the certain multidisciplinary approach and methods in education as the base for the comprehensive outlook and the ecological ideology. The need for the pedagogical support for schoolchildren in their moving into adulthood with the educational models construction and the further choice or the comparison of their variants is brought to notice. The possible ways to overcome the uncertainty are represented.

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Dichek, Nataliia. "STRATEGY AND TACTICS ADOPTED BY THE INDEPENDENT UKRAINE’S GOVERNMENTAL POLICY IN GENERAL SECONDARY EDUCATION." Osvitolohiya, no. 9 (2020): 46–60. http://dx.doi.org/10.28925/2226-3012.2020.9.6.

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This paper will substantiate the author’s version of the historical and genetic analysis of the governmental policy that independent Ukraine has applied in the field of general secondary education. The main methodology tool, employed by the author, was the historiographical analysis of selected documentary, archival, scientific, and sociological sources, traced on the basis of historical-genetic approach in combination with such methods as systemic analysis, which enabled the authors to provide a holistic study of the educational policy, and comparative approach, which is the basis for interpreting changes in educational policy. The article critically reviews the development of the state educational policy on reforming school education through the activities of the Ministry of Education and Science of Ukraine within the timeframe of the initial fifteen years of Ukraine’s independence. The objectives of the study are to substantiate the most prominent strategies and tactical steps, as well as programmers for their implementation in high school practice based on a discursive analysis of an array of documentary and scientific sources. Th author proposes and substantiates the notion of «a tendency in the State’s educational policy», explains the demarcation between the offered term and the concepts of «a direction of educational policy»; at the same time, the concept of «educational policy of the state» is specified. The author proves that changes in strategic goals in education are a consequence of changes in the political course of the country. Therefore, on gaining sovereignty, the first key strategy of Ukrainian education was aimed at building national statehood; consequently, the development of school education, as well as the educational sector in general, was directed towards nation-building priority. Finally, the study discusses the process of building and adopting the following strategy for the development of Ukrainian education, including school education, at the turn of the century, that is, the European integration policy direction of the country’s development on the whole and its education sector in particular

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Hanushek, Eric A. "Measuring Investment in Education." Journal of Economic Perspectives 10, no. 4 (1996): 9–30. http://dx.doi.org/10.1257/jep.10.4.9.

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Historic debates about the measurement of capital are even more complicated in the case of education and human capital. As extensive research demonstrates, education resources are not consistently related to student performance in existing elementary and secondary schools. This inefficiency in public schools implies that spending and resource measures do not accurately capture variations in school quality. This finding then has clear implications for both education policy and economic research. Because school inputs are poor policy instruments, an alternative policy focus that appears much more productive is performance incentives related to student achievement.

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Miziuk, Viktoriia. "ANALYSIS OF THE READINESS OF GENERAL SECONDARY EDUCATION INSTITUTIONS TO INTRODUCE DIGITAL EDUCATION." Educational Discourse: collection of scientific papers, no. 15(7-8) (September 6, 2019): 51–65. http://dx.doi.org/10.33930/ed.2019.5007.15(7-8)-4.

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The influence of digital technologies on the educational sector, the requirements of educational reform in the direction of introducing digital education in the educational process of institutions of general secondary education are examined. It is established that the basis of the digital space is the information and educational environment, which consists of information resources, pedagogical technologies, technological means and means of maintaining the system’s performance. It turned out that a modern teacher, regardless of the subject he teaches, should have informational and digital competencies. The article presents the results of a study of the existing conditions for the introduction of digital education in institutions of general secondary education at the regional level. An insufficient level of resource provision of institutions, a low level of teachers' knowledge of digital information competencies was found, problems were formulated that needed to be solved. An adaptive approach to the organization of teacher training courses on the formation of information and digital competencies is proposed.

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Abbott, Jane. "STS and Secondary Education." Bulletin of Science, Technology & Society 7, no. 3-4 (1987): 785–89. http://dx.doi.org/10.1177/027046768700700358.

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Abbott, Jane. "STS and Secondary Education." Bulletin of Science, Technology & Society 7, no. 5-6 (1987): 785–89. http://dx.doi.org/10.1177/0270467687007005-635.

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Wilkinson, Bruce W. "Elementary and Secondary Education Policy in Canada: A Survey." Canadian Public Policy / Analyse de Politiques 12, no. 4 (1986): 535. http://dx.doi.org/10.2307/3550666.

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Plotner, Anthony J., and Valerie L. Mazzotti. "Secondary Education to Adult Life Transition Policy and Practice." Journal of Disability Policy Studies 25, no. 1 (2014): 3–4. http://dx.doi.org/10.1177/1044207314529157.

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Cooksey, Brian. "Policy and practice in Tanzanian secondary education since 1967." International Journal of Educational Development 6, no. 3 (1986): 183–202. http://dx.doi.org/10.1016/0738-0593(86)90016-7.

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Li, Jian. "Shaping Education Policy of Home-School Cooperation in China’s Preschool Education: Trends and Strategies." Beijing International Review of Education 3, no. 1 (2021): 113–19. http://dx.doi.org/10.1163/25902539-03010009.

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Abstract Preschool education is the beginning of individual development, which directly affects the subsequent primary education, secondary education, higher education and even the lifelong development of individuals. This study explores the education policy development of China’s home-school cooperation in the field of preschool education. The trends and strategies of home-school cooperation in China’s preschool education are also investigated in this study.

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Hameed Khan, Shaukat. "Making People Employable: Reforming Secondary Education in Pakistan." Pakistan Development Review 48, no. 4II (2009): 603–17. http://dx.doi.org/10.30541/v48i4iipp.603-617.

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Pakistan’s education system has been the focus of various reforms every few years, and a new exercise has been initiated recently through the National Education Policy, 2009. While the problems are generally well documented and stress on universal primary education fully justified, the role of economic relevance of education and training as a factor discouraging completion is not sufficiently emphasised. Studies from developing and developed countries highlight the strong linkage between education and training and employment, and the economic and social returns of employability of trained workers. It is argued that if one or more career based occupational tracks (vocationalisation of upper-secondary education) is offered at the upper secondary level (Class 8-10) as supplements to general education, dropout can be reduced. This will result in increased employability, productivity and competitiveness in the work environment. Co-financing with the private sector of a Rs 48 billion programme for practical on-the-job training is examined in the light of international experiences. JEL classification: J24, O33, H52 Keywords: Human Capital, Skill Bias, Labour Productivity, Education Expenditures

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Zhukovskyi, Vasyl, and Olha Kostiuk. "Stages Of Gender Education In Canadian Secondary Schools." Comparative Professional Pedagogy 5, no. 2 (2015): 31–38. http://dx.doi.org/10.1515/rpp-2015-0037.

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AbstractThe article deals with the issue of educational preconditions of gender education formation and development in Canadian secondary schools. On the basis of conducted scientific and pedagogical literature analysis it has been determined that gender education has undergone three main stages and is currently developing during its fourth, modern period.The research is focused on different aspects of gender education in Canadian schools, namely the objectives, principles, methods, content and means. The transformation dynamics of the aforementioned gender education dimensions at each stage has been examined. It has been concluded that the objectives of gender education in Canadian secondary schools have considerably evolved since 1960’s; the methods and means of teaching students about gender have become more versatile and relevant to the requirements of the present-day informational technology society; the content of gender education has extended its scope. The provision of gender education in secondary educational establishments in Canada has transformed from a haphazard “add women and stir” approach to a more consistent manner, which demands availability of certain policies (gender equity policy, anti-discrimination policy, safe schools policy) and codes of conduct in action at schools; integration of gender equity issues into different subject courses across the curriculum, as well as introducing separate fully-fledged courses, like “Women’s Studies”, “Men’s Studies”, “Gender Studies”.

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Lund, Stefan. "Regulation and deregulation in education policy: new reforms and school sports in Swedish upper secondary education." Sport, Education and Society 19, no. 3 (2012): 241–57. http://dx.doi.org/10.1080/13573322.2012.664127.

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Bessarab, Nataliia. "Education of interculturally tolerant personality in the multicultural educational space of general secondary education." New pedagogical thought 103, no. 3 (2020): 159–62. http://dx.doi.org/10.37026/2520-6427-2020-103-3-159-162.

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У статті розкрито актуальність вивчення важливої для суспільства проблеми – виховання в підростаючого покоління міжкультурної толерантності,що передбачає вміння встановлювати контакт і підтримувати належні відносини з представника ми інших етнічних, соціальних, вікових і професійних груп, коректно позиціонувати себе, зберігаючи власнуідентичність, сприяючи вирішенню найважливішого завдання виховання – жити разом, перетворюючи існуючу взаємозалежність держав і етносів у справжню солідарність. Висвітлено сприйняття культурного розмаїття і культурних відмінностей, розуміння необхідності рівноправного діалогу, основним завданням якого є забезпечення гуманних взаємин представників різних національних культур, прийняття принципів толерантності. Зроблено аналіз теоретичних та прикладних педагогічних досліджень із проблеми створення полікультурного освітнього простору. Окреслено проблему визначення педагогічної умови як «формування позитивного відношення молодших школярів до себе, представників інших культур, вироблення навичок толерантної поведінки»; зроблено висновок про потенціал полікультурного освітнього простору у вихованні міжкультурної толерантної особистості. Наголошується на необхідності сприяння сучасної освіти усвідомленню дитиною культури свого народу, визначенню важливого значення полікультурності, яка створює умови для швидкої адаптації учнів до умов існування в суспільстві, що змінюються, допомагаючи сформувати в уяві дитини багатогранну картину світу, усвідомлення себе як частини полікультурного суспільства; розвитку культури міжнаціональної взаємодії, взаєморозуміння, взаємоповаги, становлення нового типу взаємин – діалогу культур.

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Lukina, T. "Distance education in general secondary education in Ukraine: availability and efficiency in a pandemic." "Bulletin of Postgraduate Education" (Series «Social and behavioural sciences»), no. 45 (2021): 224–52. http://dx.doi.org/10.32405/2522-9931-2021-16(45)-224-252.

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Hamadi, Hans. "Study on the Development of Education: Contextual Secondary Education in Papua." Journal of Education and Vocational Research 8, no. 1 (2017): 12–16. http://dx.doi.org/10.22610/jevr.v8i1.1600.

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Utilizing knowledge of education to manage technology as modern human lifestyles and meet the demands of work and life is the subject of this study. While those living in the suburbs to meet the demands of education, utilizing information technology as a way of life will come to their rescue. They also still use the natural wealth of forests, mountains and oceans as a source of learning and life. In remote areas, technology and the demands of rapid change, are sluggish and does not make the technology as a necessity of life. They depend on nature to meet their educational knowledge as well as the necessities of life. How technology can be implemented and enjoyed on this earth without distinguishing its diversity. They utilize contextual nature as education and then institutionalized it in teaching. Every human being has the same rights and if in fact there is a gap it means that there is injustice. So there are things that need to be repaired. The knowledge and skills of human resources in the context of this study are defined as an entity of teachers. Human and organizational resources, which indeed underlies the base of organizational performance. There is a substantive difference between knowledge and skill. The concept of knowledge is more oriented to intelligence, intellect, and extensive mastery of knowledge and the narrowness of insight that one. This is a qualitative descriptive study based on the paradigm of post positivism. Qualitative research is still using the theories and concepts that are not tested as in positivism paradigm. The results of the study of literature are (1) The need for establishing educational institutions in each region are categorized as remote and isolated areas. (2) Closer direct services to remote and isolated areas then form the institution can be either natural school. (3) Adequate education that is modified and performed should remain principled and lead to economic value, efficiently utilize the environment without leaving the quality of education. Efforts to render these services is in line with Government Regulation No. 19 Year 2005 on National Education Standards, at the school level, which can be used as a referral to the rule above are: (1) education as a process of acculturation and empowerment. (2) Education in order to increase the nation's competitiveness. (3) Education for development. (4) Education for affirmative action / serving disadvantaged communities. (5) The commitment to the policy of providing certain types of education.

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Litkevich, A. "Competitiveness of general secondary education institute: management aspects." Bulletin of Postgraduate Education (Series «Educational sciences»), no. 38 (2019): 63–77. http://dx.doi.org/10.32405/2218-7650-9(38)-63-77.

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Lytkevych, Alla. "Concept of Competitiveness of General Secondary Education Institution." IMAGE OF THE MODERN PEDAGOGUE 1, no. 5 (2019): 29–34. http://dx.doi.org/10.33272/2522-9729-2019-5(188)-29-34.

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Sharopova, Nigora Akbarovna. "IMPROVING THE GENERAL SECONDARY EDUCATION SYSTEM IN UZBEKISTAN." Theoretical & Applied Science 78, no. 10 (2019): 331–34. http://dx.doi.org/10.15863/tas.2019.10.78.61.

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Kuzmina, Julia, and Martin Carnoy. "The effectiveness of vocational versus general secondary education." International Journal of Manpower 37, no. 1 (2016): 2–24. http://dx.doi.org/10.1108/ijm-01-2015-0022.

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Purpose – The purpose of this paper is to examine the relative academic effectiveness of vocational education in three countries with early tracking systems: Austria, Croatia, and Hungary. Design/methodology/approach – The authors use an instrumental variables approach to estimate vocational education’s relative academic effectiveness in terms of achievement on an international test, the Organization for Economic Cooperation and Development’s Program of International Student Assessment (PISA), and two possible indicators of non-cognitive outcomes – self-efficacy in mathematics and intrinsic motivation in mathematics, both also available from the PISA student survey. Findings – The results show few, if any, differences in student gains from attending the vocational track in secondary school as opposed to the academic track. Specifically, the results show that attending the vocational or academic track results in similar achievement gains in the tenth grade and generally similar gains in self-efficacy and motivation in mathematics. Originality/value – The study is unique because in the three countries, the authors can use a fuzzy regression discontinuity approach based on school systems’ age entrance date rules to estimate the gain in test scores over an academic year and to compare the gain for students in the vocational and academic tracks. The results contradict almost all other studies by showing that in these countries student academic gains in vocational education are about the same as in the academic track.

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Yershov, M. O. "DIGITALIZATION OF GENERAL SECONDARY EDUCATION: ISSUES AND PROSPECTS." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 4(103) (December 31, 2020): 19–27. http://dx.doi.org/10.35433/pedagogy.4(103).2020.19-27.

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Nelson, Adam R. "The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education." History of Education Quarterly 56, no. 2 (2016): 358–61. http://dx.doi.org/10.1111/hoeq.12186.

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For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice-president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brawn University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks.

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Ballard, Sarah L., and Stacy K. Dymond. "Addressing the General Education Curriculum in General Education Settings with Students with Severe Disabilities." Research and Practice for Persons with Severe Disabilities 42, no. 3 (2017): 155–70. http://dx.doi.org/10.1177/1540796917698832.

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This systematic literature review examined research on stakeholders’ beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then analyzed using an inductive coding approach and thematic analysis. Secondary data analysis revealed four major themes centered on (a) method of access, (b) type of curriculum, (c) barriers/concerns, and (d) benefits. Overall, stakeholders were found to perceive social inclusion as more important than involvement and progress in the general education curriculum for students with SD. Stakeholders also perceived numerous challenges around facilitating access to the general education curriculum in general education classrooms.

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Knight, Verna. "The Policy of Universal Secondary Education: Its Influence on Secondary Schooling in Grenada." Research in Comparative and International Education 9, no. 1 (2014): 16–35. http://dx.doi.org/10.2304/rcie.2014.9.1.16.

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Oyetunji, Christianah. "Reorienting Leadership Styles for Sustainable Education." Journal of Teacher Education for Sustainability 13, no. 2 (2011): 59–69. http://dx.doi.org/10.2478/v10099-011-0014-0.

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Reorienting Leadership Styles for Sustainable Education This paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a job and studies and that a participatory leadership style promotes sustainable education in schools. These findings can be useful for education policy makers, school administrators and researchers seeking to promote sustainable improvement in education.

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Mansir, Firman. "Political Policy Analysis of the National Education Budget In Islamic Education Studies." Istawa: Jurnal Pendidikan Islam 4, no. 2 (2019): 113. http://dx.doi.org/10.24269/ijpi.v4i2.1992.

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This research reviews about national education budget in the study of Islamic education policy. The federal education budget is part of the political education policy in Indonesia. The politic of education budget can be realized through systems made in a country. Government policy regarding education budget allocation of 20% is by the mandate of the 1945 constitution as included in the Draft State Revenue and Expenditure Budget (RAPBN). It is explained explicitly in the Statute of National Education System No.20 Year 2003 in article 49. This policy also becomes a lantern which can ease the economic burden of the poor to send their children to school because they have received funding from the government. However, the realization of the budget education of 20% may not be disbursed according to the benchmark percentage. Besides, there is Islamic education which has its institution in managing educational practices. This research was qualitative by collecting literature data from various primary and secondary references. Politic in education budget can make people more eager if all policy can protect other educational components, especially in the realm of Islamic education.Penelitian ini mengulas tentang anggaran pendidikan nasional dalam studi kebijakan pendidikan Islam. Anggaran pendidikan federal adalah bagian dari kebijakan pendidikan politik di Indonesia. Politik anggaran pendidikan dapat diwujudkan melalui sistem yang dibuat di suatu negara. Kebijakan pemerintah tentang alokasi anggaran pendidikan sebesar 20% adalah dengan mandat UUD 1945 sebagaimana tercantum dalam Rancangan Anggaran Pendapatan dan Belanja Negara (RAPBN). Hal ini dijelaskan secara eksplisit dalam Undang-Undang Sistem Pendidikan Nasional No.20 Tahun 2003 dalam pasal 49. Kebijakan ini juga menjadi lentera yang dapat meringankan beban ekonomi orang miskin untuk menyekolahkan anak-anak mereka karena mereka telah menerima dana dari pemerintah. Namun, realisasi anggaran pendidikan 20% tidak dapat dicairkan sesuai dengan persentase patokan. Selain itu, ada pendidikan Islam yang memiliki institusi dalam mengelola praktik pendidikan. Penelitian ini adalah kualitatif dengan mengumpulkan data literatur dari berbagai referensi primer dan sekunder. Politik dalam anggaran pendidikan dapat membuat orang lebih bersemangat jika semua kebijakan dapat melindungi komponen pendidikan lainnya, terutama di bidang pendidikan Islam.

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

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