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Kim, Jinsook. "Exploring the China's 2022 revised elementary and middle school curriculum." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 609–19. http://dx.doi.org/10.22251/jlcci.2022.22.24.609.
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Objectives The purpose of this study is to analyze the procedures and contents of China's national level curriculum revision, focusing on the general framework of the 2022 revision of the elementary and middle school curriculum, and to draw implications for the revision of the Korean curriculum.
Methods This study analyzed the documents and related prior research and government policy data of China's revised national curriculum for elementary and secondary schools. Goal setting, curriculum organization structure, common guidelines for subject curriculum quality control, framework document system, etc.
Results First, the Chinese national curriculum is divided into three school-level curriculums: kindergarten, compulsory education schools, and high school. China's national curriculum revision cycle went through a long revision cycle of about 10 years for each school level. Second, the purpose of the revision is to emphasize the socialist state idea, to focus on core competencies for education reform in preparation for the future society, and to improve the curriculum for problem solving and educational reform. The educational goal is ‘a new human being with the ideal, ability, and responsibility required by the times’. In the curriculum organization, the 6-3 system was operated as a 5-4 system, allowing autonomy in the role of the region and school, and the integration of education between the two school levels for 9 years of compulsory education and the linkage between school levels were strengthened. Curriculum suggested key competencies, achievement standards and quality management plans based on them. In the curriculum document system, the principles and directions of curriculum revision are emphasized in the first half of both the general curriculum and each section, and the readability is clearly stated.
Conclusions Implications include the stability of the Chinese curriculum revision cycle for about 10 years, the linkage of curriculum by school level and curriculum and the pursuit of independence at the same time, guidance on the role of the nation-local-school in designing and teaching the subjects. The principles of the learning process, evaluation, and operation are presented relatively clearly.
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Linné, Agneta. "Pedagogik, institution och kunskapsobjekt." Pedagogisk forskning i Sverige 23, no. 5 (September 21, 2018): 61–83. http://dx.doi.org/10.15626/pfs23.5.04.
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This essay, Educational science, institution, and epistemic objects, includes comments on two themes: “Educational science from university discipline to field of knowledge”, and “Searching for the epistemic objects of educational science”. The approach is partly autobiographic. Taking 1968 as starting point, the institutional conditions and transformations of educational science as a university discipline in Sweden are outlined, primarily using one of the larger departments of education as a case. The analysis highlights the substantial expansion and differentiation that characterize the development and places it within a university reform context. The second theme goes further back in time and highlights the historical roots of education as a university discipline. Epistemic objects of the Herbartian tradition are discussed, as well as of the expanding experimental psychology at the time of the first chair of educational science in Sweden. The great expectations after the Second World War for a new school are outlined together with growing research traditions, highlighting classroom language and the teaching process. In the diversified research landscape of the last decades, studies of curriculum theory, education policy, and history of education are emphasized and a plea is made for critical studies of history and education based on broad theoretical perspectives.
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Filipchuk, H. "SEPTEMBER NOTES: ASPECTS OF EDUCATIONAL STRATEGY." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 9–20. http://dx.doi.org/10.33989/2226-4051.2020.22.221980.
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The review article highlights some problems and tasks related to national education, its social significance for the prospects of current and future development of Ukraine and the world. It is noted that the state currently lacks a holistic and systematic vision of quality reform of this priority sector, which is the main component for progress in all segments of life, the basis for increasing human capital. Emphasis is placed on some essential areas of the educational process, the characteristics of the social environment, which significantly affects the content of education, civic development of the individual. In the context of events, tasks, and challenges that arose on the eve of the new school year, several issues that directly and indirectly affect education are considered.It is proved that the urgency of the problem of "culturality" does not concern only the content of education, curricula, and textbooks. It concerns many other areas and processes of education of Man and Society, namely: socio-cultural environment; accessibility of the people to quality education and cultural heritage, spiritual and material values; cultural and educational state policy; protection of the informational national space from the primitive "masculinity" that distorts human souls by aggression, cruelty, alienation from the native culture and native language.Modern realities are such that culture, education, science should become an essential component of the national security of Ukraine, given their human-nation-state-building mission. But for this, we must be convinced of the correctness of landmarks and values on the way to truth, freedom, justice, spirituality.
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Basri, Hasan. "DISORIENTASI PENDIDIKAN MADRASAH DI INDONESIA." POTENSIA: Jurnal Kependidikan Islam 3, no. 1 (June 11, 2017): 61. http://dx.doi.org/10.24014/potensia.v3i1.3470.
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Madrasah in the Middle East has known eight or nine centuries before madrasah in Indonesia, which emerged as a reaction to the reform movement as well as a response to the policy of Dutch colonizers secular education. Madrasah got a decent place in Indonesia after rising SKB 3 minister (Minister of Interior, Minister of Education and Culture, and the Minister of Religious Affairs) in 1975, where madrasas equated with other schools in terms of the status of the diploma, graduates continuing education opportunities and changing schools. In a further development, the school as disoriented. It is caused by two things: first, a paradigm shift towards sekularistik. Education implementation has marred even be interpreted as a partial instead of a holistic paradigm as desired by Islam. Supposedly, the madrasa education as a whole should make Islam as a principle in the determination of educational objectives, the formulation of the curriculum and standard of value of science and the learning process, including determining the qualifications of teachers and school culture that will be developed in the madrasas. Second, the functional institutional weakness as a result of shifting the orientation and function of the family and their influence and societal demands materialistic-hedonistic.The weakness seen in a mess madrasa curriculum, not optimal role of teachers as well as school culture that is not in line with the will of Islam.
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Sutrisno, Firdaus Zar'in, and Siti Salehcah. "Local Content Curriculum Model for Early Childhood Scientific Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 81–100. http://dx.doi.org/10.21009/jpud.151.05.
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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model
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Konstantуnova, Yuliіa, and Yuliia Rozumovska. "Gender policy in the armed forces: NATO experience for Ukraine." Bulletin of Mariupol State University. Series: History. Political Studies 11, no. 31-32 (2021): 131–41. http://dx.doi.org/10.34079/2226-2830-2021-11-31-32-131-141.
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The occupation of the Crimean peninsula, conduction an anti-terrorist operation and the Joint Forces Operation in the East of Ukraine, the functioning of government authorities, institutions, enterprises and organizations in a special period have significantly affected to the distribution of social roles. For almost eight years of the bilateral conflict in Donbass women’s contribution in warfare hasn’t become the exception but the norm for society. Women are represented in all areas of direct contribution in warfare, providing the settle differences of the conflict and establishing peace in Ukraine, namely: political, volunteer and military. At the beginning of the conflict in East of Ukraine, a woman in the Armed Forces had no guarantees from the country and has no access to so-called “combat” positions and career opportunities. The aim of the article is to investigate the changes that have taken place in the Armed Forces of Ukraine in the direction of gender policy and the affect of the experience of the North Atlantic Alliance on this process. Gender issues are included in the process of restructuring the Armed Forces of Ukraine. Whereas the Ukraine’s direction towards European and Euro-Atlantic integration it’s clear that NATO has chosen as a model for implementing a gender approach. This is a boon to co-operate partnership Ukraine-NATO G00013 “Gender issues” in the Armed Forces of Ukraine – the impound of resources for the effective performance of assigned tasks in accordance with NATO standards. Implementation of UN Security Council Resolution 1325 “Women, Peace, Security” changes and additions to the legal framework to provide and guarantee gender equality. As well as control and adjustment the problems that exist in the Ukrainian army on the way to achieving real progress in gender issues. According to the activity in the past of eight years, Ukrainian legislation on gender issues in the field of security and defense has been significantly improved. The list of positions that servicewoman can hold has significantly expanded. Resolved the issue of equal opportunities for career advancement of men and women but also the responsibility for one’s own activity or inactivity. It were given the opportunity for servicewomen to perform contract military service as officers with the exception of positions where they have to work with explosives and diving. The legal framework for the implementation of the policy of equal rights and opportunities in the Armed Forces of Ukraine is constantly updated and supplemented, that proves immediacy of the problem of gender issue. An educational component is another area of implementation of strategy of the gender equality. Gender issues must be included in all curricula of all courses, according to NATO requirements. There are some problems with training servicewomen, in particular, they are shortly insufficiently in the courses of science, technology, engineering and mathematics at the university level, but now we have some steps to negotiation them. Thus, to dealing with a problem with education of girls in “male” specialties, the government input additional quotas. Girls received the right to be admitted into the military lyceums. The introduction of positions of gender advisers in the structural units of the Armed Forces of Ukraine is an important element in the implementation of gender equality. Thus, NATO’s experience identifies key directions for reform and improvement of gender approach in Armed Forces of Ukaine.
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Suprapto, N., B. K. Prahani, and T. H. Cheng. "Indonesian Curriculum Reform in Policy and Local Wisdom: Perspectives from Science Education." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 69–80. http://dx.doi.org/10.15294/jpii.v10i1.28438.
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This article summarizes the issue of Indonesian curriculum reform in policy and local wisdom. The perspectives on science education influence the analysis and discussions. This paper is part of a position paper (PP) in which the writers tailored their ideas based on their experiences and literature review. The views regarding curriculum policy, science local wisdom, and ethnoscience were developed based on theoretical and empirical literature regarding these issues. The discussion is divided into five parts: curriculum policy and policy borrowing, philosophy of Indonesian local wisdom, cultural-based learning, science local wisdom and ethnoscience, and policy borrowing versus local wisdom. The significance of the results gives a view to the government, academicians, policymakers, and educational communities.
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Hayhoe, Ruth E. S. "China's Higher Curricular Reform in Historical Perspective." China Quarterly 110 (June 1987): 196–230. http://dx.doi.org/10.1017/s0305741000019883.
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The educational reform document of May 1985 has set the policy framework for a transformation of the structure and organization of knowledge in the Chinese higher curriculum that may have far-reaching consequences. It has been the tradition in research on Chinese education to interpret educational reform movements in relation to broad political changes, policy debates among factions within the communist leadership and changing economic strategies represented in successive Five-Year Plans. More sociologically oriented studies have focused on issues such as access to higher education and changes in the composition of those who found their way into the upper echelons of the formal educational system in terms of social class background. These approaches have shed considerable light on aspects of China's modern educational development and their conclusions are of primary importance in seeking an understanding of the wide-ranging reforms announced in the document of May 1985.
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Fives, Helenrose, and Michelle M. Buehl. "Teachers’ Beliefs, in the Context of Policy Reform." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 12, 2016): 114–21. http://dx.doi.org/10.1177/2372732215623554.
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Teachers’ beliefs shape their practice. Beliefs, conceptions held with enough personal conviction to be considered true, serve as helpful heuristics for teachers embedded in the complex, ever-changing contexts of classrooms and schools. Three sets of beliefs appear essential to teaching practice, namely, beliefs about teaching, knowledge (epistemic beliefs), and students’ ability. Empirical research about these beliefs is reviewed in light of current U.S. policy documents of curriculum standards, the Common Core State Standards initiative and the Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Teachers’ beliefs filter, frame, and guide their perceptions and implementation of the new curriculum standards. Recommendations to policy makers, educational leaders, and teacher educators include allowing teachers to examine and reflect on their beliefs in light of reforms.
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Yu, Aiqin. "A Study of University Teachers’ Enactment of Curriculum Reform in China." International Education Studies 8, no. 11 (October 28, 2015): 113. http://dx.doi.org/10.5539/ies.v8n11p113.
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<p class="apa">This article documents an ongoing study of educational policy enactment in a Chinese university. Drawing upon data collected through document analysis, semi-structured interviews and classroom observations, this paper argues that the enactment of China’s systemic College English curriculum reform is not a matter of simple implementation but the result of a more complex process which may change the original reform intention. It suggests that the enactment of centralised reform is mediated through an interplay of forces and challenges and that the major impetus for how teachers make sense of and enact reform relates more to the strength of their current values and practices and students’ feedback, rather than the power of external initiatives. Without localised management, curriculum reform itself is, therefore, insufficient to ensure change in practice.</p>
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Suwalska, Arleta. "Values in Ethics Teaching in Grades 3 to 6 of Finnish Basic Education." Multidisciplinary Journal of School Education 11, no. 2 (22) (December 28, 2022): 311–24. http://dx.doi.org/10.35765/mjse.2022.1122.15.
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The article begins with a review and analysis of the literature on educational reform in Finland, with particular reference to values education and secular ethics. The analysis of the curriculum began with a review of the literature on secular ethics in Finnish basic education. The next stage was to analyse the curriculum along with the curricular guidelines and support for primary schools in grades 3–6, especially with regard to what is applicable to all schools in Finland; this involved a review of the literature on educational reform in Finland, values in teaching and secular ethics. The article addresses a key issue in curriculum policy: ethics education in grades 3–6. The article explores what is embodied in this policy, especially the objectives of the subject of ethics.
The problem method and critical discourse analysis were applied to the study of documents concerning educational reform and the study of discourses in political rhetoric. The problem method is based on an educational phenomenon related to time and society, so it was necessary to contrast the different views presented in contemporary Finnish education and to examine various consistent factors. Education here is thus an interaction between the various sets of teachers’ values and the ongoing construction of students’ values. This method of primary education encourages appropriate conditions for lifelong learning for each student. Suggested lessons may include discussions with students about values so that students perceive the variance in values and are able to think about them in a constructive and critical manner.
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Pullin, Diana. "Learning to Work: The Impact of Curriculum and Assessment Standards on Educational Opportunity." Harvard Educational Review 64, no. 1 (April 1, 1994): 31–55. http://dx.doi.org/10.17763/haer.64.1.l44t02622p7741gl.
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The increased involvement of business in fostering school reform, and the subsequent focus on setting standards for curriculum and assessment, raise a number of questions rooted in public policy and law. In this article, Diana Pullin provides a valuable analysis of the legal issues in current education reform proposals — the Secretary's Commission on Achieving Necessary Skills (SCANS), Goals 2000, and the report of the National Council on Education Standards and Testing (NCEST) — that attempt to link education and employment through assessment and curriculum. She also offers important insights into the complexities that we must consider if these proposals are truly to advance our commitment to equity. The author dissects the issues in governance, contrasting the national assessment programs called for in both SCANS and NCEST with federal approaches, and, given the inherent "high-stakes" nature of these assessments, foresees problems with validity, reliability, and fairness. She explores the grounds for due process and equal protection challenges, and details the legal protections against discrimination in employment that might be applied in cases of employment-related curriculum and assessment. In the end, Pullin asserts that those who have historically been denied equal educational opportunity are most likely to bring legal challenges to reforms that use assessment to link schools and work, and concludes that only those reforms that are fair and equitable will be legally defensible.
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Utami, Yuni Putri, and Budyi Suswanto. "The Educational Curriculum Reform in Indonesia: Supporting “Independent Learning Independent Campus (MBKM)”." SHS Web of Conferences 149 (2022): 01041. http://dx.doi.org/10.1051/shsconf/202214901041.
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Curriculum reforms in Indonesia are now allowing students to become independent learners in the sense that they are central to the teaching and learning process. This change is a new requirement for teachers and school lecturers to support students with educational strategies that allow them to actively participate in the learning process. This is in line with the new curriculum idea for self-study and independent campuses launched by the Ministry of Education, Culture, Sports, Science and Technology to better prepare students to face the challenges of the world of education. Due to this change, Indonesian English teachers are strongly encouraged to overcome the challenges faced by their students and find the best teaching methods to achieve the best learning outcomes. However, teachers and students have different views on the implementation of English language teaching, so the results do not always meet expectations. Thus, this literature review discusses several issues related to English, including English for teaching, English strategies for teachers, independent self-study on campus, and issues of teaching English. Moreover, the main purpose of this article is to acknowledge to the reader that mainly teachers and students need English, because English is important for the development ofeducation in Indonesia.
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Olson, Amy J., and Andrea L. Ruppar. "Resolving Barriers to Access to the General Curriculum: Lessons From an Exemplary Inclusive District." Inclusion 5, no. 2 (June 1, 2017): 121–35. http://dx.doi.org/10.1352/2326-6988-5.2.121.
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Abstract Although access to general curriculum content is most likely to occur in general education contexts, teachers and educational personnel are often challenged to implement the practice. In this instrumental case study, we examined the ways that a team of educational personnel in a district, which was identified as an exemplar of inclusive education, understood and worked to overcome the barriers to providing students with intellectual and developmental disabilities (IDD) access to general education content in general education contexts. Educational personnel faced typical barriers to inclusive education, including educational personnel's beliefs and values, knowledge and practices, and time to collaborate. We examined the ways that the educational personnel engaged in reform in order to draw conclusions about how change processes occur when the goal is access to the general curriculum in general education contexts. Findings suggest that, although the process of change can take time, administrators implemented a “forced change” to spur a values shift while offering continued support. Educational personnel engaged in ongoing learning and collaboration to maintain the momentum of the change toward the shared vision while continuing to build relationships with students and provide individualized support. Implications in relationship to policy and practice for inclusive education are discussed.
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Polyakova, Oksana, Lamia Kamel, Dilyana Sungatullina, and Yuliya Gorelova. "EMI for Universities: How to Benefit from Embodying It into Educational Process." Education and Self Development 17, no. 2 (June 30, 2022): 105–14. http://dx.doi.org/10.26907/esd.17.2.10.
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The article considers the role of the English language in global tertiary education (ESP/EAP, Adjunct ESP, EMI and ICLHE) and use a critical approach to analyze the current state of EMI integration into the educational process and tensions that arise due to conceptual gap in its adaptation to existing education policy. Applying a critical theory framework, the authors study the differences between EMI and internationalization that both instructors and university management adopt to curriculum design and pedagogy development. The research examines the ways internationalization and the EMI strategy affect curriculum design in universities; the ways university management incorporates global trends into curriculum design; the impediments that discourage the implementation of these programs identified by both educators and students. The researchers examine the EMI implementation under three dimensions: epistemology, teaching praxis, and ontological elements of students’ development and use document analysis related to the administration, curriculum, and course syllabi of EMI programs, followed by interviews with actors of the international classroom to outline the most challenging issues tertiary teachers, students, and university management face in EMI programs implementation. Moreover, the article examines evolving EMI perspectives as a means to boost internationalization and to improve teaching quality via integrating the best practices into the local context, including the expansion of teaching competence in both English language and pedagogy, introduction of language prerequisites for applicants, a constant adaptation of the curriculum to meet competence requirements.
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Mori, Lynsey. "How Social-Emotional learning improves the Japanese English education system." Global Journal of Foreign Language Teaching 12, no. 4 (November 29, 2022): 267–76. http://dx.doi.org/10.18844/gjflt.v12i4.6956.
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It must be accepted that there will never be a perfect universal educational curriculum and teachers can only strive for improvement. In the process of reforming education, it has become no longer possible to discuss pedagogy, academic achievement, or the culture and climate of schools without discussing social-emotional competencies under the framework of social and emotional learning (SEL). This pedagogical concept has been welcomed in Western countries such as the U.S. and the U.K., but will it find a place in the educational systems in the East in countries such as Japan, and in what capacity? This paper aims to analyze d SEL, and disclose some of the possible problems of initializing this reform; the current Japanese educational system-in particularly the lack of transition between K-12 and university, thinking style, cultural prejudice, and gender inequality. This study conducts a literature review on the topic and presents the findings in a discussion. Keywords: Educational reform; Equity; Social Emotional Learning; Teaching English as a foreign language.
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Burhanudin Ata Gusman. "Studi Kebijakan Pendidikan Agama Islam Pada Orde Lama, Orde Baru dan reformasi." SALIHA: Jurnal Pendidikan & Agama Islam 5, no. 2 (July 27, 2022): 187–205. http://dx.doi.org/10.54396/saliha.v5i2.348.
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Policies arise because there are problems that require action to address them properly. Education policy is the process of formulating reforms in actions that are easily accepted with common sense in solving educational problems. This study uses a literature study with qualitative methods. In collecting data using various sources from journals. The purpose of this study is to find out how education policy is in the old, new and reform eras. The results of the research show that during the New Order, the curriculum structure was valid from 1945 to 1950, namely the lowest education, teacher education, general education, vocational education, technical pedagogy, technical high school, higher education, republican higher education, higher education in the Dutch occupied areas. In the old order there was a curriculum from 1945 to 1968, lesson plans without problems in 1952, a 1964 curriculum, while in the new order the curriculum was 1967, 1975, 1984, 1994, while competency-based reforms, the 2006 and 2013 curriculum were needed. -policies contained in the old order until now, so that we know the history of education policies from the old order to the current reform.
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Goltyapina, I. Yu, V. M. Philippov, and N. Ya Garafutdinova. "Reform of state regulation of educational activities." Professional education in the modern world 12, no. 1 (April 30, 2022): 88–96. http://dx.doi.org/10.20913/2618-7515-2022-1-11.
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Introduction. An effective system of state regulation in the field of education makes it possible to eliminate excessive administrative restrictions or barriers for educational organizations. The existence of state regulation of educational activities is due to the public-legal principles of educational law and the need to ensure the rights of students.Problem statement. The presence of legal uncertainties, corruption-causing factors in the mechanism of state regulation of educational activities leads to negative consequences for educational organizations, hinders the performance of state functions of a social orientation. Excessive legal regulation traditionally leads to the cancellation of the effect of state control. The process of changing the Federal State Educational Standard eases the burden of responsibilities of educational organizations, since the scope of the powers granted in the development of an educational program is expanding, however, an increase in the volume of dispositivity leads to problems of quality compliance checks, since it becomes difficult to argue the fact of violation.Methodology of the study. Theoretical and empirical methods were used in the research process. Legal analogy, law comparison and legal abstraction were used.The results. There is an obvious imbalance between the public and private interests of state in the field of education. A change in the usual and sufficiently effective system of state control leads to the substitution of some well-known and well-established legal categories by others. There is a lack of uniformity in law enforcement. The problems of the development of the Federal State Educational Standard by areas and types of professional activity are relevant. The modern system of state regulation is characterized by an increase in the volume of the regulatory framework, as well as the growth of local law-making, which leads to the impossibility of fulfilling all mandatory requirements. Due to the lack of unified requirements of the Federal State Educational Standard, it is advisable to consider the introduction of the institute of self-regulating organizations in the field of education.Conclusions. The ongoing rapid restructuring of the system of state regulation of educational activities leads to an increase in conflicts in educational legislation, including among the fundamental normative legal acts. The current policy of increasing the academic freedom of educational organizations, their capabilities in the development of educational programs leads to problems of state control over the quality of educational activities. Further development of the system of state regulation should take place in the direction of improving the Federal State Educational Standard and reducing the administrative burden on educational organizations.
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Stojanovska, Marina, Ivanka Mijić, and Vladimir M. Petruševski. "Challenges and Recommendations for Improving Chemistry Education and Teaching in the Republic of North Macedonia." Center for Educational Policy Studies Journal 10, no. 1 (March 20, 2020): 145–66. http://dx.doi.org/10.26529/cepsj.732.
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The study aims to present the development of education in North Macedonia from the country’s independence to the present day, as documented in several national reports and other official documents. The focus is on development and changes in chemistry education throughout the years of primary, secondary and higher education. Particular attention is devoted to the introduction of the new curricula of natural sciences courses in primary education, which is an adapted curricula of the Cambridge International Examinations, and the use of information and communication technology in increasing the efficiency of the education system. Despite numerous reforms over the years, the country is still faced with various challenges and issues regarding chemistry teaching. Investment in education is constantly decreasing and no notable improvements in conditions for teaching chemistry are being made. Recommendations are made regarding the need for appropriately educated, qualified and motivated teaching staff, well-equipped laboratories and teaching resources, continuous professional development of teachers, mutual cooperation of all stakeholders in the educational process, and continuous support from the authorities and policy makers for gifted pupils and chemistry teachers at all levels.
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Hoydalsvik, Torhild Erika Lillemark. "Co-Operation Is Not Enough: Teacher Educators as Curriculum Developers in Times of Change." International Journal of Higher Education 6, no. 5 (September 19, 2017): 76. http://dx.doi.org/10.5430/ijhe.v6n5p76.
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The purpose of this exploratory two site case study is to examine how teacher educators, student teachers and programme leaders experience their ‘curriculum developer role’ in times of change, against the background of a new national guideline for preschool teacher education being implemented in Norway. The multidisciplinary team approach established by policy for this reform is examined as a strategy to create coherent programmes. Data collected for the study include fifteen semi-structured interviews and four focus groups conducted at two educational institutions. Qualitative data processing software is used to process four stages of qualitative data analysis. The evidence indicates that the actors involved experienced the ‘reproduction’ of curriculum elements from before the recent reform to a modest extent. Most frequently, they describe incorporation of earlier practices, ‘moderate translation’, in order to meet the demands of multiple disciplines. ‘Radical translation’ also takes place as part of their new collaborative role.
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Suryadi, Bambang, Yuli Rahmawati, Bahrul Hayat, and Suprananto Suprananto. "Indonesia National Curriculum Reform in the Context of Standard-Based Education: Policy and Implementation." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (December 29, 2019): 76–87. http://dx.doi.org/10.15408/tjems.v6i1.12883.
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AbstractCurriculum reform plays an essential role in assuring the success of systematic educational change. The purpose of this study is to portray the government policy and the issues of the Curriculum 2013 implementation. This study employed qualitative methodology using document analysis, observation and Focused Group Discussion (FGD) as data collection techniques. The results of this study show that the curricula philosophy of curriculum reform was well-articulated and relevant to meet the requirements of twenty-first century learning competencies. However, the curricula implementation process faced substantial challenges with technical problems regarding the national standards of education document, teacher training and competences, the availability of school textbooks, and classroom assessment implementation. The findings of this study have several implications for implementing the national curriculum in Indonesia. Therefore, alignment between the national standards of education document, the curriculum structure, and the assessment system is required in order to ensure the successful implementation of Curriculum 2013 throughout the nation.AbstrakReformasi kurikulum memainkan peran penting dalam memastikan keberhasilan perubahan pendidikan yang sistematis. Tujuan dari penelitian ini adalah untuk menggambarkan kebijakan pemerintah dan isu-isu implementasi Kurikulum 2013. Penelitian ini menggunakan metodologi kualitatif menggunakan analisis dokumen, observasi dan diskusi kelompok terpumpun sebagai teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa filosofi reformasi kurikulum diartikulasikan dengan baik dan relevan untuk memenuhi persyaratan kompetensi pembelajaran abad kedua puluh satu. Namun, proses implementasi kurikulum menghadapi tantangan besar dengan masalah teknis mengenai dokumen yang terkait dengan standar nasional pendidikan, pelatihan dan kompetensi guru, ketersediaan buku pelajaran di sekolah, dan implementasi penilaian di dalam kelas. Temuan penelitian ini memiliki beberapa implikasi untuk menerapkan kurikulum nasional di Indonesia. Oleh karena itu, diperlukan keselarasan antara dokumen standar nasional pendidikan, struktur kurikulum, dan sistem penilaian untuk memastikan keberhasilan implementasi Kurikulum 2013 di seluruh negara.
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Hübner, Nicolas, Christian Fischer, Barry Fishman, Frances Lawrenz, and Arthur Eisenkraft. "One Program Fits All? Patterns and Outcomes of Professional Development During a Large-Scale Reform in a High-Stakes Science Curriculum." AERA Open 7 (January 2021): 233285842110286. http://dx.doi.org/10.1177/23328584211028601.
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When translating large-scale policy changes into educational practice, classroom-level implementation is crucial and dependent on teachers’ capabilities. Most research underscores the importance of professional development (PD) as a proximal factor to achieve educational change. Connected to the recent Advanced Placement (AP) science examination reform, this large-scale quantitative study (NTeachers = 9,096; NStudents = 197,589) investigates teacher participation in different PD formats (i.e., face-to-face, online, materials) and their associations with teacher- and student-level outcomes. We found that teacher characteristics (e.g., gender and administrative support) were associated with the choice of the PD format. We also found AP subscore differences between students of teachers who participated in different PD formats. Furthermore, teachers who participated in formal PD activities tended to report higher challenges with the AP reform. Thus, this study encourages PD providers to implement changes alongside a variety of PD programs to account for the potential differential benefits for teachers.
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Niah, Asma. "Education Administration Perspective Policy Makers and Educational Institutions." Indonesian Journal of Education (INJOE) 3, no. 2 (March 1, 2022): 235–43. http://dx.doi.org/10.54443/injoe.v3i2.29.
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Education Administration is a process or effort to achieve an educational goal by taking into account various components of education so that it can improve the education system by utilizing various tools to support learning and teaching activities. The scope of education administration is not just school administration or learning administration. Such a view is a narrow view. Education administration is broader than that, although the estuary of all policies is an educational unit at all levels and types. So education administration is at the level of policy makers and at the level of education units. Educational administration is the science of structuring human resources, curriculum or learning resources and facilities to achieve educational goals optimally and create an agreed-upon atmosphere for humans. Doubts about the function of the school as the best place for learning are still doubted by several related parties, and facts regarding the capacity building program have failed to hone the skills of teachers, which has resulted in the poor quality of the learning they have built.
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Murphy, Joseph, Hunter N. Moorman, and Martha Mccarthy. "A Framework for Rebuilding Initial Certification and Preparation Programs in Educational Leadership: Lessons from Whole-State Reform Initiatives." Teachers College Record: The Voice of Scholarship in Education 110, no. 10 (October 2008): 2172–203. http://dx.doi.org/10.1177/016146810811001002.
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Background/Context This study examines the extent of reform in preparation programs in school leadership in six states employing a comprehensive, whole-state intervention design. Although no studies of these or other comprehensive reform designs are available, there is a rich context surrounding preparation reform work that informed our investigation. First, there is an extensive body of literature that explores problems with the current content, culture, and structure of university-based preparation programs. Second, there is an abundant trove of research on the nature of effective leadership, findings to which reform work is pegged. Third, there are a few studies that track progress across programs on key aspects of reform (e.g., minority recruitment and selection). Finally, there are a handful of studies that have explored the scope and depth of preparation program reform in school administration over the last 15 years. Focus of the Study This investigation explores the extent to which meaningful reform is occurring in university-based preparation programs in school leadership in response to significant calls for change, a growing body of information on the appropriate shape and texture of that change, and moderate to strong state (policy) demands for action. Setting The study is based on efforts to rebuild preparation programs in 54 universities in six states, in the Midwest, mid-Atlantic region, Southwest, and Southeast. Intervention Comprehensive state reforms were conducted in six states during 1993–2005. These interventions were designed to promote the development of high-quality leadership preparation programs against specific quality standards. The strategy is initiated by a state when it mandates that all institutions providing training for school administrators undergo simultaneously a formal process of external review against a body of standards and quality indicators set by the state. The strategy entails a period of program development; review of the proposed program by external experts according to public criteria consistent with the state policy mandates; face-to-face discussion between reviewers and programs sponsors; site visits, feedback, and revision as necessary; and state action based on the external review. The strategy is designed to measure each institution's best effort at creating a quality program, not simply the existing program. Accountability associated with whole-state review runs the continuum from “low stakes,” where the feedback goes to the institutions to use as they see fit, to “high stakes,” where the state uses the external reports to award or deny accreditation, effectively closing programs. Design/Collection/Analysis In this qualitative study, we analyze original and secondary documents produced in response to a specific policy intervention in six states. Materials provided by the universities that describe and document their new leadership preparation programs—based on framing questions provided by the researchers—provide the bulk of the data. These materials are of two types: original materials prepared specifically for this study, and secondary source documents already developed for other purposes (e.g., faculty vitae, course syllabi). The principles and techniques of document analysis guided our understanding of the reports and the formation of our findings and recommendations. Findings The article examines the following major findings: (1) most program developers are following an unproductive paradigm; (2) the results of reform are uneven and overall fall short of the mark; (3) lack of actionable theory is a major shortcoming; (4) reforms are hampered by weak curriculum focus and content; and (5) neglect of the technical and adaptive dimensions of change makes serious reform unlikely. Recommendations Based on our findings and related scholarship on the reform of preparation programs, we present nine recommendations that, we believe, will lead to more productive work in developing high-quality initial certification programs for school leaders. Collectively, they provide a framework for (1) rebuilding work from an outcome-based paradigm; (2) creating a strong platform of actionable theory; (3) establishing a clear, coherent conceptual focus and foundation; (4) recruiting and selecting candidates through rigorous, value-based admissions; (5) developing and aligning the curriculum through a process of zero-based curriculum development; (6) grounding and integrating learning through practice-anchored learning experiences; (7) providing adequate support for technical and adaptive change; (8) replacing a culture of autonomy with a culture of community; and (9) maintaining quality and continual improvement through outcome-based accountability.
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Collins, Caitlyn, Pamela Mathura, Shannon Ip, Narmin Kassam, and Anca Tapardel. "Applying improvement science to establish a resident sustained quality improvement (QI) educational model." BMJ Open Quality 10, no. 1 (February 2021): e001067. http://dx.doi.org/10.1136/bmjoq-2020-001067.
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BackgroundPrior to 2017, internal medicine (IM) residents at the University of Alberta did not have a standardised quality improvement (QI) educational curriculum. Our goal was to use QI principles to develop a resident sustained curriculum using the Evidence-based Practice for Improving Quality (EPIQ) training course.MethodsThree one-year Plan–Do–Study–Act (PDSA) cycles were conducted. The EPIQ course was delivered to postgraduate year (PGY) 1–3 residents (n=110, PDSA 1) in 2017, PGY-1 residents (n=27, PDSA 2) in 2018 and PGY-1 residents (n=28, PDSA 3) in 2019. Trained residents were recruited as facilitators for PDSA 2 and 3. Residents worked through potential QI projects that were later presented for evaluation. Precourse and postcourse surveys and tests were conducted to assess knowledge acquisition and curriculum satisfaction. Process, outcome and balancing measures were also evaluated.ResultsIn PDSA 1, 98% felt they had acquired understanding of QI principles (56% increase), 94% of PGY-2 and PGY-3 residents preferred this QI curriculum compared with previous training, and 65% of residents expressed interest in pursuing a QI project (15% increase). In PDSA 2, tests scores of QI principles improved from 77.6% to 80%, and 40% of residents expressed interest in becoming a course facilitator. In PDSA 3, self-rated confidence with QI methodology improved from 53% to 75%. A total of 165 residents completed EPIQ training and 11 residents became course facilitators.ConclusionsHaving a structured QI curriculum and working through practical QI projects provided valuable QI training for residents. Feedback was positive, and with each PDSA cycle there was increased resident interest in QI. Developing this curriculum using validated QI tools highlighted areas of change opportunity thereby enhancing acceptance. As more cycles of EPIQ are delivered and more residents become facilitators, it is our aim to have this curriculum sustained by future residents.
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Bantwini, Bongani D. "ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA." Journal of Baltic Science Education 14, no. 5 (October 25, 2015): 586–98. http://dx.doi.org/10.33225/jbse/15.14.586.
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Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials and science teachers in their districts, impact on and implications for curriculum reform implementation and professional development. It is argued that effective collaboration between district officials and teachers is a hallmark of curriculum reform success, teacher growth and success in the workplace, which result in student academic achievement. Effective collaborations are built around trust in individual’s professional integrity and are characterised by professional candour, appreciation of individuals and understanding. In conclusion, it is imperative for district officials and teachers to improve communication and strive for effective collaboration, mutual respect, and power sharing rather than domination of one group by the other. Key words: district officials, science teachers, primary schools, collaboration, South Africa.
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Chambers, Dianne, and Chris Forlin. "An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?" Education Sciences 11, no. 3 (March 11, 2021): 119. http://dx.doi.org/10.3390/educsci11030119.
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Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.
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Cervantes, Sara, and Anna Öqvist. "Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents." Journal of Early Childhood Research 19, no. 3 (January 30, 2021): 323–36. http://dx.doi.org/10.1177/1476718x20969742.
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Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.
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Cheng, Peng, Liuqing Yang, Ting Niu, and Boqiong Li. "On the Ideological and Political Education of Material Specialty Courses under the Background of the Internet." Journal of Higher Education Research 3, no. 1 (February 17, 2022): 79. http://dx.doi.org/10.32629/jher.v3i1.644.
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Under the background of the Internet, discussions are conducted in this paper on the teaching practice of political and ideological curriculum in materials disciplines from teaching idea, teaching design, teaching process and teaching based evaluation mechanism, which can effectively improve the students' ideological and political participation and satisfaction. As a result, it improves the teaching effect on ideological and political theory, providing certain references for other educational reform in ideology and politics. As a result, it brings new opportunities for the development of material specialty.
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Stolojan, Vladimir. "Curriculum Reform and the Teaching of History in High Schools during the Ma Ying-jeou Presidency." Journal of Current Chinese Affairs 46, no. 1 (April 2017): 101–30. http://dx.doi.org/10.1177/186810261704600105.
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The last two years of Ma Ying-jeou's (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan's history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan's history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma's presidency.
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Li, Xinlei, Jinbao Zhang, and Johan van Braak. "Reflection on Value and Function of Information Technology Curriculum from the Reform of the British ICT Curriculum." Education Sciences 13, no. 1 (December 21, 2022): 7. http://dx.doi.org/10.3390/educsci13010007.
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In the context of social transformation, the needs of society and individuals for information technology are changing, and discussions on the value and function of information technology are getting more and more attention. The purpose of this research is to clarify the value problems of the information technology curriculum and its function for nurturing students in primary and secondary schools. This research adopts content analysis and comparative research methods, which focus on the process, content selection, and implementation status of information and communication technology (ICT) in the Computing curriculum of British primary and secondary schools. This research content is based on an analysis perspective of curriculum value theory from levels of social and human development, and finally formed the analysis framework of value in information technology curriculum standards. The research results analyze reasons for changes in the value orientation and practical performance of the information technology curriculum standards in Britain to help understand trends and challenges of information technology reform in different contexts. Finally, this research finds the effects of content and value changes of curriculum standards on social and student development and puts forward conclusions for the position and value of information technology in the future of learning and teaching in the context of educational informatization.
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Schleicher, Andreas. "Thoughts on the Future of Teaching." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 273–302. http://dx.doi.org/10.1163/25902539-00102002.
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Top school systems select and educate their teaching staff carefully, they provide an environment in which teachers work together to frame good practice, they encourage teachers to grow in their careers; and they have moved on from administrative control and accountability to professional forms of work organisation. Still, the laws, regulations, structures and institutions on which education policy tends to focus are just like the small visible tip of an iceberg. The reason why it is so hard to move school systems is that there is a much larger invisible part under the waterline. This invisible part is about the interests, beliefs, motivations and fears of the people who are involved in education, parents and teachers included. This is where unexpected collisions occur, because this part of educational reform tends to evade the radar screen of public policy. That is why educational leaders are rarely successful with reform unless they build a shared understanding and collective ownership for change, and unless they build teacher capacity and create the right policy climate, with accountability measures designed to encourage innovation rather than compliance. The most essential reason why teachers’ ownership of the profession is a must-have rather than an optional extra lies in the pace of change in 21st century school systems. Even the most effective attempts to translate a central curriculum into local classroom practice will drag out over a decade, because it takes so much time to communicate the goals and methods through the different layers of the system and to build them into traditional methods of teacher education. In a fast-changing world, when what and how students need to learn changes so rapidly, such a slow process leads to a widening gap between what students need to learn and what and how teachers teach. The only way to shorten that pipeline is to professionalise teaching, that is to ensure that teachers not only have a deep understanding of the curriculum as a product, but equally with the process of curriculum and instructional design and the pedagogies to enact and enable the ideas behind the curriculum. The challenge is to build on the expertise of the teachers and school leaders and to enlist them in the design of superior policies and practices. Where systems fail to engage teachers in the design of change, teachers will rarely help systems in the implementation of change.
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Hrytsenchuk, Olena O., Iryna V. Ivaniuk, Oksana Ye Kravchyna, Iryna D. Malytska, Oksana V. Ovcharuk, and Nataliia V. Soroko. "ЄВРОПЕЙСЬКИЙ ДОСВІД РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ В КОНТЕКСТІ СУЧАСНИХ ОСВІТНІХ РЕФОРМ." Information Technologies and Learning Tools 65, no. 3 (July 1, 2018): 316. http://dx.doi.org/10.33407/itlt.v65i3.2387.
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The characteristic of teachers’ digital competence development is done from the scope of New Ukrainian School reform and modern European tendencies. The digital competence development trends and the requirements existent among the international educational practitioners are highlighted. The tendencies to the learning outcomes description are revealed on the basis of the European Digital Competence Framework 2.0 and Digital Competence Framework 2.1. The experience of the in-service teacher training in the sphere of information and communication technologies in the European Union countries is described. The resources of the digital educational school environment used in the modern system of in-service training of teachers are analyzed. The place of the in-service curriculum for teachers in the sphere of ICT in European countries (Great Britain, Lithuania, Latvia, Estonia, Norway, Netherlands, and Slovenia) is revealed. The educational digital resources and platforms used for the in-service training of teachers in European countries as well as educational professional networks and communities are characterized. The strategy of the European educational policy of ICT using in the educational process in order to improve the teachers’ classroom activity and professional development is described through the requirements for the teachers’ digital competence level improvement. The investigation is the result of the common research of authors’ team in the framework of the scientific topic “The development of teachers’ information and communication competence in the framework of the cloud computing education networks”.
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Wu, Nan, Dengchao Jin, Xinyuan Liu, Jinxing Peng, and Li Wang. "Path Exploration of Integrating Ideological and Political Elements into the Teaching of “Biomass Power Generation Engineering”." BCP Education & Psychology 3 (November 2, 2021): 197–200. http://dx.doi.org/10.54691/bcpep.v3i.37.
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Curriculum ideological and political education is not only an important way for the education reform in colleges and universities, but also the internal requirement for the fundamental task of building morality and cultivating students. Biomass power generation engineering is an essential and featured professional course of new energy science and engineering major. Taking the course teaching of "biomass power generation engineering" as an example, this study analyzed the necessity of carrying out the ideological and political education, and explored the top-level design scheme of the curriculum ideological and political education and the trinity educational objectives. Meanwhile, the ways of mutual integration of ideological and political elements and professional knowledge points were discussed, and the curriculum teaching reform and practical exploration were carried out, so that the ideological and political education could run throughout the whole process of course learning. The purpose is to provide reference for the ideological and political teaching of science and engineering courses.
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Thaib, Razali M., and Irman Siswanto. "INOVASI KURIKULUM DALAM PENGEMBANGAN PENDIDIKAN (Suatu Analisis Implementatif)." JURNAL EDUKASI: Jurnal Bimbingan Konseling 1, no. 2 (July 7, 2015): 216. http://dx.doi.org/10.22373/je.v1i2.3231.
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The curriculum is one of the important components that are crucial in the education system of units, and is a tool to achieve educational goals as well as guidance in the implementation of teaching in all types and levels of education. As a consequence, implementing curriculum in schools should manage well, so that the learning outcomes will be more effective, to realize it, it requires good management. This curriculum management meant that the educational process will take place in schools can be directed and coordinated in a systematic manner to achieve educational goals that have been set. In the management of the curriculum very necessitated a review-a review of theoretical and practical curriculum that can be managed always in line with the development of human life, science, technology and personal development subjects students. to address any problems that arise in the school environment, especially in the field of teaching and learning, it is highly charged policy principal as manager to always involve personnel-school personnel such as teachers, school committees, teachers bimpen and all parties involved in the implementation of the curriculum, to perform periodic review of the curriculum by involving all stakeholders, the curriculum review purposes, as an effective goal to improve learning outcomes are maximized.
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Wang, Ping, Pengfei Zhao, and Yingji Li. "Design of Education Information Platform on Education Big Data Visualization." Wireless Communications and Mobile Computing 2022 (May 11, 2022): 1–13. http://dx.doi.org/10.1155/2022/6779105.
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Big data visualization in education plays an essential role in understanding and uncovering complex educational laws and is increasingly becoming an essential topic in the current research fields of educational information science and educational management. In the context of China’s new curriculum reform, research on big data in education is in the process of deepening. A series of high-tech information technologies represented by big data technology is widely used in education, thus promoting intelligent campus construction. Based on this, the researcher combed through the relevant literature and found that there is still much room for improvement in the current research on the visualization of education big data, especially the research on the design of education informatization platforms based on the visualization of education big data. This study first summarizes the current and practical use of educational visualization research and finds that big educational data generated in the educational process plays an essential role for students, teachers, and teaching administrators. Visualizing big educational data provides an optimized way for students, teachers, and teaching administrators. Therefore, this paper designs the framework design process, platform selection, related technology introduction, platform implementation, and functional analysis of the educational information platform visualized by big data and conducts system testing. Through the research of 250 customers, it is concluded that the platform satisfaction of educational information visualized by big data is 92.4%, the satisfaction of individual function is 95.6%, system ease of use is 93.2%, and the satisfaction of system compatibility is 93.6%.
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Ivanova, Alena V. "A Complex Approach to Identity Construction among Children of the Indigenous Peoples of the North, Siberia, and the Far East of the Russian Federation." Sibirica 18, no. 2 (July 1, 2019): 56–77. http://dx.doi.org/10.3167/sib.2019.180204.
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This article covers the process of identity construction in children; this process defines the focus of Russian educational policy, which also provides a venue for alternative ways to implement it. The article presents research on designing a system to form national, regional, and ethnocultural identity in children of the indigenous people of the North via the curriculum and teaching aids. The article examines regions of Russia inhabited by indigenous small-numbered peoples, as well as their distinctive features, which have a significant impact on the process of identity construction in children of the North. This has revealed the specific character of the large formation of positive types of identity within the educational system.
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Chyleńska, Zofia, Eliza Rybska, Sylwia Jaskulska, Maciej Błaszak, and Barbara Jankowiak. "How about the Attitudes towards Nature? Analysis of the Nature and Biology Primary School Education Curricula in Poland." Sustainability 14, no. 18 (September 6, 2022): 11173. http://dx.doi.org/10.3390/su141811173.
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One of the most important goals in biology education is shaping positive attitudes towards nature, social and global problems, as well as health. Environmental education is an essential element because without pro-environmental attitudes, every environment-protecting action is less successful, and the results have much less impact on society. In the following article, we tried to combine this idea with the school curriculum, which is one of the most important documents used in education. The research question addressed in this paper is to what extent does biology/nature primary school’s education curriculum highlight shaping attitudes (at sensory, functional, and rational levels), and how did it change during the educational reform in Poland? The sample is the Polish core curricula for nature and biology for primary school. National curricula have been revised by the analysis of the content methods before and after the 2017 reform of the education system. The results showed that while sensory and functional levels are represented quite equally in the curricula, the rational level is neglected and has decreasing tendency (when comparing curricula before and after educational reform in 2017). It is presented an interdisciplinary method of analyzing the core curriculum, particularly what relates to attitudes. The presented analysis method is, by definition, interdisciplinary, combining the approach of cognitive sciences, psychology, and science education. On the basis of the research, new elements that should or might be taken into consideration in school practice are proposed. The proposed approach assumes that the combination of teaching ideas and values (that are deeply rooted in our nature) will be successful in shaping pro-environmental attitudes toward nature and health.
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Amara, Imen Ben, and Mimoun Melliti. "English in Tunisian Primary Schools: Stakeholders’ Perception and Reform Validity." International Journal of Linguistics 14, no. 2 (April 15, 2022): 111. http://dx.doi.org/10.5296/ijl.v14i2.19814.
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The present study was conducted to test the theory of ‘the younger the better’ (Lenneberg, 1967; Penfield, 1959) by examining Tunisian EFL public primary school teachers’ perceptions of lowering the age of teaching English in elementary schools. In doing so, a quantitative method approach was used to collect data from a sample of 30 teachers working at public primary schools in Tunis and an interview for 5 inspectors of English from different regions of Tunis. They were asked to express their views concerning lowering the age of teaching English and the ability of children to learn more than one foreign language in academic situations. The purpose of this study is to to investigate the influence of age on language learning in Tunisian public educational system focusing on children’s ability to learn English effortlessly at a younger age.The data analysis revealed that a considerable percentage of Tunisian primary school teachers in the schools visited claim to be aware of the importance of lowering the age of teaching English and of the crucial role that English plays in the curriculum as well as the ability of children to learn foreign language with great enthusiasm. However, this awareness is not met by major efforts toward educational reforms by the ministry of education. Another finding of this research was that all the respondent teachers agreed on the best age for children to learn English in academic situations yet they disagreed with the fact that it is impossible to achieve proficiency in second languages in the second decade of life.This study provides evidence that English is important in Tunisian schools and teachers as well as policy makers perceive that lowering the age of teaching English provides longer exposure to the target language and is advantageous for children starting L2s at a younger age. Obviously, the age of teaching English in public schools is gaining importance, which suggests that it is going to be an influencing factor in any future educational reforms in public Tunisian schools.
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Zhang, Baicheng. "Research on the Construction and Development Prospect of Aided Business English Teaching System Based on Computer Multimedia Technology." Mobile Information Systems 2022 (July 31, 2022): 1–9. http://dx.doi.org/10.1155/2022/1807062.
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The intervention of multimedia technology has had a profound impact on education, which has led to the renewal of educators’ ideas, the renewal of educational means, and the renewal of educational forms. To some extent, the influence of multimedia technology on educational technology has opened a new chapter in educational reform. It can be said that the powerful advantages of multimedia education technology promote the pace of teaching reform and conform to the needs of the development of the times. This paper mainly analyzes the research on the construction and development prospects of the business English teaching system based on computer multimedia technology, uses the computer vision technology to collect teaching information, and then uses VR for teaching. Computer vision mainly studies how to use video sensing devices and computers to simulate the human visual system to collect and process external visual information, so that machines have the same visual ability as humans and even have the ability to “think.” Through virtual teaching design and research virtual teaching methods, combined with the characteristics of business English subjects, the computer vision technology is connected with business English course teaching to develop new teaching methods for business English subjects; analyze the teaching purpose, content, and feasibility; and investigate the difficulties and needs of students in business English subject learning to determine the educational methods in a smart environment application in actual business English teaching. This article uses literature research method, questionnaire method, experimental research method, and interview method to conduct research. At the same time, this article also uses Maya and other software multidimensional design functions to explain the educational methods in a smart environment; set up a virtual hypothesis experiment to objectively analyze the development prospects of educational methods in an intelligent environment in business English teaching from the aspects of curriculum teaching, classroom effects, and learner efficiency; and summarize the parts that need improvement.
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Nagro, Sarah A., Katharine G. Shepherd, Kimberly Knackstedt, Jane E. West, and Steven Nagy. "Bridging the Gap Between Research and Policy: Fostering Advocacy and Policy Engagement in Special Education Doctoral Students." Journal of Disability Policy Studies 30, no. 4 (May 27, 2019): 233–43. http://dx.doi.org/10.1177/1044207319849930.
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For decades, policy scholars have noted a disconnect between educational expertise, research, and policy-making, undermining the potential for coherent and effective policy development and implementation of reform initiatives. To help leverage the use of scholarship in the policy-making process, we argue that the scholarly community must refocus its efforts and adopt multiple strategies for ensuring engagement with policy-making, including strategies implemented during doctoral training. This article presents results of an exploratory mixed-methods study conducted to assess the effectiveness of a doctoral student professional development opportunity referred to as the “Short Course,” established to introduce special education doctoral students to the policy-making process through an applied experience in Washington, D.C. Survey data gathered over 3 years from participants and sponsoring faculty suggest the potential for this type of an approach to increase advocacy and policy engagement among future special education researchers, faculty, and leaders.
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Taran, Aliona. "FEATURES OF COMMUNICATION IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT." Social work and social education, no. 1 (8) (May 27, 2022): 105–12. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262654.
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Today, communication is perhaps the most important area of activity in social work. That is why the problem of communicative competence of future social specialists should be one of the current problems of social work. The social policy of the states is aimed at the development of inclusive education as an important component of social work. The role and features of inclusive education, which provides comfortable and humanistic development, integration of people with disabilities into an inclusive educational environment are studied.
An inclusive educational environment in the higher education system of Ukraine is a key factor influencing the intensive reform of traditional higher education, enabling access to quality education for people with special educational needs. The increase in the actual number of children with disabilities and the intensity of integration of such children into the general education space require the formation of an inclusive educational environment in the system of higher education in Ukraine. This will ensure continuity of education, create opportunities for self-realization of children and youth with special educational needs. The issue of communication with students with special educational needs in a higher education institution deserves special attention. It is noted that communication is an important condition for student integration into the educational process.The author outlines recommendations for the treatment and communication process with students with disabilities.Thus, the formation of communicative competence of social workers originates in the process of training future professionals and is based on their versatility, ability to provide social assistance, based not on general but on thorough theoretical and practical knowledge and skills, taking into account the potential clients of social institutions.
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Dougherty, Jack. "Defining Purpose and Process in Teaching History with Case Studies." History of Education Quarterly 56, no. 1 (February 2016): 116–25. http://dx.doi.org/10.1111/hoeq.12152.
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When the History of Education Quarterly editors invited us to contribute to this forum, they asked us to reflect on how we taught histoiy with case studies. To jump-start our exchange, they suggested four possible purposes for teaching history in this way, which I have paraphrased below: •To reflect on the antecedents of the so-called “new” educational policy topics (what is the long histoiy of standardized testing?).•To disrupt conventional beliefs with counterexamples (why did nineteenth-century science and math classrooms include so many female students?).•To compare and contrast educational change in particular places or regions (how did the development of schooling differ in New England, the New South, or New Mexico?).•To call attention to the intersection of human agency and institutional structures (how did teachers, parents, and political leaders conflict or collaborate in struggles over school reform?).
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Flood, Margaret, and Joanne Banks. "Universal Design for Learning: Is It Gaining Momentum in Irish Education?" Education Sciences 11, no. 7 (July 12, 2021): 341. http://dx.doi.org/10.3390/educsci11070341.
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Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity. Despite Ireland’s policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes. By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland’s broader inclusive education agenda.
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Jun, Seul-gee, and Jung-Ho Yang. "A Qualitative Study on the School Experience of Foreign Language High School Graduates in Social Integration Admission Policy." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 437–53. http://dx.doi.org/10.22251/jlcci.2022.22.20.437.
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Objectives This study is to present the actual educational effect of the social integration admission policy in foreign language high school and to suggest the complementary points in the operation process. Methods A qualitative study was conducted on the experiences of school life and the meaning of those experiences for 7 students of social integration screening at K (pseudonym name) foreign language high school located in Gyeonggi-do, and data were collected through semi-structured in-depth interviews. Results On the social integration admission policy of foreign language high school, all seven students expressed common opinions, such as the admission preparation process affected by the student's growth environment and surrounding cases, stable boarding life, educational welfare policy to comfort me, satisfaction with internal growth, and confidence in foreign language ability as graduates. Conclusions It was confirmed that the social integration admission policy of foreign language high school had the following positive effects on students in the admission process, school life, and after graduation. First, the interest of families and teachers in the admission process and the cases of going to school around them play an important role, but private education for admission was unnecessary. Second, they had a positive perception of Korea's educational welfare through the school's boarding life that supplements the vulnerability of the family in the school life and the financial and cultural benefits that support the vulnerable. Finally, as an influence after graduation, they were satisfied with their college entrance performance and internal growth through the curriculum and school system, and their academic confidence increased in college. Through these results, the complementary points of the social integration admission policy were proposed.
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Zhang, Hong, and Chenhui Wu. "An Analysis of Computer-Aided Design Software Course Teaching in Visual Communication Design Major by Integrating Grey Variable Weight Clustering Evaluation Model." Advances in Multimedia 2021 (December 8, 2021): 1–7. http://dx.doi.org/10.1155/2021/6588734.
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Computer-aided design software course has become a compulsory course for visual communication design specialty in many colleges and universities, but there are some problems in its development, such as boring classroom, lack of specialty, weak practice, and single assessment. Due to the inaccuracy of data in the teaching process of traditional CAD software course, this paper puts forward an innovative educational model of CAD software course in visual communication design major. Visual communication design major carries out the career planning of college students under the background of Internet +, comprehensively analyzes the employment situation of college students from the career planning introduction, on the basis of exploring the current situation of computer-aided design software course education in China, and analyzes the curriculum reform of this major students’ career planning.
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Dzvimbo, Munyaradzi A., Funnycall Zimondi, and Freddy Magijani. "The Dynamics of Local Public Policy Processes." International Educational Research 1, no. 2 (December 28, 2018): p74. http://dx.doi.org/10.30560/ier.v1n2p74.
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This paper unpacks various educational policies that have been put forward with some having been able to make long lasting impact on the Zimbabwean education sector. The past three decades, has witnessed the educational system encountering innumerable challenges whose implications on service delivery are wide and deep rooted. Consequently, the education is premised upon a centralised system. Conversely, there have been calls and the need to transform policies which had been marred by colonial connotations hence the need to introduce modern policies which are in tandem with the contemporary world. The study is qualitative in nature as it used in-depth interviews and descriptive analysis. More so, document review of existing literature, reports and research papers were analysed. Educational policies among other issues are failing to effectively respond to the social and economic needs as well as political conscientization of the heterogeneous citizenry. The study recommends that the there is need to embrace the bottom-up approach as it encourages capacity building and participation. As mutual understanding and harmonisation of schools and the head office is imperative in line with the provisions of the new Zimbabwean curriculum of 2015. Moreover, a comprehensive and judicious approach to inclusive, participatory and policy process system is paramount towards the revamping of the education sector towards improved service provision and economic development anchored on innovativeness, science, technology and engineering.
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Mpisili, Moses. "Innovation and Strategic Management Practices in the Implementation of Competency-Based Curriculum in Kenya." International Journal of Current Aspects 6, no. 1 (March 20, 2022): 62–72. http://dx.doi.org/10.35942/ijcab.v6i1.241.
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Kenya has seen several developments in its schooling and educational system since gaining its independence in 1963. Right from independence, the Ominde Commission (Ominde 1964) sought to reform the educational System, from one that was racially stratified to a more uniform one. Then came the 7-4-2-3 System that had 7 years of primary school, 4 and 2 years of lower and upper secondary and 3 years of university. Thereafter, following another assessment and subsequent recommendations of the Mackay Report in 1982 (Mackay 1982), the 8-4-4 System was introduced in 1985. It extended the life of primary school to 8 years, 4 secondary, and 4 university years. This System has been in place until the Competency-Based Curriculum (CBC) succeeded. The 8-4-4 System has its final cohorts going through the final assessments of primary school. Kenya has shifted the curriculum landscape within the contemporary education system by implementing the Competency-Based Learning Curriculum (CBC). The competency-based learning curriculum is a system of instruction that focuses on both the skills, reporting assessment, and instruction intended to enhance skill capabilities. The curriculum promotes individual wholesome wellbeing and the acquisition of skills that will enhance competency both in professional and real-life application. The design, roll-out, preparation, and implementation of the CBC, just like its predecessors, have not been without challenge and criticism. There has been passionate debate on its efficacy, currency, and relevance in the development of learners in today's modern society. This paper seeks to sift the chaff. The paper will by way of study, assess the place of strategic management practices in the wholesome running of educational systems and curricula, with a critical focus on how these practices have contributed to any hits or misses in implementing the CBC curriculum in Kenya. The study data was collected from collected emanated from education stakeholders such as teachers, heads of schools, and other educators and a survey of select public and private primary schools in Kenya. The highlighted challenges; infrastructural, teacher-learner ratio, process delivery challenges, and human resource, are crucial in determining whether the implementation of the CBC has and will be successful. They will be essential in forming both statutes and regulations that will streamline the competency-based curriculum to ensure that children accessing education at the lower levels obtain skills that will be practical in the professional world and the advancement of their careers.
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Kovalenko, Mykola, Alla Rusnak, and Dmytro Lomonosov. "WAYS OF ENSURING THE COMPLIANCE OF THE ACTIVITIES OF HIGHER EDUCATION INSTITUTIONS WITH MODERN CHALLENGES." Baltic Journal of Economic Studies 7, no. 5 (December 27, 2021): 104–13. http://dx.doi.org/10.30525/2256-0742/2021-7-5-104-113.
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The purpose of the article is to identify ways to ensure that the educational process in higher education institutions meets the modern requirements of social development. The methodology of the comprehensive study allowed to identify priority areas of adaptation of universities to changes in the external environment; to summarize the main comprehensive measures to ensure the quality of education; to substantiate the feasibility of organizing continuous monitoring of the market of educational services to promptly provide the educational institution with the information necessary to make effective decisions; to generalize and supplement the principles of the adaptive process in higher education institutions; to develop recommendations for the formation of a support system for the adaptive process in higher education institutions. Methodology. The study is based on a systematic approach to the substantiation of the nature and directions of adaptation of the HEI to changes in the external environment, to the formation of a system to support the adaptation process of the HEI. It is shown that the priority directions of adaptation of the HEI are determined in relation to a particular educational institution and should include: reforming of the educational institution in accordance with modern requirements; implementation of market ideology; innovative development of the educational process; provision of modern education; development of interaction with employers – customers of educational services; diversification of funding sources. The scheme of information support for HEI adaptation to the requirements of the external environment was developed. The study of adaptive activities of successful HEIs allowed to complement the principles of reform and transformation of the organizational and economic foundations of HEIs with the principles of adaptive process organization, such as the practical experience of purposeful modernization of other HEIs to solve similar problems; analysis of the current situation of the HEI, the market of educational services and the prospects for their development; reliance on the corporate culture of the team; integrated systematic approach to economic and social problems; project approach to the formation and implementation of measures to ensure the adaptation program. The results of the study show that the system to support the process of adaptation in higher education is a set of management tools, which are based on the principles of adaptation process organization; adaptation strategy is aimed at improving the quality of education, competence of graduates; policy of adaptive management and reform of the educational process; development of market logic; development and implementation of programs to improve educational and scientific activities and their organic combination; diversification of educational activity; internal institutional restructuring; application of collective and individual forms and methods of economic, social, moral, psychological and other types of stimulation to intensify the adaptive process. Practical implications. An algorithm for forming a system to support the adaptation process in higher education institutions, including organizational and economic tools of institutional support for continuous adaptation process to coordinate the activities of the HEI with the dynamic conditions of the external environment, was developed. Value/originality. Determination of ways to ensure compliance of the educational process in the university with modern requirements of social development should be based on understanding the essence of the concept of adaptation of the university to changes in the external environment as a process of purposeful change in the educational and scientific activities of the university and its units to the current and future changes in the external environment to ensure effective functioning, addressing certain goals and objectives of development, compliance of graduates' competencies with the requirements of the current and prospective labor market, competitiveness of the institution on the market of educational services; the essence of adaptive management as a process of creating conditions for the implementation in the educational process of society's requirements for quality, up-to-date knowledge received by graduates of the educational institution, compliance with the requirements of the current and future economy.
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Grooters, Saskia, Emma Zaal, and Menno Gerkema. "Science, Business, and Policy: A long-term reflection on multidisciplinary work-based learning in a master’s track for societal integration of Science." Tuning Journal for Higher Education 8, no. 2 (May 23, 2021): 119–64. http://dx.doi.org/10.18543/tjhe-8(2)-2021pp119-164.
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A strong theoretical approach with a specific focus on disciplinary research characterizes the common science master’s education in the Netherlands. However, a work-based learning (WBL) approach may as well be expedient and suitable for science education at master’s level. In this paper, a case study is presented of a WBL-program designed for an academic setting: the one year Science, Business and Policy (SBP) master’s track, offered at the Faculty of Science and Engineering of the University of Groningen. The paper describes the design and curriculum of the track, including its underlying theoretical framework, courses, multidisciplinary projects and work placements. Based on the SBP-track’s design we identified six possible indicators of a successful elaboration of an academic WBL-program: the SBP-track 1) is designed in response to the Bologna process; 2) is offered fully within the curriculum of a master’s program of a research university; 3) requires a sufficient academic level and disciplinary knowledge at entrée; 4) follows an educational project approach; 5) focuses on the integration and implementation of knowledge, and; 6) applies learning objectives that are specifically formulated to match the WBL educational method. A directed content analysis of SBP work placements revealed an increase in the number of SBP-students between 2003 and 2019, with an overrepresentation of life science students, as well as a large variety of real-case problems addressed for both business and policy organisations diverse in sector, size and region. Students’ grades showed a positive correlation between the initial theoretical preparation and the report made during the work placement. In conclusion, the societal interpretation of the Bologna process has been implemented successfully with SBP, by combining academic learning with gaining professional experience using a WBL-approach.
Received: 03 December 2020Accepted: 09 April 2021