Academic literature on the topic 'Extension of the compulsory education period'
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Journal articles on the topic "Extension of the compulsory education period"
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YÜCEL, Ali Serdar, Murat KORKMAZ, Mustafa TALAS, Sevilay YILDIZ, Kaya YILDIZ, Ümran SEVİL, Ayça GÜRKAN, and Gökşen ARAS. "ANALYSIS OF THE EDUCATION STATISTICS INVOLVING THE EARLY PERIOD OF 8-YEAR COMPULSORY EDUCATION AND THE PERIOD TILL THE BEGINNING OF 12-YEAR COMPULSORY EDUCATION IN TURKEY." INTERNATIONAL JOURNAL OF FAMILY CHILD AND EDUCATION, no. 10 (December 30, 2016): 18. http://dx.doi.org/10.17359/aced.20161024265.
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Stephens, Melvin, and Dou-Yan Yang. "Compulsory Education and the Benefits of Schooling." American Economic Review 104, no. 6 (June 1, 2014): 1777–92. http://dx.doi.org/10.1257/aer.104.6.1777.
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Causal estimates of the benefits of increased schooling using US state schooling laws as instruments typically rely on specifications which assume common trends across states in the factors affecting different birth cohorts. Differential changes across states during this period, such as relative school quality improvements, suggest that this assumption may fail to hold. Across a number of outcomes including wages, unemployment, and divorce, we find that statistically significant causal estimates become insignificant and, in many instances, wrong-signed when allowing year of birth effects to vary across regions. (JEL H75, I21, I28, J24, N31, N32)
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Erten, Bilge, and Pinar Keskin. "Breaking the Cycle? Education and the Intergenerational Transmission of Violence." Review of Economics and Statistics 102, no. 2 (May 2020): 252–68. http://dx.doi.org/10.1162/rest_a_00824.
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We estimate the causal effects of education on the intergenerational transmission of violence against children by exploiting an extension of compulsory schooling in Turkey. Using a regression-discontinuity design, we find that the reform increased maternal education by one year, with stronger effects for women raised in rural areas. The increase in education among rural women led to a reduction in the perpetration of child physical abuse but only by mothers who were physically abused by their own families during childhood. Exploring potential channels, we document that these women were also more likely to experience improved mental health outcomes.
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Bozaslan, B. Mehmet, and Emel Çokoğullar. "The education during the announcement period of republic within the construction and trnsformation period." International Journal of Innovative Research in Education 1, no. 2 (December 18, 2015): 53. http://dx.doi.org/10.18844/ijire.v1i2.123.
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Every society is bound to struggle to create the conditions and mechanisms in convenient with the own life experience within the historical perspective. This struggle aims to provide the social order or change the existing social structure. The institution of education becomes the primary actor of changing in line with shaping the individual targets. After the establishment of the Republic in 1923, the education system has been reorganized and determined its own principles in order to enhance the mission of social change, transformation and construction. Therefore, the education system has transformed into a mixed, compulsory, rationalist and secular character and hence the interruption has been witnessed with the creating of new social structure by liberating from the traditional forms.Keywords: the announcement of republic, transformation, education, construction, social structure
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Wang, Jing, and Seung-Mie Lee. "Study on the Institutional Change of Early Childhood Education Quality Assurance in China: From the Perspective of Historical Institutionalism." Family and Environment Research 58, no. 1 (February 21, 2020): 87–103. http://dx.doi.org/10.6115/fer.2020.007.
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This study discusses the institutional change of Chinese early childhood education quality assurance institution (ECEQAI) from the three dimensions of the perspective of historical institutionalism of that refer to the external environment, dynamic mechanism containing with nation-market-society, and the invisible ideology of the institutional change. Chinese ECEQAI was divided into five historical periods, which were 17 years after the founding of China (1949-1966), the Great Cultural Revolution (GCR) period (1966-1976), the early stage of Reform and Opening-up (RO) (1976-1995), the social change period (1995-2010) and the new period (2010-now). This study also concludes five separate change models for Chinese ECEQAI that correspond to the five periods. The first was a compulsory and gradual institutional change model influenced by the Soviet model and dominated by national power. The second was compulsory and radical change model controlled by the counter-revolutionary group. The third was a compulsory and gradual institutional change model dominated by national power. The fourth was induced and gradual<sup>①</sup> institutional change model driven by market power and forced by society power. The fifth was a compulsory and gradual institutional change model led by national power and forced by society power. Finally, the future change direction of China’s ECEQAI was further pointed out, that was the government-leading and tend to balanced three-pole power model of “Nation-Market-Society”, as well as the “three-pole power relationship” of indepth communication and positive interaction.
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H. Bi, Henry. "Benchmarking the international compulsory education performance of 65 countries and economies." Benchmarking: An International Journal 25, no. 1 (February 5, 2018): 98–119. http://dx.doi.org/10.1108/bij-09-2016-0144.
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Purpose The Program for International Student Assessment (PISA) measured 15-year-olds’ performance in mathematics, reading, and science. The purpose of this paper is to use the assessment results of PISA 2006, 2009, and 2012 to benchmark the compulsory education performance of 65 countries and economies with emphasis on two benchmarking steps: identifying benchmarks and determining performance gaps. Design/methodology/approach The authors use a multi-criterion and multi-period performance categorization method to identify a group of best performers as benchmarks. Then, the authors use two-sample t-tests to detect against benchmarks whether each country or economy has significant performance gaps on individual performance measures. Findings Based on the mean scores of three assessment subjects in PISA 2006, 2009, and 2012, six best performers (Top-6) are identified from 65 participating countries and economies. In comparison with Top-6’s weighted averages, performance gaps are found for most countries and economies on the mean score of each subject, the percentage of top-performing students in all three subjects, and the percentage of lowest-performing students in each subject. Originality/value For compulsory education systems around the world, this paper provides an original categorization of performance based on the results of three PISA cycles, and provides new insights for countries and economies to prioritize improvement efforts to increase average performance, pursue excellence, and tackle low performance. For benchmarking applications involving multi-criterion and multi-period data, this paper presents a novel method of using statistical control charts to identify benchmarks and then using two-sample t-tests to determine performance gaps on individual performance measures.
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Amasuomo, Japo Oweikeye. "Academic performance of Students during transition period before choice of disciplines in Nigeria Certificate in Education (Technical) programme." Cypriot Journal of Educational Sciences 10, no. 3 (September 15, 2015): 192. http://dx.doi.org/10.18844/cjes.v1i1.65.
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The study examined the academic performance of students in the compulsory courses in technical education during the transition period of first and second years of three years Nigeria Certificate in Education (NCE) Technical programme before choosing their disciplines in the third year. The study comprised of 237 students that consisted of Automobile, 22; Building, 8; Electrical/Electronics, 21; Metalwork, 24; and Woodwork, 4 admitted into year one in 2002/2003, 2003/2004 and 2004/2005 academic sessions who transited to third year of the programme in 2004/2005, 2005/2006 and 2006/2007 academic sessions respectively. Data consisted of examination scores for 20 compulsory courses offered by the students and was analyzed with the arithmetic mean, one-way ANOVA and the Scheffe’s test. The study established that, students in Electrical/Electronics discipline performed better than their counterparts who made Automobile, Building, Metalwork and Woodwork as their discipline, and the academic performance of the five groups of students differed significantly.Keywords: academic, performance, transition, specialization.
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Liu, Xiaoyun, and Scott Rozelle. "Why aren't rural children completing compulsory education? A survey-based study in China, 2003 to 2011." China Agricultural Economic Review 12, no. 2 (May 4, 2020): 241–55. http://dx.doi.org/10.1108/caer-11-2019-0206.
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PurposeAlthough China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school. In this paper, the authors use a multi-year (2003–2011) longitudinal survey data set on rural households in 102–130 villages across 30 provinces in China to examine the extent to which students still drop out of school prior to finishing compulsory education.Design/methodology/approachTo examine the correlates of dropping out, the study uses ordinary least squares and multivariate probit models.FindingsDropout rate from junior high school was still high (14%) in 2011, even though it fell across the study period. There was heterogeneity in the measured dropout rate. There was great variation among different regions, and especially among different villages. In all, 10% of the sample villages showed extremely high rates during the study period and actually rose over time. Household characteristics associated with poverty and the opportunity cost of staying in school were significantly and negatively correlated with the completion of nine years of schooling.Research limitations/implicationsThe findings of this study suggest that China needs to take additional steps to overcome the barriers keeping children from completing nine years of schooling if they hope to either achieve their goal of having all children complete nine years of school or extend compulsory schooling to the end of twelfth grade.Originality/valueThe authors seek to measure the prevalence of both compulsory education rates of dropouts and rates of completion in China. The study examines the correlates of dropping out at the lower secondary schooling level as a way of understanding what types of students (from what types of villages) are not complying with national schooling regulations. To overcome the methodological shortcomings of previous research on dropout in China, the study uses a nationally representative, longitudinal data set based on household surveys collected between 2003 and 2011.
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Imlig, Flavian, and Thomas Ruoss. "Evidence as source of power in school reforms: the quest for the extension of compulsory education in Zurich." Paedagogica Historica 51, no. 1-2 (January 19, 2015): 64–71. http://dx.doi.org/10.1080/00309230.2014.997753.
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Wahyono, Effendi, and Nurul Huda. "Agricultural Extension Education in Indonesia in the Colonial Period 1900-1941." Paramita: Historical Studies Journal 30, no. 1 (April 12, 2020): 83–97. http://dx.doi.org/10.15294/paramita.v30i1.22893.
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This paper examines agricultural extension education during the colonial period in Indonesia and used historical research to investigate it. The agricultural extension was formed in 1911. Agricultural experts in Indonesia at that time were agricultural engineers who graduated from Agricultural College in Wageningen, the Netherlands. They did not understand much about indigenous cultures, languages, and agrarian systems. The task of the agricultural extension was to improve the economy of rural peasant communities. Agricultural education in Indonesia began with the Middlebare Landbouw School for higher education. For lower-level education or the first secondary school, Cultuur School was established. This school prepared graduates to work as forestry officials, agricultural supervisors, and agricultural extension workers. The number of graduates was minimal, so it can not reach the vast territory of Indonesia. For this reason, graduates of agricultural schools who worked in extension offices (Landbouwvoorlichtingsdienst) gave agricultural courses to village school teachers (Vervolksschool). The teachers then taught agriculture to grade five elementary school students, and peasant groups formed in the villages. These peasant groups were led by peasants who have succeeded in the village, which were then used as movers in village economic growth.Tulisan ini membahas pendidikan penyuluhan pertanian selama periode kolonial di Indonesia dan menggunakan menggunakan metode sejarah untuk menelitinya. Penyuluhan pertanian dibentuk pada tahun 1911. Ahli pertanian di Indonesia pada waktu itu adalah insinyur pertanian yang lulus dari Sekolah Tinggi Pertanian di Wageningen, Belanda. Mereka tidak mengerti banyak tentang budaya, bahasa, dan sistem agraria lokal. Tugas penyuluhan pertanian adalah untuk meningkatkan ekonomi masyarakat petani pedesaan. Pendidikan pertanian di Indonesia dimulai dengan Middlebare Landbouw School untuk pendidikan tinggi. Untuk pendidikan tingkat rendah atau sekolah menengah pertama, Cultuur School didirikan. Sekolah ini mempersiapkan lulusan untuk bekerja sebagai pejabat kehutanan, pengawas pertanian, dan penyuluh pertanian. Jumlah lulusannya sangat minim, sehingga tidak bisa menjangkau wilayah Indonesia yang luas. Untuk alasan ini, lulusan sekolah pertanian yang bekerja di kantor penyuluhan (Landbouw voorlichtings dienst) memberikan kursus pertanian kepada guru sekolah desa (Vervolksschool). Para guru kemudian mengajar pertanian ke kelas lima siswa sekolah dasar, dan kelompok tani terbentuk di desa-desa. Kelompok tani ini dipimpin oleh petani yang telah berhasil di desa, yang kemudian digunakan sebagai penggerak dalam pertumbuhan ekonomi desa.
Dissertations / Theses on the topic "Extension of the compulsory education period"
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Flach, Simone de Fátima. "Direito à educação e ampliação da escolaridade obrigatória em Ponta Grossa (2001 2008)." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/2256.
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Previous issue date: 2010-12-06The work presented here analyses the impact that the process whereby the compulsory education period was extended from 8 to 9 years had on the state of Paraná, focusing on the political and educational conditions of the city of Ponta Grossa in the period between 2001 and 2008. The general purpose of this investigation was to point out the effects such change had on the lives of the citizens of Ponta Grossa, taking into account the government‟s commitment to allow every child the right to have access to education (nursery education for children below 6 years, and primary education for children above that age). The investigation sought to identify the link between the city education policy and broader social, political and historical influences and determinations, aiming to show that there is a dialectical movement between the particular and the universal. The research was developed through the observation and experience of the effects of the educational policy concerned in daily classroom practice and social life. In order to understand the effects produced in people‟s real lives, it was necessary: to carry out a historical and statistical survey based on the official documents and records available; to follow the discussions related to the extension of the compulsory education period at city, state and national levels, by carrying out a survey of norms and recommendations issued by normative and legislative bodies, according to records from the City Education Board of Ponta Grossa; to take part in public hearings held by the legislature of Paraná and follow the discussions and decisions of the state judiciary; to carry out a particular study on the historical formation of compulsory education as well as on the related political agenda at local, state, national and international levels; and finally to achieve a better knowledge on the guarantee of both the right to education and the respect to Brazilian citizens. The central point of the discussion is the importance of guaranteeing people the right to education, rather than it just being prescribed by law, because this initiative not only shows people being acknowledged by the government but is fundamental to allow them to have access to the means by which their citizenship is enhanced. The conclusion reached by the research is that the political actions analysed and their effects have been weak and incomplete; furthermore, the right to education for Brazilian citizens living in Ponta Grossa, Paraná, is in a contradictory situation in which social, economic and cultural interests are elements dialectically involved in the political and intellectual struggle occurring within the places where the procedural steps for public education policies are taken. The scientific merit of this research is to open the black box of the policy of the extension of the compulsory education period and allow its effects to be known and analysed. Particularly, the information presented here contributes to raising individual and collective awareness about how citizens‟ right can be violated by means of apparently correct and well-intentioned measures.
O trabalho aqui apresentado enfoca o processo de implementação da ampliação da escolaridade obrigatória Ensino Fundamental de 9 anos no contexto paranaense, evidenciando a realidade político-educacional do município de Ponta Grossa, no período compreendido entre 2001 a 2008. A investigação teve como objetivo geral evidenciar os efeitos da política de ampliação do Ensino Fundamental de 8 para 9 anos na vida dos cidadãos do município investigado, tendo como pressuposto de análise a garantia do direito à educação para crianças de 0 a 6 anos no contexto da educação infantil e, a partir dessa idade, no ensino fundamental. Procurou-se, ao longo da pesquisa, traçar a vinculação existente entre a política educacional municipal e as influências e determinações sociais, políticas e históricas mais amplas, visando demonstrar o movimento dialético existente entre o particular e o universal. A pesquisa foi desenvolvida a partir da observação e da vivência dos efeitos da política educacional investigada na prática cotidiana das escolas e da sociedade pontagrossense. Para entender os efeitos evidenciados na realidade concreta, foi necessário: realizar levantamento histórico e estatístico a partir dos documentos e registros oficiais disponíveis; acompanhar as discussões a respeito da ampliação da escolaridade obrigatória no contexto municipal, estadual e nacional, através do levantamento de normas e orientações expedidas pelos órgãos normativos e legislativos, registro em atas do Conselho Municipal de Educação de Ponta Grossa; participar de audiências públicas realizadas pelo poder legislativo paranaense e acompanhar as discussões e decisões do poder judiciário estadual; realizar estudo específico para aprofundamento teórico sobre a constituição histórica da escolaridade obrigatória e respectivos compromissos políticos existentes em âmbito local, estadual, nacional e internacional; além do aprofundamento teórico a respeito da garantia do direito à educação e respeito à cidadania dos brasileiros. O eixo central de discussão está na importância da garantia do direito à educação e não apenas de sua previsão legal, considerando que essa centralidade contribui para o acesso aos meios que fortalecem a cidadania do indivíduo e evidencia seu reconhecimento pelo poder público. Ao final da exposição da pesquisa conclui-se que as ações políticas analisadas e seus efeitos foram parciais e fragilizados e, ainda, que o direito à educação para o cidadão brasileiro, paranaense e pontagrossense está localizado em espaço contraditório onde os interesses sociais, econômicos e culturais são componentes dialeticamente envolvidos na luta intelectual e política que ocorre nos espaços onde tramitam as políticas públicas para o setor educacional. Abrir a caixa-preta da política de ampliação da escolaridade obrigatória, deixando que seus efeitos sejam conhecidos e analisados, é a contribuição científica da investigação apresentada, pois a exposição da pesquisa oferece subsídios que podem contribuir para a tomada de consciência, individual e coletiva, sobre como os direitos do cidadão podem ser violados e a violação pode ser considerada, ilusoriamente, como correta e verdadeira.
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DeGiovanni, Katya S. "Transitions amidst transition : the journey of Maltese students from compulsory education to further education and/or work." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12613/.
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Further Education (FE) is almost a new venture on the Maltese Islands particularly for UK NVQ Levels 1 and 2. In 2001 the Malta College of Arts, Science and Technology (MCAST)introduced the Foundation Certificate: A Further Education (FE) access course without entry requirements. Drawing mainly on the study by Ball, Maguire and Macrae (2000), Bourdieu’s habitus and structure (1977; 1990; 1993) as well as Evans’ bounded agency (2002; 2007) and Evans and Heinz’s (1993: 1994) transition types, this thesis explores the transitory experience of eight female students from Compulsory to Further Education. Between 2007 and 2010 these students narrated their experiences prior to entry at MCAST, as students on the MCAST campus, during their work placements as well as on their workplace. Findings indicate that FE and work were chosen by elimination of the academic path even though it seems that school did not prepare the participants for these routes. The MCASTBTEC formative assessment system was deemed harder to get used to but fairer than the exam-based system. At MCAST students felt free to make their own choices and were treated as adults. Work placement experience for students seems to influence course choice. Full-time workers ex-students) indicated that they were given a lot of training, and that work was an alternative learning environment. This was important to retain their job and to further their studies. This thesis identifies three transition trajectories as well as a model for understanding the self in transition to FE within the Maltese context by identifying theories which are adaptable to this particular scenario. It also provides key learnings for policy makers and practitioners within the Maltese educational context. These include the exposure of students to MCAST, in-service training for subject and guidance teachers at service in secondary schools and guidelines for standardized induction as well as monitoring programmes aimed at increasing student retention. These strategies would ease the transition period making both MCAST and secondary schools more inclusive learning environments.
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Dyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.
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To what extent does reflective learning in education meet the needs of learners in a reflexive modern society? The thesis constructs a late-modern case for reflective learning in post-compulsory education. It is argued that reflective learning connects with a key concept in contemporary social theory - that of reflexivity. The arguments are developed through the following key questions. • To what extent does reflective learning in post compulsory education correspond with the needs of learners in late-modernity? • What are the key characteristics of late-modernity? • Can the application of reflective learning by practitioners improve student learning in post-compulsory education? • What are the conclusions for teaching and learning in post-compulsory education that flow from this analysis of social theory and educational practice? Enlightenment and contemporary modernity is explored through a review of literature on social theory and philosophy. The second part of the thesis is concerned with praxis the testing of theory in action. Case studies in action research are used to examine how teachers seek to promote reflective learning in their practice. This exploration of theory and practice is then used to present the overall conclusions and make recommendations for future action. In many ways this thesis revisits the territory and thinking of John Dewey, It seeks to connect educational praxis to the wider social context, but from a late-modern perspective.
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Zichia, Andrea de Carvalho. "O direito à educação no período imperial: um estudo de suas origens no Brasil." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05082008-140802/.
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Este trabalho tem como objetivo analisar a o direito à educação no Brasil, focalizando o Período Imperial (1822 a 1889). A reflexão incorpora uma análise históricocomparativa acerca do sentido do direito à educação, sua interpretação nos documentos legais e o correspondente debate legislativo. O mapeamento realizado observou a inserção da gratuidade e da obrigatoriedade na legislação. Vale ressaltar que a gratuidade foi explicitada na Constituição Política do Império do Brasil, de 1824. Com o Ato Adicional, em 1834, descentralizou-se a administração pública, ficando a educação primária a cargo das províncias. Assim, a gratuidade não se efetivou em algumas delas no período estudado. Já a obrigatoriedade enfrentou resistências e permeou inúmeros debates parlamentares, de modo que sua implantação aconteceu pontualmente apenas em algumas legislações provinciais. Apesar da explicitação do direito à educação, enquanto dever do Estado, só ter sido realizada no nível federal com a Constituição de 1969, o presente trabalho indica que, em nível provincial, houve inserções já no Período Imperial.The purpose of this study is to analyze the idea of the right to education during the Imperial Period (1822 to 1889). The reflection incorporates comparative historical analyzes about the right to education, its interpretation on the legal documents and corresponded debates. The right to education mapping began with the observation of the concept of free tuition and compulsory education by the law. In 1824, the Imperial Constitution (Constituição Política do Brasil Imperial) established the principle of free tuition to elementary schools. With the Amendment Constitutional (Ato Adicional) of 1834 the public administration was decentralized and the provinces were made responsible for primary education. But it was not applied at some provinces at that time according this research. On the contrary, the compulsory concept was discussed by the parliament, so it was implemented in a punctual way, just established as a law in some provinces. Although the right to education as a state duty was officially declared only in 1969, this study shows that there were previous statements, in some provinces, during the Imperial Period.
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Light, Mark D. "Exploring the Adaptability of Ohio State University Extension County 4-H Professionals to an All-Digital Setting During the COVID-19 Remote Work Period Based on Selected Variables and Their Relationship to Change Style Preferences." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu161895890913408.
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Seitanidis, Anastasios. "The Tourkokratia, 1453-1830 : as presented in the Greek compulsory education history schoolbooks for the period, 1979-2009." Thesis, 2012. http://hdl.handle.net/10210/5405.
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M.A.The present dissertation is divided into three parts. The first and second part consist of the related theoretical background; while in the third part presents the crux of research data, including classification, analysis, records, findings and proposals. Specifically: The research project begins with the introduction which contains challenges that determine the research. What, in 2007, caused the withdrawal of a new history schoolbook in Greece, especially since it had started taking positive comments from the daily press of the country and contained positive presentations and innovations? Nowadays, does the Greek school education remain emphatically national when more and more nations are becoming multicultural and national, economies are becoming increasingly internationalised and the fabric of society, both globally and in Greece, is changing, becoming enriched with diverse cultural, linguistic, national and socio-economic characteristics? This dissertation endeavours to discover all of this. The first chapter of the first part presents the purpose, scope, subjects and methodology of research. This section analyzes the historical period from the Fall of Constantinople (1453) to the establishment of the modern independent Greek state in 1830 ( called Tourkokratia). The historical content is presented as it is in textbooks of compulsory education in Greece and those of Greek education in the Diaspora and then they are identified and compared to one another. Several questions will be asked and considered. For instance, what does every history schoolbook focus on? What is comprehended of the national history in the generations of Greek children to come? What do they promote as imperative knowledge to have and what to ignore? What is the mindset on our national image? And how are the Greeks depicted in contrast with other nations, especially today? What conclusions can be drawn? What proposals can emerge about the study of History in school? This study aims, in addition to the previous analysis, to list the historical facts presented in each textbook and to make a parallel comparison. Also, analysis of new and revised history textbooks (2006-07) allows us to draw conclusions regarding the content, which is given to students in Greece and the Diaspora. A list with details of facts that differentiate the books from their predecessors, especially after the The main sources used for the study are Greek textbooks for the Primary Education, the Lower Secondary Education and the Diaspora, over the last 30 years. The methodological tool of content analysis is chosen using the paragraph as the unit of analysis in the treatment of data. This approach provides more in depth information than what is given by a simple reading of a text. Then, this latent information is extrapolated with the intention of utilizing it for research. The units of analysis and categorization enable a condensation of the text, summarizing it and giving an overview of the performances of the researcher, at the points of interest. In our study, the information utilised from school textbooks was obtained mainly from main texts, exercises, supplementary texts (sources, etc.), pictures, images and explanations of the images. The findings regarding references which promote peaceful and friendly disposition towards “others” were positive whilst the findings for references that cause aggression, xenophobia and violent emotions were negative. Neutral allusions considered petitions that carry neither positive nor negative evaluative load, or negative or positive messages. More specifically, the methodology that is applied to search the content of school textbooks followed the path below: • Finding common categories for all the material which is under investigation. After an initial approach of content of school textbooks, the categories of analysis were defined by the objectives of the investigation. In other words, the process of formation of categories is based on how the elements of the books are structured, following all the methodological conditions. • Configuration categories of analysis. • The categorization of the reports provides data that essentially refers to the portrayal of Greece that each schoolbook reflects. This includes the basic texts, exercises, tasks and images and the supplementary material. • Collection and processing of the findings. • The drawing of conclusions.
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LI, MING-YING, and 李明穎. "Changes and Stagnations of the Extension of Nine-year Compulsory Education Policy in Taiwan (1983–2011) : A Historical Institutionalism Analysis." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/34443166098019870582.
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碩士國立臺灣師範大學
教育政策與行政研究所
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The purpose of this study is to explain why the extension of nine-year compulsory education policy, though been proposed as the policy agenda several times in past twenty-eight years (1983-2011), but fail to be implemented. Historical intuitionalism was used as the perspective for analysis. Concepts such as path dependence and historical legacy can explain the stagnations of the policy. Findings of the study are as follows. The development of the extension of nine-year compulsory education policy can be divided into eight periods. During these periods, there was no change regarding the length of the nine-year compulsory education, which can be defined as the main institution since 1968. Path dependence remains as the key factor explaining the lack of significant change in the extension of nine-year compulsory education. In each policy advocacy, new sub-institution was proposed as the solution for implementing the extension of nine-year compulsory education policy in 1990, 1994, 2000, 2003, 2007, 2011. At the same time, the development of the sub-institution restricted the choice of main institution. In the newest period, extension of nine-year compulsory education policy was redefined as a for-fee, non-compulsive twelve-year basic education policy. Budget constraints as well as the long-existing dilemma of school district division also contribute to the stagnation of the extension of nine-year compulsory education policy. Significant change is unlikely to happen and stagnation will continue due to path dependence.
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HSIN, LIU CHIA, and 劉佳欣. "A Study of the Relationships among Teacher’s Work Stress, Work Value, and Organizational Commitment during the Period of the 12-year Compulsory Education Reform." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/88363226607908950954.
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碩士聖約翰科技大學
工業工程與管理系碩士在職專班
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The 12-year compulsory educational reform was a big transition for the educational system in Taiwan. It was hoped that it would increase educational quality, but since its implementation, objections and questioning has yet to cease. According to foreign reform experiences, junior high school teachers, who are on the first line, are the key for a successful and effective reform. Based on the above statement, this study aims to understand the work stress, work value and organizational commitment and their impact among 407 national junior high school teachers from Taipei City and New Taipei City. Research was conducted using data analysis methods, such as descriptive statistics, t-test, one-factor analysis of variance, Pearson correlation, stepwise multiple regression and structural equation modeling. First, the degree of stress is high among the teachers owing to the reform adaptation; the work value is high with particular emphasis over interpersonal interaction; the organizational commitment towards the school is good with high organizational recognition. Second, there are differences in work stress, work value and organizational commitment because of educational background and teaching disciplines. Third, there is a linear structural relationship between work stress, work value and organizational commitment. Work stress has significant positive impact on work value but significantly negative on organizational commitment. Fourth, in terms of the predictive power of work stress and work value for the organizational commitment, interpersonal relationship is the key influential factor. Lastly, it is proposed to release the teachers’ stress in our conclusion. The schools and educational administrative institutions shall clearly establish the educational policies. More communication shall be established with teachers to plan seminars related to the subject, to encourage teachers for further study, and to assist teachers to grow professionally. Moreover, leisure activities shall be planned for the teachers to improve physical health, to encourage interpersonal relationships and to create a good working environment and atmosphere.
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Vondráčková, Jana. "Diagnostika školní zralosti." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349467.
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This thesis deals with diagnosing school readiness at enrollment for compulsory school attendance. The paper defines the terms of school readiness, school maturity, enrollment for compulsory school attendance, school attendance postponement and acceptance of the child younger than six years. Another part describes the enrolment process for compulsory education in primary schools in Českobudějovicko. Three goals have been set: how teachers of selected primary schools in Českobudějovicko diagnose school readiness during enrollment for compulsory school attendance, what is their experience with school start postponement and early school starts (before 6 years), and to see if elementary schools cooperate with kindergartens in enrollment for compulsory school attendance. To achieve the goals was used qualitative research, an interrogation method, semi-structured interview technique. Through interviews with selected teachers coming from nine primary schools these objectives have been met. Elementary schools use different methods for diagnosing school maturity, but in most cases they diagnose the child in the fields recommended by literature. They also cooperate with kindergartens in the enrolment process. Experience of their teachers with an additional postponement in enrolment, or with early enrolment...
Books on the topic "Extension of the compulsory education period"
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Home and school cooperation in social and motivational development: Final report : project period, September, 1988 - August, 1992, extension to October, 1992. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1992.
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Smith, Jennifer J. Tracing New Genealogies. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474423939.003.0005.
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Chapter four turns to a more intimate form of affiliation than either nation or community: family. The period from the 1970s onward has produced the greatest concentration of cycles since modernism, because writers embraced the cycle to express the contingency of being ethnic and American. Family, rather than community or time, is the dominant linking structure for many of these cycles, reflecting how immigration laws placed family and education above country of origin. This chapter focuses on the role of family in the production and reception of Amy Tan’s The Joy Luck Club (1989), Julie Alvarez’s How the García Girls Lost Their Accents (1991), and Jhumpa Lahiri’s Unaccustomed Earth (2008). These cycles argue that subjectivity—and by extension gender and ethnic attachments—derives not only from biological relationships but also from “formative kinship,” which originates in shared experiences that the characters choose to value.
Book chapters on the topic "Extension of the compulsory education period"
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Mutch, Carol Anne. "Not a Subject but an End-Goal." In Handbook of Research on Education for Participative Citizenship and Global Prosperity, 67–88. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7110-0.ch003.
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This chapter discusses the status of citizenship education across three periods of New Zealand history. Each period is characterized by the competing educational debates of the day. The first period (Indigenous vs. Colonial, circa 1200AD-early 1900s) describes the contestation over land, citizenship, and education between the indigenous Māori and their British colonizers. Early in the 20th century, the traditional colonial form of schooling is challenged by a liberal progressive approach (Traditional Conservative vs. Liberal Progressive, 1900s-1970s). With the economic downturn of the 1970s the third era begins (New Right vs. Liberal Left, 1970s-present). In each period of history, the nature and status of education for citizenship has been a subject of debate with the outcome in the hands of the dominant ideology of the time. The tensions have not yet been resolved and while education for citizenship has always been an end-goal, it has never reached the status of a compulsory subject.
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Delgado, Melvin. "Education and State-Sanctioned Violence." In State-Sanctioned Violence, 99–112. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190058463.003.0005.
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The importance of education in a democracy can be measured from multiple perspectives, with those failing representing an opportunity lost with immediate and long-term ramifications. In global and technologically driven economies, education has ascended in significance to a point where a high school diploma is no longer a ticket to the middle class. Public education is a linchpin in the ultimate career success of students, with much expected of a system occupying such a prominent and extended period in their lives, daily and during key developmental phases. This chapter covers the usual urban public education and communities of color terrain. However, two pipelines will draw particular attention—school-to-prison and school-to-military—with an extension to include prison, too, highlighting state-sanctioned violence.
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Cutts, Quintin. "Practical Lessons from Four Years of Using an ARS in Every Lecture of a Large Class." In Audience Response Systems in Higher Education, 65–79. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-947-2.ch005.
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This chapter explores pedagogical and logistical issues arising from the extension, using an audience response system (ARS), of an existing module based on traditional 1-hour lectures, over a period of 4 years. The principal issues involve the limited time for equipment setup; the significant time taken to present each ARS question, and hence, the need to maximise the learning gain from each question asked; the importance of considering the pedagogical rationale for using the ARS; the complexity of remediation and the acknowledgement that not all student misunderstandings highlighted by the ARS can be addressed effectively within the lecture. The chapter offers suggestions on the following aspects of ARS use: the setting up in theatres, and distribution to students of ARS equipment; a range of pedagogical rationales underpinning question design; guidelines on session format and question structure; remediation issues both within and outside the lecture context.
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Dinham, Adam, Alp Arat, and Martha Shaw. "Religion and belief in Religious Education." In Religion and Belief Literacy, 43–60. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344636.003.0004.
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This chapter evaluates religious education. Under the Education Act 1944, it is a requirement in English law that learning about religion and belief must take place in all state-maintained schools, including those in reception classes and sixth forms. During the period up until 1988, teaching was almost entirely based on a Christian, scriptural approach, though increasingly with consideration of the other 'world religions'. The requirement for religious education of a 'Christian character', the notion of 'six main religions', the continuing mandate for a daily act of collective worship, the right to withdraw, and massive change in the real religion and belief landscape suggest that, in relation to religion and belief, we have a mid-20th-century settlement for an early-21st-century reality. This is likely to both reflect and reproduce a lack of religion and belief literacy among school leavers, who are confused by the religion and belief messages communicated in schools and, by extension, in wider society. Ultimately, based on the research findings, religion and belief learning should be concerned with preparing students for the practical task of engagement with the rich variety of religion and belief encounters in everyday, ordinary life.
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Mužáková, Monika, and Iva Strnadová. "Time of paradoxes: what the twentieth century was like for people with intellectual disabilities living in Czechoslovakia/Czech Republic." In Intellectual Disability in the Twentieth Century, 53–66. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447344575.003.0004.
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This chapter explores life in Czechoslovakia (later Czech Republic) in the 20th Century for people with intellectual disabilities. It opens at the time that the Czech lands were part of the Austrian-Hungarian Empire. This was a period marked by efforts to increase the quality of institutional care for people with intellectual disabilities. The authors then describe the period of communism. They discuss the controversial nature of an Education Act (1948), which contained a well-established network of special schools for students with disabilities as a regular part of the school system, and yet it introduced the concept of “being uneducable” for students with severe and profound intellectual disabilities. The authors also debate the role of a parental movement in advocacy for the rights of people with intellectual disabilities. The chapter concludes with the period after the fall of communism, when compulsory education was introduced for all children with no exception.
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Manekin, Rachel. "The Origins of the “Daughters’ Question”." In The Rebellion of the Daughters, 11–54. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691194936.003.0002.
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This chapter traces the imperial legal context of both compulsory education and religious conversion and their selective application in Galicia. It presents a background of the stories of the runaway Galician Jewish minor girls. It also considers the new cultural and intellectual opportunities for females in Kraków, including the spread of feminist ideas with which the highly acculturated Orthodox women would be familiar. The chapter analyses archival records on Jewish conversion that provides data on the age and geographical origin of the female Jewish converts, as well as the time period when their baptism took place. It discusses the lack of rabbinic response to the growing phenomenon of the female runaways.
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"Italy." In Father Involvement In the Early Years, edited by Elisabetta Ruspini and Maria Letizia Tanturri. Policy Press, 2015. http://dx.doi.org/10.1332/policypress/9781447318996.003.0003.
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Italy is a familistic welfare state with a traditional breadwinner regime that is slowly changing into a dual earner regime among the younger generations. The chapter investigates how the tensions among cultural norms of familism, changing laws expanding paternal rights and obligations, and narratives of active fathers affect father involvement with young children. In Italy, conceptions of the traditional and modern fathers coexist. Empirical evidence suggests that the new fathers are hesitant to emerge. While the involvement of fathers in family life is growing, commitment to caring activities depends on father’s level of education and partner’s labour market participation. Only a minority of men who are younger and who are more inclined to accept a model of masculinity that includes active fatherhood is highly engaged with their children. Institutional support is necessary to encourage more father involvement and gender egalitarianism, such as extension of compulsory and paid paternity leave, legal mechanisms to encourage fathers to take parental leave, implementation of planned educational programs designed to enhance fathering skills and to promote father involvement, and investment in research on fathers.
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Zur, Dafna. "Epilogue." In Figuring Korean Futures. Stanford University Press, 2017. http://dx.doi.org/10.11126/stanford/9781503601680.003.0008.
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The dropping of atomic bombs in Hiroshima and Nagasaki and the devastation of the Korean War signaled the period known globally as the “loss of innocence.” The Epilogue hints at some of the implications of the language of science and technology and its penetration into the fiction of the postwar Koreas. The genre of science fiction, found only in children’s literary magazines in this period, put into practice a variety of contested theories of education, of the relationship between science and art, and of the role of fiction in both describing and prescribing better futures. Ultimately, the postwar era demonstrates the break between the long-sustained bond between child and nature, and by extension a recalibration of the relationship between humans, culture, and the natural world.
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Raven, James. "The Promotion and Constraints of Knowledge: The Changing Structure of Publishing in Victorian Britain." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0012.
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This chapter discusses the expansion of publishing and its role in organising knowledge in late Victorian Britain. The greater capitalisation of the industry during the later eighteenth and in the mid and later nineteenth century enabled the expansion of printing and publishing. Book trade profits resulted from the greater diversification of trading practices and financial infrastructure. Prominent publishing houses, like Macmillan, were able to broaden their market appeal to become general trade publishers and dominate the British publishing industry. The chapter also discusses the legislative constraints on publishing and how they erected political and legal barriers to the social extension of knowledge and education during the Victorian period.
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Rigolio, Alberto. "Introduction." In Christians in Conversation, 1–38. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190915452.003.0001.
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Although some scholars have written of an end of dialogue coinciding with the rise of Christianity, the composition of prose dialogues was far from moribund during late antiquity. During this period, Christian authors exploited and transformed the ancient dialogue form in the composition of new, culturally contingent forms of dialogue, which were designed as tools of opinion formation within the religious controversies of the time. The burgeoning production of these prose dialogues sheds light on the cultural toolbox of late antique writers and readers, and, by extension, on their education and culture, but it also shows that the prose dialogue was a form of choice for many Christian authors. The extraordinary success of the prose dialogue in late antiquity indicates the endurance and the evolution of ancient rhetorical instruction and traditions; in addition, it helped propagate the idea that orthodoxy would be recognized as the correct and rational doctrine in the context of a public debate.
Conference papers on the topic "Extension of the compulsory education period"
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Hornyak Greganova, Radomira, Dana Orszaghova, and Jarmila Horvathova. "TRENDS AND APPROACHES IN UNIVERSITY MATHEMATICAL EDUCATION IN PERIOD OF EXTENSION OF THE COVID-19 PANDEMIC." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0503.
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Riyazi, İlgar, Dilek Özdemir, Aslı Cansın Doker, and Ömer Selçuk Emsen. "Dutch Disease and Iranian Economy: Has Orientation to Compulsory Autarky Suppressed the Disease?" In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c08.01848.
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The discovery of natural resources and its impact on the increase in export revenues is highly likely to affect production, consumption and foreign trade relations of non-natural resources sectors. The inertia condition created by the resource exploration is defined as the curse of natural resources. Additionally, the curse of the resources reveals negative repercussions such as the Dutch Disease, rent-seeking, overconfidence and neglect education. Within this aspect, the Dutch disease can be defined as a mechanism emerging through the discovery of natural resources and its exports, which causes negativity in other export products. As the disease will be expected to come out, war and embargo practices can also be considered to be self-sufficiency in diversity in the local/national economy. In this framework, it is discussed in this study, whether Iran falls to the Dutch Disability, or it is organized by external forces the period between 1980 and 2014. According to findings obtained from the time series analyzes, the natural resource richness was determined in Iran if the presence of the Dutch disease is not strong. In recent years, however, it can be said that the weakness of the disease has led to the war and embargo that Iran experienced especially in self-sufficiency.
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Luwes, Nicolaas Johannes, and James Swart. "The relationship between demographics and the academic achievement of engineering students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5206.
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The changing structure of student populations or cohorts over decades’ produces changing academic achievements or results. This may be due to a number of factors, including the school education system, the political system and the sociocultural system. The aim of this paper is to analyse the relationship between student demographics and the academic achievement of undergraduate engineering students over a 15-year period. A longitudinal descriptive study is used to determine the relationships between specific variables that existed between 1998 and 2013. These variables include gender, age and home languages of students that are contrasted to their final grade in a compulsory Design Projects module. Students need to obtain more than 50% to successfully complete this module, with the results indicating greater success for students with an Afrikaans or IsiZulu mother tongue than compared to students with a Sesotho, Setswana or Xhosa mother tongue. Younger students, less than 21 years of age, have a higher pass rate than older students who are more than 24 years of age. Finally, males outnumber females by more than 3:1. However, their final overall pass rates differ by only 3%, suggesting that both genders performed equally well in the Design Projects module. A key recommendation is to provide additional academic support to older students who may be struggling to synthesize knowledge and skills from a wide number of modules
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Salis, Carole, Davide Zedda, Giuliana Brunetti, and Marie Florence Wilson. "Teacher Coaching Program – the Idea Linea B3 Project." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.802.
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IDEA Line B3 is a two-year coaching program for teachers who wish to be updated on how to enhance their capacity to effectively implement specific technologies in their teaching practice. The project is a natural extension of a previous three-year project aiming at fighting students’ disengagement through the implementation of extracurricular technological activities. Activities resulted attractive to students and participating school teachers expressed the need to be coached and supported in using critically technologies in educational contexts, with special attention to their implementation to didactics. Technology is not only useful in delivering lessons, but it also is useful for course preparation. In this paper we shall illustrate the project organization, its objectives, the target group, the training activities. We shall also describe the platform developed to store and share educational material and scenarios produced during the training period, the communication activities carried out, the methodology adopted, the organizational procedures as well as the monitoring activities. We shall illustrate the 3 themes object of this year’s program and their related technologies: School Without Walls (with the use of Augmented Reality – AR); Computational Thinking (with coding, educational robotics, and Internet of Things – IoT); Interdisciplinarity (with Artificial Intelligence – AI).
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"Predicting Suitable Areas for Growing Cassava Using Remote Sensing and Machine Learning Techniques: A Study in Nakhon-Phanom Thailand." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4068.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Although cassava is one of the crops that can be grown during the dry season in Northeastern Thailand, most farmers in the region do not know whether the crop can grow in their specific areas because the available agriculture planning guideline only provides a generic list of dry-season crops that can be grown in the whole region. The purpose of this research is to develop a predictive model that can be used to predict suitable areas for growing cassava in Northeastern Thailand during the dry season. Background: This paper develops a decision support system that can be used by farmers to assist them in determining if cassava can be successfully grown in their specific areas. Methodology: This study uses satellite imagery and data on land characteristics to develop a machine learning model for predicting the suitable areas for growing cassava in Thailand’s Nakhon-Phanom Province. Contribution: This research contributes to the body of knowledge by developing a novel model for predicting suitable areas for growing cassava. Findings: This study identified elevation and Ferric Acrisols (Af) as the two most important features for predicting the best-suited areas for growing cassava in Nakhon-Phanom province, Thailand. Together with other predictors, soil types contributed to the improvement of the overall model based the F-score. The Boosted Decision Tree was the best algorithm for predicting cassava in the area. Recommendations for Practitioners: Farmers and agricultural extension agents will use the decision support system developed in this study to identify specific areas that are suitable for growing cassava in Nakhon-Phanom province, Thailand. Recommendation for Researchers: To improve the predictive accuracy of the model developed in this study, more land and crop characteristics data should be incorporated during model development. The ground truth data for areas growing cassava should also be collected for a longer period to provide a more accurate sample of the areas that are suitable for cassava growing. Impact on Society: The use of machine learning for the development of new farming systems will enable farmers to produce more food throughout the year to feed the world’s growing population. Future Research: Further studies should be carried out to map other suitable areas for growing dry-season crops and to develop decision support systems for those crops.
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Molnar, Jozef, Marek Pecka, and Jaroslav Kment. "SCORPIO-VVER: Two Decades of Experience and Enhancements in Reactor Core Monitoring and Surveillance in Central Europe." In 2017 25th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/icone25-66867.
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During the years 1970–80’ in the satellite countries of the former Soviet Union more than 24 new reactor builds were started. In the former Czechoslovakia, the new builds were realized with a high degree of input from the local engineers and the local industry. This territory up to today has an indigenous nuclear industry, machinery and nuclear engineering background. Starting with the year 1972, on the territory of Czechoslovakia (now on the territory of the Czech and Slovak Republic) 12 new units of the VVER-440 type of reactors were started to build. Nowadays the 2 oldest units were already shutdown in Slovakia, 4+4 units are still operating in both countries, and 2 units of VVER-440 model V213 are still under construction in Slovakia. The reactors designed lifetime in original configuration are 30 years. During these units’ operation period, wide range of modifications and upgrades were performed to strengthen the nuclear safety and the reactors operability. In 2015/16, activities related to the unit operation licenses extension were carried out in both of countries. In scope of strengthening the reactor’s core monitoring and surveillance, at Dukovany NPP (CZ, 1998) and at Bohunice NPP (SK, 2001) the original Russian VK3 computation system was completely replaced with an alternative advanced Core Monitoring and Surveillance System (CMS) SCORPIO-VVER. In Hungary, a locally developed “Verona”, and on the units under construction in Slovakia the Russian “Kruiz” CMS is used. Nowadays the SCORPIO-VVER CMS presents a nuclear fuel type and fuel vendor independent, advanced computer based reactor core monitoring system with an open and flexible framework, including the latest achievements in the fields of N/F and T/H for reliable and safe reactor operation with high efficiency of fuel cycle. The system’s framework governing the know-how and knowledge of 5 European institutes with proven experiences with reactor operation, fuel pattern and fuel campaign design and with utilizing the existing unit’s project reserves to increase the reactor operation and fuel campaign efficiency. Since the first installation the SCORPIO-VVER CMS system has a remarkable operating history and experience. More than 18 years of experiences at 6 units of VVER-440 type of reactors in two different countries helps to put the system to a very high level of usability and reliability. Even if the SCORPIO-VVER is installed only on VVER-440 reactors, it could be adapted to the needs of other VVER type of reactors and to needs of education and training centers too.
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Kisné Bernhardt, Renáta, Laura Furcsa, Annamária Sinka, and Rita Szaszkó. "Digitális pedagógiai tapasztalatok tanítóként: lehetőségek a karanténpedgógiában." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.93.
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Az elmúlt évtizedben már számos kutatás bizonyította, hogy a pedagógusok megváltozott feladatai és szerepei, a módszertani kultúra és a komplex szemlélet a digitális kompetencia fejlesztésével párhuzamosan megjelenik (Fehér, 1999; Kirschner-Woperies, 2003; Law, Chow és Yuen, 2005). A tanítási-tanulási folyamat résztvevőiként a pedagógusok is részesei a rendkívüli iramban változó lehetőségeknek, melyek az iskola különböző „valós és virtuális” terein egyre inkább biztosítottá válnak (UNESCO, 2011). 2020 márciusában 6 a koronavírus-járvány miatt bevezetett digitális munkarend által – korábban még nem tapasztalt módon – aktuálissá vált mindaz, amit a „távoktatás”, „digitális oktatás”, „otthontanulás” és szinonimáik képviseltek. A pedagógusok, diákok és szülők egyik napról a másikra kerültek át az osztálytermi környezetből a digitális platformok világába, megváltoztatva szerepeiket, feladataikat és kompetenciahatáraikat. Felmérésünk azzal a céllal készült, hogy feltárja a tanítók hogyan igyekeztek megtalálni a tantárgyi specialitásnak, informatikai tudásuknak, rendelkezésre álló eszközeiknek, a diákoknak és a szülőknek leginkább adekvát megoldásokat. Kutatásunkban kvantitatív módszert alkalmazva, online kérdőíves vizsgálattal mértük fel az 1-6. osztályban tanító pedagógusok véleményét és gyakorlatát a digitális munkarendben történő oktatással kapcsolatban (N=71). Előadásunk a tanítók által alkalmazott karanténpedagógiára vonatkozó öszszefüggésekre világít rá a következő aspektusokból: eszközök, internet a távoktatásban, a pedagógusok digitális kompetenciája, a tananyagok küldésének felülete, kapcsolattartás a tanulókkal és szülőkkel. Fókuszba kerültek az alkalmazott digitális platformok és eszközök, azzal a céllal, hogy feltárjuk az elmúlt időszakban aktuális alsó tagozatos oktatás és nevelés főbb aspektusait. A digitális munkarend, valamint az online eszközök kiválasztásának és kipróbálásának tanítói tapasztalatait is vizsgáltuk az önértékelésen alapuló tanítói digitális kompetenciák feltárása mellett. A kapott leíró statisztikai elemzések megerősítik, hogy a digitális munkarenddel kialakuló távolléti oktatási struktúra rendszerezettségében, illetve következetes használatában plasztikus eltérések jelentkeztek. Példaként említhető a kapcsolattartási mintázatok egyenetlensége és a formális (Kréta)/informális kapcsolattartási struktúra (Messenger/Facebook csoport) használatának eltérő megoszlása. Konkrét számadatokkal mérve a szülőkkel való kapcsolattartásban kiemelkedett az egyéb lehetőségek mellett a Facebook csoport (59%), és a Messenger (53%) használata a formális platformként említett Krétával (22%) szemben. Összefoglalva, az eredmények hozzájárulhatnak az általános iskolákban működő online oktatás gyakorlatának megismeréséhez, a pedagógiai praxis lehetőségeinek bővítéséhez, ugyanakkor megerősítjük Lévai (2016) felvetését is, miszerint a pedagógusok felelőssége számottevő és árulkodó abból a szempontból is, hogy mit mutatnak róluk digitális lábnyomaik, illetve az online elérhető felületek. ---- Lower-primary-school teachers’ digital educational experience: possibilities in lockdown induced pedagogy ----- The past couple decades have seen a parallel change in teachers’ tasks and roles, methodologies, educational approaches and the development of their digital competences (Fehér, 2009; KirschnerWoperies, 2003; Law, Chow and Yuen, 2005). Also teachers as participants of the teaching-learning process experience the rapid evolution of the possibilities in the real-life and virtual platforms of school (UNESCO, 2011). In March, 2020 unprecedentedly digital education was launched due to the coronavirus pandemic and “distance education”, “digital education”, “home schooling” (at present regarded as synonyms) had become reality. All at once, teachers, students and parents were transmitted from real-life classrooms into the world of virtual platforms, which modified their roles, tasks and competence boundaries. Our survey was conducted to explore how lower-primary-school teachers experimented to find the most adequate solutions related to the issues of their teaching areas and digital knowledge. Also, we aimed to detect the most characteristic challenges that the respondent teachers had to face during the lockdown period online education processes. Our quantitative research was conducted to collect data via an online questionnaire to elicit beliefs and practices of lower-primary-school teachers of 1-6-forms regarding their work during lockdown digital education (N=71). The main focus of our research was the interrelationships of lockdown induced pedagogy from the following aspects: tools in digital education, teachers’ digital competence (based on self-assessment), the platforms of sharing teaching contents and of contacting students and parents. The focal points of our study were the applied digital platforms and tools and to gain insights into the teachers’ digital competences based on their self-evaluation. We also explored the respondent teachers’ choices and experience regarding the online tools of digital education. The results of descriptive statistics showed that there were differences in the structure and consistent use of digital education during the lockdown. As an example, the distribution of the formal Kréta platform and other informal ones (Messenger/Facebook group) is uneven in terms of contact between teachers and parents. Also, the Facebook group (59%) and Messenger (53%) platforms outnumber the use of Kréta (22%) during teacher-parent communication. In sum, our results can contribute to a better understanding of the practice of online education at primary-schools, and also to the extension of the teaching repertoire in 1-6 forms. These findings are also compatible with Lévai’s (2016) results, that is teachers’ digital footsteps and the online platforms that they use can reveal a lot about them, which is a great professional responsibility.