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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.
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Umar, Maimuna Rabo. "CHALLENGES OF GIRL-CHILD EDUCATION IN A PERIOD OF RECESSIVE ECONOMY IN NIGERIA." Sokoto Educational Review 14, no. 1 (December 31, 2018): 8. http://dx.doi.org/10.35386/ser.v14i1.98.
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Education has been identified as a developmental tool of which no nation could develop without. Sustainable development could only be achieved with the contributions of both sexes, as women play a significant role in the development of any society. The paper traces the geneses of girl child education in an economic recession, so also the relevance of girl child education in economic development such as manpower, skills capacity development. The challenges facing girl child education which include illiteracy, extreme poverty and socio-cultural factors. The paper suggested, among others, that government should not only make girl child education free but also compulsory at all levels to prevent drop out as a result of lack of funding.
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Liwiński, Jacek. "The Impact of Compulsory Schooling on Hourly Wage: Evidence From the 1999 Education Reform in Poland." Evaluation Review 44, no. 5-6 (October 2020): 437–70. http://dx.doi.org/10.1177/0193841x20987104.
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Background: In 1999, an education reform was implemented in Poland, which added 1 year to the shortest available educational path—that of basic vocational education. Under the new system, students choosing this path receive one additional year of general education. According to the authors of the reform, this should improve the students’ position in the labor market, as a shortage of general skills was identified as the main deficit of basic vocational school leavers prior to the reform. Purpose: The study assesses the impact of the 1999 reform on the hourly wage of individuals who completed formal education after obtaining a basic vocational school certificate. Methods: The analysis is based on individual data from the Polish Labor Force Survey for the years 2001–2016. As the education reform was implemented simultaneously across the country, a regression discontinuity design is used to assess its impact. Results and Conclusions: The study finds that one additional year of general education has led to a 13% increase in the hourly wages of individuals who completed basic vocational schools. This effect is higher than those reported in studies for other countries where the wage premium is typically found to be under 10%. This may be because the extension of compulsory schooling in Poland affected individuals with relatively low general skills and abilities.
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Dr. Niaz Ali, Miss. Rafia Naz Ali, and Miss. Johar Wajahat. "Education in Pakistan: Are the Articles 25A and 37(b) Closing the Gender Gap in KP Province?" Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (March 7, 2021): 30–35. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(30-35).
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This study aims to analyze the effectiveness of articles 25A and 37(b) in closing the gender gap in Pakistan's KP province. This stated Article explains the right to free and compulsory education up to the secondary level. The literature review has shown that two types of factors can affect achieving the goals defined by articles 25A and 37(b). Article 25A provides constitutional efforts to provide free and compulsory education in the chapter of fundamental rights. Article 37(b) enjoined the respective institutions' obligation to remove illiteracy and provide free and compulsory education to the secondary level within the minimum possible period. Clause (f) of the same Article declares how the State will enable Pakistani citizens to participate in national life through education. These claims were named as "efforts." The efforts are under human control. Some factors act against these stated efforts, known as "circumstances," which are natural and out of human control, such as gender gaps, poverty, Pashtunwali culture, etc. In Pakistan, the "efforts" are made to achieve the stated Articles' targets. Still, no policy was developed to answer the "circumstances." This attitude extends hurdles in educating KP girls. Suggestions were made to eradicate these "circumstances" entirely or partially to the extent possible. If these "circumstances" were removed, the girls' ratio of gross enrolment rate would be at least at a high level as boys, and thus the vision explained by the stated Articles can be achieved.
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Xue, Haiping, and Chenchen Fang. "The Impact of High School Entrance Examination Competition on Students’ Participation in Extracurricular Tutoring in the Compulsory Education Period: An Empirical Analysis Based on the Data of China Family Panel Studies." Best Evidence in Chinese Education 8, no. 2 (July 31, 2021): 1081–102. http://dx.doi.org/10.15354/bece.21.or040.
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We used the Hierarchical Linear Bernoulli Model based on China Family Panel Studies (CFPS) 2016 data and provincial high school acceptance rate data. We explored the relationship between provincial high school entrance examination competition and students’ extracurricular tutoring participation during compulsory education. The study found that the high school acceptance rate and occupational high school acceptance rate have no significant effect on the participation rate of students’ extracurricular tutoring in the compulsory education stage. However, the high school acceptance rate has a significant positive impact on the participation rate of students’ extracurricular tutoring, and there is a heterogeneous effect on the participation rate of students’ extracurricular tutoring from families of different social classes. The higher the high school acceptance rate, the greater the probability of students from families with higher social strata participating in extracurricular tutoring. The demonstration high school acceptance rate has a significant negative impact on students’ extracurricular tutoring participation rate. It has a heterogeneous influence on students’ extracurricular tutoring participation in different school stages and social class families. The education administration department should actively expand high-quality, high school educational resources and increase the demonstration high school acceptance rate. And to increase the number of admissions for the demonstration high school to disadvantaged families with lower social strata to alleviate the pressure of families and students from the high school entrance examination competition. This can not only reduce the participation rate of students’ extracurricular tutoring during the compulsory education stage, but also promote the equalization of high-quality high school entrance opportunities for children of different classes of families.
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Kumar, Abhay, Sudheer Kumar Shukla, Mary Panmei, and Vir Narayan. "Right to Education Act: Universalisation or Entrenched Exclusion?" Journal of Social Inclusion Studies 5, no. 1 (June 2019): 89–111. http://dx.doi.org/10.1177/2394481119849272.
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Right to Education (RTE) Act is intended to provide free and compulsory elementary education to all children aged 6–14 years. This article examines key constituents of elementary education in view of the RTE Act such as current attendance rate, types of institutions, medium of instruction, neighbourhood schools, Monthly per capita expenditure on elementary education (MPCEE)and incentives during pre- and post-RTE period using National Sample Survey Organisation’s 64th (2007–2008) and 71st (2014) round of unit level data. The result shows that far from the universalisation, exclusion is getting entrenched across gender, sector, and socio-religious and economic groups. Female children, children from deprived socio-religious groups, rural areas and from the bottom MPCE quintile have not only fared lower in most of the studied parameters during the pre-RTE period, but the gap from their counterpart has widened immensely during the post-RTE period. Free education has declined and monthly per capita expenditure on elementary education has increased sharply. Children are moving out of the government to private schools. The findings raise serious questions on the intention of the government to fulfil its mandate under RTE.
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Cotgrove, A. J., and S. G. Gowers. "Use of an adolescent in-patient unit." Advances in Psychiatric Treatment 5, no. 3 (May 1999): 192–99. http://dx.doi.org/10.1192/apt.5.3.192.
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Adolescence is a transitional stage of development between childhood and adulthood. The physical changes of puberty are generally seen as the starting point of adolescence, while the end is less clearly delineated. Adolescence ends with attainment of ‘full maturity’, and a range of social and cultural influences, including the legal age of majority, may influence this. In developed societies, these tend to delay progression to adulthood. The extension of compulsory schooling and development of further education, with its economic consequences, generally contribute to a delay in reaching full independence. This may, in turn, lead to difficulties in adjusting to the responsibilities of the next stage of life.
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Durkin, K., and G. Conti-Ramsden. "Changes in Mental Health in Adolescents with a History of Specific Language Impairment." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70868-5.
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Little is known about long-term mental health outcomes as individuals with specific language impairment (SLI) approach adulthood.Aims:This longitudinal study examined anxiety (Child Manifest Anxiety Scale; CMAS) and depression (Moods and Feelings Questionnaire; MFQ) during the critical period when adolescents finish compulsory education and then embark upon their chosen course of study or employment.Method:Eighty-nine adolescents with SLI and 90 typically developing (TD) peers were assessed during their final year of compulsory schooling (16 years) and one year later.Results:At 16 years, there is a greater risk of both anxiety and depression in adolescents with SLI compared to their peers. Group scores for adolescents with SLI were significantly higher on both the CMAS (p< .001) and the MFQ (p< .01). However, while this finding is replicated at 17 years for anxiety symptoms (p< .01), there is a significant decrease in depressive symptoms for adolescents with SLI across time such that risk of depression is comparable to TD peers at 17 years. Scores for TD adolescents remain remarkably stable across this period. Poor mental health symptoms were not related to measures of nonverbal IQ, language, literacy or sociability but were associated with higher levels of shyness.Conclusion:Notwithstanding a sustained, elevated risk of anxiety symptoms, there is an encouraging trend for a decrease in depressive symptoms as adolescents with SLI complete compulsory education. The findings are interpreted within a developmental psychopathology framework, focusing on the changing structure of intrapersonal and environmental processes that influence internalizing symptoms during mid-adolescence.
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Piri, Mohammad. "The Extension of Cultural Dominance in Iran with the Establishment of New Schools in Ghajar Period." International Education Studies 9, no. 5 (April 26, 2016): 173. http://dx.doi.org/10.5539/ies.v9n5p173.
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<p class="apa">Since the beginning of 19th century, England for political reasons tried to make relations with Iran. Englishmen besides political tricks tried to establish their trace in Iran society by cultural permeation. European religious commissions who proceeded in different parts of the world since 19th century, though apparently had religious motivations, but they actually became grader of colonization. The aim of this text is to determine quality of establishing such schools and their function in extension of England s permeation which is performed with trend study and documentary methods and by using the content of itineraries, memories and other firsthand resources. This study showed: religious schools were a way of cultural permeation of England in Iran in Ghajar period. These schools not only by training Iranian teenagers in western method made them strange with their national culture and in some cases utilized graduates of these schools for their own objectives, but also, sometimes in competition with each other effected on creating social crisis.</p>
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Aro, Tuija, Kenneth Eklund, Anna-Kaija Eloranta, Vesa Närhi, Elisa Korhonen, and Timo Ahonen. "Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment." Journal of Learning Disabilities 52, no. 1 (May 18, 2018): 71–83. http://dx.doi.org/10.1177/0022219418775118.
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We studied the impact of diverse subtypes of learning disabilities (LD) on adult-age mental health, education, and employment by comparing the LD group ( n = 430) with a matched control group without a known history of LD ( n = 2,149). The clinical archived data were merged with lifelong register data on sickness allowances/disability pensions granted on the basis of psychiatric illnesses, reimbursements for psychoactive medication, having a degree after compulsory education, and having received unemployment allowances. Differences emerged between the LD and control groups in all outcomes, suggesting that a higher proportion of individuals with LD had mental health problems compared to the control group, and a notable share of them had not attained a degree after compulsory education and had been unemployed for an extended period. Subgroup comparisons indicated that math disability (MD) was associated with antidepressant use and unemployment, whereas the reading disability (RD) group showed the least problems with employment. Interactions between subgroup and gender suggested that MD (with/without RD) may pose a higher risk than RD for females, whereas RD seemed to pose a risk for males. The findings suggest the need for researchers, clinicians, and those involved with adult education to consider mental health and educational problems among individuals with LD.
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Wang, Marina Xiaojing. "Western Establishment or Chinese Sovereignty? The Tientsin Anglo-Chinese College during the Restore Educational Rights Movement, 1924–7." Studies in Church History 55 (June 2019): 577–92. http://dx.doi.org/10.1017/stc.2018.25.
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The 1920s were a vital period for the evolution of Christianity in China, during which the Anti-Christian Movement of 1922–7 brought Christianity under serious attack. A new conception of nationalism, influenced by Lenin's theory of imperialism, dramatically changed the way in which Christianity (and especially mission schools) was regarded, from being viewed as a positive factor in China's modernization to being seen as a hated cultural imperialist invasion. The period from 1924 to 1927 featured the demand for the restoration of educational rights, during which the identity of mission schools was used to stir up nationalist hatred. This article takes Tientsin Anglo-Chinese College (TACC) of the London Missionary Society (LMS) as a case study. It examines how the TACC missionary authorities responded to nationalistic sentiments emerging within the college and in society, and how they reacted towards the compulsory registration and consequent abolition of compulsory school religious education. It explores key issues behind the interaction between mission schools and the socio-political context, such as how TACC reconstructed its identity during the process of school registration, and how it negotiated with the Ministry of Education under the tension between two divergent approaches of Christianizing and nationalizing mission schools, a tension which became acute as a consequence of the application of regulations making school religious education and practice optional.
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Vincent, Kerry. "Responding to schoolgirl pregnancy: the recognition and non-recognition of difference." Improving Schools 12, no. 3 (November 2009): 225–36. http://dx.doi.org/10.1177/1365480209342648.
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Teenage mothers in the UK have been found to be at risk of early school leaving, low levels of educational achievement and low levels of post-compulsory educational participation. Current policy in the UK emphasizes the importance of education as a way of improving the life chances of those who become pregnant while young and, as part of that, schools are encouraged to support the educational inclusion of those who become pregnant while still of statutory school age. Drawing on repeat qualitative interviews conducted over a 15-month period, this article examines the educational experiences of a group of students in one local authority in England who became pregnant while still at school. Particular attention is paid to how different schools addressed the ‘dilemma of difference’ posed by teenage pregnancy and how school attitudes and practices enhanced or inhibited educational participation.
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Mohd Nor, Mohd Roslan, Nurhanisah Senin, Khadijah Mohd Khambali Hambali, and Asyiqin Ab Halim. "Survival of Islamic education in a secular state: the madrasah in Singapore." Journal for Multicultural Education 11, no. 4 (November 13, 2017): 238–49. http://dx.doi.org/10.1108/jme-06-2016-0043.
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Purpose This paper attempts to explore the transformations taken by madrasah, especially in preparing students both in religious and academic field. Besides, this paper aims to demonstrate measures taken by madrasah in instilling the religious and racial cohesion far from conservatism and extremism that has always been labeled to their students. Design/methodology/approach This paper is qualitative in nature. It is a library research and uses historical method in collecting the data. Some relevant literatures and data have been analyzed and presented in this paper. Findings Madrasah in Singapore has always been perceived in a negative nuance because of its ineffectiveness and irrelevant roles in economic building. The conservative and traditional madrasah education system is also seen to impede Singapore’s religious and racial cohesion. The struggle increases prior to the implementation of compulsory education (CE) policy in 2001, where madrasah was almost forced to closure. Originality/value Islamic education in Singapore can be observed evolving through three phases: colonial period where it adopted the secular system, post-colonial with the traditional system and, currently, the transformation period with its integrated syllabus.
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.
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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Taylor, Brian. "A William IV Chalice." Antiquaries Journal 79 (September 1999): 406–8. http://dx.doi.org/10.1017/s0003581500044620.
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One of the pastoral consequences of the English Reformation was a change in the way that the viaticum was administered. For many centuries the sacrament had been reserved in churches, and this had been compulsory since the Fourth Lateran Council of 1215. Holy communion was taken to the sick and dying, often accompanied with much ceremonial, but now this was brought to an end. Every edition of the Book of Common Prayer had contained a form for ‘the communion of the sick’, a celebration of the eucharist in ‘a convenient place in the sick man's house’. The 1549 book also had provision for what we should now call ‘communion by extension’, taking the consecrated elements to the sick after a celebration in church, but that disappeared in 1552, and is disallowed by a strict following of the rubric in 1662. William Kennedy long ago argued that communion by extension had probably been legal after 1552, but that he had found no mention of it in the visitation papers of the period. ‘With infrequent communions provided in the year – three or four, or twelve at the most – the opportunities for ‘carrying the communion’ to the sick were very few, and communion by means of a private celebration became the regular method.’
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Holt, Geoffrey. "The Education of Catholics from the Act of Uniformity to the Catholic Relief Acts." Recusant History 27, no. 3 (May 2005): 346–58. http://dx.doi.org/10.1017/s0034193200031484.
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While there was considerable interest in education in sixteenth and seventeenth century England (it is unnecessary to remind ourselves that it was not compulsory) there can be little doubt that it had suffered much as the result of the changes brought about by the Reformation. The religious houses of men and women where boys and girls had received some schooling were swept away and the new grammar schools only partially filled the void. The universities too had been through a period of upheaval. By the end of the sixteenth century the State had laid it down that every schoolmaster had to have a licence to teach and that no children might be sent abroad for their education. The curriculum in the schools was narrow; despite proposals, which had little effect, to make education more practical, the choice of subjects was still largely dictated by theological considerations and Latin, Greek and Hebrew were predominant in the grammar schools. The State, of course, did little or nothing to help although some sequestrated revenues were allotted to education during the Commonwealth period.
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OZGUL, Ilhan. "An Analysis of Music Courses Offered in the Primary School Teacher Education Programs in Turkey." International Education Studies 10, no. 4 (March 30, 2017): 8. http://dx.doi.org/10.5539/ies.v10n4p8.
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The aim of this study was to analyze music courses applied within the scope of compulsory courses in the primary school teacher training model in Turkey. Being qualitative in nature, the current study utilized document analysis method. Towards the stated aim, four approaches were discussed. The first one is related to the titles of the music courses stipulated in the primary school teachers training process and the credits/hours allocated for the music courses during the university schooling period in Turkey since 1974. The second one covers the preparation and general quality of the music course standards applied up to now. The third one is related to music course standards and appearance of these standards in the current teaching program, and the last one is related to the analysis of “music and “music teaching curriculum framework” in terms of the expected behavior stated in the music teaching programs. In program analysis, three approaches were applied: Designed program analysis, conducted program analysis, and actualized program analysis.
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Król, Joanna. "Reformy dyktuje system – o naradzie oświatowej KC PZPR z 24 października 1958 roku." Biuletyn Historii Wychowania, no. 30 (February 8, 2019): 89–102. http://dx.doi.org/10.14746/bhw.2013.30.6.
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The system dictates the reforms – on the educational conference of the Central Committee of the Communist Party on 28 October 1958The subject of the article is the educational conference which was held on 28 October 1958. It is believed that this meeting, in particular W. Gomulka’s speech, designated the main directions of future educational policy. Gomulka’s speech contained the following conclusions: the extension of compulsory education, the development of vocational education, professionalization of education and ideologisation of teacher training. A very important part of Gomulka’s speech was the issue of teaching religion. Although Gomulka promised to comply with the agreement concluded with the Church on teaching religion, he on the other hand criticized the conduct of the clergy on emblems and religious practices. The participants of the conference were more radical than Gomulka and advocated the total elimination of religious education in school. Strangely enough, all of the main conclusions of the meeting were subsequently turned into legislation. The crowning achievement of the speakers of 1958 became the law on the development of the system of education in 1961, which introduced secular schools and socialist educational ideals.
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Syaputra, Andi, Hardiani Hardiani, and Adi Bhakti. "Analisis sektor unggulan di Kabupaten Batanghari." e-Jurnal Perspektif Ekonomi dan Pembangunan Daerah 9, no. 2 (May 1, 2020): 91–100. http://dx.doi.org/10.22437/pdpd.v9i2.8951.
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This study aims to analyze the leading sectors in the economy in Batanghari Regency. This study uses secondary data for the period 2011-2017, sourced from the Central Statistics Agency of Jambi Province and Batanghari Regency. The analysis tools used are Location Quotient (LQ) analysis and Shift Share analysis. The results of the study found that the leading sectors in Batanghari Regency are the manufacturing industry sector, the government administration sector, defense, compulsory social security, and the education service sector. Keywords: Leading sector, Location quotient, Shift share
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Végh, Veronika, Zsolt B. Nagy, Csilla Zsigmond, and Gábor Elbert. "THE EFFECTS OF USING EDMODO IN BIOLOGY EDUCATION ON STUDENTS’ ATTITUDES TOWARDS BIOLOGY AND ICT." Problems of Education in the 21st Century 75, no. 5 (October 25, 2017): 483–95. http://dx.doi.org/10.33225/pec/17.75.483.
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ICT has gained a vital role within education, helping to facilitate the teaching-learning process. This paper examines the efficacy of the Edmodo interface within biology education in high schools. Two 10th grade classes were studied for a one semester period. Both classes followed the same curriculum, however Edmodo usage was compulsory for the experimental class. Anonymous pre-and post-test questionnaires were filled out by the students and statistically analyzed. The research included 58 students; 34 females and 24 males. Over the course of the semester, the experimental group developed increased feelings of importance towards Biology, whereas no change was observed in the control group. At the end of the semester, the experimental group scores leant favorable towards the positive impact of Edmodo use in the classroom, in comparison to the control group. These results show a positive impact of using Edmodo in the classroom, as a facilitative tool, to improve student comprehension in the participating Hungarian students. Keywords: ICT in education, biology teaching, biology learning, Edmodo, ICT in biology teaching.
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Golikova, S. V. "COOPERATION BETWEEN THE MINISTRY OF NATIONAL EDUCATION AND LOCAL SELF-GOVERNMENT BODIES OF THE PERM PROVINCE DURING THE PERIOD “PREPARATORY WORK FOR THE COMPULSORY EDUCATION INTRODUCTION”." Education and science journal 20, no. 1 (February 9, 2018): 188–205. http://dx.doi.org/10.17853/1994-5639-2018-1-188-205.
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Kaya, Yunus, and Rabiye Akin Isik. "The Contribution and Challenges of the Implemented Compulsory Distance Education System to Nursing Education in the First Period of the COVID-19 Pandemic: A Qualitative Study." Journal of Education and Research in Nursing 18, Supp1 (May 4, 2021): S76—S84. http://dx.doi.org/10.5152/jern.2021.67365.
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THANON, Phunsapphaisan, Zhihua XIA, and Yuan XUN. "Research on the Balance of University Education Reform from the Perspective of Supply-side Reform." Revista de Cercetare si Interventie Sociala 72 (March 15, 2021): 77–92. http://dx.doi.org/10.33788/rcis.72.5.
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In order to maximize the benefits of the national economy's macro-distribution and redistribution of educational resources, it is necessary to solve the problem of the optimal and reasonable allocation in the education system. Whether it takes the form of urban and rural education regional community, compulsory education school district system, teacher community, and so on, it must be based on the distribution of high-quality resources. Educational resources are limited, and new resources cannot be wasted due to reintegration. Therefore, the government must implement macro-control, seriously conduct investigations and feasibility studies, and adopt relatively reasonable allocations to achieve a relatively balanced target for limited educational resources. The balance of educational resources is not only the core of China's higher education development, but also the key to the good development of each university in China. This article analyzes and studies the balance of higher educational resources in China from the perspective of supply side, from the extension of supply side reform in higher education, the analysis of the balance of higher educational resources, and the optimization of balance of higher education resources. Making in-depth research, this paper points out the problems in the balance reform of higher education resources in China from the supply side, and reasonably put forward the relevant approaches of equity in Education.
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Sabater, Albert, Elspeth Graham, and Alan Marshall. "Does having highly educated adult children reduce mortality risks for parents with low educational attainment in Europe?" Ageing and Society 40, no. 12 (July 19, 2019): 2635–70. http://dx.doi.org/10.1017/s0144686x19000795.
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AbstractIt is known that the education of significant others may affect an individual's mortality. This paper extends an emerging body of research by investigating the effect of having highly educated adult children on the longevity of older parents in Europe, especially parents with low educational attainment. Using a sample of 15,015 individuals (6,620 fathers and 8,395 mothers) aged 50 and above, with 1,847 recorded deaths, over a mean follow-up period of 10.9 years from the Survey of Health, Ageing and Retirement in Europe (SHARE), we examine whether the well-established socio-economic gradient in mortality among parents is modified when their adult children have higher educational attainment than their parents. We find that having highly educated adult children is associated with reduced mortality risks for fathers and mothers with low educational attainment, compared to their counterparts whose adult children have only compulsory education. The association is stronger in early older age (ages 50–74) than in later older age (ages 75 and over). Part of the association appears to be explained by health behaviours (physical (in)activity) and health status (self-rated health). Our findings suggest that the socio-economic–mortality gradient among older parents might be better captured using an intergenerational approach that recognises the advantage of having highly educated adult children, especially for fathers and mothers with only compulsory education.
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Brezhnieva, Svetlana, Natalia Seheda, and Olga Funtikova. "Ethno-Confessional Education of the Mennonite Colonists in the South of Ukraine in the ХIХ Century: A Historical and Pedagogical Analysis." Revista Gestão Inovação e Tecnologias 11, no. 4 (July 22, 2021): 2493–508. http://dx.doi.org/10.47059/revistageintec.v11i4.2297.
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The aim of the research is to highlight the main German philosophical, pedagogical, didactic ideas, the regulatory foundations of the organization of the school business, the leading principle of compulsory youth education and chronological presentation of major socio-cultural events that directly influenced the formation of ethno-denominational educational results in the South of Ukraine in the ХIХ century. On the basis of interdisciplinary approach, the complex of general scientific and special methods is used: historical and comparative analysis and historical and genetic analysis, systematization of scientific, educational and methodical literature, documents, periodicals. The authors comprehensively substantiated anthropotheological goal, ideas, regulatory principles of the organization of training, training of teaching staff, system-building principle, as the observance of the basic provision on compulsory education of young people, strengthening the material infrastructure of schools in the South of Ukraine. The historical genesis of the beginning of formation, prosperity and the first signs of neglect of ethno-confessional education of the Mennonite-colonists in the South Ukrainian lands during the studied period demonstrates the purposeful influence of the ideals, traditions, beliefs and public perceptions of the development of economic welfare. Negative changes are also noted, that is, the gradual loss of ethno-confessionality, as the central structure of the creative component of the model under the influence of the birth of a new industrial council and the onset of foreign technological culture in the early ХХ century.
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Lei, Liu. "Research on Music Appreciation Teaching of Non-Music Majors in Normal Universities." International Journal for Innovation Education and Research 4, no. 1 (January 31, 2016): 46–50. http://dx.doi.org/10.31686/ijier.vol4.iss1.507.
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Schools in China pay more attention to quality-oriented education. Music, an essential part in quality-oriented education, has been an indispensable part in education policy making process for a long time. During the crucial period transforming from examination-oriented education to quality-oriented education, music plays an irreplaceably special role in learning and teaching. According to the recent data, all the normal universities have set up the music curriculum, whether it is music, or non-music majors. It stresses the importance of music class in the form of compulsory or optional courses in the teaching content. However, there are some problems which are bothering the teachers. To solve those problems, the author will combine theoretical knowledge and practical experience and make a preliminary study and research of music appreciation teaching of non-music majors in normal universities.
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Moehlenpah, Alexi, and David L. Lalman. "116 Oklahoma State University Continuing Education Online Courses for Extension Educators in 2020." Journal of Animal Science 98, Supplement_2 (November 1, 2020): 3. http://dx.doi.org/10.1093/jas/skz397.007.
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Abstract The Smith–Lever Act of 1914 established a system of cooperative extension services to connect the land-grant universities to the people. Agricultural extension educators serve as the “front door” to the University, providing research-based information in a wide variety of agricultural topics such as livestock, crops, entomology, natural resources, etc. A bachelor’s degree in agriculture is a requirement for employment as an agricultural extension educator in most states. Generally, most new hires are knowledgeable in one or more areas and perhaps possess a degree focused in the same area. However, many educators are not fluent in all the agriculture sectors they are required to address on a daily basis. Our objective is to gradually develop an online in-service program specifically designed to strengthen educators’ knowledge and proficiency in basic beef cattle production. These courses will consist of five to ten modules each with an estimated five hours of course work per subject. The courses will include reading material, listening and visual material, interactive activities, and quizzes to aid in learning the basics. The Introduction to Beef Cattle Nutrition course is intended to enhance extension educators’ knowledge of the nutrient requirements of beef cattle, body condition scoring, ration calculation, etc. Extension educators will be expected to pass quizzes at the end of each module with an eighty percent or higher. Oklahoma extension educators will enroll in the Introduction to Beef Cattle Nutrition course during the 2020 calendar year and complete over a ten-week period. A survey at the end of each module will allow the authors to see how effective the course was, and if the representative feels more confident in discussing and helping producers with their herd nutrition upon completion.
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Gluz, Nora, Dalila Andrade Oliveira, and Cibele Maria Lima Rodrigues. "Políticas de inclusión y extensión de la obligatoriedad escolar: Alcances, deudas y desafíos en la materialización del derecho a la educación." education policy analysis archives 26 (December 3, 2018): 155. http://dx.doi.org/10.14507/epaa.26.3788.
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This introductory text presents the axes that guide the dossier, Policies for Inclusion and Extension of School Obligations, organized by the Working Group on Educational Policies and the Right to Education of the Latin American Council of Social Sciences (CLACSO). Through research results, the articles show advances in the realization of the right to education, the contradictory dynamics assumed by the extension of rights in contexts of exclusion, and the persistence of inequalities. Covering the period from the crisis of the Washington consensus to the current restoration of rights in the world, the papers allow us to think about different meanings attributed to “school inclusion” in educational policies, the ambiguities resulting from their appropriation, and the attacks on the processes of democratization of education where neoliberal responses have presented new arguments in the public scene. The texts will be published in two editions, ensuring thematic diversity and a balance between general writings on policies and case studies.
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Esteves, Luiz Carlos Gil. "Ensino médio, o ensino pela metade: Geografia da negação de um direito." education policy analysis archives 26 (December 3, 2018): 160. http://dx.doi.org/10.14507/epaa.26.3140.
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Who are the victims of not abiding with the laws that determine the State’s offer of compulsory and free education to all young people from 15 to 17 years in Brazil? Starting with this question, based on Pnad/IBGE data from 2001 to 2015, this article delineates a brief profile of these individuals, whose contingent comprises more than 1.5 million young people. In absolute numbers, they belong to the poorest part of society, are predominantly blacks, and residents of urban areas of the Northeast and Southeast regions, especially in SP, MG and BA. In percentage terms, they are also the poorest and black, live in rural areas of the Northeast, Midwest and North, in the States of MS, RO and MT. Another finding of the survey indicates that neither the legislation requiring the mandatory bid of such young people nor the Fundeb implementation were able to accelerate the pace of growth of enrollments during the period. Despite this, there are important indicators of inclusion, clearly expressed by the incorporation of portions of the population historically more distant from school, such as the young people belonging to the poorest Brazilian population, race/color black and residents in rural areas.
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McLachlan, Dr Benita. "Helping or Hindering: Understanding the Professional Development Needs of Learning Support Assistants in Post-Compulsory Education in England." World Journal of Educational Research 2, no. 2 (September 28, 2015): 99. http://dx.doi.org/10.22158/wjer.v2n2p99.
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<p><em>This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP).</em><em> </em><em>Untrained learning support assistants who were supporting students with Special Educational Needs and Disability (SEND) in a College for Further Education in England were encouraged to enroll on ELSAP to enhance their professional development. The purpose of this paper is to share findings from the project and to report on some key professional developmental needs that college LSAs who worked in inclusive college classrooms have. Quantitative methodologies were employed and data were systematically collected over a fourteen-week period during ELSAP delivery and implementation. Findings indicate key gaps in the professional knowledge and practice of LSAs; misconceptions of their own role, responsibilities and tasks; unsatisfactory knowledge on SEND and appropriate interventions; limited understanding of physical symptoms on learning and little/no previous or existing knowledge and skills of the college curricula and unsatisfactory knowledge on how to motivate learners with SEND during the teaching-learning-process. Findings furthermore demonstrate that LSAs has a limited understanding of college policies/codes of conduct; lack knowledge on adult learning theories and lack professionalism in general.</em></p>
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Saraiva, Carolina Machado, and Águeda Maria Gomes dos Anjos. "Action-Research in higher education: a path to individual and social (trans)formation." Administração: Ensino e Pesquisa 21, no. 3 (September 1, 2020): 282–315. http://dx.doi.org/10.13058/raep.2020.v21n3.1776.
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This research purpose is to investigate the possibilities of transformation generated by university students who experienced action-research in the period of academic education, in projects of an extensionist nature. Allied to this purpose, we seek to understand how the process of action-research interferes in the business education. To carry out this research, a Federal Institution of Higher Education (IFES) was chosen based on the intense extension work carried out by its professors. Six students, undergraduates and graduates, who participated as volunteers or scholarship holders in extension projects were delimited as corpus. This study fits into the descriptive-conclusive research model by non-probabilistic convenience sampling. The data analysis method was inspired by Discourse Analysis. The research data shows that the students began to have a broader understanding of the profession of administrator, after participating in the extension projects that adopt the methodology of action-research. The proposal of action-research must overcome the boundaries of the methodology and be transmuted into a form of social relationship between university actors in local communities, enhancing the training of administrators and training them for a more dense, broad and critical professional performance.
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Corrales-Serrano, Sánchez-Martín, Moreno-Losada, and Zamora-Polo. "Virtual Visits as a Learning Tool for Historical Heritage in Two Specific Examples: Évora and Mérida." Proceedings 38, no. 1 (December 25, 2019): 1. http://dx.doi.org/10.3390/proceedings2019038001.
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This paper presents an educational experience in the area of learning about Art History, in particular, about the Greco-Roman period, using an innovative resource that is available due to current technology: the virtual visit. This resource allows students to experience immersion in the reconstruction of classic monuments that have deteriorated with time. The combination of current images with this type of virtual visit provides greater ease for understanding the monuments and their function in antiquity, and it is converted into an important motivating factor in the study of this artistic period. The experience has been carried out with 1st year ESO (compulsory secondary education) and 2nd year A-level students, focusing on close context heritage elements, such as the monuments of Mérida or Évora. The results obtained show an increase in the students’ interest in this artistic period due to their greater ability to understand the monuments they are studying.
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Karim, Hamdi Abdul. "PERAN MANAJEMEN DALAM BIMBINGAN PENYULUHAN ISLAM." Jurnal Bimbingan Penyuluhan Islam 1, no. 01 (July 2, 2019): 116. http://dx.doi.org/10.32332/jbpi.v1i01.1479.
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Islamic guidance counseling management discusses how management is carried out by extension agents in carrying out their duties, including preparing education activities starting from determining the schedule and location of activities, organizing carried out by extension agents, of course, with the job description set up until the extension activities and stages evaluation to see the extent to which the success of the program activities that have been carried out with the aim of repairs. Planning in Islamic Counseling Guidance is the selection or determination of organizational goals in this case Counseling in Offices and certain institutions to determine strategies, policies, projects, programs, procedures, methods, systems, budgets and standards needed to achieve goals . In planning is also a plan or plan of activities that will be carried out within a certain period of time. The design or plan of the activity is arranged in a systematic, organized, and coordinated manner over a period of time, so that the implementation of extension activities goes well.
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Cruz, Mariléia Santos. "CALÇADOS E “VESTUÁRIO DECENTE E SIMPLES” COMO CONDIÇÃO PARA INSTRUÇÃO PRIMÁRIA: uma análise sobre a obrigatoriedade escolar no Maranhão." Cadernos de Pesquisa 27, no. 3 (December 28, 2020): 363. http://dx.doi.org/10.18764/2178-2229.v28n3p363-389.
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O presente artigo aborda a desigualdade escolar favorecida pela permanência, nas leis e regulamentos da instrução pública do Maranhão, de critérios impeditivos da admissão escolar de crianças pobres sem condições de vestir roupas e calçados adequados para os padrões estabelecidos. Comparam-se medidas legais voltadas para a efetivação da obrigatoriedade escolar no período Imperial e nas primeiras três décadas da República. Analisam-se dispositivos voltados para isenção da obrigatoriedade escolar, demonstrando uma relação de exclusão social que relacionava riqueza ao direito de escolarização. Neste trabalho foram analisadas legislações da educação maranhense e jornais do período.Palavras-chave: Ensino compulsório; Crianças pobres; Séculos XIX e XX.FOOTWEAR AND “SIMPLE DECENT CLOTHING” AS A CONDITION FOR PRIMARY EDUCATION: an analysis on school compulsory in MaranhãoAbstractThis article addresses the inequality favored by the permanence, in the laws and regulations of the public education of Maranhão, of criteria that prevent the admission of poor children without conditions to wear clothes and shoes adequate to the established standards. Legal measures aimed at enforcing school compulsory in the Imperial period and in the first three decades of the Republic are compared. Devices focused on exemption from compulsory schooling are analysed, demonstrating a relationship of social exclusion that related wealth to the right to schooling. In this work were analysed legislation of the state of Maranhão and newspapers of the period.Keywords: Compulsory teaching; Poor children; 9th and 20th centuries.CALZADO Y "ROPA DECENTE Y SENCILLA" COMO CONDICIÓN PARA LA EDUCACIÓN PRIMARIA: un análisis sobre la obligación escolar en MaranhãoResumenEste artículo aborda la desigualdad escolar favorecida por la permanencia, en las leyes y reglamentos de la educación pública en Maranhão, de criterios que impiden la admisión escolar de niños pobres sin condiciones para llevar ropa y calzado adecuados para las normas establecidas. Las medidas legales encaminadas a la aplicación de la escuela obligatoria se comparan en el período imperial y en las tres primeras décadas de la República. Se analizan los dispositivos destinados a la exención de las obligaciones escolares, lo que demuestra una relación de exclusión social que relacionaba la riqueza con el derecho de escolarización. En este trabajo, se analizó la legislación de la educación de Maranhão y los periódicos de la época.Palabras clave: Enseñanza obligatoria; Niños pobres; Siglos XIX y XX.
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Haq, Rashida. "Rekha Wazir. The Gender Gap in Basic Education: NGOs as Change Agents. New Delhi: Sage Publications, 2000. Indian Rs 225.00 (Paper), Rs 395.00 (Cloth) 286 pages." Pakistan Development Review 38, no. 2 (June 1, 1999): 225–26. http://dx.doi.org/10.30541/v38i2pp.225-226.
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In the Constitution of India in 1951 it was set out that… “the State shall endeavour to provide within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years”. But at the turn of the century nearly 424 million are still illiterate while it is estimated that nearly 35 million children in the age of 6-10 years age group are still out of school. The statistics for female education make even more dismal reading. Although the field of education is considered to be the prime responsibility of the State yet there is mushrooming growth of non-governmental organisations (NGOs). The impact of these NGOs is rarely reflected in overall educational performance and their approach is seldom transferred to the mainstream.
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Magnus, Charlene R. A., Trevor S. Barss, Joel L. Lanovaz, and Jonathan P. Farthing. "Effects of cross-education on the muscle after a period of unilateral limb immobilization using a shoulder sling and swathe." Journal of Applied Physiology 109, no. 6 (December 2010): 1887–94. http://dx.doi.org/10.1152/japplphysiol.00597.2010.
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The purpose of this study was to apply cross-education during 4 wk of unilateral limb immobilization using a shoulder sling and swathe to investigate the effects on muscle strength, muscle size, and muscle activation. Twenty-five right-handed participants were assigned to one of three groups as follows: the Immob + Train group wore a sling and swathe and strength trained ( n = 8), the Immob group wore a sling and swathe and did not strength train ( n = 8), and the Control group received no treatment ( n = 9). Immobilization was applied to the nondominant (left) arm. Strength training consisted of maximal isometric elbow flexion and extension of the dominant (right) arm 3 days/wk. Torque (dynamometer), muscle thickness (ultrasound), maximal voluntary activation (interpolated twitch), and electromyography (EMG) were measured. The change in right biceps and triceps brachii muscle thickness [7.0 ± 1.9 and 7.1 ± 2.2% (SE), respectively] was greater for Immob + Train than Immob (0.4 ± 1.2 and −1.9 ± 1.7%) and Control (0.8 ± 0.5 and 0.0 ± 1.1%, P < 0.05). Left biceps and triceps brachii muscle thickness for Immob + Train (2.2 ± 0.7 and 3.4 ± 2.1%, respectively) was significantly different from Immob (−2.8 ± 1.1 and −5.2 ± 2.7%, respectively, P < 0.05). Right elbow flexion strength for Immob + Train (18.9 ± 5.5%) was significantly different from Immob (−1.6 ± 4.0%, P < 0.05). Right and left elbow extension strength for Immob + Train (68.1 ± 25.9 and 32.2 ± 9.0%, respectively) was significantly different from the respective limb of Immob (1.3 ± 7.7 and −6.1 ± 7.8%) and Control (4.7 ± 4.7 and −0.2 ± 4.5%, P < 0.05). Immobilization in a sling and swathe decreased strength and muscle size but had no effect on maximal voluntary activation or EMG. The cross-education effect on the immobilized limb was greater after elbow extension training. This study suggests that strength training the nonimmobilized limb benefits the immobilized limb for muscle size and strength.
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Łukasiewicz, Dariusz. "Edukacja dziewcząt pod zaborem pruskim na przełomie XVIII i XIX wieku." Biuletyn Historii Wychowania, no. 31 (March 1, 2019): 61–83. http://dx.doi.org/10.14746/bhw.2014.31.5.
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At the turn of 18th and 19th century the education of women on Polish territory underwent a gradual enlargement. Already in the period of the reforms of the National Education Commission, more girls received education; after the seizure of Greater Poland (Wielkopolska) by Prussia in 1793, Germany implemented their educational system, that meant the acceleration of development. Compulsory schooling in Prussian was introduced in 1794, however, it was still poorly enforced. In Prussia girls often attended lower school due to the requirement for a Protestant to have the ability to read the Scriptures. More and more often, they also attended secondary schools with syllabuses not extensively devoted to Latin, but to more practical skills, connected with so-called woman’s work, and to religious education. In Wielkopolska, lower education, private schools for girls and schooling by tutors in convents and midwifery schools increased significantly. Nevertheless, girls did not attend ordinary secondary schools, which retained an emphasis on teaching Latin, or colleges.
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Danilovic, Jelena, and Tatjana Grujic. "Vocabulary growth at tertiary level: How much progress can Serbian EFL learners make in a year?" Zbornik Instituta za pedagoska istrazivanja 46, no. 1 (2014): 200–218. http://dx.doi.org/10.2298/zipi1401200d.
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The size of L2 learners? vocabulary, both receptive and productive, represents a vital concept in the field of L2 acquisition, given that it determines the degree of success in communication. The larger the vocabulary size of a learner is, the better his/her understanding and ease of communication in the target language. For this reason, a body of research focusing on the developmental process of lexical acquisition in L2 learners of various proficiency levels (beginner, intermediate, advanced) in different teaching contexts is nowadays steadily expanding. A recent study aimed at investigating the relationship between lexical reception and production in Serbian L1 English L2 learners, English language majors, has indicated that production seriously lags behind reception. Therefore, the aim of this paper was to explore the growth in receptive and productive vocabulary size of B2-level (CEFR) English L2 learners, first year English majors, over a period of a single academic year. The data obtained reveal that the rich L2 input provided in Integrated skills classes, combined with other compulsory and elective courses predominantly held in English, has resulted in the learners? productive lexical knowledge developing faster than their receptive lexical knowledge. This outcome consequently affected the relationship between the learners? receptive and productive vocabulary size - the gap between the two narrowed.
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Fürst, Henrik, and Erik Nylander. "The worth of art education: Students’ justifications of a contestable educational choice." Acta Sociologica 63, no. 4 (July 3, 2020): 422–35. http://dx.doi.org/10.1177/0001699320934170.
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How is art education valued in society? In Swedish public discourse the value of educational trajectories is often equated with their usefulness for employability. With competitive winner-takes-all labour markets for artists, art education is largely perceived as a worthless credential and form of education. But what kinds of worth does art education have among students themselves? This article draws on the approach of pragmatic sociology and individual and group interviews with 62 Swedish folk high school participants within the arts, to understand the meanings participants assign to post-compulsory education within the aesthetic realm. The students’ accounts belong to three broad themes, where art education is described as: (a) being a ‘stepping stone’ to becoming an artist, (b) allowing them to have ‘unique’ experiences while being in a particular state of creativity or (c) offering them a chance to regain health and general well-being after a difficult period. These results are discussed in relation to the relative institutional autonomy the folk high school possesses in the Swedish education system, as well as the possibilities of challenging the hegemonic ideas of ‘learning for earning’ that largely reject non-instrumental regimes of self-discovery and artistic creativity.
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Lawson, Michael. "General and Specific Influences on the Extension of Learning: Some Suggestions from Recent Cognitive Psychology." Australasian Journal of Special Education 14, no. 2 (1991): 34–36. http://dx.doi.org/10.1017/s1030011200022430.
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Consider the following pattern of events in special education teaching. You have identified a four-step procedure that is important for the current topic you are working on with your students. The topic might be in a curriculum area like mathematics or in a behavioural area such as social skills. You devise and carry out a series of lessons on this topic and, after a suitable period of practice, you are pleased to observe that the steps in the procedure are used successfully by most of the group. The procedure is also used on the day following the original teaching, when you reinstate the training situation and conditions: Many of the students produce the procedure without prompting! The next day you test to see whether the students will use the procedure in a situation which involves a modification to the conditions you used in the original training. You might change the format of the mathematics problem or the social situation. For many of the students it seems as though your teaching in the use of the procedure never occurred. They act as though the procedure no longer exists. They do remember it when you remind them of the original training situation, but they don’t do that unless you provide the reminder. They have learned the procedure but they can’t transfer that learning.
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Qolbi, Satria Kharimul. "Memahami Pendidikan Islam Berdasarkan Tafsir Ayat-ayat Ilmu Pengetahuan Dalam Al-qur’an." el-Tarbawi 13, no. 2 (October 3, 2020): 123–48. http://dx.doi.org/10.20885/tarbawi.vol13.iss2.art2.
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Education is very much related to knowledge and science. Therefore, it is important to understand education on the concept of knowledge. In this context, in order to understand the concept of education in Islam, we need to scrutiny the verses on which al-Qur’an talk about knowledge and science. This method of writing thematically collects the verses of the al-Qur'an that discuss a certain topic and arranges them as much as possible according to the period of their revelation. With deductive reasoning, we draw conclusions from various theories and reviews. Science is the effort from a process carried out by methods and produces a systematic and structured new knowledge that will be used as a basic guideline for humans. There are three laws on learning difference sciences: compulsory, sunnah and haram. One of the most important benefit of learning is increasing the dignity of learners. Application in science can be done early in formal education in accordance with the verses of the Al-Quran.