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1
Kahan, David, and Thomas L. McKenzie. "Physical Education Policies and Practices in California Private Secondary Schools." Journal of Physical Activity and Health 14, no. 2 (February 2017): 130–37. http://dx.doi.org/10.1123/jpah.2016-0171.
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Background:Physical education (PE) is mandated in most states, but few studies of PE in private schools exist.Methods:We assessed selected PE policies and practices in private secondary schools (grades 6 to 12) in California using a 15-item questionnaire related to school characteristics and their PE programs.Results:Responding schools (n = 450; response rate, 33.8%) were from 37 counties. Most were coeducational (91.3%) and had a religious affiliation (83%). Secular schools had more PE lessons, weekly PE min, and smaller class sizes. Most schools met guidelines for class size, but few met national recommendations for weekly PE minutes (13.7%), not permitting substitutions for PE (35.6%), and programs being taught entirely by PE specialists (29.3%).Conclusions:Private schools, which serve about 5 million US children and adolescents, may be falling short in providing quality PE. School stakeholders should encourage adoption and implementation of policies and practices that abide by professional guidelines and state statutes.
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Uzoamaka, Emegwa Tina Uzoamaka. "Principals’ Learning Resources Managerial Practices for Implementing Entrepreneurship Studies in Public and Private Secondary School in Anambra State, Nigeria." International Journal of Innovative Science and Research Technology 5, no. 6 (June 26, 2020): 311–15. http://dx.doi.org/10.38124/ijisrt20jun162.
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The purpose of this study was to ascertain principals’ learning resources managerial practices for the implementation of entrepreneurship studies in public and private secondary school in Anambra State. One research question and one hypothesis guided the study. This study was conducted in public and private secondary school in Anambra State. The descriptive survey research design was adopted for this study. The population for this study is 16,727 respondents made up of 481 principals and 9,697 teachers from the 481 private secondary schools and 256 principals and 6,293 teachers from the 256 public secondary schools in Anambra state. The sample size for this study is 1,332 respondents drawn from public and private secondary schools in Anambra state. The multi-stage sampling technique was utilized to arrive at the sample size. The first stage involved randomly drawing three education zones out of the six education zones in Anambra state. Accordingly, Aguata, Awka, and Nnewi zones were drawn using simple random sampling technique balloting with replacement. The second stage involved the use of proportionate stratified sampling technique to draw 74 secondary schools from the three education zones, consisting of 26 public and 48 private secondary schools. Each zone was regarded as a stratum. From each stratum, 10% of principals and teachers were sampled from the public and private secondary schools in the stratum. Researcher-developed instrument was the instrument for data collection. The validity of the instrument was determined using three lecturers. The reliability of the questionnaire was determined using respondents from Enugu State
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Khakimovich, Name Khakimov Nazar. "Non-State Education in Uzbekistan: Formation and Development Prospects." International Journal of Innovative Technology and Exploring Engineering 10, no. 4 (February 28, 2021): 199–206. http://dx.doi.org/10.35940/ijitee.d8579.0210421.
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The author of the article investigated the innovative aspects of the formation of non-state education in a new stage of development of the Republic of Uzbekistan. The article emphasizes the role of non-state education in the successful implementation of democratic reforms and the development of civil society. The author of the article made an attempt to reveal the mission of non-state education in society, the tasks of preschool institutions, secondary schools, in the upbringing of the younger generation. The formation of private schools and an increase in the number of specialized schools where individual subjects are studied according to an in-depth program has become a form of an innovative approach in the process of improving non-state school education and teaching children. In the context of the development of civil society, highly qualified teaching staff working in private schools fulfill an important mission in the process of social policy, ensuring the improvement of the quality of the non-state educational process in schools, including increasing the number of students participating in international Olympiads. Graduates of non-state secondary schools carry out a social mission in the implementation of democratic reforms, in ensuring human rights. A modern graduate of a non-state secondary school is a powerful intellectual potential for the country, they make a worthy contribution to the future, the process of digitalization of society, the development of small business and private entrepreneurship. The paper investigates the role of non-state higher educational institutions and the importance of highly qualified personnel in the process of modernizing society. An integrated approach to work in the non-state education system shows that this work is closely related to the democratic reforms carried out in the country in the context of the deepening of the market mechanism in all spheres of socio-economic life. Improving the quality of the educational process in non-state educational institutions has a potential impact on attracting talented young people to study at universities, technical schools, academic lyceums and professional colleges. In the process of non-state school and higher education, pupils and students are introduced to the knowledge necessary for the whole life of every person, which is considered a reference point for determining the future. The country has created equal conditions for admission to higher educational institutions for graduates of non-state secondary schools.
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Cervini, Rubén. "Differences in cognitive outcomes between cognitive and non-public school students and private secondary education in Argentina: A multilevel analysis." education policy analysis archives 11 (February 10, 2003): 6. http://dx.doi.org/10.14507/epaa.v11n6.2003.
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In this article, effects of attending public or private schools on cognitive achievement (Mathematics and Language) and on non-cognitive outcomes (attitudes toward Mathematics and educational and success expectations) of students in the last grade of the secondary education in Argentina are explored by means of multilevel analysis. The study examined data of more than 130,000 students of approximately 3,300 high schools, depending on the outcome indicator considered, from the Censo Nacional de Finalización del Nivel Secundario 1998 (High School National Census of 1998). Student's math and language scores were based on standard tests applied to the students at the end of the academic year. Using multilevel linear modeling with three levels (student, school and state), the author found that (i) the relative influence of schools on cognitive achievements is much higher than on non-cognitive outcomes; (ii) there is no difference in Mathematics achievement between public and private schools once socioeconomic and cultural school composition (“peer group”) are controlled for, while private schools have a small advantage over public school in Language achievement; (iii) the most important effect of the public-private dichotomous variable is detected in relation to the distribution of student “success expectations.” The results are discussed in terms of both the “cultural reproduction theory” and the segmentation process of the educational system in Argentina. Some implications for policy are drawn from the analysis.
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Muthukumar, S., and S. Srinivasa Ragavan. "Information Literacy Skills of CBSE School Students from Tamil Nadu, India." Indian Journal of Information Sources and Services 9, no. 2 (May 5, 2019): 134–37. http://dx.doi.org/10.51983/ijiss.2019.9.2.607.
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We examined the information literacy skills in Central Board of Secondary Education (CBSE) in higher secondary school students of were conducted. This study demonstrates and elaborates to analyze information literacy search skill among the school students, to know the purpose of visiting the library, to identify areas of information literacy skills among the students and their search strategies and to students’ ability to locate useful information. The sampling was taken in eight schools in three different districts of Tamil Nadu State. A total of 305 students were surveyed in four Kendriya Vidyalaya (KV) and four CBSE Affiliate Private Schools. Our study highlights that information literacy skills are found in both schools; though more information skills are having CBSE affiliated private school schools rather than Kendriya Vidyalaya School.
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Felix Ilori, Olusi. "Gender Imbalance in Teaching Profession and Learning Outcome in Mathematics in Primary Schools in Esan West Local Government Area of Edo State." Randwick International of Education and Linguistics Science Journal 2, no. 1 (March 31, 2021): 89–95. http://dx.doi.org/10.47175/rielsj.v2i1.203.
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The study assessed the imbalances in teaching profession in both public and private Nursery and Primary Schools, Public Secondary schools in Esan West Local Government Area of Edo State to determine the percentage/ ratio of imbalance and its relationship to learning outcome in mathematics at the primary school level. The study employed the descriptive survey research design. The population of the study comprised of all the seventy public and private Nursery and Primary Schools and thirty two public Secondary Schools with six hundred and sixty teachers in Esan West Local Government Area of Edo State. The data generated were analysed using the chi-square statistics. The findings from the study revealed that there was significant gender imbalance in teaching profession in Esan West Local Government Area of Edo State. The worst hit is the public nursery and primary school with an imbalance percentage of 78.87% and 21.13% in favour of female teachers while the private schools have a percentage imbalance of 76.02% and 23.98% in favour of female teachers. The female pupils’ performance in mathematics was better than that of the male pupils. The study revealed that at the secondary school the imbalance was significant at the junior secondary school level and milled at the senior secondary. The study recommended the immediate reversal of the trend of imbalance by employing more male teachers into the public and private nursery and primary schools. This will improve the academic achievement of male pupils in mathematics, hence achieving the best practice in Nigeria education.
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Armendáriz, Joyzukey, Javier Tarango, and Juan Daniel Machin-Mastromatteo. "Analysis of Institutional Competitiveness of Junior High Schools through the Admission Test to High School Education." Journal of New Approaches in Educational Research 7, no. 1 (January 15, 2018): 52–60. http://dx.doi.org/10.7821/naer.2018.1.259.
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This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test - EXANI I from the National Assessment Center for Education - CENEVAL) on logical-mathematical and verbal reasoning, mathematics and Spanish, comparing along the variables of sex, system (public or private), type of school of origin (there are seven types) and ranking of grades, with which, the main objective is to identify levels of institutional competitiveness. The main findings of the research were: (i) private schools, in comparison with public ones, showed percentages of more favorable grades (60.54 and 43.58 respectively); (ii) influence of the academic average of the students in the result of the examination of admission (correlation of .0403; (iii) greater competence in the area of verbal reasoning (56.47) compared to logical-mathematical reasoning (55.69); and (iv) the identification of a small number of secondary schools considered as having sufficient institutional competitiveness (11 schools, equivalent to 3.28% of the total).
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Osagie, Roseline O. "FACTORS AFFECTING THE IMPLEMENTATION OF VOCATIONAL AND TECHNICAL EDUCATION POLICY IN PRIVATE SECONDARY SCHOOLS IN EDO STATE." Sokoto Educational Review 16, no. 1 (June 28, 2015): 12. http://dx.doi.org/10.35386/ser.v16i1.59.
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The government policy directive to secondary schools has been to diversify their programs to include vocational and technical education in the 6-3-3-4 system in order to make provision for students with varying aptitudes. This article explores the impact of this policy by examining some factors affecting the implementation of the policy in private secondary schools in Edo state. Subjects for the study were fifty (50) students, fifty (50) teachers and five (5) principals randomly drawn from five(5) private secondary schools in Edo State. The study utilized interviews, observations and a questionnaire to assess the implementation of government policy onvocational and technical education in private secondary schools in Edo State. The findings showed that there was a dearth of qualified teachers for vocational and technical subjects, poor infrastructure, lack of equipment, instructional materials and books. The schools were not adequately financed. It was observed that the federal government did not make adequate preparations before it issued directives for the take off of the programs in the schools. Recommendations were made for the federal government to sensitize the public on the importance of vocational and technical education, as it plays a vital and indispensable role in the economic and technological development of the country.
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Havrylenko, Tetiana. "ORGANIZATIONAL TRANSFORMATIONS OF THE ELEMENTARY EDUCATION SYSTEM IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991-2001)." Educational Discourse: collection of scientific papers, no. 10(1-2) (March 20, 2019): 59–83. http://dx.doi.org/10.33930/ed.2019.5007.10(1-2)-6.
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It was argued that the following transformations took place in the organization of elementary education: transition to the four year elementary school and training of children from six years in 2001; abandoning unified education through the opening of private schools, expanding the network of author schools and educational institutions for the development of abilities and talents of junior schoolchildren, dissemination of the educational complex “kindergarten - elementary school”; increase of schools and classes with the Ukrainian language of education; creation of conditions for obtaining primary education for gifted students, children of national minorities; increase in the number of elementary school teachers with higher education; exacerbation of the problem of social protection of pupils and teachers; destruction of the educational, material and technical base of the general secondary education institutions.
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Adegboyega, Bada, Ibrahim. "Correlates of Supervisory Strategies and Quality Education in Secondary Schools in Oyo State, Nigeria." International Journal of Learning and Development 2, no. 3 (May 19, 2012): 164. http://dx.doi.org/10.5296/ijld.v2i3.1820.
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This study examined supervisory strategies as correlates of quality education among secondary schools in Ibadan southwest local government area of Oyo State. Simple random sampling technique was used to select thirty schools (public and private) and three hundred respondents consisting of 200 teachers from public schools, 80 teachers from private schools and 20 supervisors from Teaching Service Commission (TESCOM).Pearson Product Moment Correlation (PPMC) was used to test the four hypotheses(P < 0.05) Multiple Regression was used to determine the contribution of independent variables (Supervisory strategies) both jointly and individually to dependent variable (quality education).Results revealed that two of the supervisory strategies (companionable and synergistic) have positive and significant correlation on quality education (r =0.853) and (r = 0.783) while authoritarian strategy had negative correlation, laissez faire had no significant relationship on quality education (r = -0.522 and r = -0.200)respectively. The joint contribution of the four supervisory strategies to the prediction of quality education in secondary schools was also significant (F (4,295) = 261.225).The paper concludes with some recommendations to the Teaching Service Commission (TESCOM) and the Government. Key words and Phrase: Supervisory Roles, Quality Education, Supervisory Strategies.
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Juneja, Nalini. "Private Management and Public Responsibility of Education of the Poor." Contemporary Education Dialogue 5, no. 1 (July 2007): 7–27. http://dx.doi.org/10.1177/0973184913411153.
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This paper presents an alternate explanation for the declining enrolments and dropouts from municipal primary schools. In the urban context, dropout has more usually been interpreted as a ‘preference for private/English-medium schools’. On the contrary, this paper points out; this ‘dropout’ could have been forced upon the poor by structural features introduced within the system of educational administration during the British period. Using evidence from studies of nine metropolitan cities, it is pointed out that the phenomenon of negative growth of enrolment at the primary stage is seen only in those cities where the next level of education is provided only/mainly through private-aided schools. Further, studies show that in Mumbai, the anxiety to ensure admission to aided secondary schools causes children to seek admission in aided secondary schools at the fee-charging primary stage itself. It is this manifested anxiety, this paper argues, that could be causing the observed phenomenon of low enrolment, dropout, etc. Thus, instead of representing a desire to leave schooling, the dropout could be likened to the backflow of smoke from a blocked chimney, seeking a way to progress upward. There is therefore a need to examine more closely the flows within the system of education, as also the role of subsidised private schools in providing continuity of education for children from municipal primary schools.
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Ehteshamuddin, Dr Shaikh, and Dr Syed Azaz Ali. "A Comparative Study of Schools under Government and Private Management with Respect to Academic Achievement and School Resources at Secondary Stage of Education." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (April 30, 2019): 1558–60. http://dx.doi.org/10.31142/ijtsrd23454.
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Arias, María Fernanda. "The Federal Law of Education in Argentina: Its Application in the Province of Buenos Aires." education policy analysis archives 13 (January 24, 2005): 8. http://dx.doi.org/10.14507/epaa.v13n8.2005.
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The present work seeks to analyze the results of the educational reform of the secondary school system in Argentina initiated by the Ley Federal de Educación in 1993. This article has chosen Greater Buenos Aires, the biggest conurbation in the country, as a "case study." The methodology used is based on quantitative and qualitative surveys administered to the top authorities of state and private schools in the area. We conclude that the reactions toward the reform are, in general, negative. Furthermore, there are no differences in attitudes between private and state schools. Both of them agree that the worst effect is the leveling down of the quality of education. In other words, the main cause of disagreement is mostly pedagogic.
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DRAGAN, Angela. "Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 91–99. http://dx.doi.org/10.4312/ala.8.1.91-99.
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In Romania, Japanese language, literature and culture are taught at university level in two private universities and two state universities. Japanese departments are part of either a Faculty of Letters or a Faculty of Languages and Literatures. Students have to choose another language to study, in addition to Japanese. This gives them a dual major / dual specialization. A large number of graduates decide on pursuing a teaching career in one of their specializations. My paper looks at the way in which university provides an educational background for teachers at lower and upper education. It also looks into the way it shapes secondary education through its curriculum. This refers to compulsory education in an integrated national system of education. But, in the last ten years, this perspective has broadened. Language schools, which are not part of this integrated system, have appeared. Some of them teach exclusively Japanese language and Japanese culture classes. In the beginning, the students were mainly adults, age 18+ but in the last several years, more children have started to be interested in attending classes in these language schools. My paper also discusses this new perspective. A questionnaire and its results will also be presented on this topic. It will show not only the increasing number of young learners but also, their very young age, which goes as far as primary school. This tendency, in studying Japanese as a foreign language, could provide a preview into its development at the secondary level.
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Kıvrak, Ali Osman, and Mehmet Altın. "Nutrition Knowledge and Attitude Change of Students Studying in State and Private Secondary Schools." Journal of Education and Training Studies 6, no. 6 (April 23, 2018): 63. http://dx.doi.org/10.11114/jets.v6i6.3069.
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The aim of this study is to analyse the changes in nutrition knowledge and attitudes of secondary school students depending on certain socio-demographic factors. The universe of the study is composed of 521 students, including 142 female and 379 male students studying in the secondary school and the sampling group in Konya province private and state central secondary education schools. The "Nutrition Knowledge and Attitude Scale", developed by Ertürk (2010), was used for nutrition attitude and knowledge and personal information form to acquire socio-demographic information. Descriptive statistics of the data were made, variance and homogeneity were tested, independent sample t test was used for binary comparisons, One Way Anowa was utilized for multiple comparisons, and Tukey test was benefitted to determine difference sources. Nutrition knowledge of students in state schools was found to be lower than that of students in private schools and this gap was identified to be statistically significant (P <0.05). Nutritional knowledge and attitudes of female students were determined to be higher than males’ and this difference was found to be statistically significant (P <0.05). Nutritional knowledge and attitudes of students who received elective nutrition classes were found to be higher than those who did not have nutrition classes and this change was again found to be statistically significant (P <0.05). The number of siblings and education status of parents were found to be statistically significant variants (P <0.05). As a result, the high level of nutrition knowledge and attitudes of female students compared to male students, the status and role of cultural transfer and social structure featured on male and female can be seen as the reason for that matter. It can be said that taking a nutrition class has a positive influence on nutrition knowledge and attitude, and that private school students have more nutrition knowledge yet similar nutrition attitudes with those in state schools.
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KOUTOU, N’Guessan Claude, and Zamble Théodore GOIN BI. "The issue of school privatisation in Côte d'Ivoire." Advances in Social Sciences Research Journal 7, no. 11 (December 2, 2020): 401–15. http://dx.doi.org/10.14738/assrj.711.9372.
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The Ivorian state has been involved in the construction of public schools given their importance for development. Since the 1980s, there has been a reduction in funding linked to the economic crisis and structural adjustment programmes. Thus, by a convention the State will concede the public service of education to the private sector.
The results of this research on the conditions of access to private schools in the Abidjan district were analysed through a cross-sectional study with descriptive and analytical aims. This has led to disparities in costs between municipalities. 40,000 FCFA for minima and 1, 922,000 FCFA for maxima, a multiplication order of 48. In secondary school, the minimum is 43,000 FCFA and the maximum is 2, 706,000 FCFA, a multiplication order of 63. In higher education there are less disparities.
In total, there are many differences in the costs of schooling from one school to another. While the public-private partnership has encouraged more children to attend school, it has also created a challenge to access because of the expensive costs of attending school.
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Uchegbue, Henrietta O., and Melvina N. Amalu. "An assessment of sex, school type and retention ability in basic technology achievement among senior secondary school students." Global Journal of Educational Research 19, no. 1 (June 26, 2020): 1–7. http://dx.doi.org/10.4314/gjedr.v19i1.2.
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Given the laudable purposes attached to study of Basic Technology in JSS, it is therefore important that students retain the skills and knowledge acquired in the course of studying the subject in the school. However, sadly, the intended effect Basic Technology as a subject in the secondary school system should have, has not been seen in the generation of able manpower readily employable for the economy. The study investigated the difference between the retention ability of male and female senior secondary students in Basic Technology, and how school type (public/private) influence retention. Two research hypotheses were formulated for the purpose of the study. The research design used in carrying out this study is Ex–post facto design. This study covered the Southern Educational Zone of Cross River State, Nigeria. The population of the study comprised all senior secondary school three (SS3) students in the government-owned secondary schools and private-owned secondary schools in the southern educational zone of Cross River State. The sampling technique used is stratified random sampling technique. The sample size for this study was 487 senior secondary school three (SS3) students drawn from fourteen schools in seven local government areas of southern educational zone. The research instrument used in the study is the achievement test. The statistical analyses techniques adopted to analyze the data collected were dependent t-test and independent t-test respectively. Findings of the study showed that there is no significant difference in retention between males and females, public and private schools in senior secondary school in Basic Technology. Based on the findings of the study, recommendations were made which include that there is a need to focus on the female folks in the execution of national policy on education. This study shows that the female folk arecapable of achieving and retaining as much the male folks during learning. Much effort should be made by the government to bridge the disparity between male and female folks in enrolment into and completion of the secondary school education.
Keywords: gender, retention ability, achievement, technology, school type
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Regina, Okoye, Chinasa, and Prof A. S. Omenyi. "Principals’ Climate Change Supportive Administrative Services for Effective Classroom Management in Public and Private Secondary Schools in Anambra State." International Journal of Innovative Science and Research Technology 5, no. 6 (June 27, 2020): 355–62. http://dx.doi.org/10.38124/ijisrt20jun168.
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The purpose of this study is to analyse the climate change supportive administrative services provided by principals for effective classroom management in public and private secondary schools in Anambra State. The area of this study is Anambra state and the descriptive survey research design was used. There are six education zones namely Aguata, Awka, Nnewi, Ogidi, Onitsha, and Otuocha education zones. The population for this study comprised 15,990 respondents made up of 6,293 teachers in the 256 public secondary schools and 9,697 teachers in the 481 registered private secondary schools in Anambra state. The sample size for this study is 852 teachers. The instrument for data collection is a structured questionnaire developed by the researchers. The questionnaire was subjected to face validation using three experts who are lecturers. The reliability of the instrument was established using 100 teachers (50 in private secondary schools and 50 in public secondary schools) in 20 secondary schools in Enugu state. Cronbach alpha method was used to determine reliability of the items because the instrument is homogeneously structured. The reliability coefficient of the instrument was 0.74. The instrument was administered on the respondents directly by the researchers with the help of eight research assistants who are teachers in the various schools sampled. All the 852 copies of the questionnaire were correctly filled and retrieved. They were collated and subjected to statistical analysis. Data collected were analyzed using mean ratings to answer the research questions and t- test to test the hypotheses at 0.05 level of significance.
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Deb, Sibnath, Esben Strodl, and Jiandong Sun. "Academic-related stress among private secondary school students in India." Asian Education and Development Studies 3, no. 2 (May 6, 2014): 118–34. http://dx.doi.org/10.1108/aeds-02-2013-0007.
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Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.
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Lynova, Iryna, and Tatiana Pleshko. "ENSURING TRANSPARENCY AND INFORMATION OPENNESS OF GENERAL SECONDARY EDUCATION IN KYIV." Educological discourse, no. 3 (2020): 123–41. http://dx.doi.org/10.28925/2312-5829.2020.3.9.
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The article offers consideration of the results of the analysis of the State Service for Education Quality in Kyiv of the sites of educational institutions of communal, state and private forms of ownership of the city of Kyiv in relation to their availability and occupancy on 21 indicators: charter of educational institution; licenses for educational activities; structure and governing bodies of the educational institution; staff in accordance with the license conditions; educational programs implemented in the educational institution and the list of educational components provided by the relevant educational program; service area assigned to the educational institution by its founder (for preschool and general secondary education institutions); licensed volume and actual number of students; language (languages) of the educational process; availability of vacant positions, procedure and conditions of the competition for their replacement (in case of its holding); material and technical support of the educational institution (according to the license conditions); results of monitoring the quality of education; annual report on the activities of the educational institution; admission rules; conditions of accessibility of the educational institution for training of persons with special educational needs; tuition fees for private schools); list of additional educational and other services, their cost, procedure for provision and payment; rules of conduct for students; a plan of measures aimed at preventing and combating bullying in the educational institution; the procedure for submitting and reviewing (with confidentiality) applications for cases of bullying (harassment) in an educational institution, response and responsibility of persons in an educational institution involved in bullying (harassment). The authors of the article developed 518 sites of schools of various forms of ownership: state and communal forms of ownership - 437, private - 81. On average, according to 21 indicators, 56% of schools publish the necessary information on the websites of general secondary education institutions. The authors hope that the comments and suggestions set out in the conclusions to the article will help schools to systematize information about their lives and prospects.
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Fernández-Cruz, Francisco José, Jesús Miguel Rodríguez-Mantilla, and Ma José Fernández-Díaz. "Assessing the impact of ISO: 9001 implementation on school teaching and learning processes." Quality Assurance in Education 27, no. 3 (July 1, 2019): 285–303. http://dx.doi.org/10.1108/qae-09-2018-0103.
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Purpose A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard. Design/methodology/approach To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain). Findings The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS. Originality/value This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.
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Adrião, Theresa, Teise Garcia, and Juliana Azevedo. "COMPULSORY EDUCATION IN BRAZIL: PRIVATIZATION TRENDS AND LIMITS THE RIGHT TO EDUCATION." Problems of Education in the 21st Century 75, no. 4 (August 20, 2017): 324–34. http://dx.doi.org/10.33225/pec/17.75.324.
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This research aims to present a result on three educational policies in force in Brazil that link public education at the stage of compulsory schooling to the interests of corporations or sectors linked to them. The first is called Integral Secondary Education and was implemented in one of the poorest regions of the country, the state of Pernambuco; The second identified as Education - Commitment Program São Paulo is being developed in the richest region of Brazil, the state of São Paulo, where the third policy was also disseminated with the adoption of so - called Private Education Systems in public schools. The research, of a qualitative nature, derives from research in primary documentary sources and semi-structured interviews with educational managers. The results confirm the trends identified in the literature, according to which education, when it is a field for business expansion through the performance of private companies directly in the management of public education, accentuates inequalities of access to schooling processes. In the analyzed cases, these inequalities are observed in the unequal access to the time of permanence in the school; In the unequal working conditions of teachers and in the allocation of public funds to profitable companies, to the detriment of investment in public education. Keywords: public primary education, privatization of education, right to education.
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Nwachukwu, Uche Emma. "The State of Science and Technology Infrastructure in Secondary Schools in Nigeria." International Letters of Social and Humanistic Sciences 16 (November 2013): 1–12. http://dx.doi.org/10.18052/www.scipress.com/ilshs.16.1.
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Science and technology (S&T) education is crucial to the achievement of socio-economic development of any society and also a critical element in the attainment of the Millennium Development Goals (MDGs). Standard laboratories and equipments as well as reagents are S&T infrastructures essential for providing qualitative education for producing national technological manpower. This study evaluates the condition of S&T infrastructures in the Nigerian secondary schools. The study utilises primary data collected from public and private secondary schools across the six geo-political zones in the country. Findings show that there are inadequate teachers, laboratories and necessary equipment for teaching S&T related subjects in most of the secondary schools in Nigeria. Also, electricity supply from the national grid to secondary schools is poor because only 30% of them have light at most 4hours a day. The study therefore recommends the provision of adequate funds and electricity generators for these institutions to enhance the teaching and overall development of S&T education in Nigeria. In addition, adequate and qualified personnel (teachers and laboratory technicians) should be provided while good maintenance culture and improved security of laboratories and equipment in secondary schools should be imbibed by all secondary schools in the country.
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Lundström, Ulf, and Karolina Parding. "Teachers' Experiences with School Choice: Clashing Logics in the Swedish Education System." Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/869852.
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This paper explores the school choice reform in Sweden, a country where a drastic shift in education policy has taken place that includes fast expansion of market solutions and strong state support for competition. Although there are studies examining the school choice reform, few focus on the effects of this reform from a teacher perspective, especially so in the context of Sweden. To this end, this paper examines how Swedish upper secondary teachers in independent (private) and public schools experience their work in relation to school choice reform. This study uses qualitative interviews of 58 teachers from five municipal and three independent upper secondary schools. Its theoretical framework relies on Freidson's distinction between the logic of the profession, the bureaucracy, and the market. The findings indicate that the traditional position of teachers—a position that must negotiate the tension between the logic of the profession and the logic of the bureaucracy—is now in fact challenged by the logic of the market. This study argues that values linked to the logic of the market are imposed on the teachers, and these market values clash with the teachers' values, values based on the logic of the profession.
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Xavier, Ana. "Early Bilingual Education and Content and Language Integrated Learning Assessment in Primary Education: Assessment Beliefs, Knowledge and Practice in Portuguese State and Private Schools." e-TEALS 7, no. 1 (December 1, 2016): 11–39. http://dx.doi.org/10.1515/eteals-2016-0006.
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AbstractEducational provisions, such as Early Bilingual Education (EBE) and Content and Language Integrated Learning (CLIL), where curriculum content is learnt, taught and assessed through the means of an additional language, are not yet widespread in general primary and secondary education in Portugal. Knowing how to assess in such provisions, which have a dual focus on the mastering of language proficiency and content knowledge and skills, can be intricate. The first step towards building a rationale for soundly assessing language and content at early primary level in Portuguese schools needs to first understand how teachers working in EBE and CLIL education settings view assessment and what they do with it in the classroom. This article analyses the research findings of a small scale national research study conducted in Portugal in 2013/2014 on EBE and CLIL assessment beliefs, knowledge and practice on the part of teachers working in a national pilot on early bilingual education – the Bilingual Schools Project teachers (BSPT) and teachers working in similar provisions in private schools – the Non-Bilingual Schools Project teachers (NBSPT).
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Afolabi, Oluwaseun O. "Educational Development in Africa: Prospects and Challenges of Teaching/Learning History in Nigeria." Frontiers in Education Technology 1, no. 1 (April 18, 2018): 1. http://dx.doi.org/10.22158/fet.v1n1p1.
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<p><em>The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was in the curriculum of both junior and senior secondary school. However, it was removed from junior secondary school curriculum and remained only in senior secondary school curriculum. Though only few senior secondary schools in Oyo State teach history subject due to lack of adequate knowledge by students in learning African history. Also, due to the reviewed policy, history teachers and textbooks are inadequate. Thus, in this present dispensation in Nigeria, African history education is facing challenges in terms of teaching and learning, apparently on the verge of extinction. The paper concludes by stating the methods of teaching history, prospects and challenges attached to it.</em></p>
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Bada, Steve Olusegun, and NUHU Muslimat Adebanke. "Secondary School Teachers’ Attitude Towards Information And Communication Technology In Ondo State, Nigeria." International Journal for Innovation Education and Research 3, no. 9 (September 30, 2015): 84–92. http://dx.doi.org/10.31686/ijier.vol3.iss9.435.
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This study was carried out to examine secondary school teachers’ attitude toward information and communication technology. The study covered twenty selected secondary schools in Ondo South senatorial district of Ondo state. Four hundred teachers were selected from 20 selected secondary schools out of 300 secondary schools in Ondo State using systematic random sampling technique. Five research questions and 5 hypotheses were formulated for the study. A descriptive survey method was adopted for the study. Data were collected and subjected to inferential statistics like frequency and percentage and chi-square. A questionnaire tagged “Teachers’ Attitude and Access to Information and Communication Technology” (TAAICT) adopted from Yusuf (2003) which has 20 items and divided into 3 sections was used to collect data. The validity and reliability of the instrument was ascertained, the instrument was valid and reliable. The findings showed that there was significant difference in the overall attitude of secondary schools’ teachers towards information and communication technology using teacher age, subject discipline, gender and years of experience and as variables. Based on the above findings, recommendations were made such as, government should encourage the use of modern technology in form of computer services; provide funds to schools through the Ministry of Education, purchase computer machine, and make them available to all public schools as operating in some private schools; government should also employ computer teachers who will not only teach the students but need to be computer literate.
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Dibu-Ojerinde, Odusola Olutoyin. "Formative Assessment for Learning: A Survey of Teachers' Practice in Selected Private Secondary Schools in Osun State, Nigeria." International Journal of Learning: Annual Review 12, no. 8 (2006): 355–60. http://dx.doi.org/10.18848/1447-9494/cgp/v12i08/48046.
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Günay, Aslı, Ömer Açıkgöz, Zafer Çelik, and Murat Öztürk. "Sectoral Relations, Appropriateness, Supply-Demand Problem in the Post-Secondary Vocational Schools: Recommendations for Improvement." Yuksekogretim Dergisi 10, no. 3 (December 1, 2021): 328–39. http://dx.doi.org/10.2399/yod.19.631479.
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This current study aims to identify the problem areas of the post-secondary vocational schools and develop some possible actions that could be taken to improve them. In order to obtain information about the current status of these schools, a questionnaire was prepared and distributed to post-secondary vocational school employees and 167 industrial sector representatives. The answers of these respondents were analyzed by using factor analysis, and some indexes were generated. The results of this study suggest that the main problems of the post-secondary vocational schools are stated as the limited collaboration between the post-secondary vocational schools and the private sector firms, selection of inappropriate locations to open post-secondary vocational schools, limited social facilities, and the lack of job opportunities for some graduates of associate degree programs. Some institutional and educational recommendations are suggested by the participants for solving these problems. For example, to improve the institutional status of the post-secondary vocational schools, the duration of workplace training should be increased, machinery and equipment used in these schools should be enhanced, and employment demand projections should be taken into consideration while determining the student admission quotas. In terms of education and training, they propose that the education period should be extended for the students to gain professional skills and competences, and a preparatory class should be placed to improve the basic professional skills of the general high school graduates who enrolled in these schools.
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Maria Radziszewska, Maria Radziszewska. "Początki i rozwój szkolnictwa polskiego w Rumunii do 1939 roku." Biuletyn Historii Wychowania, no. 39 (December 15, 2018): 89–104. http://dx.doi.org/10.14746/bhw.2018.39.6.
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Poles settled in present-day Romania in the fourteenth century. A subsequent influx of Polish settlers followed the fall of the Kościuszko Uprising. The aim of this study is to present the history of education in the Polish minority in Romania. The work focuses on showing various forms of educational and upbringing institutions from the early 19th century to 1939. In the analyzed period, the Poles organized mainly kindergartens and comprehensive primary and secondary schools in Bukowina (now northern Romania). They also made attempts at introducing the Polish language to teachers’ training institutions i.e. teachers’ training colleges for men and women. They established their own socio-educational societies and built Polish Houses in which they pursued a wide range of educational and cultural activities. In the Kingdom of Romania, Polish children could also attend (under certain conditions) Polish language classes in Romanian state schools. Owing to the Polish Schools in Romania, followed by the Polish School Association in Romania, Polish private education assumed various forms.
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Tutkun, Erkut, Ilyas Gorgut, and Ibrahim Erdemir. "Physical Education Teachers’ Views about Character Education." International Education Studies 10, no. 11 (October 29, 2017): 86. http://dx.doi.org/10.5539/ies.v10n11p86.
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The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kutahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals’ behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.
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Cássio, Fernando L., Débora Cristina Goulart, and Salomão Barros Ximenes. "Contratos de Impacto Social na rede estadual de São Paulo: Nova modalidade de parceria público-privada no Brasil." education policy analysis archives 26 (October 15, 2018): 130. http://dx.doi.org/10.14507/epaa.26.3711.
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This article analyzes the development of a new modality of public-private partnership in Brazilian education, the so-called Social Impact Bond (SIB), known in Brazil as “Contrato de Impacto Social”, whose pilot project, sponsored by the Inter-American Development Bank (IDB), is in its initial stage of implementation in the State of São Paulo. Unlike traditional philanthropy, which legitimizes itself in the alleged non-profit nature of its actions, SIB assumes the possibility of obtaining return rates with “social investments,” leading to the creation of a new ecosystem of social finances, which, into this context of privatization of education, incorporates agents interested in capitalizing on the provision of public services to vulnerable populations, in this case, to secondary students from public schools in the State of São Paulo. This kind of contract, or bond—paid by means of “delivery” of results—raises a series of ethical, legal, and political-pedagogical issues related to the accomplishment of “social experiments” with students in a vulnerable condition. From the analysis of internal documents of the Department of Education in the State of São Paulo, in comparison with documentary sources from public schools, we conclude that, from the very beginning of its implementation, the SIB of São Paulo education not only breaks with standards of scientific ethics, but also violates the principle of democratic school management included in the Brazilian constitution.
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Quinn, Mark G., William F. Suitmann, and John Elkins. "Exceptional students in Queensland catholic schools: Prevalence, priorities and future directions." Australasian Journal of Special Education 12, no. 1 (May 1988): 10–20. http://dx.doi.org/10.1017/s103001120002409x.
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A survey of the prevalence and needs of exceptional students was carried out in Queensland Catholic primary(n= 195) and secondary (n = 40) schools. Within the overall population surveyed 3.13% possessed disabilities, 3.83% behavioural difficulties, 4.19% advanced learning characteristics, and 12.80% learning difficulties. The survey indicated that support services fell short of the demand, particularly for students with behavioural difficulties and those considered to be advanced learners. The data obtained was of the same order as that found in other state, national and international studies. The majority of principals and teachers interviewed held positive attitudes towards integration. However, this was qualified by a strong press for additional professional support, inservice training, and resources to enable the necessary enhancement of the educational experiences being offered. The survey identified a continuing need for communication and cooperation with state and private agencies and the desirability of developing a system which marshalls the available resources, both regular and special, into an efficient and feasible service delivery operation.
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Akpochafo, Grace Omejevwe. "The Impact of Age and Type of School in Career Decision-Making Difficulties." Journal of Educational and Social Research 11, no. 1 (January 17, 2021): 1. http://dx.doi.org/10.36941/jesr-2021-0001.
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The research investigated age, type of school and career decision-making difficulties. It used a purposeful drawn sample of 341 secondary school students in Delta State. To guide the study, two research questions were raised and two hypotheses were formulated. The Career Decision-Making Difficulties Questionnaire (CDDQ) by Gati, Krausz and Osipow (1996) was used for data collection. Data obtained were analysed by inferential statistics of mean, standard deviation and t-test analysis. The results revealed no significant differences in terms of age and type of school attended, but there was a significant difference between private and public schools in seven of the ten distinct categories. Discussion of the findings, conclusions and recommendations are provided. Received: 24 September 2020 / Accepted: 13 December 2020 / Published: 17 January 2021
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Idowu, Samuel Adebayo, Tolu Elizabeth Ifedayo, and Elizabeth Oluwatoyin Idowu. "Assessing the Career Conflict Options of Senior Secondary School Students of Ado-Odo Ota Local Government, Ogun State, Nigeria." Research in Social Sciences and Technology 5, no. 3 (November 1, 2020): 55–77. http://dx.doi.org/10.46303/ressat.05.03.3.
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Career choice is one of the most important decisions that students make, and this decision will affect them throughout their lives. This study adopts a descriptive research survey method for assessing career conflict options of senior secondary school students in Ado-Odo Ota Local Government, Ogun State, Nigeria. The data contains questionnaires administered to 373 male and female secondary school students from three private schools and three public schools in the Ado-Odo Ota Local Government. The data obtained from the questionnaires were categorized into a Demographic Data Inventory, Career Choice Scale, and Support, Interference, and Lack of Engagement Scale. Demographic information was analyzed using descriptive statistics, and simple linear regression analysis was used to test the three hypotheses generated for the study at 0.05 alpha levels of significance. The findings suggest that parental formal education has a significant effect on the choice of careers of students, and that the profession of parents has a minor influence on the choice of careers of students. The results also indicate that the socio-economic status of parents does not affect the career choice of secondary school students. Based on the findings, this study recommends that parents be trained in career counseling to help parents direct their children in their career choices. Counseling units in the Ministry of Education should also coordinate orientation activities and provide information on the broad variety of career opportunities open to students. Finally, future research should be carried out on the contradictory effect of teachers and school counselors on the career choices of secondary school students.
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Ananias, Janetta Agnes, Jabulani Calvin Makhubele, Miriam Winnie Hasheela, Ndanyakuwa Ilonga Hamuse Tiberia, Rachel Johanna Freeman, Prudence Mafa, Frans Koketso Matlakala, Beatrice Namoonga Chilwalo, Selelo Frank Rapholo, and Anesu Svinurai. "Views of Teachers and Hostel Matrons on the Landscape of Substance Abuse Amongst the Youth in the Northern Region of Namibia." Global Journal of Health Science 11, no. 5 (April 15, 2019): 133. http://dx.doi.org/10.5539/gjhs.v11n5p133.
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AIM: This research project aimed at exploring the views of secondary school teachers and hostel matrons on the landscape of substance abuse amongst the youth at a border town situated in the northern region of Namibia.
METHOD: In this qualitative study, in-depth interviews were conducted with secondary school teachers and hostel matrons, selected by means of a purposive sampling method from five schools representing state schools and private schools. Ethical approval was obtained from the University of Namibia’s ethical approval committee, whilst permission to conduct the study was obtained from the Ministry of Education, Arts and Culture, Namibia. Participation was voluntary and based on informed consent.
FINDINGS: The themes identified in the study were amongst others; the types of substances used by the youth, the use of substances on school premises and easy access/availability of substances.
CONCLUSION: The study concluded that substance abuse seems to be normalised in the community because of the excessive availability of alcohol in the community. The need for law enforcement and law reform as well as prevention programmes at all levels of society is highlighted.
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Cheung, Alan C. K., E. Vance Randall, and Man Kwan Tam. "The development of local private primary and secondary schooling in Hong Kong, 1841-2012." International Journal of Educational Management 30, no. 6 (August 8, 2016): 826–47. http://dx.doi.org/10.1108/ijem-06-2015-0073.
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Purpose – This paper is a historical review of the development of private primary and secondary education in Hong Kong from 1841-2012. The purpose of this paper is to examine the evolving relationship between the state and private schools in Hong Kong. Design/methodology/approach – This paper utilizes sources from published official documents, public data available on government websites, archival documents and newspapers. The authors also carried out a few individual interviews with legislators, government officials and principals who were familiar with the history of private education in Hong Kong. Findings – The colonial Hong Kong Government adopted laissez-faire policy in greater part of its rule until 1970s. The year 1978 marked the period of “state control” until the 1990s when privatization and deregulation emerged as a world trend in the governance of education. The role of government changed to that of “supervision” instead of “control.” Further, it is shown that the change of sovereignty did not avert the trend of decentralization, deregulation and privatization in education which is entrenched in the management of public affairs in human societies. Originality/value – The findings provides an illuminating look into the development of a society and how it grapples with the fundamental questions of the degree of social control and proper use of political power in a colonial setting.
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Chechel', I. "MODERN DESIGN CONDITIONS AND COMPONENTS OF THE ARCHITECTURAL CONCEPT OF SECONDARY SCHOOLS." Bulletin of Belgorod State Technological University named after. V. G. Shukhov 6, no. 7 (July 10, 2021): 73–88. http://dx.doi.org/10.34031/2071-7318-2021-6-7-73-88.
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Today, large-scale programs for the construction of general education facilities are being implement-ed in the country. The Russian architecture of general educational buildings is gradually moving away from the standard architectural solutions approved by practice. This is influenced by the condi-tions of the current stage in the development of the state and society, and the tasks for the formation of an individual and a new generation of citizens. An analysis of the works of modern Russian architects suggests that the country has begun and is steadily gaining momentum in the process of forming the architecture of a new generation of school buildings. According to the author, the process is under the influence of a number of objective conditions. They are: the need to provide cost-effective architectur-al solutions of the design documentation for the mass construction of an object of General education in Russia; the continuation of the traditions of the author's architectural design for the public sector in education and the growing influence of the architecture of the non-public (private) sector to create innovative school buildings of the new generation; the impact of the reform processes in the field of pedagogical technologies in the system of General education and in solving complex issues of security and anti-terrorist protection of the object of General education on the formation of architecture of the school building; the operation of the object of General education in Emergency situation ( pandemic) and transition to the information society in the era of digitalization,; the enforcement of Federal laws of the Russian Federation in the field of safety of object of General education. Based on the identified conditions, a new systematization of the components of the architectural concept is proposed and the principles necessary for the creation of a general education building that marks the end of time are formulated.
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Withrow, Frank B. "The Videodisc: An Educational Challenge." Journal of Educational Technology Systems 14, no. 2 (December 1985): 91–99. http://dx.doi.org/10.2190/70h0-fx5j-u3v1-65jm.
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This article details videodisc projects in elementary schools supported in part by the United States Department of Education. The development of private videodisc programs for elementary and secondary schools is also discussed. While the author feels that this is a promising technology, he considers it as still in an experimental stage. The Videodisc Interactive Microcomputer (VIM) project supported by the Center for Libraries and Educational Improvement included forty-five elementary schools in seventeen states. The best liked of the forty-five discs supplied to the schools was the “WHALES” disc developed by the National Geographic Society and the University of Nebraska. Developments in both hardware and software make it possible for the average school to purchase off-shelf operating educational programs. Pioneers in the commercial field have been Video Discovery and their bio-science discs, and Video Vision with their space discs. System Impact Incorporated of Washington, D.C. has just introduced a new comprehensive basic mathematics series, and the Society for Visual Education of Chicago, Illinois has introduced a social studies series. Videodisc technology holds great promise for educators at all levels.
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Fakomogbon, Michael Ayodele, Rachael Funmi Adebayo, Mosiforeba Victoria Adegbija, Ahmed Tajudeen Shittu, and Oloyede Solomon Oyelekan. "Subject Specialization and Science Teachers’ Perception of Information and Communication Technology for Instruction in Kwara State." International Journal of Information and Communication Technology Education 10, no. 1 (January 2014): 25–34. http://dx.doi.org/10.4018/ijicte.2014010103.
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This study examined Kwara State secondary school science teachers’ perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire (STICOTEPQ) were analysed using frequency count, mean, chi-square and Analysis of Variance (ANOVA) statistics. Findings revealed that (i) the science teachers’ perception of ICT was generally positively low and (ii) there was significant difference in the secondary school science teachers’ perception of ICT for instruction based on their area of specialization{F(3,252) = 50.323, p<0.05}with the Biology teachers having the highest level of perception while the Mathematics teachers had the lowest perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction.
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Fernández-Cruz, Francisco José, Jesús Miguel Rodríguez-Mantilla, and Mª José Fernández Díaz. "Impact of the application of ISO 9001 standards on the climate and satisfaction of the members of a school." International Journal of Educational Management 34, no. 7 (April 11, 2020): 1185–202. http://dx.doi.org/10.1108/ijem-10-2018-0332.
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PurposeRecently, the application of quality management systems (QMS) in educational institutions has become widespread, in an effort to improve diverse processes and results in schools. However, there are very few studies that enable us to confirm whether these QMS bring true changes that are sustainable over time and lead to improvements in these institutions.Design/methodology/approachThis study thus aims to assess the impact of the implementation of ISO:9001 standards on school climate and on the satisfaction of the members of the educational community at 80 Spanish preschools, primary and secondary schools in different autonomous communities.FindingsThe analyses performed show conclusive results regarding the impact of ISO:9001 standards on teachers' involvement in improving the school's climate, conflict resolution by the management team and in families' involvement and satisfaction with the school. However, no apparent evidence was found of the impact on relations among teachers, conflict resolution among staff members and the perception of satisfaction by the teachers themselves.Research limitations/implicationsWe must bear in mind that the results and conclusions obtained are based on the instrument developed for this study, where it has been the members of the schools themselves who have assessed the changes they have perceived or that have taken place. However, due to the limitation of the instrument, it could be complemented in future research with external evaluations that could complement the results obtained in the present study.Originality/valueFurthermore, greater impact of the ISO standards was identified in schools from certain regions (Valencia and Andalusia), in state-assisted private schools, in smaller schools and in institutions which have been implementing the QMS for longer periods of time. The management team also perceived a greater improvement in climate than did teachers.
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Gulczyńska, Justyna. "Kontrowersje wokół struktury ustrójowo-organizacyjnej i programowej szkolnictwa średniego ogólnokształcącego w Polsce w latach 1944-1948." Biuletyn Historii Wychowania, no. 23 (March 11, 2019): 47–61. http://dx.doi.org/10.14746/bhw.2007.23.4.
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A new form of government of the Polish state was combined with its rather intensive influence on the character of the educational system, including general secondary schools. That time is distinguished by numerous controversies, which then appeared in various social circles, political parties, and referred to the constitutional and organizational structure as well as the program structure of this school level. In the first years the controversies were more of an evolutionary character, as at that time discussion and exchange of opinions concerning differing standpoints and concepts for the Polish route to socialism were still possible. After 1948 there was no more room for discussion; the decisions about this sphere were also made by one group - the people related to the communist party (Pol. abbr. PZPR). Already right after the cessation of war activities, the tendencies leading to the centralization of education management were noticeable, and consequently, ever more intense influence of the government o f the working classes (lub the people’s government) on the functioning of schools, but, above all, on the teaching content. The process of centralization was linked with the so-called democratization process of school i.e., the question, of which the ruling communists made their priority.A consequence of democratization of the general secondary school and rendering it a tool for the manufacture of future citizens - devoted to and subjected to the government of the working classes - was the aspiration for closing private general secondary schools, and also the expulsion of religion from school. Such changes, falsely justified by the necessity to observe the principle of freedom of conscience and confession, led to the secularization of the school system. The discussed expulsion of the Church from schools, and at the same time from the sphere of educating a young generation, was supposed to serve the formation of a new socialist society in the future.
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Fedotova, Olga, Vladimir Latun, Yuliya Merinova, and Anna Ertel. "The evolution of the institutional structure of the agricultural education in Russia." E3S Web of Conferences 175 (2020): 15026. http://dx.doi.org/10.1051/e3sconf/202017515026.
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The article is devoted to the analysis of the history of the formation of agricultural education in Russia. On the basis of the analysis of historical data, documents on creation of educational institutions and statistical data dynamics of emergence of new agricultural lowest schools, secondary schools, academies and institutes is established. It is shown that the first agricultural institutions were established in the 18th century with the participation of the great Russian scientist M. Lomonosov with the support of the Emperor. The first agricultural schools used foreign experience. A total of three agricultural schools were established. However, in the future there was a transition to training without the participation of foreigners. An analysis of the development of the education system in the 19th century found that the institutional structure changed significantly towards the emergence of institutions and academies. Model farms, model estates and new training areas have appeared personnel for horticulture, agronomists, beekeepers, horse breeders, etc. Private initiatives have facilitated the opening of new specialties. The state opened new specialized academies and faculties in polytechnic institutes. It is shown that traditions of improving the institutional system of training of personnel persist in modernRussia.
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Regina, Okoye, Chinasa, and Prof A. S. Omenyi. "Principals’ Environmental Supportive Administrative Services for Effective Classroom Management in Public and Private Secondary Schools in Anambra State." International Journal of Innovative Science and Research Technology 5, no. 6 (June 27, 2020): 350–54. http://dx.doi.org/10.38124/ijisrt20jun167.
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The purpose of this study is to analyse the environmental supportive administrative services provided by principals for effective classroom management in public and private secondary schools in Anambra State. One research question and one null hypothesis guided the study. It was a descriptive study conducted in Anambra state covering the six education zones in the state. A total of 15,990 respondents constituted the population for the study. A sample of 852 teachers was used. The instrument for data collection is a structured questionnaire developed by the researchers. The questionnaire was duly validated by experts who are lecturers. The reliability of the instrument was also established. Cronbach alpha statistic was used to determine reliability which gave the reliability coefficient of 0.81. The instrument was administered on the respondents directly by the researchers who assisted by six research assistants. Out of 852 copies of the questionnaire distributed, 850 copies were correctly filled, retrieved and subjected to statistical analysis. The data were analyzed using mean ratings to answer the research question and t- test to test the hypothesis at 0.05 level of significance. Findings indicated that, in public secondary schools, adequate workshops are not provided as part of environmental supportive administrative services for effective classroom management. Accordingly, it was among others recommended that government should organize workshops for secondary schools on environmental supportive administrative services.
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Stepanovic, Ivana, Dragica Pavlovic-Babic, and Zora Krnjaic. "The analysis of actual and symbolic models of secondary school students in Serbia." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 401–17. http://dx.doi.org/10.2298/zipi0902401s.
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This paper deals with role models of secondary school students in Serbia. In the course of adolescence, there is a gradual separation from parental figures, and other persons become role models for behavior. For that reason, secondary school population is of interest when analyzing this phenomenon, particularly bearing in mind that role models influence not only social, but also other aspects of development. We analyzed role models from students' personal (actual models) and public life (symbolic models). The main aim was to determine who their actual and symbolic models are, and why secondary school students look up to them. Based on the data on secondary school students' actual models, it is possible to identify who important persons from their milieu are and why they are important to them. The data about the categories in which symbolic models can be divided, as well as about their occurrence, indicate the young people's system of values in these analyses. The sample comprises 2426 students from 26 schools in 9 Serbian towns. Actual and symbolic models were examined in separate questions, where students were asked to name up to three people from their private life or the world of celebrities that they look up to. 53,9% of students named their actual models, the most common being their mothers. Nearly half the examinees (49,3%) stated their symbolic models are public figures. Most symbolic models are from the world of show-business. The results show that parental figures remain the models of behavior throughout adolescence. The data about the categories of symbolic models show the young are drawn to the world of entertainment and indicate a weak role of schools as a potential source of models in the fields of science and culture who would promote cognitive values.
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RUDA, Oksana. "THE ROLE OF THE «MIZRACHI» POLITICAL PARTY IN THE DEVELOPMENT OF JEWISH PRIVATE SCHOOLING IN INTERWAR POLAND." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 69–80. http://dx.doi.org/10.33402/ukr.2020-33-69-80.
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The activity of the Jewish party «Mizrachi» in the 20s and the 30s of the 20th century, aimed at developing private Jewish schooling with Hebrew as the medium of instruction, is analyzed. In interwar Poland, Jewish students were deprived of the opportunity to receive primary education in public schools in the mother tongue as the medium of instruction, as government officials only partially implemented the Little Treaty of Versailles of 1919. The development of Jewish schooling was also complicated by the Polonization policy, the cultural and linguistic heterogeneity of Poland's Jews. Polish-speaking «szabasówka», who implemented a nationwide program of educating Jewish students in the spirit of loyalty to the government, facilitated their assimilation. That part of the Jewish community, which perceived these schools as an assimilation factor, actively participated in expanding the network of private Jewish schools with Yiddish or Hebrew mediums of instruction. An important part in the development of such religious and national educational institutions took the Mizrachi party, whose program principles combined the Jewish religious tradition with activities aimed at forming a Jewish state in Palestine. The author examines the activities of the Jewish cultural and educational societies «Jabne» and «Micyjon tejce Tora», which were cared for by «Mizrachi». The societies took part in establishing preschools, primary and secondary schools, teachers' seminaries, evening courses, public universities, reading clubs, libraries, and more. Both Judaic and secular subjects were taught in these educational institutions. Paying due attention to the teaching of Hebrew, Jewish literature, and Jewish history in schools helped preserve Jewish students' national identity. Keywords «Mizrachi» political party, Poland, cultural and educational societies, religious and national schools, Hebrew, Yiddish.
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Santos Vieira de Jesus, Diego. "The unfulfilled promise of education for creative economy in Brazil." International Journal of Innovation Education and Research 7, no. 5 (May 31, 2019): 146–56. http://dx.doi.org/10.31686/ijier.vol7.iss5.1485.
Full textAbstract:
The aim is to examine why the promise that education for creative economy could be the engine for socioeconomic development – present in the academic work on creative economy and the political discourse of some leaders and political parties – remains unfulfilled in Brazil. The central argument indicates that the promise was unfulfilled because the maintenance of rigid curricular guidelines in basic, secondary and higher education limits the development of skills and abilities to deal with the constant transformations of creative economy. The unfulfillment of this promise can also be explained by the fact that the financial crisis – motivated by the adverse international economic situation and the political chaos caused by allegations of corruption and misappropriation of funds by politicians and businessmen – made the Brazilian government reduce investments in research and the maintenance of public institutions. The private institutions of basic and secondary education which prepare students for creative economy charge high monthly fees, which is not affordable for the greatest part of Brazilian population, and the Brazilian state does not seem to work to extend this education model for other public and private schools. Many private universities also suffer from the limitation of student financing programs. The transdisciplinarity among the three knowledge pillars of creative economy – technical / scientific, cultural / creative and business pillars –, as well as the valuation of traditional knowledge and practices and the formation of critical thinking in the light of political-economic and socio-cultural dynamics, is being ruined in Brazil.
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Rodgers Gibson, Morgan. "Towards a neoliberal education system in Queensland: Preliminary notes on senior secondary schooling reforms." Policy Futures in Education 17, no. 8 (March 7, 2019): 983–99. http://dx.doi.org/10.1177/1478210319833250.
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Neoliberalism is often understood as being both an epoch of capitalism and a zealous ideological commitment to the primacy of private property and free markets. In practice, it has tended towards mobilising state power in the interests of capital, remaking societies and individuals in this process. Perhaps inevitably, education systems, the world over, have been reformed in light of neoliberalism’s overarching imperatives. It is in this light that we can best understand and make sense of recent reforms to Queensland’s senior secondary schooling system. While some details continue to be ironed out, the reformed system will revolve around three main planks: (a) an assessment model combining school-based and common external assessment, (b) a process that quantifies and standardises school-based assessment through external review processes and (c) a transition away from the Overall Position (OP) rank towards an Australian Tertiary Admission Rank (ATAR). These changes to assessment and tertiary admission represent a pivot away from Queensland’s historical commitments to school-based assessment and teacher and curriculum flexibility towards a standardised national system of curriculum and external assessment. Ultimately, the reforms embody the ideological commitments of neoliberalism, perpetuating schools as producers of human capital. Hence, Queensland’s senior secondary schooling reforms ought to be understood through two different frames: firstly, as embodying the dominant ideological imperatives of neoliberalism and, secondly, that education is, within this context, being reconstituted to meet the perceived needs of capital.
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A. Ajanigo, Joy, and Sunday Aboritoli. "A STUDY OF THE ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS SCIENCE PROCESS SKILLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 372–77. http://dx.doi.org/10.21474/ijar01/12847.
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Science process skill (SPS)is an essential skillrequired in studying science and achieving the reform in Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria. Science process skills areinseparable from scientific processes, such as observing, experimenting, and analyzing events. The current studys primary purpose is to assess the attitude of senior secondary school students towards science process skills. Also, to determine the teachers pedagogical competence (TCP) inattitude towards science process skills. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards science process skills and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards science process skills. The findings and practical implications of the study are discussed.
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Sellami, Abdel Latif, Rima Charbaji El-Kassem, Haneen B. K. Alqassass, and Ahmed Al-Emadi. "Determinants of Student Absenteeism/Presenteeism in Qatar: A Path Analysis." Frontiers of Contemporary Education 1, no. 1 (June 2, 2020): p17. http://dx.doi.org/10.22158/fce.v1n1p17.
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The current study sought to investigate the perceptions of school teachers regarding student absenteeism and presenteeism in the State of Qatar. Drawing on the existing relevant literature in the field and based on a survey research method, the study was carried out during the first term (Fall semester) in 2015. The study involved preparatory (middle) and secondary (high) school teachers at both public (Independent) and private (International) schools in Qatar. To attain this goal, a causal model was used to examine the causes that shape teachers’ perceptions of absenteeism and presenteeism. The data required for the present research was collected from a sample of 495 teachers at Independent and International schools. Based on factor analysis, the findings concluded from the study indicated that seven valid dimensions were extracted. In addition, three determinant factors that influence the perceptions of preparatory and secondary school teachers with regard to students’ absentee and presentee behaviours were identified. These factors are: (a) reviewing curriculum content, (b) the teaching load, and (c) the expected rate of student graduations. The study concludes by offering some important recommendations for education practitioners and policy makers as well as some useful suggestions for future research and practice.