Schooling of Students from the Gaeltacht and the National Policy of “Saving the Language” Through All Primary Schools, 1922–1965

2019 ◽  
pp. 97-133
Author(s):  
Tom O’Donoghue ◽  
Teresa O’Doherty
Keyword(s):  
Primary Schools ◽  
National Policy

scholarly journals Issues of Primary and Secondary Education in the Activities of the State Duma of the Russian Empire (1906—1917)

2021 ◽  
pp. 241-255
Author(s):  
S. V. Darchieva ◽  
A. V. Darchiev
Keyword(s):  
Primary Schools ◽  
National Policy ◽  
The State ◽  
The Status ◽  
Legislative Initiative ◽  
Legislative Activity ◽  
The Russian Empire ◽  
National Languages ◽  
Goals And Objectives

The role of the first Russian parliament in the formation and development of the education system in the country is considered. The activity of deputies on the solution of the most pressing issues in the period from 1906 to 1917 is analyzed. The scientific novelty of the research lies in the consideration of the State Duma as the most important legislative body in the creation of the educational system in Russia. The discrepancy between the interests of the authorities and society, their different understanding of the goals and objectives of objectively overdue transformations, which is reflected in the legislative activity of the State Duma is revealed. It is indicated that a significant place in the national policy of the state was occupied by issues of education and the status of national languages. It is shown that as a result of active legislative initiative and the position of deputies in the development of bills “On the introduction of universal education”, “On the reform of secondary schools”, government spending on secondary and primary education increased several times. It is noted that as a result of the activities of the deputies of the State Duma of the III convocation, significant amendments and additions were made to the bill “On higher primary schools”, which was adopted in 1912.

scholarly journals “Thinking about drinking”

2016 ◽  
Vol 116 (6) ◽  
pp. 541-560 ◽  
Author(s):  
Siobhan Farmer ◽  
Lorna Porcellato
Keyword(s):  
Classroom Environment ◽  
Primary Schools ◽  
Local Level ◽  
National Policy ◽  
Policy Recommendations ◽  
Alcohol Education ◽  
Primary School Teachers ◽  
Content Type ◽  
North West ◽  
Written Responses

Purpose The purpose of this paper is to explore perceptions of alcohol held by schoolchildren using the “Draw and Write” tool, to inform the planning of alcohol education in the classroom setting. Design/methodology/approach A specifically designed “Draw and Write” booklet was used with 169 children aged nine to ten years (Year 5) across seven primary schools in a small Local Authority in North West England. Written responses were thematically coded. Findings Results demonstrated that the children had a good basic understanding of alcohol, including who drinks, where it can be purchased and the range of products available. Participants were aware that alcohol could be harmful and held mainly negative views. Findings suggest that alcohol education at this age is both appropriate and necessary to help children explore, understand and clarify their perceptions and misconceptions in a safe classroom environment. Practical implications The range and depth of responses from the children demonstrated that Draw and Write can be used successfully to explore children’s perceptions of alcohol. The tool can be used as a baseline assessment to inform classroom-based alcohol education for primary school teachers and those supporting delivery at local level, in line with national policy recommendations. Originality/value This paper adds to the existing literature on the use of “Draw and Write” in personal, social and health education, demonstrating that it can be used specifically to investigate children’s knowledge and attitudes about alcohol.

scholarly journals Emerging schooling landscapes in England: How primary system leaders are responding to new school groupings

2018 ◽  
Vol 47 (3) ◽  
pp. 331-348 ◽  
Author(s):  
Tim Simkins ◽  
John Coldron ◽  
Megan Crawford ◽  
Bronwen Maxwell
Keyword(s):  
Local Government ◽  
Primary Schools ◽  
National Policy ◽  
Primary System ◽  
Local Authorities ◽  
New School ◽  
Local Education ◽  
System Leaders ◽  
Key Aspects

In England the balance of responsibilities between national and local government for the governance of education is changing. Relationships between schools are shifting and new structures, groups and alliances are being created in response to national policy. The article is part of a project to understand how the new local education landscapes are emerging. Primary schools are relatively reluctant to embrace key aspects of national policy. We analysed interviews with primary system leaders in three contrasting local authorities to find out how they were responding, and why, and the nature of the groups they wanted to join, create or cooperate with. We identify concerns, interests and motivations that conflict with key aspects of national policy. In the process, we supplement earlier contributions as to how school groupings might usefully be categorised.

scholarly journals ‘A less unpalatable alternative’: Executive leaders strategically redefining their work in primary MATs

2020 ◽  
pp. 089202062095973
Author(s):  
Kathryn Spicksley
Keyword(s):  
Critical Discourse Analysis ◽  
Primary Schools ◽  
Local Authority ◽  
National Policy ◽  
Critical Discourse ◽  
Coalition Government ◽  
Professional Identities ◽  
Executive Leaders ◽  
Policy Actors ◽  
Key Policy

Since the election of the Coalition government in 2010, an increasing number of primary schools in England have converted to academy status. This article explores how executive leaders working in primary academies construct academy freedoms and their attitudes towards their local authorities. Interviews with four executive leaders working in two contrasting Multi-Academy Trusts were analysed using critical discourse analysis. Findings show that in these primary academies, leaders chose to discursively distance themselves from other academy schools, and instead construct themselves as continuing the best traditions of local authority support. The findings indicate that the professional identities of academy leaders, as key policy actors, have an impact on how national policy is interpreted and enacted. The discourse of these academy leaders suggests that primary academisation has led to school leaders appropriating methods of strategic redefinition, to navigate the new post-2010 education landscape and construct new professional identities.

MODEL DISASTER PREVENTION LESSONS IN PRIMARY SCHOOL BASED ON DISASTER PREVENTION EDUCATION POLICIES

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Noriko Imura ◽  
Takashige Ishikawa
Keyword(s):  
Traffic Safety ◽  
Primary Schools ◽  
Daily Life ◽  
National Policy ◽  
Tohoku Earthquake ◽  
Disaster Mitigation ◽  
Life Safety ◽  
Disaster Prevention ◽  
Safety Education ◽  
Before And After

This study deals with disaster mitigation education in primary schools and as a final goal aims to improve citizens’ capabilities to mitigate disaster situations in society. This report summarizes the current national policy on safety education in Japan and follow it up with a summarization of the Tokyo Metropolitan Government policy, which is based on the national policy. In addition, it compares Japan’s education policy with that of New Zealand. Analysis revealed the following three points. First, the content of safety education in Japanese primary schools consists of six fields (traffic safety, daily life safety, disaster safety, etc.). Just before, and after, the Great Tohoku Earthquake in 2011, the main educational content changed from daily life safety to disaster safety. Second, by focusing on lessons, it was found that the content of disaster safety was taught not as part of various subjects but largely during “homeroom activities”. Third, it became clear that the subject of earthquakes now accounts for half of the disaster prevention lesson contents in Japanese primary schools and has been included in disaster prevention lesson contents in all school grades.

scholarly journals SUSTAINABILITY OF SCHOOL-BASED FOOD AID IN BAHI DISTRICT OF TANZANIA’S DODOMA REGION AFTER THE END OF WORLD FOOD PROGRAMME SUPPORT

2018 ◽  
Vol 7 (3) ◽  
pp. 1-21
Author(s):  
Joyce Exusper Nemes
Keyword(s):  
Primary Schools ◽  
National Policy ◽  
Policy Framework ◽  
World Food ◽  
School Food ◽  
The Public ◽  
World Food Programme ◽  
School Based ◽  
The People ◽  
Review Period

This study investigated the sustainability of school-based food drive after the phasing out of the World Food Programme (WFP) aid initiative in Bahi district of Dodoma region, Tanzania. The study found that none of the 72 public primary schools in Bahi district had managed to provide school lunch during the post-WFP by October 2017. Only 10 schools managed to provide porridge rather than full lunch to the pupils during the review period. The public primary schools under review were unable to sustain the School Food Programme due to the poor level of parental contributions, drought and widespread poverty. The study also found that parents complained about the school food programme lacking support within the national policy framework.  The study recommends the application of the Resource Dependency Theory to sustain the SFP and government’s intervention to boost agricultural production and empower the people to support their wards and the SFP at their wards’ school.  

scholarly journals Strategies for Improving the Academic Performance of Students in Botswana Primary Schools

2016 ◽  
Vol 3 (1) ◽  
pp. 157
Author(s):  
Ms Moletlanyi Maimela ◽  
Professor Pedzani Perci Monyatsi
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
National Policy ◽  
Professional Literature ◽  
Infrastructure Provision ◽  
The Social ◽  
The Usa ◽  
Student’S Performance ◽  
The Government

<p><strong><em>Background:</em></strong><em> The Government of Botswana has since attaining independence from Britain in 1966 demonstrated a lot of interest in the improvement of primary education by adopting two policies; the Education for kagisano of 1977 and the Revised National Policy on Education of 1994 to guide the development of education in the country. Other efforts include partnering with organizations from countries such as the USA and Britain and others to help improve the quality of the primary education. The other major aim for these was to improve the performance of students in the final examinations.</em></p><p><strong><em>Purpose/Aims:</em></strong><em> </em><em>The purpose of the study was to establish strategies that can be used to influence student’s performance in Primary School Leaving Examinations. </em><em></em></p><p><strong><em>Methodology: </em></strong><em>A mixed-method design allowed the researcher to triangulate data from the professional literature and a questionnaire comprised of closed and open-ended questions.</em><em> Out of the two hundred questionnaires distributed, one hundred and twenty seven questionnaires were returned; while only one hundred questionnaires were properly completed and therefore used in the study. Respondents were also interviewed.</em></p><p><strong><em>Data Analysis: </em></strong><em>For the closed ended section of the questionnaire, Statistical Package for the Social Sciences (SPSS) software was used. Data from the interviews and open-ended section of the questionnaire was coded, and then emerging patterns and themes were identified and described in order to understand the meanings of these categories from the perspectives of the respondents, with verbatim texts included. The findings of the study show that there are various strategies that can be used to help improve the performance of students in PSLE. Some of the strategies include parental involvement, infrastructure provision and human resources.</em></p>

scholarly journals Etat Des Lieux Du Dispositif D’alimentation Dans Quelques Écoles Primaires De La Ville De Yaoundé (Cameroun)

2017 ◽  
Vol 13 (18) ◽  
pp. 314
Author(s):  
Annie-Claude Pial ◽  
Malika Mboupaing ◽  
Majesté Mbiada Pahane ◽  
Germain Ndengue
Keyword(s):  
Primary Schools ◽  
National Policy ◽  
Developed Countries ◽  
Institutional Framework ◽  
Food Handlers ◽  
School Feeding ◽  
Water Tables ◽  
Financing Strategy ◽  
To Receive ◽  
Sustainable Financing

School feeding refers to all the conditions through which pupils have access, choose and consume food within the school. School feeding has gained increasing attention in recent years and it is an important route in the process for achieving quality education. The availability of healthy and balanced food in schools is a necessity highlighted in many studies. In developed countries, the institutional framework for school feeding is well developed, schools have canteens, where the meals are prepared and consumed by children according to health standards. The situation is different in developing countries, especially in Cameroon where we carried out a study with an aim to have an overview of the feeding organization in some primary schools in the Yaounde I subdivision. The methodology adopted consist of a survey carried out amongst school stakeholders (school principals, teachers, students and food handlers) and visits to targeted schools. According to the results obtained, 85% of the targeted schools don’t have a building space, equipped with all the amenities (Clean water, tables, chairs, toilets) and ready to receive food vendors. Different types of foods are served to children (meals, pastries, fruits, sweets, beverages and icecreams). Unfortunately, those foods are prepared and serve under low hygienic conditions according to standards required for this purpose. Many deficiencies have been highlighted in the framework of our study and in order to mitigate them, the national government should take some actions such as the development of a national policy, the establishment of an adequate institutional framework, the development of a sustainable financing strategy and a capacity building strategy food handlers.

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