What Is the Current State of Play for Food Education in English Secondary Schools?

2020 ◽  
pp. 45-62
Author(s):  
Ruth Seabrook ◽  
Vanessa Grafham
Keyword(s):  
Secondary Schools ◽  
Current State ◽  
Food Education

scholarly journals The Exploration of the Food Education Program in Primary and Secondary Schools

2021 ◽  
Vol 10 (2) ◽  
pp. 1461-1470
Author(s):  
Baosen Li ◽  
Dongya Zhang ◽  
Yucai Gao
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Education Program ◽  
Secondary School Students ◽  
Dietary Habits ◽  
School Students ◽  
Food Knowledge ◽  
Food Education ◽  
Manual Skills ◽  
Primary And Secondary School

Nowadays, unhealthy dietary habits, insufficient food knowledge, and lack of manual skills are typical issues among primary and secondary school students in China. To help students build up a strong constitution and life wisdom, Weifang Hansheng School of Shandong developed a food education course. This paper expounds on the course framework, contents of food education textbooks and the measures to implement the course.

scholarly journals Calling the Bluff: A Critique of English-language Literary Curriculum in the Slovene Secondary Education

2009 ◽  
Vol 1 (1-2) ◽  
pp. 53-85
Author(s):  
Sašo Podobnik
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
English Language ◽  
New Paradigm ◽  
Advanced Level ◽  
Additional Training ◽  
English Curriculum ◽  
Proficiency Level ◽  
Current State ◽  
State Of Affairs

Literature has enjoyed a long and colourful tradition as a part of the English curriculum in Slovene secondary education. After almost half a century of excerpt-based literary curriculum, the reform of 1994 established a holistic study of English-language literary works with advanced-level Matura testing as an integral part of the new paradigm. The reform proved ill-conceived: the students' proficiency level was overestimated, the teachers did not receive additional training, and there proved to be incompatibilities with the Slovene literary curriculum. Over the years, these shortcomings have not been addressed; moreover, there was a turn for the worse in certain areas. As a response to the current state of affairs, certain potential modifications and changes to the programme are reviewed, including the discontinuation of English literary curriculum in Slovene secondary schools.

scholarly journals Las metodologías activas en Educación Física. Una aproximación al estado actual desde la percepción de los docentes en la Comunidad de Madrid (Active methodologies in Physical Education. An approach of the current state from the perception of teachers i

Retos ◽  
2020 ◽  
pp. 587-594
Author(s):  
Óscar León-Díaz ◽  
Alba Arija-Mediavilla ◽  
Luis Fernando Martínez-Muñoz ◽  
Maria Luisa Santos-Pastor
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Teaching Methods ◽  
Physical Education Teachers ◽  
Current State ◽  
Pedagogical Models ◽  
Educación Primaria ◽  
And Training

El interés por construir una Educación Física de calidad ha provocado la aplicación de modelos pedagógicos centrados en el aprendizaje del alumnado y orientados a la formación por competencias. Esta perspectiva formativa sitúa al alumnado como protagonista activo en la construcción de su aprendizaje, justificando la incorporación de metodologías activas como propuesta en las clases de Educación Física. La finalidad de este estudio es conocer los planteamientos metodológicos que predominan en la Educación Física actual, definiendo los siguientes objetivos: (1) indagar en la percepción de los docentes de Educación Física de la Comunidad de Madrid sobre el conocimiento que tienen de las metodologías activas y su formación; (2) conocer el tipo de metodologías que dicen emplear en sus clases y (3) valorar los aprendizajes del alumnado en función de las metodologías empleadas. Para ello, se elaboró un cuestionario “ab hoc” que fue respondido por un total de 220 docentes de Educación Física de la etapa de Educación Primaria y Secundaria. Los resultados obtenidos muestran una escasa utilización de las metodologías activas en las clases de Educación Física, siendo la combinación de metodologías lo que más predomina. Así, los docentes ponen de manifiesto una falta de formación en este ámbito, si bien, los aprendizajes que tratan de fomentar en el alumnado coinciden con las características de los aprendizajes asociados a las metodologías activas.Summary: The need to build quality Physical Education requires the use of pedagogical models oriented to training by competences. This approach is committed to a renewal of teaching methods, where students are the protagonists of the process. This study was carried out with the aim of understanding the predominant methodology in Physical Education. The objectives to be achieved in this study are: (1) to inquire about teachers’ perception about their knowledge and training in active methodologies, (2) to know the type of methodology used in their classes, and (3) to assess learning based on the methodology used. A specifically designed questionnaire was used to gather the data. This research involved a total of 220 Physical Education teachers (Primary and Secondary schools). The results obtained show that active methodologies are applied by a small number of Physical Education teachers in their lessons, whilst a combination of methodologies is predominant. Moreover, teachers highlight the lack of training in active methodologies, despite learnings they attempt to encourage are in line with those associated with active methodologies.

scholarly journals Moral education in the Czech territory in the past and the present

2016 ◽  
Vol 6 (1-2) ◽  
pp. 45-57
Author(s):  
Slavomír Lesňák ◽  
Radim Štěrba
Keyword(s):  
Czech Republic ◽  
Secondary Schools ◽  
Moral Education ◽  
Ethical Climate ◽  
Ministry Of Education ◽  
The Czech Republic ◽  
Ethical Education ◽  
Current State ◽  
History Of

Abstract The following study presents an analysis of the world of moral education in the Czech environment from its recorded beginnings to the current situation in the Czech Republic. The study contains two parts: In the first section, the authors give an account of the history of moral education and different views on it, while in the second section they analyse the current state of moral education. The authors examine the quality of moral education at primary and secondary schools according to the goals of curriculum documents issued by the Ministry of Education, Youth and Sport of the Czech Republic for schools’ ethical education programmes and subjects dealing with character development. Based on their own research, they compare set goals with practice, draw conclusions and give recommendations not only to primary and secondary schools, but also to higher education institutions, particularly in terms of introducing professional ethics tools and intensifying their use. The authors suggest expanding the ethical climate at schools to contain the atmosphere of recognition, biophile culture and technological scepticism.

Food consumers’ views of essential food knowledge and skills for all consumers

2018 ◽  
Vol 118 (3) ◽  
pp. 277-288 ◽  
Author(s):  
Melissa Burton ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary Schools ◽  
Food Production ◽  
Health Knowledge ◽  
Food System ◽  
Nutrition And Health ◽  
Content Type ◽  
Knowledge And Skills ◽  
Food Knowledge ◽  
Food Education ◽  
Essential Food

Purpose Food education in secondary schools can provide adolescents with essential food knowledge and skills required for healthy, independent living. The purpose of this paper is to identify food-related knowledge and skills that Australian consumers believe are required for all consumers, and to identify their demographic and psychographic associations based on two studies. Design/methodology/approach Two online surveys were conducted in 2012 and 2014 in different samples of Australian consumers (n=2,146 and 770, respectively), both drawn from a commercial research panel. Respondents rated their views on the importance of food knowledge and skills items as “essential” or “not essential” in the 2012 survey, or by rating their importance in the 2014 using five-point scales. Principal components analysis, confirmatory factor analysis and stepwise multiple regression analysis were used to group the different types of food knowledge and skills and identify their associations. Findings In both surveys, “the effects of food on people’s health” and “how to prepare food safely” were viewed as the most important knowledge and skills, and food production, food system and environmental items were the least important. Food knowledge and equality values were positively associated with the importance of Nutrition Knowledge and Practical Skills in both surveys. In addition, food mavenism was a positive predictor of Nutrition and Health Knowledge and The Food System in 2012 and female sex was positively associated with Practical Food Skills. Research limitations/implications Most respondents believed that nutrition and health knowledge and practical food skills were more important than knowledge of food production, the food system or the environment. The findings suggest that psychological factors such as personal values, food knowledge and food mavenism may be more important influences over these perceptions than respondents’ demographic characteristics. Originality/value This research is novel as it explores consumers’ views about the food knowledge and skills that all consumers need to be healthy and independent, and has important implications for food education, particularly in secondary schools. In addition, it assessed consumers’ views at two different time points, two years apart and, thus, provides evidence for stability of these views.

scholarly journals ANALYSIS OF FINANCIAL SUPPORT OF GENERAL SECONDARY EDUCATION INSTITUTIONS IN THE CONDITIONS OFREORGANIZATION

2021 ◽  
Vol 2 (98) ◽  
pp. 211-221
Author(s):  
L. V. Lukashenko ◽  
O. A. Demianyshyna
Keyword(s):  
Human Capital ◽  
Secondary Schools ◽  
Education Reform ◽  
General Education ◽  
Coherent System ◽  
Special Role ◽  
Current State ◽  
Economic Methods ◽  
Study Results ◽  
Effective Development

The subject of the research is the sources of financing of secondary schools in Ukraine and the directions of their optimization are determined. The aim is to study the features of financing of secondary schools in the context of reorganization and to determine ways of economic stimulation of their activities on the basis of the principle “money follows the child”. Research methodology. The work was carried out on the basis of Article 53 of the Constitution of Ukraine, normative acts, legislative acts, financial reports, scientific research of domestic and foreign scientists and practitioners. Research methods: statistical, graphic, statistical and economic, methods of comparison, analysis. The results of the study of the current state of financing of secondary school institutions indicate that in order to solve the problems of the industry, it is necessary to develop a coherent system of measures that will be aimed at ensuring its effective development, taking into account the requirements of European standards. The study also indicates the need for a decentralization reform Scope of the study results. In the context of decentralization and administrative reform, investment in human capital is becoming a leading priority aimed at strategic actions aimed at the economic prosperity of the country. The study of the current state of financing of general education institutions proves that improving the material and technical base, decent wages of teachers make it possible to put the student in the center of attention and create conditions for his harmonious development, and this will provide an opportunity to create competitive human capital for the national economy. To achieve world standards in the field of education, it is necessary to carry out reforms that will provide an effective system of financing. Conclusions. Consequently, the budget deficit for secondary schools affects the decline in the quality and efficiency of educational services. The system of management and control over the activities of budgetary institutions should play a special role. To improve the situation in the field of education financing, it is necessary to form the implementation of budgetary expenditures based on a combination of domestic and international experience, partly from the experience of neighboring Poland, for this it is necessary to carry out an education reform.

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