scholarly journals A new emphasis on influence

2011 ◽  
Vol 33 (2) ◽  
pp. 58-59
Author(s):  
Gemma Garrett
Keyword(s):  
Education Policy ◽  
National Curriculum ◽  
Education Department ◽  
Curriculum Review ◽  
New Science ◽  
Conscious Effort ◽  
Policy Work

Over the last 18 months, the Biochemical Society's Education Department has made a conscious effort to become more involved with education policy work. During this time, we have responded to consultations, advised the awarding organizations on the content of their new science GCSEs, established a series of education policy events and contributed to the National Curriculum review. Wherever possible, we have worked in close partnership with the Society of Biology (SB) and other sister societies. Read on to find out more…

scholarly journals Implementation Management of Traffic Ethics Education Policy Among High School Students in Indonesia

2019 ◽  
pp. 325-337
Author(s):  
Utami Dewi ◽  
Sugi Rahayu ◽  
Suparmini Suparmini
Keyword(s):  
High School ◽  
High School Students ◽  
Education Policy ◽  
Ethics Education ◽  
National Curriculum ◽  
Research Result ◽  
Sampling Technique ◽  
Road Accident ◽  
School Students ◽  
Implementation Management

Number of students as road accident victims due to human factors has been significantly increased every year. This research aims to examine the implementation management of traffic ethics education policy among high school students. This study employed mixed method, a combination of quantitative and qualitative research method. The population and sample are SMA students who ride motorcycles for their daily mobility. The sampling technique used is Multi-stage proportionate random sampling. By using Isaac and Michael formula, a minimum sample of 291 respondents was obtained. Data were collected through questionnaire, interviews, observation, focus group discussion (FGD) and documentation, while analysis was carried out in descriptive quantitative method. The research result showed that the traffic ethics education policies have been implemented well in Yogyakarta by applying well communication, disposition and bureaucratic. However, the lack of resources such as the absent of national curriculum on traffic ethics education (TEE), lack of safety road trainings for teachers and lack of families support, have limited the effectiveness of TEE in building students attitudes on using road and maintaining safety riding.

scholarly journals A Comparative Study of Biology Curricula in England, Scotland and the Czech Republic

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Jakub Holec
Keyword(s):  
Czech Republic ◽  
Learning Outcomes ◽  
National Curriculum ◽  
Biology Education ◽  
Point Of View ◽  
Curriculum Policy ◽  
Disciplinary Knowledge ◽  
The Czech Republic ◽  
Curriculum Review ◽  
The One

In recent years, both in the Czech Republic and abroad, there has been a debate about the renaissance of educational content and its intended form expressed in national curricula. From the curriculum analyses point of view, it is highly interesting to compare similar curricula created in different contexts, on the one hand, and different curricula created in similar contexts on the other hand. On the basis of the context-curriculum analysis, the curricula of England, Scotland and the Czech Republic were selected. The paper seeks to explore biology education in three National Curriculum Frameworks in the field of primary and lower secondary education. The comparative analysis is a tool for a deeper understanding the intended learning objectives as stated in the curricula. It provides an opportunity to compare different types of curricula and analyse biology content organization and the cognitive demands of the respective disciplinary knowledge, at least judging from the curriculum documents. The paper contributes to comparative curriculum research and provides the knowledge needed for the future process of curriculum review in the Czech Republic. I conclude that, while all these curricula emphasize learning outcomes and experiences, there are distinct differences between them in a stronger emphasis on the disciplinary knowledge or developing transversal competencies. It is reflected in both the learning outcomes formulation and the level of their specificity. This paper offers a contribution to the debate about the way in which particular disciplinary content is organized and taught from the perspective of a specific curriculum policy.

Gender in School Textbooks as an Evidence of General Education Policy Approaches

2021 ◽  
Vol IX (3) ◽  
pp. 243-264
Author(s):  
Natia Gorgadze ◽  
◽  
Shalva Tabatadze ◽  
◽  
◽  
...  
Keyword(s):  
Education Policy ◽  
General Education ◽  
Social Relations ◽  
National Curriculum ◽  
Third Wave ◽  
Textbook Evaluation ◽  
Evaluation Procedures ◽  
The Social ◽  
Depth Interviews ◽  
Desk Research

This paper examines gender equality in general education policy of Georgia making emphasis on textbooks development practices under the ongoing third wave National Curriculum. The desk research, content analysis and in-depth interviews were employed as research methods. Six textbooks of math, biology and aesthetic subject group for grades 1-8 were analysed in light of a. gender roles and activities b. Male firstness Porreca (1984) and c. fragmentation and isolation (Blumberg 2007). Moreover, as part of the study, the desk-research of textbook evaluation policy and practices, perspectives of the school textbooks authors in different subject matters and 50 randomly selected evaluation reports for years 2019-2020 were examined. The study should provide answers on the following questions: 1. To what extend do Georgian textbooks provide gender-sensitive content? 2. Does the textbook approval rule and evaluation procedures facilitate development of gender balanced education resources? 3. Are authors of school textbooks empowered to develop gender sensitive materials? The research results were triangulated and reviewed in light of the Social Relations Concept for Policy analysis by Kabeer (1994). Based over the analysis we can conclude that Georgia is adhered to the gender-aware education policy and is manifested in the gender-neutral approach towards the school textbook development requirements and practices.

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