Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools.

The paper discusses one of the most important issues for educational process organization while teaching Biology at secondary school educational and methodological support and its main component a course book. The authors prove the urgency of this problem as school teachers face a great choice of Biology course books. The paper also contains a brief overview how the notion course book developed in Russia. The authors have given a modern interpretation of the notion course book taking into account the Federal State Educational Standards of General Education. Particular attention is paid to considering the structure of the course book. The specificity of a Biology course book for secondary schools is characterized. The authors have also revealed some variability of Biology course books for 57 grades of secondary schools in modern conditions when there are two federal lists of school textbooks. The reasons for the existing difficulties in the choice of a Biology course book by school Biology teachers are revealed. Particular attention is paid to the criteria for a comparative analysis of the content of Biology course books for secondary schools. The authors have also revealed a degree of completeness of Biology courses with various components for grades 57. The presented materials can be used by school teachers while teaching a Biology course at a secondary school.

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Expenditure on education and physical culture in the commune of Skulsk and Wilczyn in 2015-2018. Comparative analysis

Journal of Education, Health and Sport ◽

10.12775/jehs.2021.11.06.031 ◽

2021 ◽

Vol 11 (6) ◽

pp. 284-290

Author(s):

Wiktoria Karczewska

Keyword(s):

Comparative Analysis ◽

Secondary Schools ◽

Primary Schools ◽

Balance Sheet ◽

Basic Unit ◽

Physical Culture ◽

Education Department ◽

Local Residents ◽

The Republic ◽

Lower Secondary Schools

According to the Constitution of the Republic of Poland of 1997, a commune is the basic unit of local self-government. The commune realizes its own tasks and commissioned tasks, and its aim is cater to local residents needs. In both analyzed communes, the main source of expenditure were own tasks. In the balance sheet, the education department had the biggest share in the expenditure of both communes. In particular, these are expenses for kindergartens, primary schools, lower secondary schools and teachers' salaries. Expenditure on physical culture does not significantly affect the balance sheet of communes.

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Automatinio mokinių programų vertinimo sistemų lyginamoji analizė

Informacijos mokslai ◽

10.15388/im.2009.0.3246 ◽

2009 ◽

Vol 50 ◽

pp. 147-152

Author(s):

Bronius Skūpas

Keyword(s):

Program Evaluation ◽

Comparative Analysis ◽

Secondary Schools ◽

Dynamic Assessment ◽

Automatic Assessment ◽

Future Assessment ◽

Assessment Systems ◽

Systems Requirements ◽

Programming Courses

Mokant programavimo jau seniai taikomas automatinis vertinimas. Tokiu atveju mokiniai (ar studentai) turi programas-sprendimus pateikti testavimo sistemai. Kad sistema galėtų patikrinti darbus, jie turi tenkinti gana griežtus reikalavimus. Savo ruožtu automatinė vertinimo sistema gali įvertinti dalį pamatuojamų kriterijų, patikrinti programos funkcionavimą su pradinių duomenų rinkiniais. Automatinių sistemų funkcionalumas kartais praplečiamas rankinėmis vertinimo galimybėmis, taip gaunantpusiau automatines sistemas. Sistemose paplitę du pagrindiniai programų analizės metodai: dinaminis ir statinis, o vertinimo būdų, kriterijų įvairovė yra gerokai didesnė. Automatinės mokinių programų vertinimo sistemos gelbsti ne tik vertinant kontrolines užduotis. Jos gali turėti ir mokomąją funkciją – mokinys gauna galimybę greitai, vos ne bet kuriuo momentu pasitikrinti, gauti kitą panašią užduotį, esti įsitikinęs vertinimo objektyvumu. Siekiant tobulinti automatinio vertinimo mokomąją funkciją reikia skirti daugiau dėmesio esamų sistemų analizei, jų pranašumams ir trūkumams. Straipsnyje lyginamosios analizės būdu vertinami sprendimai, siūlomos naujos sistemų tobulinimo sritys.Comparative Analysis of Automatic Students’ Program Evaluation SystemsBronius Skūpas SummaryPractice in programming is typical for graduators of secondary schools and for programming courses in universities. Students usually have programming assignments that need to be assessed. The assessment can be done using automatic assessment systems. There are several areas where such systems can be used: programming competitions and preparations for them, evaluation of maturity exam in programming, teaching of programming in courses. Static and dynamic assessment of programs is discussed. Article compares several different assessment systems described in literature and available from Internet. Comparative analysis shows main strength and weakness of automatic assessment systems. Requirements, possibilities and trends for future assessment systems are discussed.

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