Elite School Education Group Policy and Low-Performing Schools in China

2021 ◽  
Author(s):  
Yu Zhang ◽  
Xuan Qi
Keyword(s):  
Public Schools ◽  
Principal Leadership ◽  
Significant Proportion ◽  
School Education ◽  
School Cultures ◽  
High Performing ◽  
Low Performing Schools ◽  
Education Group ◽  
Elite School ◽  
The Government

Education inequality has been a challenging issue worldwide, and disparity across schools constitutes a significant proportion of total inequality. Effective policies to turn around low-performing schools (LPS) are therefore of great importance to both governments and students. The Elite School Education Group (ESEG) policy is an emerging one, and it has quickly become very influential in China, a country with one of the largest and most diversified education systems in the world. Under this policy, elite public schools (EPS), which have exceptionally enriched educational resources (i.e., high-quality teachers, strong principal leadership, excellent school cultures, etc.), are encouraged by the government to build school groups with LPS. Within the school group under the elite school brand, branch schools (i.e., the previous LPS) can share all kinds of resources from the EPS (including teachers and principals), and they may even utilize the prestige of the brand itself as a means to attract high-performing students. The ESEG policy enables the delivery of multiple turnaround interventions to LPS in an autonomous way, through building partnerships between EPS and LPS. While some LPS are successfully turned around, some are not. It depends on the effectiveness of the reforms undertaken in the branch schools. Of particular importance is the access to strong principal leadership, excellent teachers, and the school cultures from EPS. Incentives for EPS to participate in this reform include obtaining flexibility in personnel management, expanding school scale and influence, and mobilizing other resources. Despite the potential positive influence on the branch schools, the ESEG policy may have a more complex influence on the entire education ecology than initially expected. Indeed, there are now some concerns that the ESEG is creating new LPS, because more and more high-performing students are drawn out of normal schools and attracted to the ESEG-partnered schools during admission. Thus, the effectiveness of the ESEG policy should not be solely based on attracting high-performing students, but on improving overall education quality.

scholarly journals Entrepreneurship in High School Education – Perspectives of Colombian Teachers

2020 ◽  
Vol 9 ((2) 18) ◽  
pp. 35-60
Author(s):  
Angélica Rico Alonso ◽  
Angela Cardenas
Keyword(s):  
High School ◽  
Public Schools ◽  
High School Teachers ◽  
School Education ◽  
Human Vision ◽  
High School Education ◽  
School Teachers ◽  
Personal Level ◽  
The Government

The term entrepreneurship has been seen from a productive perspective, tending towards the development of business ideas. However, today it is also associated with the strengthening of skills and attitudes on a personal level. In Colombia, Law 1014 of 2006 regulates entrepreneurship as part of academic training, at all educational levels. Despite it being an initiative raised by the government, concrete actions on the subject are being directed by teachers in classrooms. For this reason, the views of high school teachers, through the lens of qualitative research, are essential for exploring the reality that education occupies in this aspect, and that increasingly highlights some obstacles which hinder its progress. Therefore, the aim of this article – immersed in the framework of a doctoral thesis about the practices of entrepreneurship among high school teachers in public schools in Bogotá – is to expose which actions have been aimed at integrating entrepreneurship into Colombian high school education from the experience of teachers, as well as to unveil their criticism of the absence of the entrepreneurial process from the first grades established in the law, the role of the National Service of Learning (SENA) as an important institution in Colombia related to entrepreneurship in the classrooms, the lack of a more human vision that is less focused on production in entrepreneurship education, and the huge gap in teacher training in the area.

scholarly journals Massification of Higher Education in Malaysia: Challenges Facing Public Schools

2018 ◽  
Vol 5 (2) ◽  
pp. 225-235
Author(s):  
Arnida Abdullah
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
National Income ◽  
Secondary Data ◽  
School Education ◽  
Access To Higher Education ◽  
Ministry Of Education ◽  
Mass Higher Education ◽  
Massification Of Higher Education ◽  
The Government

AbstractHigher education plays an important role in many developing countries. Graduates are being equipped with professional knowledge and skills to fulfil the demands of the labour market in a knowledge economy. Malaysia is amongst those developing nations that have looked to advanced economies to provide a model of mass higher education which would raise educational levels and national income. Since the 1990s, therefore, the government has been expanding the higher education sector and broadening access to higher education institutions. Its goal is to boost higher education enrollments rate from 48 percent to 70 percent by the year 2025 (Ministry of Education Malaysia, 2015). The need to respond to this expansion of higher education enrolments has implications for all three levels of school education - primary, lower secondary and upper secondary. Using secondary data, this study aims to explore challenges currently facing public schools in order to produce graduates with good academic results that enable them to gain a place in higher institutions. The findings of this study have provided evidence that school education system is still facing great challenges. A key to making higher education more effective, therefore, is to strengthen and improve Malaysia’s public schools.AbstrakPendidikan tinggi memainkan peran penting di banyak negara berkembang. Para lulusan sedang dilengkapi dengan pengetahuan dan keterampilan profesional untuk memenuhi tuntutan pasar tenaga kerja dalam pengetahuan ekonomi. Malaysia adalah salah satu negara berkembang yang telah mencari ekonomi maju untuk menyediakan model pendidikan tinggi massal yang akan meningkatkan tingkat pendidikan dan pendapatan nasional. Sejak 1990-an, oleh karena itu, pemerintah telah memperluas sektor pendidikan tinggi dan memperluas akses ke institusi pendidikan tinggi. Tujuannya adalah untuk meningkatkan tingkat pendaftaran pendidikan tinggi dari 48 persen menjadi 70 persen pada tahun 2025 (Departemen Pendidikan Malaysia, 2015). Kebutuhan untuk menanggapi perluasan pendaftaran pendidikan tinggi ini berimplikasi pada ketiga tingkat pendidikan sekolah-sekolah dasar, menengah bawah, dan menengah atas. Penelitian ini bertujuan untuk mengeksplorasi tantangan yang saat ini dihadapi sekolah umum untuk menghasilkan lulusan dengan hasil akademik yang baik yang memungkinkan mereka mendapatkan tempat di institusi yang lebih tinggi. Temuan penelitian ini telah memberikan bukti bahwa sistem pendidikan sekolah masih menghadapi tantangan besar. Oleh karena itu, kunci untuk membuat pendidikan tinggi lebih efektif adalah memperkuat dan meningkatkan sekolah-sekolah negeri di Malaysia. How to Cite : Abdullah, A. (2018).  Massification of Higher Education in Malaysia: Challenges Facing Public Schools. TARBIYA: Journal of Education in Muslim Society, 5(2), 225-235. doi:10.15408/tjems.v5i2.8118.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

A COMPARATIVE STUDY ON THE PERFORMANCE OF STUDENTS OF PRIVATE SCHOOLS, GOVERNMENT SCHOOLS SITUATED IN URBAN & RURAL AREAS OF HARYANA IN THE SECONDARY EXAMINATIONS CONDUCTED BY THE BOARD OF SCHOOL EDUCATION HARYANA IN 2020.

2020 ◽  
pp. 38-43
Author(s):  
Balkar Singh
Keyword(s):  
Private Schools ◽  
Rural Areas ◽  
School Education ◽  
Government Schools ◽  
Poor Students ◽  
Exam Preparation ◽  
Urban City ◽  
Urban Rural ◽  
The Government ◽  
Exam Result

The capability or calibre cannot be judged based on Results, as it depends on the student to student & also the examination is testing of knowledge of a student, for the whole year in two or three hours. In July 2020 the exam result of the secondary standard was declared by the Board of School Education Haryana, Bhiwani and there is a discussion about topper & the schools in which these toppers were studying & strategy of these toppers regarding exam preparation, their interviews & photos were published in the Newspapers, why not? It must be but in this spark light, there is some darkness behind this. Everyone is congratulating these students, as they are studied from the Private Schools of the Urban City areas of the Haryana, a few are from the most educated families, whose parents their selves are teachers or professors. Through this, we are ignoring a bitter truth of the poor students of the Government Schools, who despite lack of all the big & small facilities, as compare of these Private schools’ performed equal to these toppers. KEYWORDS: Testing of knowledge, Education in Private Schools, Toppers and Calibre.

Differences in Levels of Parental Stress among Mothers of Learning Disabled, Emotionally Impaired, and Regular School Children

1994 ◽  
Vol 78 (2) ◽  
pp. 583-592 ◽  
Author(s):  
Gerald B. Fuller ◽  
Robert E. Rankin
Keyword(s):  
Public Schools ◽  
Parental Stress ◽  
Learning Disabled ◽  
Stress Index ◽  
Regular School ◽  
Education Group ◽  
Group 3 ◽  
Group 2 ◽  
Emotionally Impaired ◽  
Group 1

This study examined the stress among mothers of children in regular and special education. The sample of 45 mothers had children enrolled in public schools from Kindergarten to Grade 8. To three groups, Group 1 of mothers with children in regular education, Group 2 of mothers with children classified as learning disabled, and Group 3 of mothers with children classified as emotionally impaired, the Parenting Stress Index was given to examine whether differences in stress among groups were significant. An analysis of variance and Tukey's HSD indicated significant differences in the Child Domain and on certain child subscales (Acceptability, Mood, Distractibility, Reinforcement), with Group 3 scoring significantly higher than Group 1. Groups 2 and 3 scored significantly higher on the Total Child Domain than Group 1. Group 3 also scored higher than Group 1 on the Parent Domain and on the sum of both domains.

Pakistan’s Education Reform Test

2021 ◽  
Vol 120 (825) ◽  
pp. 133-139
Author(s):  
Faisal Bari
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Education Reform ◽  
Linguistic Diversity ◽  
National Curriculum ◽  
Compulsory Education ◽  
Poor Quality ◽  
The Government ◽  
Provincial Autonomy

The Pakistani Constitution promises “free and compulsory” education for all, but 20 million children are not in school. Many who are enrolled receive poor-quality education: surveys show Pakistani students ranking among the lowest achievers in the world. This has led families in all but the lowest income groups to seek private alternatives for their children, weakening the constituency for improved public schools. Under Prime Minister Imran Khan, the government has pushed for a Single National Curriculum. Critics contend that it will not address lack of access or the poor quality of education, but that it could lead to restrictions on school choice, provincial autonomy, and linguistic diversity, while imposing a narrow vision of national identity.

scholarly journals Implementasi Kebijakan Layanan Bimbingan Psiko-Edukatif Dalam Membantu Tugas Perkembangan Peserta Didik Sekolah Dasar Di Kota Kediri

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Hanti Anti
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Implementation Process ◽  
School Students ◽  
Guidance Service ◽  
Provision Of Services ◽  
Educational Guidance ◽  
The Government ◽  
The City ◽  
Class Teacher

Abstrak: Tujuan penelitian ini untuk mengetahui implementasi kebijakan layanan bimbingan psiko-edukatif dalam membantu tugas perkembangan peserta didik SD di Kota Kediri dan untuk mengetahui faktor pendukung, faktor penghambat, serta upaya yang diterapkan dalam mengatasi hambatan dalam proses implementasinya. Penelitian ini merupakan penelitian deskriptif kualitatif sekolah dasar di kota Kediri, dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa implementasi kebijakan layanan bimbingan psiko-edukatif dilaksanakan oleh guru kelas sebagai tugas tambahan yang diberikan oleh kepala sekolah. Hal tersebut didukung dengan guru kelas yang dinilai mampu mengondisikan kelas yang diampunya. Beberapa kendala yang dialami antara lain tidak adanya tenaga guru BK/konselor sekolah, pemberian layanan tidak terprogram dengan baik oleh guru kelas, pemerintah tidak menempatkan guru BK pada sekolah negeri dan bila mengadakan sendiri terkendala dengan dana, dan tidak adanya ruang konseling di sekolah. Sedangkan solusi yang diterapkan yaitu menempatkan guru senior sebagai guru kelas tinggi (kelas 4,5,6), mengadakan kerja sama dengan instansi yang terkait (KPAI, BNN, Kepolisian), dan kepala sekolah juga ikut terjun langsung membantu guru kelas dalam membantu menyelesaikan permasalahn peserta didik.Kata Kunci: Kebijakan, Layanan Bimbingan Psiko-Edukatif, Tugas PerlembanganAbstract: The purpose of this study was to determine the implementation of psycho-educational guidance service policies in assisting the task of developing elementary school students in the City of Kediri and to find out supporting factors, inhibiting factors, as well as the efforts implemented in overcoming obstacles in the implementation process. This research is a qualitative descriptive study of elementary schools in the city of Kediri, with data collection techniques in the form of interviews, observation, and documentation. The results of this study indicate that the implementation of the psycho-educational guidance service policy is carried out by the class teacher as an additional task given by the principal. This is supported by the class teacher who is considered able to condition the class he is in. Some constraints experienced include the absence of BK counselors/school counselors, the provision of services not well programmed by class teachers, the government does not place BK teachers in public schools and if it is self-constrained with funds, and there is no counseling room in schools. While the solution applied in placing senior teachers as high-class teachers (grades 4,5,6), collaborating with related institutions (KPAI, BNN, Police), and school principals also directly involved in helping class teachers in helping solve problems learners.Keywords: Policy, Psycho-Educational Guidance Services, Development Tasks

scholarly journals THE ROLE OF THE «MIZRACHI» POLITICAL PARTY IN THE DEVELOPMENT OF JEWISH PRIVATE SCHOOLING IN INTERWAR POLAND

2020 ◽  
Vol 33 ◽  
pp. 69-80
Author(s):  
Oksana RUDA
Keyword(s):  
Public Schools ◽  
Political Party ◽  
Jewish History ◽  
Mother Tongue ◽  
Educational Institutions ◽  
Medium Of Instruction ◽  
Jewish State ◽  
Interwar Poland ◽  
Jewish Students ◽  
The Government

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.

scholarly journals Stakeholders’ Perspective of Role of Policy and Legislation in Achieving Medicines’ Security

2020 ◽  
pp. 66-73
Author(s):  
Obi Peter Adigwe
Keyword(s):  
Pharmaceutical Industry ◽  
Age Groups ◽  
Significant Proportion ◽  
Access To Medicines ◽  
Pharmaceutical Products ◽  
Similar Proportion ◽  
Security Issue ◽  
The Government ◽  
Almost All

Background: The role of the pharmaceutical industry in a country such as Nigeria in the provision of safe, high quality and efficacious pharmaceutical products to meet the healthcare need of the populace, cannot be over-emphasized. This study was undertaken to critically look at the issues affecting Medicines’ Security in Nigeria. Methods: A self-completion questionnaire was used for data collection. The questionnaire was administered to participants of an Industry event in September 2017. Data collected were analyzed using Statistical Package for Social Science. Results: A total number of 800 questionnaires were administered to the participants and 529 of the questionnaires were included for analysis. Male participants (58.6%) were more than female participants, all age groups were well represented and more than a third of the respondents had first degree as their minimum qualification. Majority of the respondents (91.3%) indicated that Ministry of Health and its agencies were key to protecting the pharmaceutical sector, while slightly less of that proportion (79.1%) indicated that they patronized Nigeria pharmaceutical products. Almost all the participants (91.7%) supported the need for the local pharmaceutical industry to have access to sustainable funding and other incentives. A similar proportion (89.6%) of the respondents indicated that the local pharmaceutical industry should be prioritized in policy making and implementation. A significant proportion of the study participants (82.3%) indicated that access to medicines in Nigeria is a security issue. Conclusion: To ensure Medicines’ Security and attain medicines self-sufficiency in Nigeria, radical policies must therefore be put in place, together with enabling good business and industrial environment by the government in order to protect, promote and grow the local pharmaceutical industry in Nigeria.

scholarly journals Risky sexual behavior in adolescents does not depend on the level of knowledge about HIV/AIDS?

2021 ◽  
Vol 10 (13) ◽  
pp. e491101321468
Author(s):  
Jéssica Kelly Ramos Cordeiro ◽  
Waleska Fernanda Souto Nóbrega ◽  
Milena Edite Casé de Oliveira ◽  
Kedma Anne Lima Gomes ◽  
Tiago Almeida de Oliveira ◽  
...  
Keyword(s):  
Public Schools ◽  
Risky Sexual Behavior ◽  
Rio Grande ◽  
Cross Sectional Study ◽  
Sexual Practices ◽  
Cross Sectional ◽  
Adolescent Students ◽  
Level Of Knowledge ◽  
The Government ◽  
Hiv Aids

Objective: to assess the knowledge and practices of adolescent students in relation to HIV/AIDS and other STIs. Methods: this is a cross-sectional study, with a quantitative approach, which included twelve public schools from seven cities in Rio Grande do Norte, with a sample of 623 individuals. Two electronic and interactive questionnaires were used for data collection. Data processing was performed using SPSS 25.0® and Stata 14.0. For the analysis of associated factors, the Item Response Theory was used. The project of this study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Norte, Protocol No. 99473118.2.0000.5292. Results: The participants who achieved the highest means of knowledge level were female (6.04 ± 4.47), with a partner (6.13 ± 4.49), white (6.10 ± 4.46) and received financial assistance from the government (6.72 ± 4.40). Most teenagers reported that they had already had their first sexual intercourse. Of those who continued to have sex in the last 6 months, only 31.3% used a condom. Final considerations: Adolescents have a considerable level of knowledge about the prevention of HIV/AIDS and other STIs, but their sexual practices do not follow the recommended preventive measures.

Sign in / Sign up

Export Citation Format

Share Document