Food education in Finnish primary education – defining themes and learning objectives using the Delphi technique

2021 ◽  
Vol 123 (13) ◽  
pp. 404-427
Author(s):  
Aija Liisa Laitinen ◽  
Tanja Tilles-Tirkkonen ◽  
Leila Karhunen ◽  
Sanna Talvia
Keyword(s):  
Primary Education ◽  
Delphi Study ◽  
Primary Schools ◽  
Food Systems ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
School Curriculum ◽  
Learning Objectives ◽  
Content Type ◽  
Food Education

PurposeThe importance of food education in primary schools has been globally recognised. However, more detailed definitions of its learning objectives are rarely found. The study aimed to define multisectoral themes and learning objectives for food education in primary education in Finland.Design/methodology/approachA descriptive three-round Delphi study was conducted with experts in food education in various organisations. In the first questionnaire, the participants were asked to define possible objectives for food education related to general objectives for basic education. Respondents of the first questionnaire formed a research panel (n = 22). These panellists were then invited to complete the second (n = 16) and third questionnaires (n = 12), where the objectives were further modified. Qualitative content analysis and Bloom's taxonomy were applied in the process of creating the learning objectives.FindingsIn the iterative process, 42 learning objectives for food education in primary schools were defined. Further, “Sustainability and ethics of food systems” was defined as the cross-cutting theme of food education. In addition, 13 subthemes were defined, which fell into three thematic categories: personal (e.g. feelings), practical (e.g. eating) and intangible (e.g. culture) issues.Originality/valueThe defined learning objectives for a holistic food education may be used in advancing primary school curriculum in Finland and perhaps other countries.

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

Lean thinking and higher education management: revaluing the business school programme management

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Saad Zighan ◽  
Ahmed EL-Qasem
Keyword(s):  
Business School ◽  
Value Added ◽  
School Curriculum ◽  
Learning Objectives ◽  
Value Stream Mapping ◽  
Future Research ◽  
Research Approach ◽  
School Students ◽  
Lean Thinking ◽  
Content Type

PurposeThis paper explores the applications of lean thinking in re-evaluating the business school curriculum, syllabus and intended learning objectives to enhance the employability of graduates through identifying and eliminating non–value-added activities.Design/methodology/approachThe research employed multilevel qualitative methodology, where 55 semi-structured interviews were conducted to collect data from academics, students and graduates from several private and public universities in Jordan.FindingsThe study finds that the application of lean thinking in the business school is twofold – it helps the developer of the school curriculum to get rid of many superfluous and non–value-added activities and also emphasises and reinforces the value-added activities. Value stream mapping, with a consideration for internal and external outputs, has been found to be a useful tool for developing an employability-focussed curriculum that equips business school students with the required competences and skills in the labour market.Research limitations/implicationsThe study is based on a qualitative research approach. The generalisability of the findings is difficult to assess, and future research would benefit from the insights obtained from the quantitative dataPractical implicationsIn practice, this study has identified different types of non–value-added and unnecessary activities in business school curriculum and has made suggestions for the development of a more employability-focussed curriculum.Originality/valueThis paper investigates the non–value-added activities of the business school curriculum, syllabus and the intended learning objectives to enhance the employability of graduates in Jordan.

scholarly journals Multilingualism as Curriculum Policy in Cameroon Education System

2020 ◽  
pp. 26-35
Author(s):  
Yaro Loveline
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Sustainable Growth ◽  
Indigenous Languages ◽  
National Language ◽  
Curriculum Policy ◽  
Secondary Sources ◽  
The Government

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools,  and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

scholarly journals Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade

2020 ◽  
Vol 21 (2) ◽  
pp. 315-335 ◽  
Author(s):  
Violeta Orlovic Lovren ◽  
Marija Maruna ◽  
Svetlana Stanarevic
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Qualitative Content Analysis ◽  
Theory And Practice ◽  
Learning Objectives ◽  
Study Program ◽  
Content Type ◽  
The Sustainable Development ◽  
Linking Theory And Practice ◽  
The University

Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.

Access, Quality, and the Global Learning Crisis

2021 ◽  
Author(s):  
Sarah Kabay
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
Sub Saharan Africa ◽  
Education Quality ◽  
Access To Education ◽  
Global Learning ◽  
The World ◽  
Access And Quality

Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40 percent of all primary school-aged children. This situation has come to be called the “Global Learning Crisis,” and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the Global Learning Crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. In a mixed-methods case study, this book provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. The book concludes that embracing the complexity of education systems and focusing on dynamics where improvements in access and quality can be mutually reinforcing can be a new approach for improving basic education in contexts around the world.

The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children

2019 ◽  
pp. 317-326
Author(s):  
Şefika Şule Erçetin ◽  
Nihan Potas ◽  
Şuay Nilhan Açıkalın
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Administrators ◽  
Educational Process ◽  
Refugee Children ◽  
Syrian Refugee ◽  
Qualitative Pattern ◽  
Voluntary Basis

The aim of the study is to determine the problems that school administrators and Syrian Teachers encounter during the educational process of Syrian Refugee Children continuing their education in basic education institutions Ankara-Altındağ province. So as to identify and diagnose in detail the views of the school administrators and Syrian teachers in basic education institutions regarding the problems they face while teaching Syrian refugee and asylum-seeking children, the research was designed using a qualitative pattern. Syrian teachers who migrated to Turkey from Syria and Turkish school administrators who work in four primary schools; Fatih Sultan Mehmet Primary School, Nazife Hatun Primary School, Şili Primary School and Taşça Primary School, affiliated to the General Directorate of Primary Education of Altındağ district of Ankara province, constituted the population of the research. The interviews were conducted on a voluntary basis with four school principals and 16 teachers from among the 86 Syrian teachers who are working in these schools.

Theory and practice: from Delphi-study to pedagogical training

2019 ◽  
Vol 20 (1) ◽  
pp. 63-75
Author(s):  
Melina Andronie ◽  
Sebastian Krzyzek ◽  
Lena Bien-Miller ◽  
Anja Wildemann
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teacher Training ◽  
Primary School ◽  
Delphi Study ◽  
Qualitative Content Analysis ◽  
School Context ◽  
Theory And Practice ◽  
Group Discussions ◽  
Content Type

Purpose The purpose of this paper is to focus on the combination of Delphi and focus group techniques and on the utilization of qualitative content analysis in this context. Moreover, it illustrates the potential of this hybridized methodology for gathering information from experts on multilingual practices in the primary school context in Germany in order to conceptualize a teacher training. Design/methodology/approach Based on a structured guideline, two group discussions with experts from the scientific community, schools and educational institutions (n=13; n=12) focused on language diversity in the school context, multilingualism, the heritage languages of children as well as on the role of language reflection and metalinguistic awareness in (second) language acquisition and development in primary school. Both group discussions were qualitatively analyzed, and inductive categories were framed. Findings The main aspects derived from the data were: teaching actors, their language awareness, their knowledge about multilingualism and attitudes toward it, characteristics of the materials and methods used in language lessons as well as students’ own experiences with both heritage and second language(s). Practical implications Following these domains derived from the analyses of the data, the authors developed a teacher training, systematically considering multilingual teaching practices and implications resulting from the modified Delphi-study. Originality/value Due to the fact that knowledge and experience of experts from research and school context had been taken into account, the teacher training measure achieved higher acceptance and efficacy.

Determinants of Primary Schooling in British India

2009 ◽  
Vol 69 (1) ◽  
pp. 269-302 ◽  
Author(s):  
Latika Chaudhary
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
Historical Data ◽  
Religious Diversity ◽  
British India ◽  
Data Set ◽  
Primary Schooling ◽  
Local Factors ◽  
Private Spending

Using a new historical data set on the availability of schools, I analyze why there was so little primary education in British India, where as late as 1911 there were fewer than three primary schools for every ten villages. The findings show that greater caste and religious diversity contributed to both low and misguided private spending. Indeed more diverse districts had fewer privately managed primary schools and a smaller ratio of primary to secondary schools. Given primary schools were correlated with subsequent literacy, local factors that disrupted primary school provision had important consequences for India's limited achievement in basic education.

scholarly journals Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

2020 ◽  
Vol 1 (1) ◽  
pp. 32-47
Author(s):  
Eliada Werungu Bina Tieng’o
Keyword(s):  
Community Participation ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Management ◽  
Ministry Of Education ◽  
Community Perception ◽  
Management Committee ◽  
Economic Productivity ◽  
The Government

Despite the involvement of community participation in various development projects over the years in Tanzania, little is known of its implications on sustainability of fee free basic education in rural public primary schools. A mixed method exploratory approach, informed by ecological systems theory, employed questionnaires, FGD and interview schedules to selected parents and School Management Committee members of public primary schools in Rorya District, Tanzania. The study focused on the value of public primary school education, advantages of Fee Free primary education, perceptions of parents and School Management Committee members on community participation and relationship between parent’s perception on the value of public primary education and participation in project-based support to education. The respondents exhibited heterogeneous negative perceptions with a positive correlation between parent’s perception on the value of public primary education and participation in project-based support to education (r =.510, p=000<0.01). The larger majority 64.3% of parent respondents with grade 7 education was deemed a factor that influenced negative perception. The researcher recommends that the Government authorities need to impart community economic productivity skills; the District Authorities further need to conduct community awareness on the importance of participation. Finally, the Ministry of Education in collaboration with the other stakeholders should mobilize funds and sensitize communities on the value of primary education and the importance of their participation in community development programs to support education.

scholarly journals Índice de Adequação Idade-Anos de Escolaridade

2019 ◽  
Vol 85 (209-10-11) ◽  
Author(s):  
Carlos Sampaio ◽  
Vanessa Nespoli
Keyword(s):  
Primary Education ◽  
Educational System ◽  
Basic Education ◽  
School Attendance ◽  
Universal Access ◽  
School Curriculum ◽  
The Other ◽  
Apparent Paradox ◽  
Education School ◽  
Low Efficiency

O País atingiu um nível de acesso da população de 7 a 14 anos à escola praticamente universal – acima de 97%; entretanto, o nível de escolaridade média da população de 15 anos ou mais é de apenas 6,7 anos. Esse aparente paradoxo é explicado pela baixa eficiência do sistema educacional brasileiro em produzir concluintes, ou seja, se por um lado o acesso é quase universal, por outro, ainda é baixo o percentual daqueles que concluem o ensino fundamental, sobretudo na idade adequada. O objetivo deste artigo é refletir sobre o conceito de universalização do ensino fundamental e apresentar uma nova proposta de indicador para avaliar não apenas o acesso a esse nível de ensino, mas também sua conclusão. Entendemos universalizar como a obtenção de oito anos de escolaridade e não, simplesmente, estar freqüentando a escola. Palavras-chave: escolaridade; ensino fundamental; universalização do ensino fundamental; atendimento escolar; índice de adequação idade-anos de escolaridade; fluxo escolar. Abstract Brazil provides nearly universal access to school for the population aged 7 to 14 – above 97%; however, the average schooling level of the population aged 15 or more is only 6.7 years. This apparent paradox is explained by the low efficiency of the Brazilian educational system in producing graduates; in other words, if on one hand access is almost universal, on the other, the percentage of those who conclude basic education is still low, mainly in the proper age. The objective of this article is to reflect on the concept of universalization of basic education and to present a new proposal of indicators not only to evaluate access to this schooling level, but also to its conclusion. We understand universalization as concluding basic education in eight years, not only as attending school. Keywords: schooling, primary education, universalization of primary education, school attendance, age-years schooling adequation index, school curriculum.

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