Education policies and organizational structures in Argentinian secondary schools

2016 ◽  
Vol 30 (6) ◽  
pp. 913-928
Author(s):  
María Eugenia Vicente
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Inclusion ◽  
Management Practices ◽  
First Grade ◽  
Educational Institutions ◽  
Education Policies ◽  
Educational Management ◽  
Institutional Practices ◽  
Content Type

Purpose – The purpose of this paper is to review the link between public education policies and institutional practices in Argentina throughout history and today. Design/methodology/approach – The methodology used is in line with socio-educational management studies oriented to analyse educational practices qualitatively from an institutional perspective. Findings – The review allows a wider discussion about the characteristics of the traditional organizational structure in relation to the rules, order, purposes and homogeneity of educational institutions. Furthermore, the paper shows there are some experiences and practices developed nowadays in Argentinian secondary schools that constitute a guide for social inclusion. Research limitations/implications – Throughout Argentina’s education history, secondary school has supported its policies on a bureaucratic institutional structure rationally oriented to serving interests of a minority. Today, social inclusion policies and compulsory secondary schooling are presented as an opportunity to democratize the management of educational institutions. Practical implications – In the early 2000s, the education system in Argentina kept a traditional bureaucratic structure based on a selective education policy. In this regard, statistics are quite revealing as regards the degree of social exclusion in secondary school: only 11 per cent of the students that begin first grade, finish secondary school. In 2006, after the enactment of the compulsory secondary education law, educational management is faced with the challenge to renew its institutional practices in order to make inclusion feasible. In this sense, the paper shows that secondary schools are implementing certain management practices aimed at achieving greater social inclusion. Originality/value – The paper focuses on the notion that the characteristics of management practices are related to the social interests of education policies. In this sense, the educational management of Argentinian secondary schools is undergoing a process of transformation from traditional selective practices towards more inclusive practices.

Quality Management Practices and Performance of Public Secondary School Heads in Pangasinan, Philippines

2020 ◽  
Vol 1 (1) ◽  
pp. 6-13
Author(s):  
Jeger P. Paragas
Keyword(s):  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Management Practices ◽  
Department Of Education ◽  
The Public ◽  
Quality Management Practices ◽  
Public Secondary School ◽  
And Performance ◽  
School Heads

This is a descriptive study which determined and analyzed the quality management practices of public secondary school heads. The study included the school heads and teachers in all Schools Division in Pangasinan. The identified quality management practicesare based on the parameters of APPES Manual. Kendall’s tau correlation coefficient was utilized to identify the significant relationship in the quality management practices of public secondary school heads to the performance of their respective schools. The researcher used questionnaire, interview and google form to gather the needed data. Same set of questionnaire was utilized for the teachers and school heads as respondents of this study. Findings of the study revealed that stakeholders were truly a great agent in improving the public secondary schools. Therefore, school heads must be eager to do this to have a strong partnership and participation of the stakeholders in the school. They contribute a lot for the direction leading to greater learning outcomes. Also, it was found out that weak correlation was hardly related to the quality management practices of the school heads with regard to the performance of their respective schools. Further, a proposed plan of action with regard to the indicators that were found out moderate would be presented to public secondary schools for them to better identify the risk and opportunities so to attain and maintain quality management practices of school heads and school perfomance in the Department of Education.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

scholarly journals The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nirma Sadamali Jayawardena
Keyword(s):  
Literature Review ◽  
Secondary School ◽  
Secondary Schools ◽  
Systematic Literature Review ◽  
Cultural Context ◽  
School Context ◽  
Cross Cultural ◽  
Student Discipline ◽  
Future Research ◽  
Content Type

PurposeThe present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.Design/methodology/approachThe literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.FindingsThe author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.Research limitations/implicationsThe scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.Originality/valueTo the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

Parental perceptions on the transition to secondary school for their child with autism

2017 ◽  
Vol 3 (2) ◽  
pp. 87-99 ◽  
Author(s):  
Katie Cremin ◽  
Olive Healy ◽  
Michael Gordon
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Small Body ◽  
School Life ◽  
Content Type ◽  
Transition Experience ◽  
Students With Autism ◽  
The Republic ◽  
Personal Accounts ◽  
The Impact

Purpose The purpose of this paper is to explore the transition to and early experience of secondary school for students with autism from the perspective of their parents. It aimed to gather the parents’ personal accounts of their views of the transition experience for their child and of their perceptions of both the positive and the negative factors inherent in the process of transition. There was an emphasis on seeking useful information for others from the parent’s perception, views and choices. Design/methodology/approach As parents were reporting on their own perceptions and also their child’s experiences, a qualitative exploratory descriptive method was required. Thematic analysis was used as a pragmatic method to report on the experiences, meanings and the reality of the transition to secondary school from a parent’s perspective (Braun and Clarke, 2012). Findings A variety of supports and strategies were described, parents were unanimous in their emphasis of the importance of communication to them. Parents were concerned about secondary schools not fully understanding the nature of autism, and the impact this can have on their child as an individual. Despite differing perceptions and views on the purpose or end product of secondary educations for their child, all the parents communicated a desire for their child to reach their potential and make progress within the secondary school system. Research limitations/implications This was a small qualitative study with a self-selected group of parents in the Republic of Ireland, with fathers underrepresented. It did not take any account from any other stakeholders or the students themselves. Practical implications Parents would benefit from more practical support and communication during this time in the child’s education. Their recommendations and personal experiences may serve as a useful reference point for parents preparing for this time in their child’s school life. Social implications The study highlights the need to better understand how children with autism can be supported in making social attainments and connections within mainstream secondary schools in Ireland. Originality/value There is a small body of knowledge related to the secondary school experience for students with autism. It contributes the parental perspective and highlights areas for further research and practice.

scholarly journals Authentic Inclusion in Two Secondary Schools: "It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere."

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
S. Anthony Thompson ◽  
Vianne Timmons
Keyword(s):  
Secondary Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Educational Institutions ◽  
Critical Element ◽  
School Based ◽  
Educational Assistants ◽  
Specialized Care ◽  
Authentic Inclusion

Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semi- structured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities.

scholarly journals The relevance of Sathya Sai Baba's philosophy to the educational leadership of secondary school principals in the central Stanger area

2004 ◽  
Author(s):  
◽  
Teddy Kommal
Keyword(s):  
Educational Leadership ◽  
Secondary School ◽  
Secondary Schools ◽  
School Principals ◽  
Secondary School Principals ◽  
School Management ◽  
Research Focus ◽  
Educational Management ◽  
The Voice ◽  
Positive Effect

The ultimate goal of this research is to demonstrate the positive effect that can be achieved in the educational management arena by following the teachings of Sathya Sai Baba. This work attempts to add the voice of Sathya Sai Baba in classroom and school management and to demonstrate how his teachings could be used to the benefit of school principals, fellow educators and learners. In this research, focus is placed on secondary schools in the central Stanger area as the researcher is a principal in this area

The ex/inclusion paradox in heritage management: the Mobarak mosque in The Hague

2020 ◽  
Vol 10 (3) ◽  
pp. 259-269
Author(s):  
Karim van Knippenberg ◽  
Martijn Duineveld ◽  
Marleen Buizer
Keyword(s):  
Social Inclusion ◽  
Management Practices ◽  
Local Community ◽  
Heritage Management ◽  
Management Approach ◽  
Content Type ◽  
Heritage Studies ◽  
The Hague ◽  
Critical Heritage ◽  
Heritage Discourse

PurposeIn the field of critical heritage studies, it has often been argued that a more inclusive and participatory heritage management approach neutralises differences and can contribute to a more contemporary, plural, democratic and inclusive notion of heritage. Yet, the needs and aspirations of those assumed being excluded from heritage making are not always taken into account, because the analysis and critique often focussed on the dominant heritage discourses, organisations and institutions. This paper conceptualises heritage from below and explores and reconceptualises how subdominant notions of heritage relate to dominant, institutionalised conceptualisations of heritage.Design/methodology/approachBased on a case study of the Mobarak mosque in The Hague, the authors present the multiplicity of subdominant conceptualisations of heritage, the ways heritage is (expected to be) recognised and represented by the community and the complexity of issues of social inclusion/exclusion.FindingsThe authors conclude that inclusive and/or participatory heritage management practices are inclusive in name only when the needs and aspirations of those seemingly being “excluded” are not fully understood and taken into account.Originality/valueA binary heritage/non-heritage framework, the authors argue, is limited to understand matter that matters. Also the authors find that the assumption that there is a growing desire among local community groups to include their histories and related materialities as heritage in the dominant heritage discourse should be challenged.

Change facilitation: what styles do Pakistani secondary school head teachers possess?

2020 ◽  
Vol 35 (1) ◽  
pp. 47-62
Author(s):  
Nazir Ahmed Jogezai ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Fozia Ahmed Baloch
Keyword(s):  
Developing Countries ◽  
Secondary School ◽  
Vital Role ◽  
Educational Management ◽  
Head Teachers ◽  
Change Facilitation ◽  
Content Type ◽  
Change Facilitator ◽  
School Head ◽  
Aims And Scope

PurposeThis study aimed at exploring the change facilitator styles (CFS) that secondary school head teachers in Pakistan possess.Design/methodology/approachThis is a quantitative study using Hall and George CFS questionnaire to collect data from 276 secondary school head teachers. The CFSQ used in this study consists of 30 Likert-type questions relating to six scales. The six scales, with five items each in aggregate, form three possible CFS, including initiator, manager and responder.FindingsThe results indicate that most secondary school head teachers (75.7%) in Pakistan used responder CFS to facilitate change in their schools. 16.7% of the head teachers used manger, while only 7.6% possessed initiator change facilitation styles.Research limitations/implicationsThe study has implications for research, in particular in the developing countries where head teachers' leadership practices are rooted in the past with maintaining authority and status quo.Practical implicationsThe study has implications for policymakers and schools in developing countries, like Pakistan, in terms of considering the vital role of head teachers in change implementation. In particular, in the prevailing cluster-based educational management, the study's findings remain valuable for schools in the Balochistan province of Pakistan.Originality/valueThe paper reports the results regarding secondary school head teachers' change facilitator styles in the context of power devolution in Pakistan. The authors believe that the manuscript is appropriate for publication by the international journal of educational management because it is in line with the aims and scope of the journal. The authors assure the originality of this work. It has not been published elsewhere, nor is it currently under consideration for publication in any other journal.

An analysis of total quality management (TQM) practices in Zambian secondary schools

2015 ◽  
Vol 27 (6) ◽  
pp. 716-731 ◽  
Author(s):  
Joyce Nawelwa ◽  
Chanda Sichinsambwe ◽  
Bupe Getrude Mwanza
Keyword(s):  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Continuous Improvement ◽  
Confidence Level ◽  
Secondary School Teachers ◽  
Total Quality ◽  
School Teachers ◽  
Content Type

Purpose – Total quality management (TQM) is a management approach that was established to seek sources of continuous motion of improvement to provide quality products and services to customers or clients. TQM promotes organizational effectiveness through promoting stakeholder satisfaction, pursuing continuous improvement and fostering proactive leadership. The purpose of this paper is to explore TQM practices in secondary schools. The researchers set objectives which were to identify the TQM principles being practiced in secondary schools, the extent to which these principles are practiced and finally to determine the factors that affect the practice of these principles. The paper includes findings from an exploratory study of TQM practices in Zambian secondary schools. Design/methodology/approach – The research employed a purposive and simple random sampling in order to collect data from 120 secondary school teachers from a total of 1,740 secondary school teachers in Lusaka district drawn from ten secondary schools which were stratified into five zones, namely, Lusaka Central, Chilenje, Mumuni, Chibolya and Chunga zones. Questionnaires and structured scheduled interviews were used to collect data for the research. The research was also anchored on the theoretical and conceptual framework where hypotheses were formed and tested. Findings – The research formed hypotheses based on the seven principles of TQM and this was also verified through the analysis of questionnaires and structured interviews conducted. From the analysis and interpretation of the results, the following was found. Teamwork principle was found to be practiced although most respondents did not know the extent to which it was been practiced. Continuous improvement and training are also principles which were explored and found to be practiced. For continuous improvement, most of the respondents indicated this to have been achieved through carrying out monthly tests and end of term examinations to measure the excellence in-service delivery, as for the training principle; this has been interwoven with the policy of the ministry in programmes aimed at training in-service teachers and anticipated teachers. For the commitment principle, there was commitment from management with a view to working together for pupil satisfaction. For the quality principle, it was found that, at 95 per cent confidence level the mission statement, the motto and the vision of the school depicted quality-related activities. The research also established that at 95 per cent confidence level, teachers were empowered to take direct action whenever action is likely to affect quality. Practical implications – First, the value of this research was to inform management on the need to employ strategies aimed at sensitization programmes before, during and after the programme has come to an end. Second, to promote work attitudes that should promote quality management in education for continuous improvement in pupil performance. Third, for TQM to create a platform among head teachers, teachers, pupils, parents and other stakeholders to work to everyone’s ultimate advantage. Originality/value – This research is original work as it has never been done before in Lusaka district.

scholarly journals ESD for managers in the Danish lower secondary educational curriculum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Mathias Paaske ◽  
Olman Segura-Bonilla ◽  
Jairo Hernandez-Milian
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Schools ◽  
Traditional Education ◽  
School Level ◽  
Lower Secondary School ◽  
Content Type ◽  
The Core ◽  
Secondary School Level ◽  
Conceptual Paper

PurposeThe purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable development (ESD) to help managers and teachers facilitate an action-oriented approach aimed at potentiating the level of sustainability and environmental awareness.Design/methodology/approachThis conceptual paper is based on the relevant literature and examines the necessity to move beyond traditional education curricula by offering a new practical sustainable framework for facilitating ESD at Danish lower secondary schools. A particular focus relates to evaluating and adopting sustainable approaches in the educational literature that is sufficiently sensitive to practical changes in Danish lower secondary teaching methods.FindingsWith the purpose of generating awareness about climate change and students’ ecological footprint to lower secondary school students in Denmark, it was found that embedding ESD in the Danish curriculum would be an important tool for this purpose. The authors outline practical recommendations for managers at the lower secondary school level.Originality/valueThis conceptual paper addresses the core issue of traditional education in Danish lower secondary schools by suggesting to adopt the educational framework of ESD. To this end, the authors have offered a variety of specific practical suggestions accordingly to how traditional education can be redesigned by focusing on action-oriented learning and future-oriented ESD. Furthermore, the authors propose that certain educational components of smart cities might promote an underlying commitment to meet the core issues of climate change, as this has yet to be examined. The research on ESD for managers at the Danish lower secondary school level is fairly limited to date.

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