Modelling the Spatial Distribution Differences of Compulsory Education Resource

This paper aimed to explore the difference in the spatial distribution of compulsory education resource allocation. Raw data were collected from the 2020 China Statistical Yearbook (county/district level) and Guangxi Province Statistical Yearbook of China. Data analysis was conducted using the entropy method, comprehensive evaluation method, K-means clusters analysis, analysis of variance, and spatial statistical analysis (Moran’s I index). It was determined that there were significant differences in the spatial distribution of compulsory education. The equilibrium degree to mandatory education resource allocation was divided into three classes: high level, medium level, and low level, and each class presented a spatial aggregation effect in the spatial distribution. Compared with the primary schools, the equilibrium degree of junior secondary school was higher. However, the equilibrium fluctuation of junior secondary schools was more significant among different counties/districts. The equilibrium of educational resources of junior secondary schools in the urban areas was higher than that in the rural areas, but there was no significant difference for the primary school.

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An Investigation of the Relationship between Counselling Services and Adjustment of School-aged Children–in-Transition in Junior Secondary Schools in Ogun State, Nigeria

International Journal of Indian Psychology ◽

10.25215/0501.006 ◽

2017 ◽

Vol 5 (1) ◽

Author(s):

Ojo Yetunde Abiola ◽

Ogunmilugba Bamidele Joke

Keyword(s):

Secondary Schools ◽

Primary Schools ◽

Sampling Technique ◽

Junior Secondary Schools ◽

School Aged Children ◽

Counselling Services ◽

Ogun State ◽

School Counsellors ◽

Junior Secondary ◽

Effective Delivery

The crux of this study is to examine the role of counselling services in fostering adjustment of school-aged children-in-transition in junior secondary schools in Ogun state, Nigeria. Using simple random and purposive sampling technique, three hundred samples (males= 133 and females=167) of school-aged children with mean age 10.96 participated in the study. Respondents filled two standardized instruments which are School Counselling Services Scale (SCSS) and Student Adjustment Scale (SAS). Data were analysed using Pearson product moment correlation and t-test at 0.05 level of significance. Result revealed that counselling services was perceived to be an effective tool in fostering adjustment of school-aged children–in-transition in junior secondary schools. Consequent upon this, government, policy makers as well as school counsellors should ensure the efficient and effective delivery of counselling services in secondary schools for new students transitioning from primary schools to junior secondary schools.

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BIAYA SATUAN PENDIDIKAN DASAR DAN KEBUTUHAN DANA UNTUK PENDIDIKAN DASAR GRATIS

Jurnal Cakrawala Pendidikan ◽

10.21831/cp.v0i1.1463 ◽

2012 ◽

Author(s):

Abbas Ghozali

Keyword(s):

Secondary Schools ◽

Primary Schools ◽

Basic Education ◽

Unit Cost ◽

Educational Resource ◽

Regional Government ◽

Junior Secondary Schools ◽

Junior Secondary ◽

Resource Identification

Abstrak: Biaya Satuan Pendidikan Dasar dan Dana yang Dibutuhkan untuk Pendidikan Dasar Gratis. Penelitian ini bertujuan untuk memperkirakan dana yang diperlukan untuk melaksanakan pendidikan dasar gratis pada tahun 2009 dan membandingkannya dengan realisasi anggaran untuk pendidikan dasar. Metode yang digunakan meliputi proyeksi pendaftaran, identifikasi sumberdaya pendidikan yang diperlukan, ketersediaan dan keterbatasan, identifikasi biaya satuan masing-masing unsur dan perkiraan total dana yang diperlukan. Temuan penelitian menunjukkan bahwa pelaksanaan pendidikan dasar pada tahun 2009 membutuhkan dana sebesar Rp157,22 trilyun, termasuk anggaran untuk SD dan SMP. Pemerintah pusat dan daerah menyediakan anggaran hanya Rp132,24 trilyun sehingga ada kekurangan sebesar Rp25 trilyun. Kata Kunci: biaya satuan, pendidikandasar gratis Abstract: The Unit cost of Basic Education and the Funds Needed for Free Basic Education. This study was aimed to estimate the funds needed to implement free basic education in 2009 and compare it with the budget realization for basic education. The methods employed included projection of enrollment, required educational resource identification, the availability and shortage, identification of the unit cost of each component, and estimation of the total funds needed. The findings revealed that implementing free basic education in 2009 required as much as Rp157.22 trillion, including the budget for primary schools and junior secondary schools. The national and regional government levels provided the budget for basic education as much as Rp132.24 trillion only, and so there was a deficit of Rp25 trillion. Keywords: unit cost, free basic education

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ROZWÓJ ZAWODOWY NAUCZYCIELI JĘZYKA KASZUBSKIE-GO – DIAGNOZA POTRZEB DOTYCZĄCYCH SZKOLEŃ

Neofilolog ◽

10.14746/n.2015.45.1.07 ◽

2019 ◽

pp. 105-119

Author(s):

Lucyna Radzimińska ◽

Danuta Stanulewicz

Keyword(s):

Secondary Schools ◽

Primary Schools ◽

School Subject ◽

Junior Secondary Schools ◽

School Year ◽

Core Curricula ◽

Junior Secondary ◽

Senior Secondary Schools ◽

Literature Culture ◽

Senior Secondary

The Kashubian language was introduced as a school subject in 1991. In the school year 2013/2014, the number of students attending Kashubi-an classes amounted to 17,145. They were taught the language by ca. 620 teachers in 420 schools: 13,850 in 293 primary schools, 2,688 in 103 junior secondary schools and 607 in 24 senior secondary schools. The aim of this paper is to present the results of a questionnaire investi-gating the training needs of Kashubian teachers. It appears that they would willingly attend courses or workshops in all the areas mentioned in the questionnaire, including, inter alia, language teaching methodolo-gy as well as Kashubian literature, culture and history. It is no surprise that the demand for such courses is so high since the core curricula for all school levels emphasize the importance of teaching Kashubian cul-ture, history and geography alongside the Kashubian language.

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