scholarly journals The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

2022 ◽  
pp. 147490412110653
Author(s):  
Outi Lietzén
Keyword(s):  
Secondary Education ◽  
Education Policy ◽  
Education System ◽  
Compulsory Education ◽  
Secondary Level ◽  
Upper Secondary Education ◽  
Political Discourses ◽  
Upper Secondary ◽  
Flexible Education ◽  
Upper Secondary Level

This article explores the positioning of dual qualifications (DQs) in the Finnish education policy and the education system since the late 1980s. The analysis is carried out in the context of academic-vocational divide. At the end of the 1980s, Finland questioned the functionality of the strict academic-vocational divide in post-compulsory education, and a unified upper secondary education was initiated. DQ was the result of two contradictory political discourses: the aim to make education system more equal and the 1990s’ market oriented education policy. In the 2000s, although segregation at the upper secondary level was strengthened, the DQ simultaneously became an established study route. However, in 2007 due to changes in political power, the DQ was repositioned on the periphery of education policy and academic-vocational divide became stronger. The main focus as regards the functions of DQs until the end of the 2010s was on efforts to enhance the use of educational resources and improve the possibilities for individual and flexible education choices. The aim of the current government, elected in 2019, is to strengthen cooperation at upper secondary level, which is also expected to include DQs. However, the actualisation might be mitigated by the educational reforms of the previous government.

scholarly journals TOWARDS THE INTEGRATION OF CULTURE INTO TEACHING ENGLISH IN UPPER SECONDARY SCHOOLS: TEACHERS’ CONCERNS AND EXPECTATIONS

2018 ◽  
Vol 127 (6B) ◽  
pp. 121
Author(s):  
Hoa Thi Hoang Chau
Keyword(s):  
Secondary Education ◽  
Educational Reform ◽  
Intercultural Competence ◽  
Secondary Level ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Intercultural Integration ◽  
Upper Secondary Level

<p>As a part of educational reform in upper secondary education, intercultural competence has been identified as a goal of foreign language teaching to enable the Vietnamese young people to work and study in globalized environment. In fact, culture has been incorporated in the expected English teaching curriculum for general education. Prior the change of curriculum at national scale, this study aimed to explore teachers’ perceptions of integrating intercultural competence into teaching English at upper secondary level. The quantitative and qualitative data collected from 101 teachers of English in a province of the Mekong Delta, indicated that they took the four aspects into considerations, namely learners’ learning strategies and motivations, teachers’ intercultural instructions, course books and curriculum, and management aspects. For better practice of intercultural integration, the teachers had high expectation for pedagogical training to enhance their intercultural competence and intercultural integrating pedagogies. From the findings, some pedagogical implications were made to foster the feasibility of intercultural integration in teaching English in upper secondary level.</p><p><strong>Keywords.</strong> educational reform, intercultural competence, intercultural integration, teachers’ perceptions, upper secondary education</p>

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals First and second thoughts about teaching secondary chemistry

2015 ◽  
Vol 3 (3) ◽  
pp. 371-380
Author(s):  
Georgios Tsaparlis
Keyword(s):  
Secondary Education ◽  
Secondary Level ◽  
Teaching Methodology ◽  
Chemistry Curriculum ◽  
Secondary Chemistry ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
8Th Grade ◽  
Strengths And Difficulties ◽  
Lower Secondary Education

This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.

scholarly journals A Managerial Research of Online Education in the Primary and Secondary Romanian Education System During COVID 19 Crisis

2021 ◽  
Vol 343 ◽  
pp. 07006
Author(s):  
Eduard Edelhauser ◽  
Lucian Lupu-Dima
Keyword(s):  
Secondary Education ◽  
Online Education ◽  
Education System ◽  
Virtual Classroom ◽  
Online Classes ◽  
Online Questionnaire ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
One Year ◽  
Lower Secondary Education

The authors tried to analyse the implication of one year of online education in the Romanian primary education, lower secondary education, upper secondary education and even in the early childhood system. COVID-19 was seen as a social phenomenon world-wide and also in Romanian, that affected many elements of the society, including education. The study is based on a survey and used the online questionnaire investigation composed of 10 questions and authors have received more than 2500 answers from the respondents. The investigation took place during 29th of January 2021 and 11th of February 2021. The study concluded that, in the Romanian primary and secondary education system most schools migrated quickly to an online education system. The result shows also that over 82% of the students have participated rhythmic to online education and 50% to 60% of them used a Google Classroom platform or another virtual classroom. In the authors opinion the future of the Romanian education system will represent from now on a continuous debate between classic and online education, considering that only 10% of the Romanian students have no access to Internet and another 8% of the students did not have a computer, a laptop, a tablet, or a smartphone and obvious could not take online classes.

scholarly journals Study of intellectual capital in the academic area of the upper secondary level, in the state of Tabasco, to generate a proposal for improvement

2020 ◽  
pp. 29-36
Author(s):  
Hortensia Eliseo-Dantes ◽  
Juana María Morejon-Sánchez ◽  
Iris Cristel Pérez-Pérez ◽  
David Antonio García-Reyes
Keyword(s):  
Secondary Education ◽  
Intellectual Capital ◽  
Secondary Level ◽  
The State ◽  
Upper Secondary ◽  
Public Body ◽  
Comprehensive Diagnosis ◽  
Higher Secondary Education ◽  
Academic Area ◽  
Upper Secondary Level

Objectives. Generate a comprehensive scenario that facilitates designing a proposal for the development of Intellectual Capital in Higher Secondary Education Institutions, in the state of Tabasco through an instrument that allows to measure intellectual capital, to make a comprehensive diagnosis and generate the proposal. Methodology. A methodological scheme is structured to establish a guide, which is useful for the author during the development of the research. The stages of the methodology are described, it should be clarified that each stage is divided by the period of time in which it is elaborated, Stage one: emergence of the idea, stage two: research protocol where the actors and experts are detected, stage three design of the instrument, stage four: obtaining the scenario and design of the proposal. Contribution. The study carried out in a decentralized public body of Higher Secondary Education, in such a way that it was possible to identify various limitations for obtaining Intellectual Capital, as well as areas of opportunity that could complement its obtaining. The results revealed that cultural, social and technological aspects originated little development of the system to obtain Intellectual Capital, this with the active participation of the experts

scholarly journals Las transiciones a la educación secundaria post obligatoria en Cataluña: Un análisis desde la sociología de la política educativa

2020 ◽  
Vol 28 ◽  
pp. 102
Author(s):  
Aina Tarabini ◽  
Judith Jacovkis
Keyword(s):  
Secondary Education ◽  
Education System ◽  
Three Dimensions ◽  
Education Systems ◽  
Policy Makers ◽  
Secondary Schooling ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Politica Educativa ◽  
Unequal Opportunities

Transitions to upper secondary education are crucial to explain different degrees of social selectivity in diverse education systems. In Catalonia these transitions are especially relevant as the education system is formally comprehensive until the end of compulsory secondary schooling, and only at this point the system is divided in two different tracks: the academic and the vocational. The aim of the paper is to analyse the structural, institutional and discursive articulation of this transition point from the perspective of the sociology of the education policy. Specifically, the paper explores three dimensions of analysis: the structure of the education system, the planning of the supply, and the guidance models. The analysis is based on 28 in-depth interviews with policy makers and stakeholders in the field of upper secondary education in Barcelona. The results point out to the relevance of the political-institutional articulation, contradictions, tensions and omissions of different education systems in setting unequal opportunities of educational transition.

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education

2019 ◽  
Vol 52 (6) ◽  
pp. 456-467 ◽  
Author(s):  
Leena Holopainen ◽  
Airi Hakkarainen
Keyword(s):  
Special Education ◽  
Secondary Education ◽  
School Achievement ◽  
Compulsory Education ◽  
Male Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Part Time ◽  
And Mathematics

This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students’ reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.

scholarly journals Brain drain from vocational to academic education at upper-secondary level? An empirical analysis for Switzerland

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Katharina Jaik
Keyword(s):  
Vocational Education ◽  
Secondary Level ◽  
Academic Education ◽  
Negative Consequences ◽  
Success Rates ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Academic Tracks ◽  
Lower Ability ◽  
Upper Secondary Level

Abstract Despite the ongoing debate about how much academic versus vocational upper-secondary education is favorable for a country and large differences across countries of those two types of education exist, the interplay of vocational and academic education on upper-secondary level and its consequences for the entire education system remain under-researched. Although difficult to analyze directly, we first construct a measure to capture companies’ reactions to changes in academic education rates and second analyze whether academic education rates are associated with success rates in vocational education over time and with control variables. To measure companies’ reactions, we use a cantonal average requirements profile consisting of the academic requirements profile of an occupation and the number of apprenticeships started in this occupation per year and canton. Although results of the first part of the analysis are ambiguous, combined with the second part, they suggest a non-reaction of companies (i.e., they keep offering the same occupations but have to fill their positions with lower-ability candidates). Results of the second part show that more opportunities for academic education appear to draw highly-able students away from vocational education, with negative consequences for the success rates in vocational education. Our findings have important implications for countries with vocational and academic tracks in their education systems, but also for those who plan to introduce or strengthen (dual) vocational education.

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