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.

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 When Work Comes First: Young Adults in Vocational Education and Training in Norway

2017 ◽  
Vol 4 (3) ◽  
pp. 270-288 ◽  
Author(s):  
Anna Hagen Tønder ◽  
Tove Mogstad Aspøy
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Policy Makers ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
And Training ◽  
Vocational Programme

Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.

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 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.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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