scholarly journals Moral Education in Secondary Schools: What, how, and why?

Pedagogika ◽  
2020 ◽  
Vol 69 (4) ◽  
Author(s):  
Tomáš Hejduk
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Everyday Life ◽  
Moral Education ◽  
School Curriculum ◽  
Philosophical Approach ◽  
Life Orientation ◽  
Formative Stage ◽  
National School ◽  
The University

Abstract: The paper argues for a philosophical approach to the teaching of moral education in secondary schools. Because students at this level are already capable of conceptual thinking, but are still at a formative stage, teachers can encourage them in their autonomous thought and life orientation through reference to meta-ethical authorities. In terms of these authorities, students may be led to fi nd that there is something (beauty, truth, goodness) other than the ordinary, narrow concerns of everyday life. At the same time, truth or beauty should be unveiled in everyday life; ordinary matters such as language must be revealed as moral concerns, and be liberated from vulgarity. For this to provide a suffi cient experience of things beautiful and good, I argue, the ethos of moral education at secondary schools should reflect the ethos of the university. I also argue that we need this kind of education to counterbalance the expanding informational and consumer character of our society, and to give meaning to the life of every participating individual. Finally, I warn against doctrinal simplifi cation, specifically, the misuse of the liberal spirit of the university and moral education (using the example of the Czech National School Curriculum). Keywords: secondary school; moral education; virtue ethics; the idea of the university

scholarly journals Document Analysis of Secondary School Curriculum Regarding Ethical and Moral Education in Punjab

2020 ◽  
Vol V (I) ◽  
pp. 191-206
Author(s):  
Syeda Tehzeeb Alvi ◽  
Afifa Khanam ◽  
Tahira Kalsoom
Keyword(s):  
Secondary School ◽  
Moral Education ◽  
Critical Evaluation ◽  
Secondary Level ◽  
School Curriculum ◽  
Ethical Values ◽  
Review Of Literature ◽  
Text Book ◽  
Secondary School Curriculum ◽  
Data Source

In this study the researcher has analysed the secondary school curriculum regarding ethical and moral education in Punjab. In the study, 46 subjects, with 552 lessons, taught at secondary level, have been analysed. The books for these subjects are published by the Punjab Curriculum and Text Book Board (PCTB). The study examines the function of documents as a data source regarding ethical and moral education at secondary level through a self- structured rubric which has been prepared after extensive review of literature and was validated by subject experts. The article takes an evaluative approach with critical evaluation of the textbooks. The study found that the curriculum at the secondary level does not meet the needs of the students for developing sound, moral and ethical values and skills in students due to less emphasis in content, and least effort in training of students for moral and ethical acts.

Nauczyciele szkół średnich męskich rządowych po 1833 r. – byli pracownicy Uniwersytetu Warszawskiego

2017 ◽  
Vol 62 (0) ◽  
pp. 29-55
Author(s):  
Adam Massalski
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Scientific Work ◽  
Biological Research ◽  
Teaching Staff ◽  
University Employees ◽  
Language And Literature ◽  
Polish Language ◽  
The University ◽  
Achievements In Mathematics

After the fall of the November Uprising, the Russian authorities liquidated the University of Warsaw. As a result, the University employees were forced to take up other occupations. Some of them went to male government secondary schools as pedagogical supervisors (principals and inspectors), or teachers. This group numbered 18 people. The functions of principals were performed by two people, the functions of inspectors – by six, the remaining ten found employment as teachers. The period of their employment in secondary education varied widely: from 1 year to over 25 years. On average it was just over nine years. Among the teachers, four taught the humanities, the others taught mathematical and natural sciences. Many members of the described community decided to continue their scientific work. Particular achievements in mathematics were held by A. Frączkiewicz, and I in the field of physics and chemistry – by J. Bełza, A. Radwański, T. Rybicki and S. Zdzitowiecki. Achievements in biological research were noted by W. B. Jastrzębowski, Sz. Pisulewski and A. Waga (interestingly, he taught Polish language and literature in secondary school). Some achievements in the field of the humanities were held by A. Kucharski and F. Kozłowski. The above-mentioned employees of the University of Warsaw significantly strengthened the teaching staff of male government secondary schools in the Kingdom of Poland between 1833 and 1862.

What Mathematical Subjects Should be Included in the Curriculum of the Secondary Schools? From the Point of View of the College

1913 ◽  
Vol 5 (4) ◽  
pp. 243-246
Author(s):  
Robert J. Aley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Curriculum ◽  
Point Of View ◽  
Mathematical Study ◽  
Educational Thought ◽  
The Future ◽  
Secondary School Curriculum ◽  
College Now

As educational thought is now adjusting itself, it seems that the time is not far distant when the secondary school curriculum will be made to meet the needs of those who are to profit by it. The college now has less influence than formerly in shaping the curriculum of the secondary school. It will have still less influence in the future unless it studies the problem from the viewpoint of present conditions and makes many needed adjustments in its requirements. I verily believe that the mathematical study which prepares best for college will prove to be of great value to the student who does not go to college.

scholarly journals Teachers’ And Students’ Attitudes Towards Integrating Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Timothy Mandila Chikati
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Environmental Degradation ◽  
Environmental Attitudes ◽  
Action Plan ◽  
School Curriculum ◽  
Teachers And Students ◽  
Secondary School Curriculum ◽  
Students Attitudes

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (2007). The theory views the implementation of IEE programme through lenses of four independent variables identified as need; clarity; complexity; quality and practicality on the one hand and teachers’ and students’ levels of environmental awareness, knowledge, skills, attitudes and participation as dependent variables on the other hand. These variables network with local factors and external factors as intervening variables to determine the IEE implementation process. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants for the study. The target population of this study was public secondary schools, teachers and form 4 students from Machakos Sub-County. Stratified and simple random sampling techniques were employed in sampling secondary schools, teachers and students.  Questionnaires were used for data collection. Quantitative data were analysed using simple descriptive statistics. Overall study findings demonstrated that both teachers’ and students’ attitudes towards integrated environmental education in the secondary school curriculum were fairly positive though not adequate enough for effective implementation of IEE in the school curriculum hence, the unyielding environmental degradation in Machakos Sub-County. The study recommended that The Ministry of Education and the relevant urgencies such as KICD, DQAS and KNEC work jointly with school managers to draw an action plan to reinforce and intensify teachers’ and students’ levels of environmental attitudes through pre-service and in-service training, workshops and seminars on contemporary environmental issues. It is also recommended that studies are undertaken to understand those impediments that impede change in teachers’ and students’ environmental attitudes so that useful and practical interventions can be identified.

scholarly journals Urban and place-based environmental education in the Ontario Secondary School curriculum

2021 ◽  
Author(s):  
Laila Mnyusiwalla
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
School Curriculum ◽  
Stakeholder Groups ◽  
Secondary School Curriculum ◽  
Enrollment Data

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, “Shaping Our Schools, Shaping Our Future”. It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for urban and place-based environmental education (U&PBEE). The extent and prescriptiveness of U&PBEE coverage by subject, course, grade, and course progression or pathway are reported upon. These findings are contextualized through the perspectives of diverse stakeholder groups at the “Education Experts’ Workshop: Implementing 2007 Bondar Report’s Intended Outcomes in 2015” hosted by Ryerson University in April 2015. EE in Ontario does not have its own discrete compulsory courses and despite having been “embedded” in the curriculum, the important arenas of U&PBEE are being applied inconsistently across the mandatory curriculum. Poor enrolment in senior electives shows that the focus of students remains elsewhere, fracturing EE’s progression in secondary schools.

scholarly journals PROFESSIONAL ORIENTATION AND ENROLLMENT OF SECONDARY SCHOOL GRADUATES AT THE UNIVERSITY

2013 ◽  
Vol 3 (2) ◽  
pp. 26-38
Author(s):  
Sead Rešić ◽  
◽  
Hariz Agić ◽  
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Secondary Schools ◽  
Continuing Education ◽  
Continuous Improvement ◽  
University Education ◽  
Orientation Program ◽  
Professional Orientation ◽  
Technical Schools ◽  
The University

Creating an environment for more efficient university education is closely related to effective planning, conducting and continuous improvement of realization of professional orientation program for students in elementary and secondary schools. The lack of personal vision of professional development for students in elementary and secondary schools, even several months before applying at university is defeating for the inputs in the process of higher education. The aim of this research was to evaluate the opinion of examinees – secondary school graduates (comprehensive schools, technical schools and those affine) – on issues regarding their intentions and decisions about continuing education, and to determine how these decisions were made. The analysis of gathered data revealed that the continuing of their education is not in sufficient accordance with their choice of secondary school. The results showed that the choice of current school and professional orientation program for students in elementary and secondary schools is not in accordance with their decision-making regarding continuing education at the university.

scholarly journals An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture

2016 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Sotco Claudius Komba ◽  
Sarah Vincent Chiwamba
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Profession ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University ◽  
University Teacher Training ◽  
Education Courses

<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

Benefits of Integration of Computer and Information Technology into Nigerian Secondary School Curriculum.

2019 ◽  
pp. 124-130
Author(s):  
Lawrence C.O.
Keyword(s):  
Information Technology ◽  
Secondary School ◽  
Secondary Schools ◽  
Computer Technology ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Computer Hardware ◽  
Wrong Side ◽  
Secondary School Curriculum ◽  
Human Skills

The benefits of integration of Computer and Information Technology into Nigerian secondary school curriculum were identified and discussed. Already, Nigeria is on the wrong side of the international digital and global world of computer technology, as it has not made significant effort to integrate Computer and Information Technology into secondary school curriculum especially State and private owned secondary schools. A great deal of instructional and administrative work in secondary schools in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the teaching and learning of information Technology, and also the use of computer technology in secondary education in Nigeria. It further identifies the high cost of computer hardware and software resources; weak infrastructure; lack of human skills and knowledge in Computer and Information Technology, as the major stumbling block to the adoption of Information and Communication Technology in secondary school education system in Nigeria. The study recommends that efforts should be made by government to post skillful teachers with knowledge of Computer and Information Technology to teach in the secondary schools so as to impact computer skills to the students, and also stabilize electricity supply in Nigeria for effective teaching and learning process of Computer and Information Technology.

scholarly journals The Mapping of Geography Courses at Universiti Pendidikan Sultan Idris with a Standard Curriculum for Secondary School in Malaysia/ Pemetaan Kursus Geografi di Universiti Pendidikan Sultan Idris dengan Kurikulum Standard Sekolah Menengah di Malaysia

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Mohmadisa Hashim ◽  
Hanifah Mahat ◽  
Nasir Nayan ◽  
Yazid Saleh ◽  
Koh Liew See
Keyword(s):  
Secondary School ◽  
School Curriculum ◽  
Physical Geography ◽  
Relationship Matrix ◽  
Standard Curriculum ◽  
Bachelor Of Education ◽  
University Department ◽  
University Level ◽  
The University ◽  
The Relationship

The purpose of this article is to map the curriculum of Bachelor of Education in Geography programme with the Standard Document of Curriculum and Assessment (DSKP) in school. An analysis of  document been implemented to examine the linkages between the geography curriculum at Universiti Pendidikan Sultan Idris (UPSI) towards the geography subject in Standard Curriculum for Secondary School  (KSSM) of form one, two and three. The relationship matrix of paralleled themes was identified with the ATLAS.ti software. The themes examined comprised of physical geography, human geography and geographic skills. The results showed that 14 out of 16 courses of BED Geography were parallel with the Geography DSKP for form 1 to 3. There were eight topics in the DSKP of KSSM Geography that were not related in any Geography BED Instructional Plan, which involved two form 1 topics, titled Kedudukan and Lakaran Peta Malaysia; three form 2 topics, namely Telekomunikasi di Malaysia, Jenis dan Kemajuan Pengangkutan di Asia and Teknologi Hijau; and three form 3 topics, namely Tumbuh-Tumbuhan Semula Jadi di Malaysia, Hidupan Liar di Malaysia and Kitar Semula. The results showed that the university department need to improve the existing courses and there was a need for an addition of relevant courses to the Geography BED programme to aligned with the latest school curriculum. The findings of this study will be able to improve the education system at the university level in order to produce prospective geography teachers with the latest knowledge and the 21st century skills.

scholarly journals Urban and place-based environmental education in the Ontario Secondary School curriculum

2021 ◽  
Author(s):  
Laila Mnyusiwalla
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
School Curriculum ◽  
Stakeholder Groups ◽  
Secondary School Curriculum ◽  
Enrollment Data

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, “Shaping Our Schools, Shaping Our Future”. It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for urban and place-based environmental education (U&PBEE). The extent and prescriptiveness of U&PBEE coverage by subject, course, grade, and course progression or pathway are reported upon. These findings are contextualized through the perspectives of diverse stakeholder groups at the “Education Experts’ Workshop: Implementing 2007 Bondar Report’s Intended Outcomes in 2015” hosted by Ryerson University in April 2015. EE in Ontario does not have its own discrete compulsory courses and despite having been “embedded” in the curriculum, the important arenas of U&PBEE are being applied inconsistently across the mandatory curriculum. Poor enrolment in senior electives shows that the focus of students remains elsewhere, fracturing EE’s progression in secondary schools.

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