scholarly journals Parents and Teachers’ Involvement in Designing Educational Programmes within the Albanian Curricula of Pre-university Education: Their Perceptions in this Context

2020 ◽  
Vol 4 (1) ◽  
pp. 115-134
Author(s):  
Manjola Lumani Zaçellari ◽  
◽  
Heliona Miço ◽  
Keyword(s):  
Education System ◽  
Primary Schools ◽  
Educational Program ◽  
Educational Institution ◽  
University Education ◽  
Structured Interviews ◽  
School Life ◽  
Parents And Children ◽  
Children’S Wellbeing ◽  
The Law

The purpose of this study is to analyse the legislative measures and their implementation regarding the participation of children, parents and teachers in creating an educational program in pre-university education system, as a need for better involvement in school of all the actors, as well as the need for the children’s wellbeing. In addition, the study aims to bring parents’ and teachers’ views on the obstacles they face when they try to collaborate and participate in school life and in designing an educational program. Qualitative methods are used to achieve the aim of this study. The data were collected through document analysis (legislation, strategies, and regulations) for analysing how the law addresses participation of children, parents and teachers’ in school and through semi-structured interviews with parents and teachers from two primary schools so that they can state their perceptions on participation in school life. Each of them was posed 12 different interview questions. After evaluating the responses, some important issues were identified. The participation of children, parents and teachers in Albanian education system has changed in recent years, even promoted as a key that leads to success. However, because of the monist system, where such participation was neither legally recognised nor culturally accepted, this trinomial collaboration has not been easily introduced and integrated in the Albanian educational system. However, parents do not feel very involved in school life, or appreciated when they try to get involved, even though it is legally admitted the need for the collaboration between family and school. They neither take part in the approval of the curricula of the educational institution, nor in the selection of school textbooks as provided by the law. Research has shown that schools as bureaucratic and conservative institutions need to have clear written policies to encourage the participation of the parents and children when drafting an education program. However, when teachers were asked about parents’ participation in school, they said that in many cases parents neglect the collaboration with the school and appear usually when there are problems or troubles, while the participation of children in creating an educational program is still lagging behind.

Parental participation in primary schools; the views of parents and children

2014 ◽  
Vol 114 (5) ◽  
pp. 378-397 ◽  
Author(s):  
Yetunde O. John-Akinola ◽  
Saoirse Nic Gabhainn
Keyword(s):  
Primary Schools ◽  
School Health ◽  
Study Data ◽  
Parental Participation ◽  
School Life ◽  
Content Type ◽  
School Activities ◽  
Parents And Children ◽  
Health Promoting ◽  
Open Question

Purpose – Parental participation is important for strengthening and sustaining the concept of school health promotion but little is written on the processes involved. The purpose of this paper is to assess Irish parents’ and pupils’ views on how parents take part, or would like to take part, in school life. Design/methodology/approach – The sample was recruited from nine primary schools, three Health Promoting Schools and six matched schools. Pupils aged nine to 13 years in the 4th, 5th and 6th class groups participated in the study. Parents of all participating pupils were also invited to take part in the study. Data were collected by self-completion questionnaire, comprising three closed and one open question. Findings – A total of 218 parents and 231 pupils participated. There was general agreement between parents and pupils on parental participation in school. Overall 40.6 per cent of parents and 43.2 per cent of pupils reported that parents frequently take part in school activities. A majority of both parents (79.5 per cent) and pupils (83.6 per cent), agreed that parents were encouraged to talk about things that concern their child in school, while 73.5 per cent of parents and 65.6 per cent of pupils reported that they were made to feel a part of child's school. Qualitative data from parents and pupils suggested similar ways in which parents can best take part in school. Some respondents suggested how schools could engage with parents but most responses provided examples of how parents could act directly to take part in school life. These direct actions included doing, helping with, and watching school activities such as sports, tours, music and cake sales. Originality/value – The findings illustrate the similarity of views of parents and pupils concerning parents’ participation in school life and suggest that children may have the potential to represent the voice of their parents in school when considering how to improve parental participation in schools.

scholarly journals SOME ASPECTS OF THE PROCESS OF ADAPTATION OF FOREIGN STUDENTSIN DOMESTIC UNIVERSITIES

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
E.S LITVINOVA ◽  
◽  
G.N GORYAINOVA ◽  
Keyword(s):  
Medical Students ◽  
Education System ◽  
Foreign Students ◽  
Educational Institution ◽  
Educational Process ◽  
University Education ◽  
Cultural Barriers ◽  
Informational Environment ◽  
Travel Abroad ◽  
The University

The number of foreign students in domestic higher education institutions has steadily increased over the past two decades. However, due to information and cultural barriers, this trend is slowing down. Foreign medical students travel abroad in search of a good education and adequate learning conditions. For the choice of the country of study and educational institution, the decisive factors are accessibility, social ties, as well as the education system in accordance with the principle of achieving the goal. Communication with other foreign students is not seen as a problem, and foreign medical students are most concerned about social isolation due to linguistic, intercultural and religious differences. Providing access to the University education system, material, technical and informational environment, social support, creating conditions for cultural integration, and fostering religious tolerance help foreign medical students in many ways. Thus, the creation of a special adaptive environment, as well as the development of adequate intercultural relations, along with a person-oriented educational process, contribute to the successful achievement of the goal of foreign students ' stay in the educational environment of the University.

scholarly journals Reflection on the Albanian Legislation and Reforms Relevant to Leadership of School in the Pre-university Education Cycle

2021 ◽  
Vol 2 (1) ◽  
pp. 73-77
Author(s):  
Enida Kume
Keyword(s):  
School Leadership ◽  
Education System ◽  
Educational Institution ◽  
Institutional Development ◽  
Legal Framework ◽  
University Education ◽  
Integral Model ◽  
Practical Implementation ◽  
Professional Performance ◽  
Legislative Framework

Leadership reform is one of the main components of reforms in the pre-university education system in Albania. The changes in the legislative framework aim at building an integral model of leadership capable of acting in the conditions of an open and global society. These changes address issues related to capacity building for the formation, continuing training and evaluation of the professional performance of school leadership / principals. Analysis of current legislation and identification of needs for intervention in order to build a legal framework that supports institutional development and infrastructure necessary for the practical implementation of the Integral Model of the director of the educational institution / school in the pre-university education system is the object of this paper.

scholarly journals THE SUBJECT AREA OF THE TRAINING OF MANAGERS FOR HIGHER EDUCATION SYSTEM

2020 ◽  
pp. 56-60
Author(s):  
M. Zhylenko
Keyword(s):  
Higher Education ◽  
Education System ◽  
Educational Program ◽  
Educational Institution ◽  
Education Institution ◽  
Subject Area ◽  
National Agency ◽  
Normative Documents ◽  
Higher Education System ◽  
The Subject

In the article we investigated the approaches to training managers of educational sphere in the system of higher education of independent Ukraine, analyzed the legal and regulatory framework that defines the branch of knowledge, speciality, subject area for any educational program Training of specialists in the higher education system. It was found out that in the provisions of normative documents of the Ministry of Education and Science of Ukraine (order from 06.11.2015 no 1151), in tables of the list of specialities on which was carried out training of specialists in higher educational establishments Educational qualification levels of specialist and Master (List 2), and the list of fields of knowledge and specialties, which are trained for applicants of higher education, approved by the Decree of the Cabinet of Ministers of Ukraine of 29 April 2015 no 266 ( List 2015), for the specialty "management of educational institution (by type)" 8.18010020 subject area defined in such a way that it is clearly referred to the field of knowledge 07 "Management and Administration" of the specialty 073 "Management". Changing the subject area has led to changing legal grounds for educational activities, which in turn resulted in the actual curtailment of managers ' training for the educational sphere. Based on the recommendations of the International Standard Classification of Education: Education and Training in 2013 (MSKO-G 2013), in the study, within the framework of this article, an examination of the content of the educational Scientific Program "management of a higher education institution" and proved, that according to substantive content, it should be attributed to the field of Knowledge 01 education/pedagogy in speciality. Only under these conditions can the educational program meet the criteria (2.3.) Of the quality assessment of the educational programs defined by the National Agency for Quality Assurance of Higher Education, in particular: "... the content of the educational program corresponds to the subject area defined for its specialty" and can be accredited.

scholarly journals Comparative Analyze on the Legal Solution Relevant to Status of Teachers in Albania

2021 ◽  
Vol 2 (3) ◽  
pp. 118-122
Author(s):  
Andon Kume
Keyword(s):  
Education System ◽  
Trade Unions ◽  
Essential Element ◽  
Teaching Profession ◽  
University Education ◽  
The Social ◽  
The Status ◽  
The Law ◽  
The Republic ◽  
Teacher Status

Legislative reforms in the pre-university education system in Albania have paid special attention to addressing issues related to teacher status. In law no.69 / 2012, "On the pre-university education system in the Republic of Albania", these issues are treated in accordance with the requirements of International Labor Conventions, the Labor Code of the Republic of Albania and law No. 10171, dated 22.10. 2009 "On regulated professions in the Republic of Albania" amended. The law defines the teacher as the central figure of the school. In accordance with the recommendations of the ILO and UNESCO for the status of teachers, the Albanian law guarantees contemporary standards at every stage of the process for gaining and practicing the profession, for continuous professional preparation, scientific qualification, and career. The treatment of labor relations, relations with the social partners, with the associations and the community of parents and students, the definition of their rights and duties, salaries and rewards are components of the status of a teacher. The status of teachers reflects the social and economic conditions of the country, work culture and community traditions. The law treats teacher status as a key factor in developing the profile of a teacher capable of preparing the future citizens of an open and global society. The professional and academic freedom of the teacher is considered as an essential element of his status. Creating conditions for the exercise of civil rights related to the teaching profession, the right to participate in social and public life and to organize in trade unions are legislative achievements in line with EU standards and the requirements of international documents.

scholarly journals Child migrants returning to Culiacán, Sinaloa, Mexico

Ánfora ◽  
2018 ◽  
Vol 26 (46) ◽  
pp. 71-80
Author(s):  
Martha Cecilia Herrera ◽  
Erika Cecilia Montoya Zavala
Keyword(s):  
United States ◽  
School System ◽  
Return Migration ◽  
Primary Schools ◽  
The United States ◽  
Migrant Children ◽  
Adaptation Process ◽  
Structured Interviews ◽  
School Life ◽  
Number Of Children

Objective: to characterize familiy profiles from those who return to Mexico after being in the United states and to learn about the difficulties faced by the returning migrant children, with specific attention to their adaptation within the Mexican school system as well as the actions undertaken by parents and teachers to help them in the process. Methodology: a random representative survey was carried out in elementary schools in Culiacán, Sinaloa between March 23rd and December 7th of 2015. Semi-structured interviews were also conducted with parents who returned and the teachers of children who had returned. These interviews were held between March 13th and July 29th of 2016. Results: it was shown that the majority of families are mixed and have a greater number of children who are citizens of the United States. The study also revealed that from a total of 534 children who had been returned to primary schools, 87.4% were born in the United States. Those students suffer from a problem of invisibility in the educational system and, at the same time, face bulling because of their different appearance. Additionally, children and their parents struggle with depression in the adaptation process. Conclusions: return migration to Mexico has been a constant. For children, their families, and the society to which they return, the challenge in return migration is evident. It also creates challenges in a child’s school life, especially due to the fact that they have little or no command of Spanish.

Pendidikan Keagamaan Madrasah Diniyah Al Fatah

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Abdul Azis Al Bone
Keyword(s):  
Religious Education ◽  
Educational System ◽  
Education System ◽  
Educational Institution ◽  
National Education ◽  
National Education System ◽  
The People ◽  
The Law ◽  
The Government

According to the law of national education system number 20 year 2003, religious education of madrasah diniyah is a part of national educational system. consequently, madrasah diniyah is not only fully as the responsibility of moslem community to establish, maintain, and develop, but it also a kind of the government’s responsibility and duty. historically, in the early existence, madrasah diniyah comes from-by and for the people. but, now, the government is legally demanded to manage madrasah diniyah in a parallel with the community’s aspiration and needs. this article tries to elaborate how people respond madrasah diniyah as the formal religious educational institution and how is the strategy for developing madrasah diniyah in line with the implementation of national education system law, number 20 year 2003. by taking case of madrasah diniyah al fatah, one of madrasah diniyah in demak, this article comes to conclusion that there are any situational responses to the issue of institutionalization of madrasah diniyah.

scholarly journals ROBOTICS IN THE PENITENTIARY EDUCATION SYSTEM AS ONE OF THE WAYS OF PRISONERS’ RESOCIALIZATION

2021 ◽  
pp. 24-28
Author(s):  
Павел Дмитриевич Курушин
Keyword(s):  
Education System ◽  
Educational Program ◽  
Emotional State ◽  
Educational Institution ◽  
Compulsory Education ◽  
Modern Society ◽  
Key Characteristics ◽  
The Subject ◽  
The City

Рассматривается проблема перевоспитания заключенных, проходивших обязательное обучение в школе при колонии, средствами, которые предоставляет школьное дополнительное образование. Анализируются важные для ресоциализации психологические аспекты личности заключенных, на основе которых делается предположение о полезности изучения робототехники в школе при исправительных колониях. Затрагиваются ключевые характеристики как самого предмета «робототехника», так и отношение заключенных к изучению данной области. На примере учеников класса показывается эффективность влияния робототехники на эмоциональное состояние заключенных обучающихся, что мотивирует их к изучению остальных предметов основной образовательной программы школы. Эксперимент проведен на базе муниципального общеобразовательного учреждения при колонии в городе Томске, который наглядно показывает существенное улучшение качества усваиваемых знаний заключенными. Представлены результаты эксперимента. The proposed article examines the problem of rehabilitation of convicts who completed compulsory education at the colony school (hereinafter referred to as a penitentiary-type school), which is urgent for modern society, by means of additional school education. The psychological aspects of the personality of prisoners, important for resocialization, are analyzed, on the basis of which an assumption is made about the usefulness of studying robotics at school in correctional colonies. The key characteristics of both the subject of robotics itself and the attitude of prisoners to the study of this field are touched upon. Using the example of students from one of the school classes, the effectiveness of the influence of robotics on the emotional state of prisoners is shown, which motivates them to study the rest of the subjects of the main educational program of the school. The experiment was carried out on the basis of a municipal educational institution at a colony in the city of Tomsk, which clearly shows a significant improvement in the quality of assimilated knowledge by prisoners. The results of the experiment are presented.

scholarly journals “Skill, drill, and kill”

2021 ◽  
Vol 9 (2) ◽  
pp. 371-386
Author(s):  
Lokesh Ramnath Maharajh ◽  
Lucia Tsitsi Musikewa
Keyword(s):  
Education System ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Summative Evaluation ◽  
Data Generation ◽  
Structured Interviews ◽  
High Stakes ◽  
Qualitative Research Design ◽  
Severe Effect

This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documents, and records analysis were employed as data generation to allow for rich and detailed information from all available sources for this research. This paper presents and discusses the data about teachers’ summative evaluation experiences at grade seven in the Zimbabwean education system. The findings reveal a severe effect and impact of end-of-year grade seven examinations on teachers, instructional practices, the curriculum, the learners, and the education system. It also shows that teachers depend excessively on drilling and repetitious revision practices to meet the standards required and expected by stakeholders. The findings further reveal contradicting responses from teachers on enhancing learners’ performance from drilling and coaching. There emerged from the findings a consensus among teachers on merging formative, continuous, and summative assessment forms. This paper suggests a more balanced and holistic assessment structure at grade seven level that caters to learners' diverse populations and environments in Zimbabwe.

ASSESSMENT OF TEACHERS’ WORK – EXPECTATIONS AND REALITY: THE CASE STUDY OF REZEKNE

2018 ◽  
Vol 2 ◽  
pp. 275-285
Author(s):  
Ginta Kronberga ◽  
Ieva Dzene
Keyword(s):  
Educational System ◽  
Education System ◽  
Primary Schools ◽  
Educational Institutions ◽  
Research Approach ◽  
Pay Equity ◽  
Job Evaluation ◽  
Structured Interviews ◽  
Constant Change

Teachers play a very important role in the education system, as these people are subject to the requirements, constraints, and changes imposed by the education system and, at the same time, they are responsible for the quality education of pupils. Teachers are most directly confronted with the reality in existing educational institutions (in co-operation with colleagues, local authorities, parents of pupils, employers and acting in accordance with legislation) and with the shortcomings in the education system. The educational system in Latvia faces new challenges: liquidation and reorganization of schools, work in combined classes, the need to adapt and respond to educational system reforms. Teachers’ work is subject to constant change; but is it evaluated according to efforts teachers are making? The aim of the article is to investigate the expectations and reality of teachers of primary schools in Rezekne in relation to the assessment of their work. The paper uses a combined research approach: a qualitative research method – semi-structured interviews and a quantitative survey questionnaire. The teachers' expectations regarding job evaluation are related to pay, equity, support, and changes in the education system. Teachers of Rezekne district primary schools are least satisfied with the assessment of the work by the state - teachers are not satisfied with wages and unfairness. The most important thing for teachers is the assessment of pupils, employers and school administrations, as well as parents of pupils.  

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