scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

Author(s):  
Ангелина Валерьевна Цыганова

В статье рассматривается история становления различных типов женских учебных заведений в Твери во второй половине XIX - начале XX вв. Архивные материалы, привлеченные к исследованию, раскрывают организацию учебного и воспитательного процесса, содержание учебных планов, недельное распределение уроков, численный и сословный состав обучающихся, административный и педагогический состав, правила проведения вступительных и экзаменационных испытаний и т.д. в женских учебных заведениях. Приводятся данные по распределению численности средних женских учебных заведений в Тверской губернии, количественному составу учениц, учебным предметам, срокам обучения в школе П.П. Максимовича, Постоянных педагогических курсах, Тверской Мариинской женской гимназии. Подчеркивается роль женских средних школ для подготовки учительских кадров в Тверской губернии. Автор делает вывод о значительном потенциале развития всесословной женской средней школы в российской провинции. The article examines the history of the formation of various types of women's educational institutions in Tver in the second half of the XIX - early XX centuries. The archival materials involved in the study reveal the organization of the educational process, the content of the curriculum, the weekly distribution of lessons, the number and class composition of students, administrative and pedagogical staff, the rules for conducting entrance and examination tests, etc.in women's educational institutions. Data on the distribution of the number of secondary female educational institutions in the Tver province, the number of female students, academic subjects, terms of study at the P.P. Maksimovich school, Permanent pedagogical courses in Tver and Tver Mariinsky girls ' gymnasium are presented. The role of women's secondary schools for training teachers in the Tver province is emphasized. The author concludes that there is a significant potential for the development of an all-female secondary school in the Russian province.


2019 ◽  
Vol 25 ◽  
pp. 333-337
Author(s):  
Ya. B. Blume ◽  
V. Yu. Barshteyn

Aim. To study and introduce into scientific circulation the material historical sources that are studied by special historical disciplines and relate to the biography of Academician V. Ya. Yuriev. Methods. The paper used both general scientific (historical, logical) and special (subject-chronological, retrospective) methods. Results. One of the reasons for the choice by V. Ya. Yuriev the future specialty, history and authority of the educational institutions in which Yuriev studied have been analyzed. The role of the Kharkiv Society of Agriculture and Agricultural Industry in the development of agricultural science, organization of the Kharkiv breeding station has been highlighted. Briefly analyzed scientific and pedagogical activity of V. Ya. Yuriev. Conclusions. The analysis of material historical sources, objects of faleristics, numismatics (including medallic art), philately of the Russian Empire, USSR, Poland and Ukraine allowed us to find new colors to tell about some of the biography facts of Academician V. Ya. Yuriev Keywords: V. Ya. Yuriev, history of biology, faleristics, numismatics, philately.


Author(s):  
Yu.M. Goncharov ◽  
E.D. Bogdanov

Modernization processes in Russia in the second half of the 19th — early of the 20th centuries led to significant changes in the education system. This was also evident in the daily life of secondary educational institutions: gymnasiums and progymnasiums. Holidays and evenings were an important part of the daily life of high schools during this period. The program of holidays, as a rule, they included a solemn part, often prayers, performances, reading poems, singing, performing musical works and distributing awards for academic success. Usually the holidays and evenings ended in an informal part, consisting of a treat, sometimes there could be dancing. Evenings in educational institutions were organized for the purpose of communication and entertainment and were less formal in nature. When arranging evenings and holidays, there could be certain difficulties. For financial help, they had to turn to benefactors, in the role of which merchants most often acted. Events could be organized jointly by different educational institutions, including gymnasiums and real schools. Holidays and evenings organized in educational institutions of secondary education (gymnasiums and progymnasiums) performed educational and socializing functions. The expanding practice of their implementation was a consequence of the modernization processes in the field of education of the Russian Empire in the second half of the 19th — early of the 20th centuries.


Author(s):  
Martin Foureaux Koppensteiner ◽  
Jesse Matheson

Abstract This article investigates the effect that increasing secondary education opportunities have on teenage fertility in Brazil. Using a novel dataset to exploit variation from a 57 percent increase in secondary schools across 4,884 Brazilian municipalities between 1997 and 2009, the analysis shows an important role of secondary school availability on underage fertility. An increase of one school per 100 females reduces a cohort's teenage birthrate by between 0.250 and 0.563 births per 100, or a reduction of one birth for roughly every 50 to 100 students who enroll in secondary education. The results highlight the important role of access to education leading to spillovers in addition to improving educational attainment.


Author(s):  
Muhammad Shafiq Khalil

The main purpose of the study is to evaluate the teacher’s perception towards slow learners academic achievement and role of guidance services at secondary school levels in district Peshawar. This was a Mixed Method research. Data was collected through administering especially designed questionnaire and used conveniently sample designed for selection of 200 Public and Private secondary schools Teachers/Head Masters, both male and female. Teachers/Head Masters were also asked to write suggestions for the improvement. It is found that positive teacher-student relation is necessary for the academic achievement of the students, especially the slow learners. Most of the teachers agreed that they take interest in the academics of their students and that they know how to teach their subject in a better way. Majority of the teachers responded positively that they can motivate the students for learning and that students feel comfortable in their class and they take feedback during the lesson. Student’s opinion is also taken and it is found that most of the students are satisfied with teaching method of the teachers. Teachers suggested that the strength of the class should be less, so that they could give full attention to each and every student. Majority of the teachers/head masters of secondary schools in district Peshawar reported ease of use of guidance and counseling services in their schools. It is also observed that the students have a complex of problems, domestic, personal, psychological, schools related and home centered etc. However, guidance and counseling need in a school required further investigation. The focal strength of character of the study was also exploring guidance services in the secondary schools. The applied significance of this study is to help policy maker in education institution to take care of the suggestion and perception of the teachers regarding slow learners academic achievement. This study will help in making strategies for quality education at secondary levels schools in Pakistan and provide suggestions to overcome the environmental issues and make improvement


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Alemayehu Habte ◽  
Alemayehu Bishaw ◽  
Meskerem Lechissa

AbstractIn Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.


2000 ◽  
Vol 3 ◽  
pp. 99-109
Author(s):  
R. A. Alani

The paper traced the history of the development of secondary education in Nigeria since its inception in J859. The paper noted the emphasis on traditional art and science subjects in the past and the innovations that have been brought into the secondary school curricula by the National Policy 011 Education published in 1977, but revised in J981 and J998. The problems of implementing the curricula were briefly mentioned. The paper finally highlighted steps that could be taken to improve the quality of secondary education, such as provision of physical and material resources, adequate financing of education, teacher training and development, improvement of the conditions of service for teachers and supervision of instruction, among others.


Problemos ◽  
2008 ◽  
Vol 75 ◽  
pp. 77-85
Author(s):  
Juozas Vytautas Uzdila

Antanas Maceina (1908–1987) – iškilus tarpukario Lietuvos ugdymo mokslo – tautinio auklėjimo teorijos, pedagoginio santykiavimo, švietimo ir mokyklų vaidmens lietuvių kultūroje, pedagoginio vitalizmo problemos, fenomenologinės pedagoginio akto analizės, visuotinės pedagogikos istorijos – atstovas, pagrindęs filosofijos ir pedagogikos santykį, teigęs realistinį idealizmą. Pirmasis VDU apgynęs pedagogikos daktaro disertaciją Tautinis auklėjimas (1934, vadovas – prof. Stasys Šalkauskis), A. Maceina parašė kapitalinį Pedagogikos istorijos veikalą (1939), kuriame svarsto tautinio auklėjimo ir atitautinimo problemas, aiškina lavinimo ir auklėjimo esmę, teigia ugdymo kūrybinį pobūdį ir mokyklų laisvę valstybėje. Straipsnio autorius, vertindamas įvairialypį A. Maceinos pedagoginį palikimą, koncentruoja dėmesį į tautinio auklėjimo teorijos reikšmingumą, švietimo ir mokyklų vaidmenį keliant lietuvių kultūrą, taip pat į fenomenologinę ugdymo, ypač pedagoginio akto, analizę. Iš akiračio neišleidžiama A. Maceinos pedagoginių pažiūrų raida, ugdymo interpretacijų kaita, ryškėjančio filosofo pastanga kurti universaliąją pedagogiką. Nors A. Maceinos palikimo leidėjai suskubo ugdymo teoriją pavadinti „pedagogikos filosofija“, straipsnio autorius linkęs sugrąžinti autentiškesnį, paties pedagogikos veikalų autoriaus teiktą „filosofinės pedagogikos“ įvardijimą ir analizuoti jos virsmą į ugdymo filosofiją. Pagrindiniai žodžiai: ugdymo filosofija, pietizmas pedagogikoje, tautinio auklėjimo ir atitautinimo teorija, švietimas ir mokykla valstybėje, kūrybinis ugdymo pobūdis.Philosophical Pedagogy of A. MaceinaJuozas Vytautas Uzdila SummaryAntanas Maceina (1908–1987) is an outstanding representative of pedagogical education inbetween the two wars. He worked in the spheres of the theory of national education, pedagogical correlation, and the history of world pedagogy, analyzed the role of education and educational institutions in Lithuanian culture, the problem of pedagogical vitalism, and gave a phenomenological analysis of the pedagogical act. A. Maceina grounded the close connection between philosophy and pedagogy, asserted their integral synthesis and realistic idealism. At Vytautas Magnus University he was the first to maintain a doctoral dissertation in pedagogy “National Education” in 1934 (scientific research supervisor Prof. Stasys Šalkauskis). In 1939, A. Maceina wrote his great work “A History of Pedagogy” where, with his characteristic pietism, he considered the problems of national education and denationalization, elucidated the essence of education and training, asser ted the creative nature of fostering and the freedom of educational institutions in Lithuania. The article focuses on A. Maceina’s diverse pedagogical heritage emphasizing the significance of his theory of national education, the role of school education in promoting Lithuanian culture, the phenomenological analysis of the pedagogical act, the development of his ideas of pedagogy, and his determined attempt to create world pedagogy. Although the publishers of A. Maceina’s works labeled his theory of education as “philosophy of pedagogy”, the author of the article is inclined to call back a more authentic term “philosophical pedagogy” given by A. Maceina himself and then to analize its transformation to educational philosophy.Keywords: philosophical pedagogy, educational philosophy, pietism in pedagogy, theory of national education and denationalization, school education in the state, pedagogical act, creative nature of education.


2017 ◽  
Vol 6 (1) ◽  
pp. 27-43
Author(s):  
Ladislav Vít

Abstract In the 1930s W.H. Auden taught at several public schools in Britain while simultaneously embarking on his poetic career. Later in life, he lectured at various educational institutions and returned to Oxford, his alma mater, in the 1950s as Oxford Professor of Poetry. His experience of teaching allowed Auden to reflect upon the pitfalls of Britain’s interwar educational system and its social function. Therefore, this article diverts attention from the prevailing scholarly focus on Auden’s poetry to his critical prose in order to examine the poet’s concerns about the content, purpose and role of education in society, his views on the structure of the educational system and disquiet about the tension between the utilitarian and humanistic dimensions of the educational process. At a more general level, the paper points out the relation that Auden maintained existed between education, democracy, art and the “crystallizing” power of poetry.


Author(s):  
Agnieszka Kania

Along with the successive reforms of education, the discussion on the method of teaching literature in high school returns, including the role of the history of literature in preparation for the matriculation examination. The article presents the advantages of a comparative approach to literary education in the core curriculum of the Polish language from 2008, which in individual programs prepared by teachers can also be successfully used in themed-chronological teaching, facilitating work with history of literature based, extensive in terms of issues and essential readingscore curriculum from 2018. Examples of original curriculum solutions come from the author’s own experience and were created during her classes of literature didactics at secondary school at the Faculty of Polish Studies of the Jagiellonian University.


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