scholarly journals Factors Determining the Success in Self-Evaluation of General Education School: The Case of Lithuania

Pedagogika ◽  
2020 ◽  
Vol 137 (1) ◽  
pp. 105-116
Author(s):  
Jelizaveta Tumlovskaja ◽  
Romas Prakapas
Keyword(s):  
General Education ◽  
Organizational Development ◽  
Good Practice ◽  
Evaluation Process ◽  
Educational Process ◽  
Key Factors ◽  
Community Members ◽  
Self Evaluation ◽  
Response To Change

The self-evaluation of the quality of activities in general education schools in Lithuania was started in 2002. A number of scientific studies have been carried out during the process of design and application of quality self-evaluation tools; however, research showed that the essence of quality self-evaluation processes was not always understood. Meanwhile, there are examples of good practice in Lithuania that have been identified with an external quality evaluation of the schools. Therefore, this article addresses to the problem of the factors that determine the success of self-evaluation of quality in general education schools. The article is based on a case study strategy. Classical and content analysis methods were used to process the research data. The study concludes that the key factors of the success of quality self-evaluation in schools consist of a well-organized self-evaluation process, timely use of self-evaluation data, and an impact on organizational development in response to change challenges. Factors identified with the study are related to clear management decisions related to planning, responsible involvement of all community members, and integration of internal processes focusing on the challenges of educational process change. This helps to clearly understand the mission of the organization, and also provides a great foundation for the leadership of every member of the community and contributes to the development of their professional competencies.

scholarly journals Methodology for Identifying Subject Professional Deficits of Mathematics Teachers

2021 ◽  
pp. 43-54
Author(s):  
Lyudmila Vasilyevna Shkerina ◽  
◽  
Natalia Alexandrovna Zhuravleva ◽  
Maria Anatolievna Keiv ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Mathematics Teacher ◽  
Educational Process ◽  
Federal State ◽  
Basic Principles ◽  
Normative Documents ◽  
Educational Standard ◽  
Mathematical Processing ◽  
State Educational

Modern challenges of the system of mathematical training of schoolchildren lead to an increase in subject professional deficits of a mathematics teacher. Monitoring the teacher’s professional deficits allows them to be leveled in a timely manner, thereby improving the quality of the educational process. However, the theory and method of identifying them has not been studied much. This makes it possible to state the problem of research, which consists in determining the conceptual basis of the methodology for identifying subject professional deficits of a mathematics teacher. The purpose of the article is to develop a methodology for identifying subject professional deficits of a mathematics teacher. Methodology. The methodological basis of the study was a competent approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as the basis for diagnosing professional deficits of a mathematics teacher; federal state educational standard for higher education in the field of training “Pedagogical education”; professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education. Module “Subject training. Mathematics”, the requirements of the federal state educational standard for the mathematical training of students in a general education school). The study used methods of analyzing special literature and normative documents, pedagogical modeling and design, mathematical processing of information. Results of the study. The basic principles of the methodology for identifying subject professional deficits are formulated and substantiated: expediency, diagnosticity, systemicity and advance. Based on these principles, the authors developed a methodology for identifying subject professional deficits of a mathematics teacher. The example shows the main stages and results of diagnosing subject deficits of a mathematics teacher in the field of combinatorics and probability theory.

scholarly journals The pedagogical model for developing the research competence of teachers in general education

2021 ◽  
pp. 47-53
Author(s):  
Claudia Barbaros ◽  
Keyword(s):  
General Education ◽  
Educational Process ◽  
Pedagogical Model ◽  
Research Competence

The article proposed for publication highlights the principles of research competence and the strategic components of the development of teachers’ research competence. We consider that the pedagogical model for the development of research competence would be useful in the didactic activity and will contribute to the increase of the quality of the instructive-educational process.

Upbringing as an Educational Result: A Value-Based Approach to Assessment in the General Education System

2021 ◽  
Vol 25 (4) ◽  
pp. 574-588
Author(s):  
Elena V. Bryzgalina ◽  
Sergey V. Stanchenko
Keyword(s):  
General Education ◽  
Education System ◽  
Essential Element ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Work ◽  
Reference Analysis ◽  
A Value ◽  
Oriented Approach

The aim of this article is to describe the basic parameters of a value-oriented approach to assessing the education results as a possible basis for the methodology for assessment of the educational work in the general system of education. The key methods we used were content analysis of text sources, cross-reference analysis, comparative analysis, and humanitarian examination of juristic documents. The interpretation of education as a unity of teaching and upbringing for the state as a key subject of education, which forms the requirements for the results and organization of the educational process, sets the task of assessing personal, subject and metasubject educational results. The philosophy of education faces a challenge regarding the determination of the expediency of assessing educational results, the conceptual basis of assessment, fixing the orientation of assessment on the conditions of educational organzations' activities, and (or) on the results achieved by students. A practical managerial task is to develop an attitude towards using formalized procedures and methods for assessing educational results. The article proposes a value-oriented approach to assessing the educational work in the general education system of the Russian Federation based on an analysis of key regulatory documents of the Russian education system, the interpretation of upbringing as a process of forming value-semantic attitudes. The approach is based on identifying three main groups of value orientations to build a possible system of indicators that fix educational results: "Value orientations related to life, health and safety"; "Value orientations of social interaction"; "Value orientations of personal development". Values are an essential element in regulating human behavior, which guides the process of defining goals and choosing the means to achieve them. Values acquire a functional character in value orientations and can serve as indicators of education results at the level of students as a collective subject. It seems impossible to single out the contribution of individual actors to the output of education and to avoid contradictions between the value-semantic attitudes that exist in the space of modern culture. For the education system, the subject of assessing the quality of upbringing as a purposeful process can be both the quality of the organization of upbringing work and the outcomes of upbringing efforts. The results of education as a manifestation of value orientations in the activities of students can be considered based on quantitative and qualitative indicators, which is significant for making managerial decisions at different levels.

scholarly journals Analysis and Design of Data Warehouse on Academic STMIK STIKOM Bali

2017 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Komang Budiarta ◽  
Putu Agung Ananta Wijaya ◽  
Cokorde Gede Indra Partha
Keyword(s):  
Decision Making ◽  
Data Warehouse ◽  
Evaluation Process ◽  
Process Data ◽  
Study Program ◽  
Analysis And Design ◽  
Self Evaluation ◽  
Data Source ◽  
System Information

College accreditation by BAN-PT is one of the parameters in determining the quality of universities in Indonesia. As consideration to achieve the standard from BAN-PT, so they have an evaluation process itself in study program or college to be meet the standard universities when set by the BAN-PT. In carrying out the process of self evaluation, required data source that is used as the basis in assessing on a criteria. In most of the study program, all data spread on the system information and physical document that different, that is require more time and effort to integrate up to interpret. Data warehouse fight important in collecting data that spread and become an information. The process data warehouse with ETL used to integrate, extract, clean, transforming and reload into the data warehouse. With the existence of the data warehouse on Academic STIMIK STIKOM Bali can make it easier for executives to get the information to support the standard accreditation standart three and can be used as a reference in decision making.

Information Openness of Education As a Resource for Improving the Quality of the Conditions for Providing Educational Services

2018 ◽  
Vol 6 (5) ◽  
pp. 52-59
Author(s):  
Ольга Красношлыкова ◽  
Olga Krasnoshlykova ◽  
И. Шефер ◽  
I. Shefer ◽  
Алена Кузнецова ◽  
...  
Keyword(s):  
General Education ◽  
Organizational Support ◽  
Information Needs ◽  
Educational Process ◽  
Education Quality ◽  
Educational Institutions ◽  
Integrated Monitoring ◽  
State Education ◽  
Independent Assessment

Based on data on the information openness of the education system and educational institutions of Kemerovo Region obtained by means of the integrated monitoring implemented in the region since 2008, as well as on the results of an independent assessment of education quality, the authors analyze the development of informatization processes in the context of ensuring the information openness of the region’s education and its results (on the example of general education institutions) in order to identify possible prospects and improve the activities in question. The eff orts of state, education authorities and regional organizations on informatization have resulted in achieving high values of the indicators of normative, material, HR, programme, and organizational support of information openness. However, the availability of information and services intended for the interaction of all the participants in the educational process presents a problem for a large number of organizations and indicates the failure to fulfi ll the functional tasks of ensuring openness and accessibility of information about an organization. The authors suppose that this makes it possible to determine the further prospects for implementing the regional educational policy in the fi eld of informatization, with an emphasis on eff ective practices of interaction between interested parties and satisfaction of their information needs.

Education for All or for Some? International Principles and Practice

1995 ◽  
Vol 19 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Peter Mittler
Keyword(s):  
Civil Rights ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Good Practice ◽  
Educational Process ◽  
Educational Facilities ◽  
Local Schools ◽  
The World ◽  
People With Intellectual Disabilities

It is axiomatic that people with intellectual disabilities have the same human and civil rights to education as other citizens and that they must therefore have the same opportunities to attend their local schools and educational facilities. This is a fine vision. But it is far from the reality experienced by the majority of people with intellectual disabilities across the world.No country in the world has reason to be satisfied with the quality of the educational facilities which it provides for people with intellectual disabilities. But enough examples of good practice exist in different countries to make it possible for all of us to reappraise ways in which a higher quality of inclusive education and schooling could be provided for people with intellectual disabilities and the contribution that we can make personally and professionally to that process.In the field of intellectual disabilities, we need to define education in very broad terms as anything which systematically promotes learning and development. Defined in this way, education is a lifelong process which neither begins nor ends with schooling. Similarly, it is carried out by many people who are not teachers. Parents are at the heart of this process from the outset. The years spent at school are clearly of vital importance but they are only one element of the educational process. There is a sense in which all work with people with intellectual disabilities is educational, whatever the setting, in so far as it helps them to learn and to develop knowledge, skills and understanding.

scholarly journals Practical Challenges of Creating and Managing the “Barrier-Free Basic Plan” for Better Accessibility in Cities by Local Governments in Japan

2021 ◽  
Author(s):  
Maiko Sugawara ◽  
Hirokazu Nagano ◽  
Tomoya Beppu ◽  
Tomoyuki Inagaki
Keyword(s):  
Local Governments ◽  
Disabled Persons ◽  
Elderly Persons ◽  
Existing Buildings ◽  
Key Factors ◽  
Municipal Governments ◽  
Self Evaluation ◽  
Practical Level ◽  
Barrier Free

The Barrier-Free Basic Plan (BFBP) of Japan is based on Article 25 in the Act on the Promotion of Smooth Transportation, etc. of Elderly Persons, Disabled Persons, etc., abbreviated as the “Barrier-Free Act”. BFBPs are created by municipal governments and play a crucial role in progressing the accessibility of existing buildings/facilities in cities. However, the number of municipal governments which have their own BFBPs stands at only 304 out of a total of approximately 1700 municipalities in 2020. The purpose of this paper is to describe the barriers and difficulties that administrative officers face in creating and managing BFBPs. The questionnaires were distributed in 2018 to 183 municipal governments which have their own BFBPs. The procedures of analyzing the results were as follows: 1) motivation for creating their own BFBPs, 2) supportive advisers in proceeding with the creation of BFBPs, 3) difficulties of creating their own BFBPs, 4) key factors promoting the quality of BFBPs, and 5) self-evaluation of their own BFBPs. In conclusion, the challenges that administrative officers faced in creating BFBPs and the required measures to raise the quality of BFBPs on a practical level were discovered, by considering the population scales of municipalities and the establishment year of the BFBP. The continuous removing of obstacles in existing buildings based on BFBPs will allow for more comfortable and accessible cities for everyone.

scholarly journals Values in General Education School: Teachers’ Approach

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 127-144
Author(s):  
Elvyda Martišauskienė ◽  
Snieguolė Vaičekauskienė
Keyword(s):  
General Education ◽  
Human Life ◽  
Academic Research ◽  
School Management ◽  
Moral Values ◽  
Educational Process ◽  
Community Members ◽  
Research Attention ◽  
Student Activities ◽  
Modern School

Moral values are characterized as meaning of human life and plenitude condition. The basis of moral values are always spiritual and ensuring human as individual united becoming. The influence of moral values to better pupil achievements and thinking are based on academic research. Attention is drawn, that values of educators are related not only with their own work but also with ability to create more humane relations and educational process – to work with all age group students and base communication in educational process on self-esteem and creativity. The values of educators have an influence on student maturity – education based on moral values determine positive social behavior, allows the better understanding of behaviour impact on yourself and others, develop his ethic vocabulary. The research discovers that in modern school moral values are not frequent – they formed a quarter of all identified values. Values can be considered as aspect of organization of educational process, school management and work with parents. However by this way the attitude is expressed to school management and education based on humane relations, establishment of conditions is emphasized to correspond not only the need of educator but also the needs of other schools community members. Discussing values, educators often express problems arising while organizing educational process. So it must be assumed that various pedagogical difficulties have influence on value education – giving a sense to student activities require considerable amount of effort. Therefore short-term goals are set and pupil moral position is understood in school. Little attention to spiritual learning perspectives.

scholarly journals PEDAGOGICAL CONDITIONS OF HUMAN CAPITAL MAINTENANCE IN THE UNITED NATIONAL TERRITORIAL COMMUNITY

2018 ◽  
pp. 63-67
Author(s):  
M. GRУNYOVA ◽  
A. MOROZ
Keyword(s):  
Human Capital ◽  
Vocational Training ◽  
Life Experience ◽  
Resource Conservation ◽  
Educational Process ◽  
Community Members ◽  
Capital Maintenance ◽  
Existing Problems ◽  
Natural Characteristics

The article covers the influence of pedagogical conditions on the preservation of human capital in the united territorial community. The concept of "pedagogical conditions", "united territorial community", "human capital" is highlighted. The basic problems of saving of human capital in the united territorial community are analyzed.It is concluded that pedagogical conditions, as a combination of forms, methods and techniques, increase the efficiency of the educational process, thereby positively affecting the process of saving human capital.The authors believe that human capital is a socio-economic category, which is considered as a combination of natural characteristics (health, creative inclinations, talent, knowledge) that are due to the employee, as well as self-accumulated (acquired as a result of life experience) and developed by him as a result of investing in education, vocational training and health improvement.The welfare and sustainable development of any nation depends on human capital, and therefore a well thought-out and consistent policy in the field of development and human resource conservation is needed.It is grounded that community activity should primarily focus on the development of cooperation, partnership relations. The essence of cooperation is that the territorial community combines its efforts and resources with a pedagogical university to solve the existing problems of its own development. The ultimate goal of cooperation should be to create appropriate conditions that will improve the quality of life of community members and contribute to the enrichment of the human resources that reside in its territory.

scholarly journals LA AUTOEVALUACIÓN CON MIRAS A LA MEJORA CONTINUA: LA EXPERIENCIA DE LA CARRERA DE ENSEÑANZA DEL INGLÉS PARA I Y II CICLOS DE LA UNED. SELF-EVALUATION AS A MEANS OF CONTINUOUS IMPROVEMENT: THE EXPERIENCE OF UNED’S MAJOR: ENGLISH TEACHING FOR ELEMENTARY SCH

2013 ◽  
Vol 4 (2) ◽  
pp. 184-206
Author(s):  
Yinnia Mora-Ordoñez
Keyword(s):  
Continuous Improvement ◽  
Evaluation Process ◽  
Quality Of Education ◽  
State University ◽  
Teaching English ◽  
High Quality ◽  
Self Evaluation ◽  
Improvement Plan ◽  
Major Teaching

El presente trabajo tiene como propósito compartir las experiencias vividas por la carrera de Enseñanza del Inglés para I y II ciclos de la Universidad Estatal a Distancia en los dos procesos de autoevaluación llevados a cabo. El primer proceso se realizó del 2003 al 2005. Del mismo surgió un plan de mejoramiento que culminó con el rediseño del nivel de diplomado y bachillerato y el diseño de la licenciatura. El segundo proceso se ejecutó del 2011 al 2013. De este segundo proceso surgió un informe de autoevaluación con fines de acreditación que fue presentado ante el SINAES en abril de 2013. Además, se diseñó un compromiso de mejoramiento que pretende mantener la carrera actualizada y con un alto nivel de calidad.Palabras clave: autoevaluación, acreditación, calidad de la educación, mejora continuaAbstractThis paper’s aim is to share experiences of two self-evaluation processes developed by Distance State University in Costa Rica for the major: Teaching English to Elementary Students. The first self-evaluation process was developed from 2003 to 2005. From the analysis of the collected data, an improvement plan was developed with the main achievement being the redesign of the diplomado and bachelor levels and the design of a new level: Licenciatura. The second self-evaluation process was implemented from 2011 to 2013. From this second process, an evaluation report for accreditation was presented to SINAES in April, 2013. In conjunction with this report, a strategy for continuous improvement was designed with the purpose of guaranteeing high quality education.Keywords: Self-evaluation, Accreditation, Quality of Education, Continuous Improvement.

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