scholarly journals The school system reform in 1958-1964: challenges and miscalculations

2020 ◽  
Vol 9 (1) ◽  
pp. 200-205
Author(s):  
Aleksandr Ivanovich Repinetskiy ◽  
Viktor Vasilevich Ryabov
Keyword(s):  
School Reform ◽  
Secondary School ◽  
General Education ◽  
Educational System ◽  
Professional Education ◽  
System Reform ◽  
Industrial Training ◽  
Industrial Enterprises ◽  
Education Of Students ◽  
Further Development

The paper considers the reasons for the educational system reform in the late 1950s, which began with the adoption of the law Strengthening the connection of school with life and further development of the national educational system in the USSR. The main propositions of the secondary school reform included labor polytechnic schools establishments where students were supposed to get profession along with the study of general education subjects. The period of study at a secondary school was supposed to be three years (grades 9, 10, 11). Schools and industrial enterprises where industrial training was to take place were not ready to organize industrial training. Despite the extensive campaign, the perception of the reform in society was controversial. The reform did not achieve its main goal - schools could not carry out pre-professional education of students.

Entrepreneurship in School in the Conditions of the Education System Reform in Poland – a Voice in the Discussion on the Directions of Change

2017 ◽  
Vol 13 ◽  
pp. 330-339 ◽  
Author(s):  
Tomasz Rachwał
Keyword(s):  
School Reform ◽  
General Education ◽  
Education System ◽  
Primary Schools ◽  
Entrepreneurship Education ◽  
System Reform ◽  
Ministry Of Education ◽  
Careful Selection ◽  
The Subject ◽  
Selection Of

Preceded by the debate, the 2016 implementation of the school reform in Poland brought serious organisational and program changes. These changes also concern entrepreneurship education, therefore the subject of the article is the discussion on the proposals of the Ministry of Education regarding changes to the school system, in the context of yet another comprehensive organisational and program reform of the Polish education system. The primary goal of the paper is to present the direction of change, based on the current research and discussions conducted by various forums. The author’s claims in this regard are based not only on his reflections but also on the voices presented by the participants of Kraków entrepreneurship conferences and conventions of teachers, as well as by the authors of the papers included in the previous volumes of this annual. Under the limited number of hours dedicated to the teaching of entrepreneurship in post-primary schools in general education, that is, compulsory for all pupils, the most important is the careful selection of objectives and content of entrepreneurship education. The article concludes with the presentation of the essential conditions influencing the success of the implementation of changes, mainly related to the appropriate preparation of entrepreneurship teachers.

scholarly journals OPPORTUNITIES FOR PERSONALIZED EDUCATION SYSTEM IN FORMING OF PROFESSIONAL ORIENTATION FOR SECONDARY GENERAL SCHOOL

2020 ◽  
pp. 27-36
Author(s):  
Ольга Анатольевна Мухаметова
Keyword(s):  
High School Students ◽  
Secondary School ◽  
General Education ◽  
Educational System ◽  
Education System ◽  
Federal State ◽  
Professional Orientation ◽  
Personalized Education ◽  
Personalized System ◽  
General School

Исследуются вопросы проектирования профессионально ориентированной персонифицированной системы воспитания (ПСВ) в условиях основной общеобразовательной школы. Раскрывается тема формирования у старшеклассников профессионального самоопределения. Особое внимание обращается на включение семьи в процесс создания персонифицированной системы воспитания. Представлен опыт педагогического взаимодействия школы и семьи в становлении профессионального выбора у старшеклассников посредством построения профессионально ориентированной персонифицированной воспитательной системы. Проанализированы условия и возможности персонифицированной системы воспитания в профессиональной ориентации старшеклассников основной общеобразовательной школы. The state and social order sets the school the task of forming a competitive, professionally mobile graduate on the labor market. This order is most definitely reflected in the Federal state educational standards of basic General education. The idea of forming an educational system is considered as an effective means of solving this problem. The possibilities of a new type of educational system focused on the development of a person as a person (hereinafter – PSЕ – personalized system of education) are investigated. This direction is implemented by an interregional research team led by E. N. Stepanov. This article deals with issues of constructing professional orientation system personalized education system (PSE) for secondary general school. The author looks into the idea of forming professional goals in upperclassmen. Special attention is given to the role of family in that process. Articles give specific examples of successful collaboration between the school system and the family in forming professional orientation in upperclassmen through the creation of personalized systems. The study was conducted to study the possibility and effectiveness of the use of PSV in the formation of readiness of high school students of the main secondary school for professional self-determination. The conditions and opportunities of the personalized system of education in the professional orientation of classmen of the main secondary school are analyzed.

scholarly journals Formation of the System of Professional Education of the Emperor’s Russian Technical Society

2019 ◽  
Vol 15 (3) ◽  
pp. 205-218
Author(s):  
Alexandr А. Bessolitsyn
Keyword(s):  
Human Capital ◽  
General Education ◽  
Professional Education ◽  
System Analysis ◽  
Technical Education ◽  
System Development ◽  
Technical Society ◽  
Main Research ◽  
State Institutions ◽  
Industrial Enterprises

Introduction. The article is devoted to the analysis of the results of the activity of the Emperor’s Russian Technical Society (ERTS) and its Permanent committee in solving problems of the professional education system development. The author focuses on the analysis of this organization’s activity in creation of the lower level of the professional education for the workers of industrial enterprises. Materials and Methods. The materials published in the journal “Technical Education” (since 1908 – “Technical and Commercial Education”) were the main source of the research, as well as the resolution of the congresses of Russian activists for technical and commercial education. During these forums a concept of professional education within the unfolding modernization was developed; the problems of relation between general and special education were discussed; main types of technical and commercial schools were studied; the problems of financing of professional schools were raised, etc. General scientific and special methods, including system analysis were used as the main research methods. Results. The author makes a conclusion that the system of professional education was developed in Russia with the participation of the civil society and ERTS and its Permanent committee for technical education, which activity was mainly focused on lower professional education, played key role in this process. The reason for this was both the request of society itself during modernization and the financial capacities of ERTS. Discussion. The system of professional education of lower level, aimed at training of workers with modern competencies was the important factor of solving problems of the human capital quality during the unfolding modernization. The development of this system was suppressed by the low level of general education among the workers of industrial enterprises. Conclusion. The conclusion is made that, in spite of the difficulties of organizational, legal and financial nature, the system of the workers’ professional education, independent from the state institutions, developed rather successfully, which contributed to solving the problems of increasing the quality of the human capital during the country’s modernization. At the same time, it is noted that ERTS and its Permanent committee failed to completely solve this problem.

scholarly journals RESEARCH TECHNIQUE OF THE CONTENT OF PROFESSIONAL EDUCATION

2019 ◽  
Vol 7 (1) ◽  
pp. 2 ◽  
Author(s):  
S. M. Markova ◽  
A. K. Narcosiev
Keyword(s):  
Vocational Education ◽  
Research Methods ◽  
Professional Education ◽  
Professional Training ◽  
Social Progress ◽  
Theoretical Research ◽  
Federal State ◽  
Industrial Training ◽  
Further Development

Introduction: modern conditions for the development of society necessitate the further development of the content of vocational education. When studying the content of vocational education, it is necessary to take into account the requirements of the economic and social development of the country, scientific and technological progress, the goals and objectives of vocational education, and the strategic guidelines of vocational and pedagogical education. Equally important is the process of the emergence and development of new features in the content of vocational education. Materials and methods: research methods are related to the content and qualitative features of the content of curricula and programs. The study uses the following methods of scientific research methods of theoretical research (analysis, synthesis, induction, deduction, abstraction, synthesis, comparison, etc.); observation: direct (direct), indirect (indirect); pedagogical experiment: analysis of students' written and graphic works; interviewing, interviewing, questioning; monographic study of the work of teachers, industrial training masters, students. Results of the research: social and scientific and technical progress cause significant changes in the work activities of workers and specialists. Trends in changing the content of labor on the basis of intersectoral and sectoral integration are due to the further development of a diversified national economy, the use of similar means of labor, the similarity of machines and devices, the typification of technological processes, and the general scientific foundations for the production of the final product. The requirements for a skilled worker and specialist, the main trends in the content of his work, the historical and logical analysis of the content of vocational education make it possible to single out the following changes in the content of education: an organic combination of humanitarian polytechnic and vocational education; strengthening theoretical training in the general structure of the content of vocational education; increasing the role of engineering and technical knowledge in the professional training of workers and specialists; consistency, continuity and phasing of the content of industrial training in the field of specialization, which ensures the ratio of the main and special parts; providing comprehensive interdisciplinary relations in the construction of curricula and programs; the increasing role of polytechnic knowledge, skills on the basis of scientific and technical community in modern production; combination of professional knowledge and professional and technological skills in the form of professional competencies; the increasing role of the scientific basis of production in all cycles of academic subjects. Discussion and conclusions: a study of the content of vocational education revealed factors affecting the development of content (scientific, technical and social progress, analysis of labor activity, trends in the development of vocational education, Federal State Educational and Professional Standards), requirements for the content of theoretical and vocational education, identify the principles of industrial training.

scholarly journals Pressupostos de Gramsci na educação profissional e tecnológica de nível médio

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Adriana Paula Martins
Keyword(s):  
Secondary School ◽  
General Education ◽  
Vocational Education ◽  
Professional Education ◽  
Karl Marx ◽  
Technological Education ◽  
Learning Modalities ◽  
History Of ◽  
Friedrich Engels ◽  
Education In Brazil

Resumo: O presente trabalho visa buscar os pressupostos pedagógicos da teoria educacional de Gramsci na Educação Profissional e Tecnológica de nível médio, principalmente na forma integrada ao Ensino Médio. No primeiro momento, há a exposição da proposta educacional de Gramsci frente à Reforma Gentile na Itália fascista, pautada na influência de Karl Marx e Friedrich Engels. Em sequência, há um breve histórico da educação profissional no Brasil, com referência à legislação pertinente a essa modalidade de ensino. No decorrer de todo o trabalho, são abordadas algumas considerações sobre a relação entre o pensamento educacional de Gramsci e a atual estrutura da educação profissional no Brasil, com enfoque na Educação Profissional e Tecnológica de nível médio integrada ao Ensino Médio. Finalmente, mediante os apontamentos levantados, este artigo dá ênfase à abordagem pedagógica humanista, de formação geral, proposta por Gramsci, a ser oferecida ao educando nas diferentes modalidades de ensino. Palavras-chave: Gramsci. Educação profissional. Educação de nível médio. GRAMSCI’S ASSUMPTIONS IN THE SECONDARY SCHOOL VOCATIONAL AND TECHNOLOGICAL EDUCATION Abstract: This paper aims to analyze the assumptions of Gramsci’s educational theory in the Secondary School Technological Education, meanly in an integrated pedagogical approach. At first there is the description of Gramsci’s educational proposal against Gentile Reform in Fascist Italy, based on the influence of Karl Marx and Friedrich Engels. After it’s described briefly the history of vocational education in Brazil, pointing out some relevant legislation related to this type of education. Throughout this paper it’s approached some ideas about the connections between Gramsci’s educational thoughts and the current structure of professional education in Brazil, focusing on Secondary School Technological and Vocational Education integrated to general education. Finally, this article emphasizes the humanistic teaching approach, through the general education proposed by Gramsci, to be offered to students from different learning modalities. Keywords: Gramsci. Vocational education.  Secondary School. 

CONTENT OF TEACHING THE ELEMENTS OF ARTIFICIAL INTELLIGENCE IN A SCHOOL INFORMATICS COURSE

2020 ◽  
pp. 3-10
Author(s):  
I. V. Levchenko
Keyword(s):  
Artificial Intelligence ◽  
General Education ◽  
Extracurricular Activities ◽  
Information Technologies ◽  
Learning Experience ◽  
9Th Grade ◽  
Modern Information ◽  
Further Development ◽  
Form Variant ◽  
Theoretical Foundations

The article considers the feasibility of integrating artificial intelligence technologies into school education and identifies a problem in identifying didactic elements in the field of artificial intelligence, which must be mastered in a school informatics course. The purpose of the article is to propose variant of the content of teaching the elements of artificial intelligence for the general education of schoolchildren as part of the curricular and extracurricular activities in informatics. An analysis of the psychological, pedagogical and scientific-methodical literature in the field of artificial intelligence made it possible to identify the appropriateness of teaching schoolchildren the elements of artificial intelligence in the framework of a comprehensive informatics course, as the theoretical foundations of modern information technologies. Summarizing and systematizing the learning experience of schoolchildren in the field of artificial intelligence made it possible to form variant of the content of teaching the elements of artificial intelligence, which can be implemented in a compulsory informatics course for 9th grade, as well as in elective classes. The results of the study are the theoretical basis for the further development of the components of the methodological system of teaching the elements of artificial intelligence in a school informatics course. The research materials may be useful to specialists in the field of teaching informatics and to informatics teachers.

Falta de interés por la ciencia en la formación profesional de estudiantes de la ESIME-IPN, México / Lack of Interest for Science in the Professional Education of Students of the Esime-IPN, Mexico

2019 ◽  
Vol 6 (1) ◽  
pp. 35-41
Author(s):  
Armando Martínez Ríos
Keyword(s):  
Professional Education ◽  
Web Site ◽  
Mechanical Engineering ◽  
Science And Technology ◽  
Scientific Work ◽  
Scientific Culture ◽  
The World ◽  
Education Of Students

ABSTRACTMexico lacks a scientific culture. Investigations and reports show that only has a record of 38 thousand scientific and 0.5% global of registered patents in the world. Communications and electronics engineering (ICE) is one of the three formations in the school of mechanical engineering and electrical (ESIME) unit Zacatenco from the Instituto Politécnico Nacional (IPN) Mexico. Among the objectives of this mentioned formation on its web site, is the form professionals with scientific and technological foundations; However, the curriculum includes only two subjects with these characteristics. Less than 1% of the graduates also choose to devote himself to scientific work. This paper shows the results obtained by means of a survey on the perception that students have about scientists in order to propose actions that foster a greater interest in them by the science and technology into their professional formation.RESUMENMéxico carece de una cultura científica ya que algunas encuestas muestran que solo se tiene un registro de 38 mil científicos y el 0.5% del total mundial de patentes registradas. Ingeniería en Comunicaciones y Electrónica (ICE) es una de las tres carreras de la Escuela Superior de Ingeniería Mecánica y Eléctrica (ESIME) unidad Zacatenco del Instituto Politécnico Nacional (IPN) México. Entre los objetivos de esta carrera mencionado en su sitio web, es el de formar profesionistas con fundamentos científicos y tecnológicos; sin embargo, el currículo, contempla solo dos asignaturas con estas características. Asimismo, menos del 1% de los egresados elige dedicarse a una labor científica. Este trabajo muestra los resultados obtenidos por medio de una encuesta sobre la percepción que los estudiantes tienen sobre los científicos con el fin de proponer acciones que fomenten un mayor interés en ellos por la ciencia y la tecnología dentro de su formación.

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