Secondary Education: General, Vocational and Technical Education and Apprenticeships

The purpose of this paper is to present some of the results of a broader survey of current geography curricula at primary and secondary levels of education in Slovenia. The primary aim of the study was to find out what kind of curricula for geography lessons teachers of geography and others interested in geography would like to see at different levels of education. The study consisted of two parts: in the first part, we took an analytical view of the primary school curriculum in geography, and in the second part, which is provided in this paper, we focused on the secondary educational level, looking at both gymnasiums and secondary vocational and technical education. We present the opinions of the survey respondents on the basic conceptual orientation of the geography curricula in gymnasiums and in secondary vocational and technical schools, their elementary structure and scope, and the respondents' reflections on the comprehensiveness, usefulness and suitability of individual curriculum elements for teaching geography. // Namen prispevka je predstaviti del rezultatov širše raziskave o dosedanjih geografskih učnih načrtih na primarni in sekundarni ravni izobraževanja v Sloveniji. Temeljni cilj raziskave je bil ugotoviti, kakšne učne načrte za pouk geografije si želijo učitelji geografije in druga zainteresirana geografska javnost na različnih vzgojno-izobraževalnih ravneh. Raziskava je bila dvodelna; v prvem delu smo osvetlili analitični pogled na osnovnošolski učni načrt za geografijo, v drugem delu, ki ga podajamo v tem prispevku, pa smo se osredotočili na srednješolsko vzgojno-izobraževalno raven, in sicer tako na gimnazijsko kot na srednje strokovno in poklicno-tehniško izobraževanje. Predstavljamo mnenje anketiranih o osnovni konceptualni usmeritvi učnega načrta za geografijo v gimnaziji ter kataloga znanja za geografijo v srednjem strokovnem in poklicno-tehniškem izobraževanju, o njuni elementarni strukturi in obsegu ter razmišljanja anketiranih o vključenosti, uporabnosti in ustreznosti posameznih elementov učnega načrta oziroma kataloga znanja za pouk geografije.

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THE POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL AND TECHNICAL SECONDARY EDUCATION IN TURKEY: TEACHERS' VIEWS

European Journal of Education Studies ◽

10.46827/ejes.v8i9.3911 ◽

2021 ◽

Vol 8 (9) ◽

Author(s):

Gündüz Güngör

Keyword(s):

Secondary Education ◽

Technical Education ◽

Technological Development ◽

Descriptive Analysis ◽

Structured Interview ◽

Vocational High School ◽

Teacher Student ◽

Powerful Learning ◽

Vocational And Technical Education ◽

Education In Turkey

This research aims to determine the opinions of vocational high school teachers about the Powerful Learning Environment (PLE) approach in vocational and technical secondary education. This study, which was carried out with the qualitative research method, was designed with the phenomenological pattern. The participants of the research consist of 28 teachers. The data were obtained with a semi-structured interview form, and the descriptive analysis method was used in data analysis. According to the results of the research, the obstacles to creating a PLE in vocational and technical education are the theoretical weight of the course programs, work-orientedness in internship workplaces (rejection of the learning process) and outdated vocational field training program modules and workshop equipment. On the other hand, the suggestions for creating a PLE in vocational and technical education are using an on-the-job learning model and increasing the internship period, reducing the theoretical Intensity in the curriculum and emphasizing the practice and increasing teacher orientation, providing program, equipment and workshop materials suitable for technological development, constant communication and interaction between teacher-student-parent-internship employer, the establishment of commercial relations between vocational high schools and establishment of virtual companies in entrepreneurship clubs, meeting with industry representatives to adapt to the changing expectations of the post-pandemic industry and using the advantages of peer learning in vocational skills education. Article visualizations:<img src="/-counters-/edu_01/0845/a.php" alt="Hit counter" />

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The Efficient Organisation of Public Intellect: Lyon Playfair and Scottish Education

The Scottish Historical Review ◽

10.3366/shr.2019.0403 ◽

2019 ◽

Vol 98 (2) ◽

pp. 266-290

Author(s):

Robert Anderson

Keyword(s):

Secondary Education ◽

Social Mobility ◽

Technical Education ◽

Direct Connection ◽

National System ◽

Modern Idea ◽

History Of ◽

Parish Schools ◽

Education Act ◽

Scottish Politics

Lyon Playfair was a champion of scientific and technical education who was professor of chemistry at Edinburgh University before serving as a Liberal M.P., initially for a Scottish university seat, from 1868 to 1892. This article looks mainly at his role in debates on the Education Act of 1872 and the bills which preceded it. Playfair sought to define the democratic traditions of Scottish education, especially emphasising the legacy of John Knox, and to adapt them to the new national system. He idealised the direct connection between parish schools and universities, and the opportunities available to talented boys, using newly available statistics to support his case. He also contributed to the shaping of Scottish secondary education, and to establishing the modern idea of social mobility through educational merit. When the Scottish Office was established in 1885, Playfair opposed the devolution of education and this dissent led him to move to an English seat. His career has a wider interest for the history of Scottish politics in the age of Gladstone.

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