scholarly journals AI Educational System for Primary and Secondary Schools

2020 ◽  
Author(s):  
Xiaoyan Gong ◽  
Liang Zhao ◽  
RenHao Tang ◽  
YaNa Guo ◽  
Xiwei Liu ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Educational System

Therapists’ Perception of their Relationship with Educational Staff In Secondary Inclusive Schools

2021 ◽  
Vol 8 (3) ◽  
pp. 73-87
Author(s):  
Meytal Fogel -Simhony
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Educational System ◽  
Management Team ◽  
Role Perception ◽  
Structured Interviews ◽  
Inclusive Schools ◽  
Educational Staff

Due to the disparities inherent in the role perception of expressive and creative therapists in the Israeli educational system, and the difficulty of fulfilling the role in an optimal manner for all parties involved, this study aims to examine the role perception of the therapist in secondary schools with inclusive education, examining the therapist’s work vis-a-vis the school’s educational staff and its management team.The sample included 11 therapists who have worked in a secondary school for over two years. The data was collected through semi-structured interviews. Findings of the study indicated a number of significant parameters in the therapist's work vis-à-vis the staff. Moreover, it is evident that the therapist's own role perception is related to the role perception as perceived by the educational and management team. The discussion examines the significance of the disparity between the therapist's role perception and the expectations and perceptions of the staff within the educational system.

scholarly journals Tuition and Social Class in the Russian Universities: S. S. Uvarov and “Reaction” in the Russia of Nicholas I

Slavic Review ◽  
1976 ◽  
Vol 35 (2) ◽  
pp. 232-248 ◽  
Author(s):  
James T. Flynn
Keyword(s):  
Social Class ◽  
Secondary Schools ◽  
Educational System ◽  
Tuition Fees ◽  
Modern System ◽  
Russian Universities ◽  
Established Order ◽  
Modern Russian

S. S. Uvarov, minister of education from 1833 to 1849, is usually described as a reactionary. The reason for that judgment is clear. Many of the steps Uvarov took as minister seemed designed to block the realization of the liberal goals set by the reformers who assisted Alexander I in founding the modern Russian educational system in 1801-4. One important aspect of that liberal, modern, system was its “all-class” character. An educational system which admitted students of all classes was perceived by “reactionaries“ as a threat to the established order, despite the relatively small numbers of people involved. Thus, “Uvarov was disturbed by the trickle of students from lower classes who were finding their way into the universities. As in secondary schools, the admission of such students was hindered by legalistic formalities and an increase in tuition fees.“

scholarly journals Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 79-95
Author(s):  
Bernard Meshach Aguma ◽  
◽  
Caroline Kinuu Kimathi ◽  
Martin Situma ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Secondary Schools ◽  
Educational System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Teachers And Students ◽  
Virtual Teaching

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

Blended Learning in China

2017 ◽  
pp. 18-38
Author(s):  
Hanrong Wang ◽  
Harry Nuttall
Keyword(s):  
Secondary Schools ◽  
Blended Learning ◽  
Educational System ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Private Institutions ◽  
Policy Makers ◽  
The Future ◽  
Motivation And Learning ◽  
Education In China

Sprouted in the late 1970s, with the direction and support of the Chinese government and the participation of private institutions, blended learning in China has developed quickly and massively. By reviewing the origin, evolution, and current practices of blended learning in the contexts of elementary and secondary schools, colleges, and universities in China, the authors examine the problems, controversies, and issues raised. While the Chinese government still may play an important role in blended learning in the future, private institutions' involvement, learners' motivation, and learning ideology could become more important in promoting and implementing blended learning. How best to use the current educational system and resources to further promote blended learning in China is a challenge to educational practitioners and policy makers. Blended education in china is at the crossroads.

Blended Learning in China

2018 ◽  
pp. 1399-1419
Author(s):  
Hanrong Wang ◽  
Harry Nuttall
Keyword(s):  
Secondary Schools ◽  
Blended Learning ◽  
Educational System ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Private Institutions ◽  
Policy Makers ◽  
The Future ◽  
Motivation And Learning ◽  
Education In China

Sprouted in the late 1970s, with the direction and support of the Chinese government and the participation of private institutions, blended learning in China has developed quickly and massively. By reviewing the origin, evolution, and current practices of blended learning in the contexts of elementary and secondary schools, colleges, and universities in China, the authors examine the problems, controversies, and issues raised. While the Chinese government still may play an important role in blended learning in the future, private institutions' involvement, learners' motivation, and learning ideology could become more important in promoting and implementing blended learning. How best to use the current educational system and resources to further promote blended learning in China is a challenge to educational practitioners and policy makers. Blended education in china is at the crossroads.

Frisian Literature in Education

2020 ◽  
pp. 144-161
Author(s):  
Eric Hoekstra ◽  
Gerbrich de Jong
Keyword(s):  
Secondary Schools ◽  
Educational System ◽  
Primary Schools ◽  
Minority Language ◽  
National Language ◽  
Dutch Literature ◽  
The Way ◽  
Attainment Goals

Frisian is a minority language taught at least one hour a week in primary schools. As a result, Frisian literature occupies a smaller position in the educational system than Dutch literature, since Dutch is the national language. This chapter discusses systematically the position of fiction and literature in the various types of education in primary schools, secondary schools, universities, and courses for adults. Special attention is given to the way in which officially established attainment goals affect the end term requirements set for the final examinations.

scholarly journals Particularities in the Process of Implementing a Qualitative Management System in Romanian Secondary Schools, High Schools and Technical Vocational Schools

2021 ◽  
Author(s):  
Carmen Ioniţă (Vişoiu) ◽  
◽  
◽  
Keyword(s):  
High Schools ◽  
Secondary Schools ◽  
Educational System ◽  
Management System ◽  
Vocational Schools ◽  
Educational Systems ◽  
The European Union ◽  
Human Capital Management ◽  
Modern Education ◽  
Market Needs

In order to achieve prosperity and competitiveness, a relevant educational system strongly linked to the economy and the society of the future is required. The authorities cannot certainly say that our country has a well -defined strategy regarding the human capital management, one that is conform to the European Union. Strategies based on lifelong learning are being discussed and analysed. As statistics show, the existing strategy implementation is weaker in the Romanian educational system compared to other European educational systems. The paper focuses on highlighting the main priorities in the process of implementing a qualitative management system in Romanian secondary schools, high schools and technical vocational schools, a modern education that fulfils the market needs.

scholarly journals Edukacja dziewcząt pod zaborem pruskim na przełomie XVIII i XIX wieku

2019 ◽  
pp. 61-83
Author(s):  
Dariusz Łukasiewicz
Keyword(s):  
Secondary Schools ◽  
Religious Education ◽  
Educational System ◽  
Practical Skills ◽  
Compulsory Schooling ◽  
National Education ◽  
Education Commission ◽  
Education Of Women ◽  
Lower Education ◽  
Woman's Work

At the turn of 18th and 19th century the education of women on Polish territory underwent a gradual enlargement. Already in the period of the reforms of the National Education Commission, more girls received education; after the seizure of Greater Poland (Wielkopolska) by Prussia in 1793, Germany implemented their educational system, that meant the acceleration of development. Compulsory schooling in Prussian was introduced in 1794, however, it was still poorly enforced. In Prussia girls often attended lower school due to the requirement for a Protestant to have the ability to read the Scriptures. More and more often, they also attended secondary schools with syllabuses not extensively devoted to Latin, but to more practical skills, connected with so-called woman’s work, and to religious education. In Wielkopolska, lower education, private schools for girls and schooling by tutors in convents and midwifery schools increased significantly. Nevertheless, girls did not attend ordinary secondary schools, which retained an emphasis on teaching Latin, or colleges.

scholarly journals Qualitative and Quantitative Changes of Upper Secondary Education in Poland

2016 ◽  
Vol 6 (2) ◽  
pp. 74-80 ◽  
Author(s):  
Michał Hnatiuk
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Educational System ◽  
Educational Management ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Fair Comparison ◽  
Quantitative Changes ◽  
Upper Secondary Schools ◽  
Qualitative Changes

Abstract The article presents the Polish educational system, its constituent part - upper secondary education, in particular. Describing the qualitative changes in the upper secondary schools (secondary schools of the second extent) the author singles out one significant document that has changed the direction of education, created the conditions for change of the educational management system and introduced the economic rules in educational activities. It also shows the structure of upper secondary education, which was formed in the final stage of the educational reforms. The peculiarities of the qualitative changes have been indicated. The previous system of assessing students’ knowledge was preserved; however, an external evaluation of the students’ achievements was introduced. The introduction of the external exams and assessments has enabled a fair comparison of the level of skills that the student has achieved to the skills that are required by the syllabus. Therefore, it is believed that the changes introduced have become one of the pillars of the reform of the educational system in Poland. The quantitative changes have been introduced along with the qualitative ones. Quantitative changes were compared in the period 2000-2015 and juxtaposed with the year 1990. On the basis of the gathered statistical data a trend was set (downward or upward) in Polish upper secondary education.

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