scholarly journals Systematic Comparative Illustration of Primary School Building Regulations in Serbia and Slovenia

2017 ◽  
Vol 13 (22) ◽  
pp. 267
Author(s):  
Sanja Stevanovic
Keyword(s):  
Primary School ◽  
International Comparison ◽  
Educational System ◽  
School Library ◽  
Oecd Countries ◽  
School Design ◽  
Individual Factors ◽  
Educational Systems ◽  
Educational Standards ◽  
Building Regulations

PISA tests provide international comparison of achieved educational standards through testing capabilities of 15-year old pupils. Serbia participates in PISA tests since 2003 and test reports show that the results of Serbian pupils are statistically significantly below the average of pupils in OECD countries. An additional concern, however, is the fact that the results of Serbian pupils are also statistically significantly below the results of Slovenian pupils. Slovenia participates in PISA tests since 2006 and the results of its pupils do not differ significantly from the OECD average. In order to discover directions for future reforms of educational system in Serbia in order to reach the OECD average, and therefore Slovenia, it is necessary to compare individual factors of educational systems in Serbia and Slovenia. Since pedagogical vision is of fundamental importance in design of schools, differences in primary school design regulations may serve to illustrate the most important differences in educational systems as well. A systematic comparative illustration of primary school design regulations in Serbia and Slovenia in this paper reveal that schools in Slovenia dedicate much more space, both quantitatively and qualitatively, to youngest pupils in preschool and the first two grades, school library and gym than their counterparts in Serbia.

Developing the multicultural school library: Vahl Primary School, Oslo

2004 ◽  
Vol 105 (9/10) ◽  
pp. 337-344 ◽  
Author(s):  
Robert Vaagan ◽  
Gry Enger
Keyword(s):  
Primary School ◽  
School Library ◽  
Multicultural School

scholarly journals Knowledge of geographical map at the end of primary school education in Serbia

2009 ◽  
Vol 41 (2) ◽  
pp. 526-541
Author(s):  
Djurdjica Komlenovic
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Achievement Test ◽  
School Education ◽  
Educational Standards ◽  
Final Grade ◽  
Knowledge And Skills ◽  
The Subject ◽  
Students Success

The paper presents the results of one part of empirical research conducted for the purpose of conceiving the proposal of educational standards for the subject Geography at the end of primary school education. The goal was to determine the extent to which the students were trained to orient themselves and use cartographic method in the process of using geographical map. Research comprised the representative sample of 919 students of the final grade in 159 Serbian primary schools. Achievement Test served for studying the levels of students' knowledge and skills in the field of Geographic Skills. Besides this, the questionnaire studied students' opinion on learning outcomes in this field, and by analyzing contingency tables, the correlation between students' success in geography at the end of the first term of the eighth grade and their opinion about learning outcomes in the afore-mentioned field was determined. The findings of this research indicate that students are not sufficiently trained to orient themselves in space and on geographical map, as well as to use geographical map in instruction. Besides, it was established that there is a correlation between students' success and their opinion on learning outcomes in the field of Geographic Skills.

scholarly journals TEACHER EDUCATION IN ETHIOPIA: GROWTH AND DEVELOPMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Shoeb Ahmad
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Education System ◽  
Growth And Development ◽  
Educational Systems ◽  
Education Reforms ◽  
New Paradigm

The main focus of this study is on teacher education in Ethiopia, with particular reference to its reforms and policies. In Ethiopia, with the emergence of various education reforms and policies, and with the discourse of Teacher Education System Overhaul (TESO) the complete infrastructure of the educational system shows signs of development. Teacher education in Ethiopia is directed towards developing both the students and teachers equally, to stand on par with the educational systems of other societies. This article highlights various aspects of teacher education in Ethiopia and focuses upon its various reforms and policies established to develop teacher education in the country. We explore the changes in the teacher education system and approaches that have emerged since 1900 to the present time in Ethiopia. We also provide examples of institutions and programs that are particularly successful in implementing some of the key policies. The concluding part of the study reflects on a new paradigm in teacher education highlighting the ICT and plasma teacher phenomenon.

scholarly journals The aspect of self-organization in the formation of an effective educational system in college

2018 ◽  
Vol 7 (2.13) ◽  
pp. 160
Author(s):  
Evgeniy M. Dorozhkin ◽  
Elena Yu. Scherbina ◽  
Oleg N. Arefiev
Keyword(s):  
Labor Market ◽  
Conceptual Model ◽  
Educational System ◽  
Economic Situation ◽  
Self Organization ◽  
Educational Systems ◽  
Highly Qualified ◽  
Key Factors ◽  
Self Development ◽  
Technological Tools

The urgency of the problem under investigation is determined by the need to identify and develop the basic theoretical and methodological foundations of the process of self-organization aimed at developing the mechanism of self-development and achieving the desired result (goal) of college educational system in the current socio-economic situation. The purpose of the article is to scientifically substantiate the theoretical and methodological foundations of the process of self-organization of the educational system of college aimed at developing a mechanism for self-development and achieving the desired result in the preparation of highly qualified specialists for professional adaptation and career growth in the labor market. The leading method of research is the analysis and generalization of scientific provisions on this topic. The article substantiates scientific, methodological and technological tools, develops a conceptual model and algorithm for the process of self-organization of college educational system capable of forming a mechanism of self-development, of responding promptly to changes in the current social and economic situation and of achieving the desired result in the preparation of competitive specialists in demand on the labor market. The developed conceptual model, scientific-methodical and technological tools are aimed at solving practical problems of increasing the effectiveness of educational systems, identifying and forecasting the key factors of their self-development in the changing social and economic situation and in the external environment.  

scholarly journals FORMATION OF ETHNIC CONSCIOUSNESS OF THE FUTURE PEDAGOGUE IN THE CONDITIONS OF THE EUROPEAN EDUCATIONAL SPACE

2019 ◽  
Vol 6 (1) ◽  
pp. 155-160
Author(s):  
MARYNA VASYLYK
Keyword(s):  
Higher Education ◽  
Cultural Identity ◽  
Primary School ◽  
Educational System ◽  
Multicultural Competence ◽  
Value Orientations ◽  
Educational Process ◽  
Professional Activity ◽  
Multicultural Society ◽  
Ethnic Consciousness

The article is devoted to modern approaches of formation of ethnic consciousness of future teachers of primary school in the conditions of the multicultural society and their education as citizens of Europe. Multicultural competence is a factor of a successful professional activity. In the article, the author analyzed the problem of forming of future specialists’ multicultural competence in connection with the globalization processes and integration of Ukrainian higher education in European educational community. The research stresses that formation of students’ outlook, their value orientations, modern social and humanistic thinking in an educational process are important. It is emphasized that the multiculturalness must become an integral part of every national educational system. The multiculturalness is a key principle of making totally new educational system of Ukraine. Respect and acceptance of cultural variety in the society coexistence of dialogues without loss of the national and cultural identity of the representatives of the society leads to its spiritual and cultural enriching. The article is an author's translation of the text published in the Journal of the National Academy of the State Border Guard Service of Ukraine, series: Pedagogics, 5 (2016) (in Ukrainian).

scholarly journals Learning Communities in the City: Social Constructivism, Spaces and Connections in the New Urban Primary School

2021 ◽  
Author(s):  
◽  
James Silverwood
Keyword(s):  
Inner City ◽  
Primary School ◽  
Social Constructivism ◽  
Educational Theory ◽  
Easy Access ◽  
School Design ◽  
Living Room ◽  
School Building ◽  
Demographic Shift ◽  
The City

<p>The main intention of the research is to develop a model for an inner city primary school building which is responsive to the urban context and reflects the educational theory of Social Constructivism. The underlying demand for an inner city primary school was identified as a result of a recent demographic shift which involves more families living in the centres of New Zealand’s cities. Schools are an important part of a city’s infrastructure, where quality schools can help to develop quality cities. There should be a close fit between current educational theory and contemporary school design. Social Constructivism views learning as the construction of knowledge through social interaction with peers, adults and the environment. The design case study proposes a vertical school that is capable of supporting strong links with the community through developing a ‘public living room’ alongside retail outlets. While the vertical nature of the school limits some contact it is possible to develop a ‘learning street’ and other meeting places within the school. The plan also provides flexible classroom spaces and workrooms to meet curriculum objectives. A variety of indoor and outdoor spaces can be provided but it is proposed that the children also access the city’s public open spaces and amenities. The city can be viewed as an extended classroom, as suggested in Strickland’s ‘City of Learning’ model. The site for the proposed school was selected to ensure easy access to amenities and resources. Overall the research suggests an inner-city primary school building is possible and even desirable for those living and working in the city.</p>

scholarly journals Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Information Literacy ◽  
Primary Schools ◽  
School Principals ◽  
School Library ◽  
External Support ◽  
Final Report ◽  
Primary School Principals ◽  
Literacy Initiatives

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

Self-segregation strategies through school choice in Chile: A middle-class domain?

2021 ◽  
pp. 144078332110365
Author(s):  
Alejandro Carrasco ◽  
Manuela Mendoza ◽  
Carolina Flores
Keyword(s):  
Social Class ◽  
School Choice ◽  
Middle Class ◽  
Educational System ◽  
Social Classes ◽  
Educational Systems ◽  
Sociological Research ◽  
Socioeconomic Groups ◽  
Ethnographic Data ◽  
Middle Class Families

Sociological research has shown that marketized educational systems favour middle-class families’ self-segregation strategies through school choice and, consequently, the reproduction of their social advantage over poorer families. Drawing on Pierre Bourdieu’s concepts of capitals, habitus and strategy, we analyse quantitative and ethnographic data on parents’ school choice from Chile to introduce nuances to this argument, evincing more extended and complex mechanisms of self-segregation in the Chilean marketized educational system. We found that not only middle-class parents but also parents from different socioeconomic groups displayed self-segregating school choice strategies. We also found that these strategies were performed both vertically (in relation to other social classes) and horizontally (in relation to other groups within the same social class). These findings unwrap a possible stronger effect of the Chilean school choice system over segregation.

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