EXPERIENCE OF FUTURE TEACHERS OF VOCATIONAL SUBJECTS FOR SECONDARY SCHOOLS WITH THE WORLD OF WORK

2020 ◽  
Author(s):  
Petr Adamec
Keyword(s):  
Secondary Schools ◽  
Future Teachers ◽  
The World

In a World of Migration

2009 ◽  
Vol 1 (1) ◽  
pp. 71-92
Author(s):  
Elizabeth P. Quintero
Keyword(s):  
United States ◽  
Teacher Development ◽  
The United States ◽  
Colleges Of Education ◽  
Development Programs ◽  
Future Teachers ◽  
Host Countries ◽  
The World ◽  
Target Languages ◽  
Responsible Research

This article has evolved from teaching future teachers about literacy and language in multilingual contexts. The examples are taken from contexts in the United States with learners from around the world. Professionals in the classrooms, in the teacher development programs, and in schools and colleges of education have been doing responsible research for many years, and have learned much regarding the learning of multilingual people who represent a multitude of histories. In this article the focus is on rethinking literacy, languages (home languages and target languages of host countries), the connections between personal and communal history and learning texts, and how all of the above relate to the curriculum in various learning arenas.

scholarly journals Designed to deter: Barriers to facilities at secondary schools in Ghana

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Anthony K. Danso ◽  
Frances E. Owusu-Ansah ◽  
Divine Alorwu
Keyword(s):  
Built Environment ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Present Situation ◽  
International Standards ◽  
The World ◽  
Research Outcome ◽  
Building Standards ◽  
Urgent Action ◽  
Building Elements

Background: There are varied and complex problems associated with the admission of students with disabilities into secondary (senior high) schools all over the world. This situation is further complicated by difficulties encountered in the built environment of these institutions and, in this, Ghana is no exception. Objectives: This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana.Method: In total, 705 building elements in 264 facilities were surveyed using international standards, building codes, regulations and guidelines. These facilities included car parks, classrooms, dormitories, assembly halls, telephone booths and administration blocks.Results: Our findings revealed that most of the building elements were barring and not disability-friendly. Just to name a few: there were obstructions on access routes to and around buildings, absence of designated car parks, unfriendly vertical and horizontal means of circulation in buildings and lack of accessible sanitary accommodations. In addition, the general lighting and signage were poor. As a result, very few students with disabilities are admitted and retained in these schools.Conclusion: Mainstreaming of people with disabilities into the Ghanaian educational system remains impossible unless urgent action is taken to alter the facilities at secondary schools. Based on this research outcome, recommendations have been made to the Ghanaian government and the Ghana Education Service, as well as non-governmental organisations and relevant professional bodies for the amelioration of the present situation in our secondary schools.

scholarly journals Resource Allocation Modalities

2021 ◽  
Author(s):  
Mathias Kiryowa
Keyword(s):  
Resource Allocation ◽  
Secondary Schools ◽  
Educational Resources ◽  
The World ◽  
Strategic Allocation

Findings regard the strategic allocation of educational resources by stakeholder, for improvement of church-founded secondary schools in Uganda (and the world at large) for their effectiveness and quality.<br>

Developing Inclusive, Collaborative Initiatives in Curriculum Delivery

2021 ◽  
pp. 68-77
Author(s):  
Ntombizandile Gcelu ◽  
Fumane P. Khanare
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Developed Countries ◽  
School Management ◽  
Management Team ◽  
Educational Systems ◽  
Sustainable Leadership ◽  
The World ◽  
Practical Information ◽  
Curriculum Delivery

While teaching and learning are underway, the world is still grappling with the COVID-19 pandemic and its impact on educational systems, particularly curriculum delivery across the globe, on both developing and developed countries. As a result, collaboration and partnerships with primary, secondary schools, and higher education institutions are more vital than ever. Unfortunately, many schools have yet to show real leadership when it comes to this. This chapter foregrounds the school management team voices to depict collaborative initiatives and ways to improve curriculum delivery in a rural context of two secondary schools in Free State, South Africa during the crisis. In so doing, the chapter considers collaborative initiatives that are inclusive and provide much-needed practical information for curriculum delivery and sustainable leadership.

Grappling with Internationalisation of the Curriculum at the Secondary School Level: Issues and Tensions for Educators

2005 ◽  
Vol 49 (1) ◽  
pp. 10-27 ◽  
Author(s):  
Libby Tudball
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Level ◽  
Cultural Understanding ◽  
Global Flows ◽  
Secondary School Level ◽  
The World ◽  
The Future

Increasing global flows of students, information and ideas, the realities of globalisation, and an increasingly interdependent world have meant that many educators at the secondary school level are currently grappling with the issue of how to internationalise the curriculum and increase inter-cultural understanding among students. In addition, complex and troubling issues in the world have added urgency to the need for consideration of what knowledge, skills, and pedagogies schools should focus on in the curriculum into the future. This article discusses views in the literature and research on how educators are grappling with the issues and tensions of internationalisation in Australian secondary schools.

Imagining Otherwise

2019 ◽  
Vol 6 (4) ◽  
pp. 608-619
Author(s):  
Bess Collins Van Asselt
Keyword(s):  
Life History ◽  
Secondary Schools ◽  
Identity Politics ◽  
Youth Of Color ◽  
School Life ◽  
Transgender Youth ◽  
The World ◽  
The Future ◽  
History Of ◽  
Ways Of Thinking

Abstract This article explores the life history of Sam, a queer and transgender youth of color who contests standardized futures in secondary schools. Sam's school life is rife with expectations that seek to confine Sam and their way of being in the world. In response to their school life, Sam forwards new ways of thinking of the future that rely on remaining present, contesting identity politics and questioning the contours of humanity.

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