Оценка состояния системы общего образования учителями и родителями школьников: результаты мониторинга 2019 г. (Assessment of the State of the General Education System by Teachers and Parents of Schoolchildren: Monitoring Results of 2019)

2020 ◽  
Author(s):  
Elena M. Avraamova ◽  
Tatiana Klyachko ◽  
Dmitriy Loginov ◽  
Elena Semionova ◽  
G. Tokareva ◽  
...  
Keyword(s):  
General Education ◽  
Education System ◽  
The State ◽  
Teachers And Parents

scholarly journals Sociological analysis of the secondary education system in the context of a pandemic

2020 ◽  
pp. 132-144
Author(s):  
Aidana Zhоmartkyzy Dauletbek ◽  
Nurlan Oralbayevich Baigabylov
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
General Education ◽  
Education System ◽  
Learning Experience ◽  
Survey Method ◽  
Sociological Research ◽  
Internet Resources ◽  
Teachers And Parents ◽  
Technical Features

The article provides an analysis of theoretical and practical research on the form of distance education, analyzes the data of sociological research to study the problem of transition to distance learning in Kazakhstan’s general education schools during the coronavirus pandemic. The aim of the study is to consider the problems and prospects of distance learning after the coronavirus period. The study was conducted using the survey method, and students, teachers, and parents who had distance learning experience during the pandemic were interviewed. The technical features of working with educational internet resources were analyzed and conclusions were drawn on the further development of distance learning in the Kazakh secondary education system. To overcome the crisis in education, it is necessary to constantly monitor data on students, teachers and schools. This monitoring will need to be based on a combination of existing data and assessment systems, and data from new approaches adapted to the specific context. In order to increase sustainability, data should be used to assess the state of the learning environment and the level of school accountability.

Theory and Practice of School Upbringing Politicization in Soviet Pedagogical Thought of the Pre-war Period

2020 ◽  
Vol 15 (4) ◽  
pp. 120-128
Author(s):  
Milovanov Konstantin Yu. ◽  
Keyword(s):  
General Education ◽  
Education System ◽  
Subsequent Development ◽  
Scientific Work ◽  
The State ◽  
School Education ◽  
Theory And Practice ◽  
Practical Significance ◽  
Soviet Period ◽  
Historical Period

The article examines the issues of schools’ politicization in the domestic pedagogical thought of the pre-war period. The theoretical and methodological relevance of the study lies in the need to study the theory and practice of school education, modernization models and educational strategies of the Soviet period. No less important is the relevance of the historical dimension of the problem of the development of school education in the USSR in the context of the scientific reconstruction of the main stages of its evolution. The author has used historical-structural, historical-typological, historiographic and source study methods in his work. The purpose and practical significance of scientific work are associated with the tasks of interpreting and revising the activities of historically established educational systems, and with the possibility of their retrospective use for examining the state of the modern Russian school and building innovative concepts that generate new pedagogical knowledge. The study postulates the assertion that the upbringing system in the Soviet period was part of the ideological work of the ruling party, which had a huge impact on society. The views of prominent figures in pedagogical science and education system on the problem of raising the younger generation are characterized. The leading tendencies of etatization and politicization of school educational practice in the historical period under consideration are revealed. The main parameters of the modernization of the system of cultural, educational and educational activities of the united labour socialist school have been determined. It has been established that during the Soviet period, a worldwide recognized system of general education appeared. At the same time, the era under consideration was marked by the politicization of education, formation and subsequent development of the state-party management of the public education system.

Retrospective Analysis of the Reforms of the Content of General Secondary Education: How They Contribute to the Consolidation of Public Consciousness

2019 ◽  
Vol 8 (1) ◽  
pp. 3-10
Author(s):  
А. Абылкасымова ◽  
A. Abylkasymova ◽  
Михаил Рыжаков ◽  
Mikhail Ryzhakov ◽  
Сергей Шишов ◽  
...  
Keyword(s):  
General Education ◽  
Education System ◽  
The State ◽  
Main Question ◽  
National Interests ◽  
The World ◽  
Public Consciousness ◽  
The Face ◽  
State Educational

The purpose of this article is to analyze the experience of reforming the education systems of Russia and Kazakhstan over the past three decades to identify appropriate areas of development of the education system in the face of the confrontation of globalization and the preservation of national interests of our countries. The following tasks are solved: to analyze the experience of the development of state educational standards; to evaluate the results of international research in the field of education; to assess the role of schools in the development of the state and the role of the state in the development of education in the face of the confrontation of globalization ideas and the preservation of national interests of our countries. The following methods were used: content analysis, statistical analysis, hermeneutic approach, method of historical and cultural research. Reforming the education system has led to fundamental changes in both the field itself and the public consciousness of our citizens. As a result, a part of the population approves of reforms, and another part does not accept them, referring to the fact that the former education system was one of the best in the world. The standards of general education, and then the standards of pedagogical education were largely modernized. This led to changes in their content. As a result, various educational systems emerged and the terms “competence” and “competence approach” were consolidated, which became the main components of the content of education, both general and professional pedagogical. The school itself is changing and the role of the teacher in it. However, to date society does not have an answer to the main question - what positive results did our entry into the world educational space give us. The authors propose to comprehensively analyze the carried out modernization in the field, draw conclusions and, if necessary, make corrections to the essence and content of the ongoing reforms in the system of both general secondary and higher pedagogical education.

scholarly journals Equality and inclusion of the Palestinian minority in mixed Israeli schools: A case study of Jaffa's Weizman School

2014 ◽  
Author(s):  
Sabina Leoncini
Keyword(s):  
Education System ◽  
Interesting Case ◽  
The State ◽  
New Directions ◽  
The Future ◽  
Teachers And Parents ◽  
Israeli Education ◽  
Religious Nature

The Israeli education system is primarily shaped by the religious nature of the state, although there are some mixed schools where both Palestinian and Israeli children learn together. Jaffa is unique within the system due to its history and its Palestinian minority, and the Weizman School is an interesting case as parents are particularly involved in the school's choices. Several initiatives in Jaffa aim to cultivate a multicultural and egalitarian education, and their differing results are discussed here. The article suggests new directions for the future, taking into consideration the viewpoints that emerge from the interviews with teachers and parents.

Education in Spain under the Franco Regime, 1936–1975

2021 ◽  
Author(s):  
António Canales
Keyword(s):  
General Education ◽  
Education System ◽  
Catholic Church ◽  
The State ◽  
Second Republic ◽  
Franco Regime ◽  
School Network ◽  
Education Act ◽  
The 1960S ◽  
The 19Th Century

Education under the Franco regime was divided into two clearly differentiated periods. The first 2 decades of the regime (1936–1959) were characterized by a policy inspired by a radical rejection of the modernization program designed by liberal Spain and especially of the progressive and secular policy of the Second Republic. The principles that formed the backbone of this first stage were a forced re-Christianization of education, a renewed role for ideologization and deprofessionalization of teachers, a contraction of the school network, and an emphasis on privatization. During this period, education was subordinated to the Catholic Church, with the state assuming a subsidiary position that allowed for an outstanding expansion of religious schools. At the beginning of the 1960s, there was a Copernican turn in the regime’s educational policy as a result of the directives of international organizations that sought economic development. The state abandoned its subsidiarity, and throughout the 1960s promoted an exponential growth of the country’s rickety education system. This new policy culminated in a general reform of the education system, the General Education Act of 1970, which put an end to the dual system inherited from the 19th century, and introduced comprehensive education in Spain.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)

Jurnal Akta ◽  
2017 ◽  
Vol 4 (3) ◽  
pp. 463
Author(s):  
Muslim Ansori ◽  
Akhmad Khisni
Keyword(s):  
Private Schools ◽  
Education System ◽  
Crucial Role ◽  
The State ◽  
Educational Institutions ◽  
Legal Entity ◽  
Non Profit ◽  
The Right

With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,

КОНФЛИКТОГЕННЫЕ ЗОНЫ В СИСТЕМЕ СРЕДНЕГО ОБРАЗОВАНИЯ НА ЭТАПЕ РЕАЛИЗАЦИИ НАЦИОНАЛЬНОГО ПРОЕКТА: РЕГИОНАЛЬНЫЙ АСПЕКТ

2020 ◽  
Vol 15 (2) ◽  
pp. 81
Author(s):  
Л. М. Низова ◽  
К. С. Виногорова
Keyword(s):  
General Education ◽  
Education System ◽  
School Library ◽  
Social Infrastructure ◽  
Financing System ◽  
Conflict Zones ◽  
National Project ◽  
Education Management ◽  
The Creation ◽  
Additional Education

The priorities and problems of the implementation of the national project “Education” at the level of a comprehensive school in the region are investigated. The factors of the origin of conflict zones and types of conflicts based on the analysis of contradictions of the opinions of scientists are revealed. The role of unity and struggle of opposites as a phenomenon of overcoming conflicts is determined. Based on the author’s monitoring of the education management system in the Mari El Republic, the positive and negative dynamics of the number of educational organizations studying in them and in the system of additional education over the past five years, the enrollment of students in specialized education, as well as the dynamics of participants in the regional and final stage of the All-Russian Olympiad of schoolchildren were revealed. Particular attention is paid to the study of the state of modernization of the regional system of general education in the framework of the national project, highlighting such priorities as computerization, replenishment of the school library stock, improving the quality of education and developing the personnel potential of the industry. According to the authors, the resolution of such problems as the creation of effective mechanisms for financing educational services in organizations with a weak social infrastructure, the availability of high-quality education, the low attractiveness of working conditions and the level of salaries of teachers, and others remain incomplete. To eliminate them, it is necessary to apply such measures as the further development of innovative forms of the education system, the strengthening of interdepartmental bodies and organizations to increase the educational needs of the population, the creation of a specialized financing system for the modernization of educational institutions, as well as the increase in the level of professionalism of teachers. Their actualization at the present stage contributes to the reduction of conflict zones in the education system.

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