scholarly journals PROFESSIONAL ORIENTATION AND ENROLLMENT OF SECONDARY SCHOOL GRADUATES AT THE UNIVERSITY

2013 ◽  
Vol 3 (2) ◽  
pp. 26-38
Author(s):  
Sead Rešić ◽  
◽  
Hariz Agić ◽  
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Secondary Schools ◽  
Continuing Education ◽  
Continuous Improvement ◽  
University Education ◽  
Orientation Program ◽  
Professional Orientation ◽  
Technical Schools ◽  
The University

Creating an environment for more efficient university education is closely related to effective planning, conducting and continuous improvement of realization of professional orientation program for students in elementary and secondary schools. The lack of personal vision of professional development for students in elementary and secondary schools, even several months before applying at university is defeating for the inputs in the process of higher education. The aim of this research was to evaluate the opinion of examinees – secondary school graduates (comprehensive schools, technical schools and those affine) – on issues regarding their intentions and decisions about continuing education, and to determine how these decisions were made. The analysis of gathered data revealed that the continuing of their education is not in sufficient accordance with their choice of secondary school. The results showed that the choice of current school and professional orientation program for students in elementary and secondary schools is not in accordance with their decision-making regarding continuing education at the university.

De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 58-71
Author(s):  
Maria Oud-de Glas
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Technical Schools ◽  
Different Types ◽  
Actual Use ◽  
Language Needs ◽  
The University

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation. The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English. The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.

scholarly journals Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

2018 ◽  
Vol 8 (4) ◽  
pp. 154 ◽  
Author(s):  
Susan Staats ◽  
Lori Laster
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Secondary Schools ◽  
Universal Design ◽  
Universal Design For Learning ◽  
School Teacher ◽  
Concurrent Enrollment ◽  
University Education ◽  
Design For Learning ◽  
The Impact

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

Nauczyciele szkół średnich męskich rządowych po 1833 r. – byli pracownicy Uniwersytetu Warszawskiego

2017 ◽  
Vol 62 (0) ◽  
pp. 29-55
Author(s):  
Adam Massalski
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Scientific Work ◽  
Biological Research ◽  
Teaching Staff ◽  
University Employees ◽  
Language And Literature ◽  
Polish Language ◽  
The University ◽  
Achievements In Mathematics

After the fall of the November Uprising, the Russian authorities liquidated the University of Warsaw. As a result, the University employees were forced to take up other occupations. Some of them went to male government secondary schools as pedagogical supervisors (principals and inspectors), or teachers. This group numbered 18 people. The functions of principals were performed by two people, the functions of inspectors – by six, the remaining ten found employment as teachers. The period of their employment in secondary education varied widely: from 1 year to over 25 years. On average it was just over nine years. Among the teachers, four taught the humanities, the others taught mathematical and natural sciences. Many members of the described community decided to continue their scientific work. Particular achievements in mathematics were held by A. Frączkiewicz, and I in the field of physics and chemistry – by J. Bełza, A. Radwański, T. Rybicki and S. Zdzitowiecki. Achievements in biological research were noted by W. B. Jastrzębowski, Sz. Pisulewski and A. Waga (interestingly, he taught Polish language and literature in secondary school). Some achievements in the field of the humanities were held by A. Kucharski and F. Kozłowski. The above-mentioned employees of the University of Warsaw significantly strengthened the teaching staff of male government secondary schools in the Kingdom of Poland between 1833 and 1862.

scholarly journals Análisis documental relacionado con la educación continua como eje integrador de las competencias del currículo universitario

2021 ◽  
Vol 39 (2) ◽  
pp. 443-468
Author(s):  
Luis Danilo Flores Rivera ◽  
Carlos Fernando Meléndez Tamayo ◽  
Manuel Morocho Amaguaya
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
Educación Superior ◽  
Continuous Training ◽  
Educacion Superior ◽  
University Curriculum ◽  
Service Staff ◽  
The University

El artículo presenta a la educación continua como un recurso fundamental y eficiente del currículo universitario y su mecanismo innovador es el empleo de las Tecnologías de la Información y Comunicación en todas las modalidades de estudio, metodologías y/o procesos de enseñanza-aprendizaje. El estudio tiene como objetivos analizar a la educación continua como eje integrador de las competencias del currículo universitario y difundir resultados oficiales del proceso. Para lo cual, se realizó un análisis conceptual y un análisis descriptivo cuantitativo con un diseño no experimental longitudinal. La investigación registró datos de una Institución de Educación Superior desde el año 2014 hasta el 2019 con un total de 190 cursos con 9276 personas capacitadas y puntualmente el último año con 46 cursos y 1559 participantes. Los resultados del estudio evidencian un crecimiento en el número de cursos, horas y participantes al proceso formativo continuo. Se identifican tendencias actuales de la educación continua vinculada a las TIC; así como requerimientos a otros tipos de programas curriculares. Finalmente el análisis establece el beneficio de la educación continua en la actualización, capacitación, formación y perfeccionamiento de competencias; además la oferta de alternativas que se ajusten a la demanda y requerimientos de los participantes para renovar nuevas competencias sea en el campo académico o laboral. La Institución de Educación Superior (IES), considerada en la investigación, fue la Universidad Técnica de Ambato (UTA), que por medio de la Dirección de Educación Continua a Distancia y Virtual (DEaDV), lidera el proceso de formación continua universitaria. La entidad ha ejecutado un total de 190 cursos con 9276 personas capacitadas; y el registro año 2019 con 46 cursos y 1778 participantes (estudiantes, docentes, personal administrativo y de servicio) de la universidad, organizaciones públicas, privadas y público en general (DEaDV, 2020). Estos datos revelan el crecimiento e importancia del proceso formativo continuo que se ha venido ejecutando. This article presents continuing education as a fundamental and efficient resource of the university curriculum, being its most innovative mechanism the use of Information and Communication Technologies in all study modalities, methodologies and / or teaching-learning processes. This study aims to analyze continuing education as an integrating axis of the competences in the university curriculum and to disseminate official results of the process. To this end, a conceptual analysis and a quantitative descriptive analysis with a longitudinal non-experimental design were conducted. We collected data from a Higher Education Institution from 2014 to 2019 with a total of 190 courses with 9276 people (specifically for last year 46 courses and 1559 participants were included). The results show an increase in the number of courses, hours and participants in the continuous training processes. Current trends in continuing education linked to ICT are identified; as well as requirements for other types of curricular programs. Finally, the analysis establishes the benefits of continuous education when it comes to updating, training and improving skills. Besides, this study also reports an increase in the offer of alternatives required by the participants to update their competencies, whether in academic or labor fields. The Institution of Higher Education (IES), considered in the research, was the Technical University of Ambato (UTA), which through the Directorate of Continuing Distance and Virtual Education (DEaDV), leads the process of continuous university education. The entity has executed a total of 190 courses with 9276 people trained; and the year 2019 registration with 46 courses and 1778 participants (students, teachers, administrative and service staff) of the university, public, private and general public organizations (DEaDV, 2020). These data reveal the growth and importance of the continuous training process that has been running.

scholarly journals An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture

2016 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Sotco Claudius Komba ◽  
Sarah Vincent Chiwamba
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Profession ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University ◽  
University Teacher Training ◽  
Education Courses

<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

An analysis of total quality management (TQM) practices in Zambian secondary schools

2015 ◽  
Vol 27 (6) ◽  
pp. 716-731 ◽  
Author(s):  
Joyce Nawelwa ◽  
Chanda Sichinsambwe ◽  
Bupe Getrude Mwanza
Keyword(s):  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Continuous Improvement ◽  
Confidence Level ◽  
Secondary School Teachers ◽  
Total Quality ◽  
School Teachers ◽  
Content Type

Purpose – Total quality management (TQM) is a management approach that was established to seek sources of continuous motion of improvement to provide quality products and services to customers or clients. TQM promotes organizational effectiveness through promoting stakeholder satisfaction, pursuing continuous improvement and fostering proactive leadership. The purpose of this paper is to explore TQM practices in secondary schools. The researchers set objectives which were to identify the TQM principles being practiced in secondary schools, the extent to which these principles are practiced and finally to determine the factors that affect the practice of these principles. The paper includes findings from an exploratory study of TQM practices in Zambian secondary schools. Design/methodology/approach – The research employed a purposive and simple random sampling in order to collect data from 120 secondary school teachers from a total of 1,740 secondary school teachers in Lusaka district drawn from ten secondary schools which were stratified into five zones, namely, Lusaka Central, Chilenje, Mumuni, Chibolya and Chunga zones. Questionnaires and structured scheduled interviews were used to collect data for the research. The research was also anchored on the theoretical and conceptual framework where hypotheses were formed and tested. Findings – The research formed hypotheses based on the seven principles of TQM and this was also verified through the analysis of questionnaires and structured interviews conducted. From the analysis and interpretation of the results, the following was found. Teamwork principle was found to be practiced although most respondents did not know the extent to which it was been practiced. Continuous improvement and training are also principles which were explored and found to be practiced. For continuous improvement, most of the respondents indicated this to have been achieved through carrying out monthly tests and end of term examinations to measure the excellence in-service delivery, as for the training principle; this has been interwoven with the policy of the ministry in programmes aimed at training in-service teachers and anticipated teachers. For the commitment principle, there was commitment from management with a view to working together for pupil satisfaction. For the quality principle, it was found that, at 95 per cent confidence level the mission statement, the motto and the vision of the school depicted quality-related activities. The research also established that at 95 per cent confidence level, teachers were empowered to take direct action whenever action is likely to affect quality. Practical implications – First, the value of this research was to inform management on the need to employ strategies aimed at sensitization programmes before, during and after the programme has come to an end. Second, to promote work attitudes that should promote quality management in education for continuous improvement in pupil performance. Third, for TQM to create a platform among head teachers, teachers, pupils, parents and other stakeholders to work to everyone’s ultimate advantage. Originality/value – This research is original work as it has never been done before in Lusaka district.

scholarly journals Digital Design in Artistic Education: An Overview of Research in the University Setting

2021 ◽  
Vol 11 (4) ◽  
pp. 144
Author(s):  
Mariana-Daniela González-Zamar ◽  
Emilio Abad-Segura
Keyword(s):  
Decision Making ◽  
Digital Technology ◽  
Scientific Productivity ◽  
Digital Design ◽  
University Education ◽  
Art And Technology ◽  
Exponential Trend ◽  
Scopus Database ◽  
The University ◽  
University Setting

Digital design processes in artistic education promote the development of autonomy and self-critical capacities among students. Digital technology has transformed university education and the development of transversal skills. The objective of this study is to analyze research on digital design in art education in the context of higher education during the period 2000–2020. Bibliometric techniques were applied to 1027 articles selected from the Scopus database. The findings yielded data on the scientific productivity of journals, authors, research institutions and countries/territories that promote this topic. The data show an exponential trend, with more insistence in the last three years. Six current schools of knowledge related to art, level, formation, faculty, perception and relationship were detected. This research establishes the link between education, art and technology in the university context, and it is a tool for decision making by promoters of this field of research.

scholarly journals Examining hindrances to Students Participation in Decision Making in Nakuru County, Kenya.

2021 ◽  
Vol 3 (1) ◽  
pp. 325-330
Author(s):  
Betty Jeruto Tikoko
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Secondary Schools ◽  
School Administration ◽  
Simple Random Sampling ◽  
Statistical Technique ◽  
Survey Questionnaire ◽  
Violent Acts ◽  
Participation In Decision Making ◽  
Insufficient Knowledge

This study investigated the hindrances to student participation in decision making in secondary schools in Kenya. The study was prompted by the frequent student unrests in Kenya. The institutionalization of the Student Councils in secondary schools was aimed at reducing the incidences of unrests by offering the students opportunity to present their grievances to the school administration for action before resorting to violent acts. The study utilised a survey research design. There are 87 boarding secondary schools in Nakuru County. 15 secondary schools were selected using simple random sampling to form the study sample. A survey questionnaire was used in collecting data; it was distributed among 300 secondary school learners. Data analysis involved descriptive statistical technique. The findings revealed that though students' councils have been instituted in schools, there are hindrances towards their successes, such as lack of support from the adults in the school community and the students not being taken seriously. Other hindrances included: suggestions from the students taking too long to be implemented; students are not taken seriously by the school administration; students participation in decision making seen as rebellion and the view that students have insufficient knowledge to deal with certain issues such as finance.

scholarly journals Influence of Principals’ Involvement of Students in Decision Making on Discipline in Secondary Schools, Kenya

2017 ◽  
Vol 13 (22) ◽  
pp. 227
Author(s):  
Patrick Wambua ◽  
Ursula A. Okoth ◽  
Jeremiah M. Kalai
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Involvement ◽  
School Principals ◽  
Survey Design ◽  
Secondary School Principals ◽  
Stakeholder Involvement ◽  
Target Population ◽  
Student Leaders

Stakeholder involvement is critical in that it can enhance levels of ownership of the decisions made as well building trust between the governors and the governed. The purpose of the study was to investigate the influence principals’ involvement of students in decision making on student discipline in secondary schools, Kenya. The study sought to establish the areas of student involvement in decision making by secondary school principals and determine whether significant differences exist between reported incidences of student indiscipline based on the levels of student involvement in decision making in secondary schools. The study employed systems theory by Ludwig Bertalanffy which looks at organisations as systems. Schools are viewed as parts joined together by web of relationships both within and outside the school. Using a descriptive survey design with a target population of 354 secondary school principals, 300 teachers and 4602 student leaders, a sample of 118 principals and 1534 student leaders were sampled through stratified proportionate sampling. Questionnaires for principals and student leaders were used for the study. The return rate was 101 principals (85.6%) and 1433(93.4%) student leaders. Cross-tabulations were done to determine whether the mean occurrences of student indiscipline were different based on levels of principals’ involvement of students in decision making. The findings indicated that 94.1 per cent of principals involved students in decision making with varying degrees of involvement for student welfare. Analysis of Variance (ANOVA) did not indicate significant differences between involvement in decision making and lowering of cases of drug and substance abuse, cases of arson and student suspension. The incidences of student indiscipline in those schools were low, as evidenced by lowered cases of arson factor that could be attributed to  students sense of ownership and feeling respected and recognised. The study concluded that involvement in decision making is a key driver to student’s discipline. The study could be replicated in a number of counties involving teachers and Board members as respondents. In addition, the study could be replicated using mixed methods with more inclination to the qualitative research.

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