scholarly journals MORE THAN MEETS THE EYE: THE FACT OF THE HIGH STAKE TESTING

2021 ◽  
pp. 59-63
Author(s):  
Yeşim ÖZER ÖZKAN ◽  
Selahattin TURAN
Keyword(s):  
Secondary Education ◽  
Education System ◽  
Basic Education ◽  
Critical Perspective ◽  
High Stake ◽  
Transition Systems ◽  
Holistic Perspective

The aim of this study was to examine the high stake test implemented in Turkey with a critical perspective and outlines. The problems experienced in transition from basic education to secondary education have caused researchers to write different opinion articles (Baykal, 2014; Büyüköztürk, 2016). These studies provide important contributions to the literature, especially in terms of the reason for the existence of exams, an education system without exams, and the discussion of the effects of this system on all stakeholders of education. In this study, it is aimed to provide a holistic perspective by examining the background of the phenomenon such as why exams are needed, what they want to accomplish, as well as the results produced by exams and transition systems and the deficiencies in practice.

scholarly journals Governing Indonesia’s Secondary Education System: Challenges and Opportunities for Improvement in the Province of Yogyakarta

2016 ◽  
pp. 87-106
Author(s):  
Astrid Meilasari Sugiana ◽  
Jumintono Jumintono
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Policy Evaluation ◽  
Education System ◽  
Basic Education ◽  
Local Economic Development ◽  
Good Governance ◽  
Tertiary Education ◽  
The Government

This paper focuses on government policies for improving secondary education in decentralized Indonesia. The research combines policy evaluation in the field of education through mixed methods, namely the top down method measuring the effectiveness of Indonesia’s policy reforms in numerical terms and the bottom up ethno-methodological approach incorporating soft system methodology for complementing policy evaluation. Data analysis was done by examining the distribution of narratives provided by the respondents and carrying out a thematic analysis in which emerging themes were used to produce a complex and coherent narrative of the discourse emerging from the case study site in Yogyakarta Province, Indonesia. The education system in modern Indonesia is marked by the tension between the centralized policy strategy of the Suharto period and the reactive strategy of Post-Suharto decentralization. During his current administration, President Joko Widodo promulgated education policies focusing on basic education reforms in five major areas, namely (i) facilitating the expansion of education facilities across Indonesia through the public and private sector (expansion of facilities and infrastructure in terms of quantity and quality), (ii) making basic education more affordable and accessible across regions and social-economic indicators (accessibility), (iii) improving the quality of educators, service and outputs in basic education (quality), (iv) increasing the relevance of basic education to the demands of tertiary education, the labor market and local economic development (relevance), and (v) good governance and accountability of Indonesia’s basic education system (accountability and public responsiveness). In conjunction with the government and the market in education, indigenous social and political groups have played significant roles in developing the secondary education system in Indonesia. Moreover, these groups have also improved pupils’ performance and pupils’ learning outcomes by improving the extent and quality of the services they provide in comparison to those provided by public schools run by the government. Individualized services which cater to the needs, backgrounds and interests of the consumers have had profound impacts on enrollment, retention, motivation and pupils’ character, knowledge, technical competence and competitiveness. This makes the education system more engaging, empowering and inclusive while taking into account its comprehensiveness. This also aids in promoting learning communities for complementing the government induced education system, for protecting children and for providing a holistic and integrated education services.

scholarly journals Políticas públicas para la terminalidad educativa: El caso del Plan Fines en Argentina.

2015 ◽  
Vol 23 ◽  
pp. 116
Author(s):  
Valentina Viego
Keyword(s):  
Adult Education ◽  
Secondary Education ◽  
Young People ◽  
Working Conditions ◽  
Education System ◽  
Basic Education ◽  
National Government ◽  
Design And Implementation ◽  
Primary And Secondary Education ◽  
The Creation

In 2008 the Federal Council of Education ordered the creation of Completion of Primary and Secondary Education for Youth and Adults Plan (locally known as Fines). The purpose of the program is to offer young people and adults a plan aimed to basic education completion. The paper analyzes the design and implementation of the plan considering educational aspects, working conditions of teachers and the resources provided by the national government and the provinces to meet the goals. The review of norms and acts that normalize the operation of Fines and interviews with participating actors suggest that the initiative is based on underfunding, it poses the gradual substitution of the previous system working with adult education and strengthens an education system sustained with precarious learning and teachers.

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.

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals Teachers 'and students' ideas about the existing advantages and possible risks of using digital products in the educational environment

2021 ◽  
Vol 53 (5) ◽  
pp. 95-109
Author(s):  
Elena B. Puchkova ◽  
◽  
Elena A. Sorokoumova ◽  
Elena I. Chardymova ◽  
Larisa V. Temnova ◽  
...  
Keyword(s):  
General Education ◽  
Education System ◽  
Work Experience ◽  
Online Survey ◽  
Basic Education ◽  
Educational Practice ◽  
Digital Learning ◽  
Digital Products ◽  
Advantages And Disadvantages ◽  
Teachers And Students

An integral feature and an urgent task of the modern education system is the use of digital products in educational practice. The forced implementation of mass distance learning in the period 2020-21 showed both the advantages and disadvantages of digital learning and set new horizons for optimizing this process. In May-June 2021, a study consisting of two parts was conducted: 1) an online survey of teachers of the general education system in order to determine the ideas about the advantages and risks for students when using digital products in educational practice; 2) an online survey of adolescent students in order to determine their ideas and experience of using digital products in the learning process. The sample consisted of 482 adolescents aged 13-15 years; 147 teachers of basic education with work experience from 3 to 23 years. Online surveys were conducted anonymously in the form of questionnaires using Google Forms. It was found that 80% of teachers and 98% of students highly appreciate the need to use digital products in educational practice. The majority of teachers noted the predominance of advantages provided by digital products as opposed to risks, the same idea was revealed in the survey of students. Conclusions are drawn about the similarities and differences in the understanding of teachers and students of the goals, forms and advantages of using digital educational products. For example, teachers believe that digital products should be used to copy educational materials and perform independent work tasks; they do not welcome their use during the lesson, which, on the contrary, is the main goal for students. The revealed discrepancies in the views of teachers and students regarding the goals, advantages and risks of using digital products makes the question of finding ways to coordinate and optimize relevant.

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