scholarly journals Hva settes i spill når ledere i kulturskolen planlegger elevenes timeplaner? Om en rhizomatisk forståelse av organisasjonen kulturskole og hvordan en slik forståelse kan berike kulturskolens samarbeid med andre aktører

2021 ◽  
pp. 49-75
Author(s):  
Mali Hauen ◽  
Anne Berit Emstad
Keyword(s):  
Basic Education ◽  
Learning Goals ◽  
Deleuze And Guattari ◽  
Education Act ◽  
Norwegian Education ◽  
Compulsory Schools ◽  
Missed Opportunity

This article presents a study that has examined the factors that come into play when “kulturskolen” sets its timetable for teaching. The findings indicate that kulturskolen must relate to internal considerations such as aspects concerning cooperation on pupils, teachers, localities and locations, but also external considerations such as political documents and interpretation of the Norwegian Education Act. To discuss the complexity that emerges in the analyzes, we look at the data material in the light of the philosophers Deleuze and Guattari (1988) and Rosi Braidotti (2013). We argue that the complexity taken into account when scheduling timetables is describing a certain understanding of kulturskolen as an organization. Kulturskolen is understood as a rhizome, and the complexity propels the school forward in constant evolution. This complexity is also important when kulturskolen is to collaborate with others. If kulturskolen is to collaborate well with compulsory schools, the complexity presents some challenges. Where kulturskolen can be described as a web of various influencial factors, we find compulsory schools better regulated and perhaps more linear, with clear requirements for learning goals and skills in the curriculum for basic education (Kunnskapsdepartementet, 2017). We believe there is a missed opportunity for collaboration when seeing kulturskolen in a rhizomatic context.

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 Existential Realities of Out- of - School Children in Kano Metropolis: Implications for Policy Implementation in Nigeria

2021 ◽  
Vol 5 (5) ◽  
pp. p32
Author(s):  
Saheed Olanrewaju Jabaar, PhD
Keyword(s):  
School Children ◽  
Qualitative Method ◽  
Poverty Reduction ◽  
Basic Education ◽  
Social Economic ◽  
High Rate ◽  
Effective Implementation ◽  
The Social ◽  
Education Act ◽  
Out Of School

This study is an exploration of the menace of out-of-school children in Kano metropolis. The study used qualitative method of investigation to investigate the social economic conditions of the children, factors that keep them on the street and possible ways of taking them off the street back to school. Data revealed a harsh and deplorable living conditions of the children. It was also revealed that poverty, negligence by parents, high rate of divorce and ignorance on the part of parents are the major reasons why the children remain on the street. Taking the children out of the street would require effective implementation of social policies on family life, poverty reduction and the universal basic education act of 2004.

The Archbishop's Conference: Missed Opportunity or Vain Hope?

2001 ◽  
Vol 7 (2) ◽  
pp. 9-34 ◽  
Author(s):  
Konrad Elsdon
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
State Politics ◽  
Skills Training ◽  
National System ◽  
The People ◽  
Potential Sources ◽  
Education Act ◽  
Missed Opportunity

For the last 50-odd years we might, just possibly, have had a comprehensive, all-inclusive and properly funded national system for the education of adults, drawing upon all potential sources of learning, provision and organisation, learner-centred but professionally staffed, accessible and genuinely democratic: in truth a genuine “education for the people” of an active society. What we now have is ‘lifelong learning’ interpreted as economically bankable skills training during the employable lifespan. This paper reveals how an extraordinary group of the country's leaders – ‘the great and the good’ of church, state, politics, industry, academia and the professions – sought to incorporate ‘genuine’ Adult Education in the 1944 Education Act, how their efforts seemed to thrive, were undermined, frustrated, and at last forgotten. It does not explain how present philosophies of education came to usurp the place of their predecessors.

scholarly journals Predictors of Outstanding Performance of Basic Education Teachers

2015 ◽  
Vol 19 (1) ◽  
Author(s):  
Bonimar A. Tominez ◽  
Leila M. Dela Cruz
Keyword(s):  
Learning Environment ◽  
Role Model ◽  
Basic Education ◽  
Diverse Learners ◽  
Vital Role ◽  
Study Data ◽  
Learning Goals ◽  
Teaching Performance ◽  
Evaluation Tool ◽  
Family Responsibilities

Basic education teachers play a vital role in the attainment of quality education in the country; they build the educational foundation of young minds. This study determined the teaching performance of basic education teachers in the Division of Nueva Vizcaya using the NCBTS framework as an evaluation tool. The descriptive-inferential design was employed in this study. Data were statistically analyzed through frequency counts, means, t-test, f-test, post hoc test, correlation procedures and multiple regressions. Teachers with family responsibilities manifest a higher teaching performance in dealing with diverse learners, the community and their own personal and professional advancements. Teachers with higher teaching position demonstrate a higher teaching performance in providing a safe learning environment, addressing individual differences, communicating learning goals, and evaluating learning outcomes. Teachers with higher salary grade reflect a higher teaching performance by serving as a role model to their pupils, establishing standards of learner’s behavior, designing instructional activities for diverse learners to attain high standards of learning, and maximizing learning through appropriate evaluation procedures. The remarkable teaching performance of teachers in domains of social regard for learning, learning environment, diversity of learners, curriculum, and planning, assessing and reporting was strongly predicted by their high salary grade. Teachers’ gender predicted their excellent performance in dealing with the multiplicity of learners. Keywords— Education, basic education teachers, teaching performance domains, demographic variables, descriptive-inferential design, Nueva Vizcaya, Philippines

scholarly journals Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance

2020 ◽  
Vol 3 (2) ◽  
pp. p1
Author(s):  
Raymart O. Basco
Keyword(s):  
Mathematics Instruction ◽  
Basic Education ◽  
Instructional Materials ◽  
State University ◽  
Mathematical Performance ◽  
Learning Mathematics ◽  
Timss 2003 ◽  
Post Test ◽  
Education Act ◽  
Filipino Learners

This study examined the effectiveness of SoDriGa strategy in teaching mathematics among 4th-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. The data from the results of TIMSS (2003) and PISA (2018) revealed that there were poor mathematical performances among Filipino learners. On the need to address this issue on enhancing mathematics instruction, it is imperative that relevant efforts to be conducted to improve performance among Filipino learners. The aforementioned innovation in teaching is consonant to the provisions of Section 10.2 paragraph (a), (d), and (k) of Republic Act 10533, Enhanced Basic Education Act of 2013, that the curriculum shall be learner- centered, contextualized, and flexible enough to enable and allow schools to localize and indigenize instructional materials. Using multiple pre- and post-tests design, the findings revealed that respondents consistently performed well in their post-test. The result suggested that SoDriGa was a helpful study tool as it increased cognitive gains, motivation and built positive attitude towards learning mathematics while pupils’ mastery and retention of concepts being taught were improved. Thus, SoDriGa as an effective strategy may be adapted and implemented in schools to enhance mathematics’ instruction and further improve pupils’ performance.

scholarly journals Dialoger om verdier i grunnskolens formålsparagraf – med minnematerialet fra 22. juli som læremiddel

Prismet ◽  
1970 ◽  
pp. 171-184
Author(s):  
Ingebjørg Stubø ◽  
Synnøve Markeng
Keyword(s):  
Young People ◽  
Children And Adolescents ◽  
Theoretical Perspective ◽  
Central Values ◽  
Starting Point ◽  
Good Starting Point ◽  
Education Act ◽  
Norwegian Education ◽  
Human Worth

In the aftermath of the shooting and killing of young people on Utøya island and the bombing of government buildings on July 22nd 2011, children and adolescents put down texts and drawings on spontaneous memorials in the Oslo area1..Love and togetherness, life and human worth are often the values these utterances focus on. These are values closely related to central values in the objects clause («formåls-paragrafen») of the Norwegian Education Act, such as respect for human worth, compassion, diversity, equality and solidarity. This article highlights how children’s memorial texts can be a good starting point for conversation when the theme of the teaching is preamble values. The article deals with two forms of dialogue, philosophical conversations and teacher-led dialogues. The article’s main theoretical perspective is taken from Laila Aase’s presentation of the literary conversation in school, supplemented by perspectives that underlie the philosophical conversations and teacher-led dialogues.   Nøkkelord: Verdier, læringsverdier, 22. juli 2011, dialog, filosofisk samtale

CAN NORWAY LEARN FROM CHINA?

2017 ◽  
Author(s):  
Arild Tjeldvoll
Keyword(s):  
International Education ◽  
Soft Power ◽  
Basic Education ◽  
School Quality ◽  
Education Development ◽  
Ww Ii ◽  
Norwegian Education ◽  
Education Culture ◽  
Global World ◽  
Historical Sketch

Two particular experiences of my life as an international education researcher are behind this travelogue. During my seventy years’ participation in and observations of Norwegian education, I have seen a sad decline of school quality. It started when Norway switched to a US American curriculum tradition after WWII. The positive experience is my familiarizing with the education culture of East Asia over the last twenty-five years. In this culture, there is an enormous respect for learning, knowledge and the teacher. Willingness to learn and respect for knowledge is now the super soft power of economically successful East Asian countries. My two opposite experiences resulted in the following question: What can Norway learn from China in terms of school quality? Internationally, we see parents and grandparents who sacrifice everything to ensure their loved ones this best possible life insurance in a challenging global world - solid basic education making it easier to continue to learn new knowledge and skills when the environment is changing. I start the book by explaining the Chinese setting. Following, I present the meaning of ‘school quality’. In the China section, I first present Hong Kong’s education as a successful synthesis of English, American and Chinese/Confucian ideas about effective learning. The rest of this section is a historical sketch of education development in China, as well a series of individual pictures illustrating Chinese education culture in practice. In the second section – on Norway – I give a historical sketch of educational decline from its golden age, right after WW II, until present. In the last (third) section, I sum up what Norway (and many other countries) can learn not only from China, but also from Finland and England. In the final chapter, I envisage a rather radical market-oriented model for how Norway could regain a learning culture needed to provide quality education for all its citizens.

Cultivating Communities of Practice to Build Organisational Capacity: A Case Study of the Philippines-Australia Basic Education Assistance for Mindanao (BEAM) Project

2005 ◽  
Vol 4 (1-2) ◽  
pp. 22-26
Author(s):  
Scott Cawrse ◽  
Ian D'arcy Walsh
Keyword(s):  
Communities Of Practice ◽  
Basic Education ◽  
The Philippines ◽  
Department Of Education ◽  
Organisational Capacity ◽  
Latent Potential ◽  
Education Act ◽  
Building Activities ◽  
To Come

This article examines how the latent potential of communities of practice (CoPs) can be harnessed as a strategic resource for building capacity and improving organisational performance. In particular it focuses on a case study of developing communities of practice in the Philippines Department of Education (DepEd) in three Regions (XI, XII and the Autonomous Region of Muslim Mindanao (ARMM)), which have been supported under the Philippines-Australia Basic Education Assistance for Mindanao (BEAM) Project. This article describes community-building activities sponsored by BEAM to strengthen local Department of Education (DepEd) management capacity to assume greater responsibilities following the passing of the Governance of Basic Education Act 2001. It maps and examines the process of connecting staff who were previously performing the same function independently, to come together to form knowledge sharing networks. Real examples of the changes that emerging CoPs are delivering are also provided. Discussion then turns to the new challenges CoPs face in sustaining the momentum and benefits that these professional networks are yielding.

scholarly journals The qualitative analysis of biochemical content in textbooks of elementary school

2015 ◽  
Vol 13 ◽  
pp. 20
Author(s):  
K. W.M. Etcheverria et al
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
Learning Goals ◽  
Education Students ◽  
Daily Lives ◽  
Metabolic Functions ◽  
The Subject ◽  
First Contact ◽  
Positive Results ◽  
Good Presentation

Introduction: Biochemistry is the science that deals with the metabolic functions of living beings. In its concepts, it uses chemistry and biology to study the interactions of organisms with the environment. For basic education students is often complex the association of biochemistry with their daily lives, especially in elementary school where they have their first contact with science in school and the didactic book will serve as an important tool for research. Thus, this work aims to analyze qualitatively content related to biochemistry in science books of the final years of elementary school. Methods: We analyzed six science books used in elementary school, and the following criteria were examined: clarity and language presented on the inserted content; resolutions and images shown subtitles, and interdisciplinarity of matters. Results and discussion: The books of the sixth and fifth years were those who achieved the expected learning goals. The first of then made a very good presentation of the content and the images, addressing the subject in an interdisciplinary way. However, the second one is well below in the analyzed criteria, bringing the matter in a vague writing, and failing in associate the content with other assumptions themes. The images had a very low quality and their explanations were difficult to associate. Conclusion: We can say that the biochemistry content are complex, however its development from the beginning of primary education contributes to overcoming the complexity of their understanding. The analysis of the books brought a result that was expected. Only one book had significantly positive results in all analyzed characteristics, the other books had some very good aspects, but in several details, they were vague and poorly contextualized. Approaching the school sciences to the student every day we can demystify scientific knowledge and its production.

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