scholarly journals Current Situation in the Dynamics of General Education in the Republic of Moldova

2021 ◽  
Vol 22 (1) ◽  
pp. 283-287
Author(s):  
Viorica Crișciuc
Keyword(s):  
General Education ◽  
Education System ◽  
National Curriculum ◽  
Economic Value ◽  
Curriculum Evaluation ◽  
Ministry Of Education ◽  
Continuous Training ◽  
Republic Of Moldova ◽  
The Republic ◽  
Education Culture

Abstract Currently, the education system in the Republic of Moldova is in a specific political, economic, value, demographic context and is periodically influenced by external factors: globalization, internationalization, computerization, etc. At the same time, there are continuous changes in the education system at the level of educational policies, in accordance with the political system of the Republic of Moldova: decentralization of managerial functions, financing the system per student, reconstruction of networks of educational institutions, resizing continuous training of managers and teachers. Through the reforms launched during 2009-2020 by the Ministry of Education, Culture and Research of the Republic of Moldova, in cooperation with development partners, they changed their emphasis in education in favor of quality and, respectively, the process of evaluating student results. Updating the National Curriculum made in accordance with the fundamental support Reference framework of the National Curriculum, Basic Curriculum: competency system for general education, analytical support School curriculum evaluation report, etc. and the managerial support provided by the Ministry of Education, Culture and Research of the Republic of Moldova, favored a modern educational system with obvious results in national evaluations.

scholarly journals The Contribution of the Public Authorities from the Republic of Moldova Towards the Protection and Enhancement of the National Cultural Heritage

2021 ◽  
Vol 27 (41) ◽  
pp. 72-82
Author(s):  
Vasile Comendant
Keyword(s):  
Cultural Heritage ◽  
Ministry Of Education ◽  
Public Authorities ◽  
The Public ◽  
Republic Of Moldova ◽  
National Heritage ◽  
The Republic ◽  
Education Culture ◽  
Relationship Of

Abstract The article analyzes the contribution of the public administration authorities of the Republic of Moldova towards the protection and enhancement of the national cultural heritage. The competencies of the Parliament, the Executive and Ministry of Education, Culture and Research are investigated as central public authorities in the field of national heritage, as well as the attributions of local public authorities in this field. The attention is on the relationship of cooperation between the central public authorities and the local ones in certain areas. It is underlined the contribution of the European Union’s projects towards the reconstruction of some historical value objectives as part of the national heritage. Particular attention is given to the role of cultural heritage in the education of citizens by systematizing the knowledge about national and global cultural heritage.

scholarly journals Formation of special competences of future primary school teachers in the conditions of modernization

2020 ◽  
pp. 134-144
Author(s):  
Gulsum Sagyndykovna Ayapbergenova ◽  
Zara Kasymovna Kulsharipova ◽  
Botagoz Gabdullovna Sarsenbayeva ◽  
Kamila Mergenovna Bespayeva ◽  
Meiramgul Zhandarbekovna Khamitova
Keyword(s):  
General Education ◽  
Primary School ◽  
Education System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Foreign Countries ◽  
The Republic ◽  
Teachers Training ◽  
New System

The article reveals innovative experience in the study of projective technologies in the training of primary school teachers in the general education system. In the practical part of the study, relevance of training primary school teachers to the use of wide opportunities in teaching children on the basis of new system values that orient themselves to a self-developing pupil who is able to flexibly use changing component life activities at a new level is substantiated. It also actualizes the need to study and use the experience of foreign countries, taking into account the specifics of domestic realities, and to make a comparative analysis of the theory, methodology and organization of future primary school teachers training in the context of modernization of the education system in the Republic of Kazakhstan. The primary education system is recognized as one of the most important priorities of the long-term Strategy «Kazakhstan – 2050».

scholarly journals Learner Autonomy Transforming a Self-Reflection Task

Relay Journal ◽  
2018 ◽  
pp. 173-177
Author(s):  
Lorna S. Asami
Keyword(s):  
Active Learning ◽  
Evaluation Method ◽  
National Curriculum ◽  
Ministry Of Education ◽  
Self Reflection ◽  
Sports Science ◽  
Learner Centered ◽  
Motivation For Learning ◽  
Central Council ◽  
Education Culture

In 2017, the Japanese Ministry of Education (MEXT) published the pamphlet, “Overview of the Ministry of Education, Culture, Sports, Science and Technology.” In it, MEXT states that the Central Council for Education has been discussing revisions to the National Curriculum Standards “with the aim of realizing a ‘curriculum open to society’.” The council also advocates “proactive, interactive, and deep learning (improving classes from the perspective of active learning)” (MEXT, 2017, p. 8). Regarding junior and senior high schools, MEXT states that “… schools should verify and adopt an evaluation method, etc. which covers various aspects including students’ motivation and attitude for active learning. This can be achieved by focusing on students’ interest, motivation and attitude towards communication, which all lead to active learning” (MEXT, 2017, p. 8). As I have found it possible to combine active learning concepts that MEXT advocates with my research interests in autonomy and motivation, I am challenged to design a more learner-centered classroom. Walker and Symons (1997) state that human motivation is at its peak when certain requirements are fulfilled. One requirement is that people have sufficient autonomy (Dörnyei, 2001). It follows that to increase our students’ motivation for learning, we need to allow our students to have the autonomy they need to thrive.

scholarly journals Managing stress in migrant children in school

2021 ◽  
Vol 70 (2) ◽  
pp. 239-253
Author(s):  
Snežana Vuković
Keyword(s):  
Education System ◽  
Technological Development ◽  
Migrant Children ◽  
Ministry Of Education ◽  
Migrant Students ◽  
Refugee Students ◽  
The Republic ◽  
Managing Stress ◽  
Education Science ◽  
Professional Guidelines

Starting from basic theoretical insights into stress, the paper presents some techniques and ways of recognizing stress in migrant students, the competencies teachers need in order to work with children who are in a state of stress due to their migrant situation, and also some strategies, techniques and activities that should be implemented in the process of managing stress in migrant students in the education system. Particular emphasis is placed on the various forms of support for schools developed by the Ministry of Education, Science and Technological Development of the Republic of Serbia. In this context the paper presents: The Professional Guidelines for the Inclusion of Refugee Students into the Education System, The Training Program for Reducing Stress in Migrant Situations through the implementation of these guidelines, as well as some results of the evaluation of the Program. In view of this, the paper highlights the importance of support for work with migrant children which the education system needs to provide to schools, and maps out some future activities that could contribute to this.

scholarly journals Contemporary Challenges in the Georgian Education System

2021 ◽  
Author(s):  
Nato Kobuladze ◽  
Teona Khupenia
Keyword(s):  
Public Schools ◽  
General Education ◽  
Primary Education ◽  
Education System ◽  
National Curriculum ◽  
Educational Process ◽  
New School ◽  
Age Appropriate ◽  
Teaching Learning ◽  
Educational Field

The Georgian Education System is in the process of constant updating and modification. Critical thinking competences and usage of theoretical knowledge into practice are one of the major challenges of the modern education system. The most basic,regulatory document for general education, the national curriculum has undergone gradual changes. At the above stages what, when and how the educational process should be implemented in Georgian Public Schools has been analyzed. What challenges did the teaching-learning and educational field face? It is important to focus on the similarities and differences of the national curriculum of all three generations. At present, special attention is paid to the most recent, Structural Analysis of the Primary Education of the Third Generation 2018-2024 National Curriculum. It is also a novelty that daily subject planning has been replaced by thematic planning, each topic is processed throughout the level of primary education, the content of the learning is defined in relation to this particular topic and each stage is presented with a complexity of age-appropriate features. The theme in the new National Curriculum has functional context, which allows to provide integrated and interrelated teaching of the issues of standardized results, concepts or specific issues. ”The new school model” is an important part of the planned reform in the education system. Its purpose is to create a person-oriented educational environment, which will provide students with the knowledge and skills needed for 21st century reality.

Entrepreneurship in School in the Conditions of the Education System Reform in Poland – a Voice in the Discussion on the Directions of Change

2017 ◽  
Vol 13 ◽  
pp. 330-339 ◽  
Author(s):  
Tomasz Rachwał
Keyword(s):  
School Reform ◽  
General Education ◽  
Education System ◽  
Primary Schools ◽  
Entrepreneurship Education ◽  
System Reform ◽  
Ministry Of Education ◽  
Careful Selection ◽  
The Subject ◽  
Selection Of

Preceded by the debate, the 2016 implementation of the school reform in Poland brought serious organisational and program changes. These changes also concern entrepreneurship education, therefore the subject of the article is the discussion on the proposals of the Ministry of Education regarding changes to the school system, in the context of yet another comprehensive organisational and program reform of the Polish education system. The primary goal of the paper is to present the direction of change, based on the current research and discussions conducted by various forums. The author’s claims in this regard are based not only on his reflections but also on the voices presented by the participants of Kraków entrepreneurship conferences and conventions of teachers, as well as by the authors of the papers included in the previous volumes of this annual. Under the limited number of hours dedicated to the teaching of entrepreneurship in post-primary schools in general education, that is, compulsory for all pupils, the most important is the careful selection of objectives and content of entrepreneurship education. The article concludes with the presentation of the essential conditions influencing the success of the implementation of changes, mainly related to the appropriate preparation of entrepreneurship teachers.

The Philosophies and Development of a Free Education

2020 ◽  
pp. 93-104
Author(s):  
Nguyễn Hữu Phước
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Educational System ◽  
Education System ◽  
Early Years ◽  
College Preparatory ◽  
Ministry Of Education ◽  
Guiding Principle ◽  
The Republic ◽  
Agricultural Schools

This chapter traces the development of Vietnam's education system when the Republic of Vietnam (RVN) took over. At the time, the Ministry of Education (MOE) continued the French-style centralized educational system. Other developments included an overwhelming preponderance of college-preparatory high schools and a dichotomy of one system for technical agricultural schools and another for university in higher education. The chapter shows that it was during the early years of the RVN that the RVN's first educational guiding principle emerged, which was nationalism. However, education in general did not undergo significant changes for the newly formed republic, which faced multiple reorganizations and political realignments. The education system continued to be viewed as a legacy rather than a Vietnamese system that would serve the needs of Vietnamese society. This began to change in the 1950s, when it was established that Vietnamese education should be “nationalistic,” “humanistic,” and of “open mind for changes.”

History of formation of programs for musical education of the Republic of Moldova and integration of the bulgarian component in the system of general education – background and development

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Vitaliy Todorov ◽  
Keyword(s):  
Music Education ◽  
General Education ◽  
Point Of View ◽  
Chronological Order ◽  
Republic Of Moldova ◽  
National Minorities ◽  
History Of ◽  
The Republic ◽  
Music Education Programs ◽  
History Of Formation

This article attempts to reflect, from the point of view of national minorities, the history of the development of music education programs in the general education system of the Republic of Moldova. Emphasis is placed on the efforts of the Bulgarian diaspora of Moldova and the participation of the Republic of Bulgaria in preserving the culture, traditions and identity of the minority. The work reflects the thirty-year period of the program’s development; all its versions are briefly described in chronological order.

scholarly journals SEJARAH TRANSFORMASI PENDIDIKAN ISLAM DI INDONESIA

2019 ◽  
Vol 3 (1) ◽  
pp. 96-108
Author(s):  
Ma’mum Aly
Keyword(s):  
Human Resources ◽  
General Education ◽  
Communist Party ◽  
Education System ◽  
Islamic Education ◽  
Colonial Era ◽  
Historical Aspect ◽  
History Of ◽  
The Republic ◽  
Dutch Colonial

This paper examines the history of the transformation of Islamic education in Indonesia according to Ariel Furchan. As a study of literature, then this article refers to the work of Ariel Furchan titled Transformation of Islamic Education in Indonesia: Anatomy Existence Madrasah and PTAI. However, this study is the discussion about Islam in general education from the historical aspect before the colonial Dutch, the Dutch colonial era occur until after the independence of the Republic of Indonesia. The conclusions from this discussion is that the Islamic education of transformation occurred as a result of the dialectic of Islamic education with a phenomenon that occurs or context, both Dutch-style education system, as well as the presence of the Indonesian Communist Party, and even the challenges of globalization and the character of the nation itself. The transformation of Islamic education should be accompanied by the availability of qualified human resources, so that the transformation of Islamic education can work together in every process.

scholarly journals 3. The Fields of Arts the General Education System the Republic of Moldova

2016 ◽  
Vol 11 (1) ◽  
pp. 20-29
Author(s):  
Marina Morari
Keyword(s):  
General Education ◽  
Educational System ◽  
Education System ◽  
Fine Arts ◽  
Aesthetic Education ◽  
Traditional Theory ◽  
School Subject ◽  
The Republic ◽  
The Aesthetic ◽  
Aesthetic Values

Abstract The general education system identifies two approaches for encompassing arts: through the curricular field and through the extracurricular and extra-scholastic aesthetic education. The fields of arts are assigning a sector, an area of activity, a branch or a compartment. In the general education system, the fields of art have been differently formed. As a school subject, art is being studied through literature, music and fine arts. Some of them are not included in the educational plan (theatre, choreography). The statute of arts (literature, music, fine arts) in the educational system is outlined from two perspectives: art as a school subject and art as an artistic activity. The area of art shall not be reduced to a school subject or a type of arts. The artistic education in the educational system corresponds to the aesthetic education compartment and it happens in the extracurricular and extra-scholastic educational framework. According to the classic, traditional theory, the aesthetic education often is reduced to the level of artistic education. An efficient perspective in capitalizing the fields of art through education may be the extension of the artistic education borders outside the aesthetic values, by extra-aesthetic values – behavioral, moral, spiritual, social etc.

Sign in / Sign up

Export Citation Format

Share Document