DEVELOPMENT OF ETHNIC MINORITY TEACHERS TEAM IN THE SECONDARY SCHOOL SYSTEM IN BAT XAT DISTRICT, LAO CAI PROVINCE - THE SITUATION AND ISSUED MATTERS TODAY

2018 ◽  
Author(s):  
Do Thuy Hang
Keyword(s):  
Secondary School ◽  
Human Resources ◽  
Ethnic Minority ◽  
School System ◽  
Home Country ◽  
Quality Standards ◽  
Decisive Factor ◽  
Minority Teachers ◽  
Lao Cai ◽  
Intellectual Level

Developing ethnic minority teachers team in the secondary school system in Bat Xat district, Lao Cai province, contributing to raise the intellectual level, at the same time, creating local human resources in Bat Xat district. Teacher team is a decisive factor in the home country education, a key element in the fundamental and inclusive renewal of education. However, looking at the current situation in Bat Xat district, the ethnic minority teachers team in the secondary school system are inadequate: lack of quantity; failing to meet quality standards; it does not meet the basic and comprehensive requirements of education in the district.

Italy's School System: An Approach to Integrating Ethnic Minority Students

2007 ◽  
Author(s):  
Giuseppe Costantino ◽  
Francesca Fantini ◽  
Erminia Costantino ◽  
Carolina Meucci
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
School System ◽  
Ethnic Minority Students

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

INADEQUACIES IN HUMAN RESOURCES OF ETHNIC MINORITIES WITH SPARSE POPULATION AT PRESENT

2017 ◽  
Author(s):  
Le Thi Hao ◽  
Nguyen Thi Huong
Keyword(s):  
Human Resources ◽  
Ethnic Minority ◽  
Ethnic Minorities ◽  
Small Proportion ◽  
Great Role ◽  
International Integration ◽  
Specific Culture ◽  
Sparse Population

Despite of a small proportion, human resources of ethnic minority with sparse population plays a great role in the process of national construction and defense.It is an important factor in preservation and promotion of ethnic group’s specific culture and identity; contribution of the industrialization, modernization and international integration of the country. However, the human resources of ethnic minority with sparse population is inadequate and limited. Thus, solutions to reduce these shortcomings are required to focus on implementing.

scholarly journals SOLUTIONS TO IMPROVE THE EFFICIENCY OF ETHNIC MINORITY HUMAN RESOURCE TRAINING THROUGH THE UNIVERSITY PREPARATION SYSTEM

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Nguyễn Tuấn Anh
Keyword(s):  
Human Resources ◽  
Ethnic Minority ◽  
Human Resource ◽  
Minority Groups ◽  
Small Population ◽  
University System ◽  
University Preparation ◽  
Allocation Process ◽  
Human Resource Training ◽  
The University

The State’s and Party’s policy of foundation study for ethnic minority students to create high-quality ethnic minority human resources for mountainous provinces and ethnic minority areas has been effectively deployed at Pre-University schools across the country. However, there are still several difficulties in the recruitment, enrichment, and allocation process of the Pre-University system: there are no specialized policies for students who belong to ethnic minorities with small population size based on the ethnic structure of the province, the connection of Pre-University schools and province officials in the work of creating ethnic minority human resources is weak. This article proposes several solutions to improve the efficiency of human resource training for ethnic minority groups with local typical characteristics through the pre-university system.

scholarly journals We matter too: Black women and their experiences due to applied streaming in the Ontario secondary school system

2021 ◽  
Author(s):  
Marlesa Olivia Ward
Keyword(s):  
Black Women ◽  
Secondary School ◽  
School System ◽  
Life Experiences ◽  
Black Females ◽  
Qualitative Research Study ◽  
Greater Toronto Area ◽  
Women's Narratives ◽  
Black Canadian ◽  
Educational Field

This narrative and arts-based qualitative research study examines life experiences of Black women due to applied streaming in the Ontario secondary school system through an Anti-Black Racism (ABR) and a Black Canadian Feminism framework Two Black women adults in Toronto or the greater Toronto area who went to an Ontario secondary school in the past and were streamed into applied courses were interviewed. Also, an expert in the educational field was interviewed to bring in insider knowledge about social workers role with respect to streaming. ABR and Black Canadian Feminism helped to gain an appropriate and detailed understanding of what Black females experiences look like. Black Canadian Feminism allowed for Black women’s stories to finally be heard and valued. The data was analyzed via line by line analysis which captures every topic and discourse in order to display a proper portrayal of Black women’s narratives.

scholarly journals IMPLEMENTASI TIM PENGEMBANG TEKNOLOGI PENDIDIKAN DI SEKOLAH

2015 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
NFN Budiyono ◽  
Heri Triluqman
Keyword(s):  
Secondary School ◽  
Research And Development ◽  
Mixed Method ◽  
School System ◽  
Lesson Plan ◽  
Improvement Program ◽  
Teacher Competency ◽  
Model Research ◽  
Program Experiment

The purpose of this research is to examine the educational technology developer team as an important program in schooling, especially by analyzing its compatibility with the school system and conditions. By using mixed method and research and development model this research adressing the elementary and secondary school in Semarang and other district. The results showed that this program is compatible with school system and could overcome lots of school problem i.e. the lack of teacher competency on developing lesson plan, learning media, the lack of human resource developmen division in school, the continuity of teacher quality improvement program, dan the quality of school management. But several teacher and school’s management are irresponsive to the program because its team member was university student, not the professional one. It is why in several school the program cannot running well as expected. Eventhough overall the program experiment is succesful.ABSTRAKPenelitian ini diarahkan untuk mengetahui implementasi gagasan tim pengembang teknologi pendidikan di sekolah, terutama mengenai kompatibilitas gagasan dengan konteks dan kondisi riil di sekolah. Dengan menggunakan pendekatan kuantitatif dan kualitatif serta model research and development (R & D), penelitian ini dilaksanakan pada jenjang pendidikan dasar dan menengah di Kota Semarang dan sekitarnya. Hasil penelitian menunjukkan bahwa gagasan prototipe tim pengembang teknologi pendidikan di sekolah kompatibel dengan konteks dan kondisi sekolah. Problem kualitas guru dalam mengembangkan rencana pembelajaran, media belajar, termasuk keberlanjutan program peningkatan kualitas guru, manajemen sekolah, dan tiadanya divisi pengembangan sumber daya manusia, dapat diatasi oleh tim pengembang teknologi pendidikan. Fakta di lapangan memang menunjukkan beberapa sekolah tempat uji implementasi gagasan tersebut tidak dapat maksimal dalam penerapannya, namun hal tersebut bukan disebabkan oleh kualitas gagasan, melainkan faktor sosiokultural sekolah itu sendiri. Komposisi tim pengembang teknologi pendidikan di sekolah yang masih mahasiswa S1 diidentifikasi menjadi faktor penghambatnya. Walau begitu, secara umum dapat disimpulkan bahwa implementasi gagasan tim pengembang teknologi pendidikan di sekolah telah berhasil dengan baik. 

scholarly journals STEM-aspiraties en studiekeuze in het secundair onderwijs in Vlaanderen: de intersectie van gender en etniciteit

2021 ◽  
pp. 117-140
Author(s):  
Lore Van Praag ◽  
Roslyn Arlin Mickelson ◽  
Peter A.J. Stevens ◽  
Mieke Van Houtte
Keyword(s):  
Secondary School ◽  
Ethnic Minority ◽  
Secondary School Students ◽  
Stem Careers ◽  
Structured Interviews ◽  
School Students ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Lower Status ◽  
Stem Career

This article explores why some Flemish secondary school students’ study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

scholarly journals Between-School Ability Tracking and Ethnic Segregation in Secondary Schooling

Social Forces ◽  
2018 ◽  
Vol 98 (1) ◽  
pp. 119-146 ◽  
Author(s):  
Hanno Kruse
Keyword(s):  
Secondary School ◽  
School System ◽  
Regional Variation ◽  
Unique Feature ◽  
School Reforms ◽  
School Systems ◽  
Ethnic Segregation ◽  
Secondary Schooling ◽  
Spatial Sorting ◽  
Prior Achievement

Abstract Between-school ability tracking—the assignment of students to different school types based on their prior achievement—is usually associated with increased ethnic segregation across schools. This article argues that stronger between-school ability tracking is not only associated with stronger ethnic sorting into school types, thus increasing segregation. At the same time, it hampers majority flight, majority members’ avoidance of exposure to minority members, thus decreasing segregation. To identify the two-fold effect of tracking the article exploits a unique feature of the German secondary school system: regional variation in the strength of between-school ability tracking. Analyses rely on administrative data entailing geocoded information on all secondary schools in Germany in 2008/2009. Results corroborate expectations of a two-fold effect: there is indication that between-school ability tracking increases segregation via more sorting into tracks while at the same time decreasing it via less school sorting within each track and via less spatial sorting. This suggests that school reforms changing tracked school systems into more comprehensive school systems may have a weaker desegregating impact than expected.

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