A proposed scenario for amending the secondary education system in Palestine; In light of the standardization of the occupational preference scale: تصور مقترح لتعديل نظام التعليم الثانويّ في فلسطين في ضوء تقنين مقياس الميول المهْنيّة

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Rashid M. Arar, Taisir M. Abdallah
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Education System ◽  
Preference Scale ◽  
Good Reliability ◽  
Alpha Reliability ◽  
Tenth Grade ◽  
Global Construction ◽  
The One ◽  
Occupational Preference

The study aimed to present a proposed concept for amending the secondary education system in Palestine, in light of standardization the scale of vocational inclinations, according to the variables of gender and the level of academic achievement, on a sample of (1478) students, chosen in a cluster manner, and then stratified from all the class students. The results indicated the achievement of the global construction of the occupational inclinometer, with good indications of validity and good reliability, through the validity of the hypothetical composition, internal consistency, discriminatory validity, alpha reliability, reapplication, and exploratory factor analysis. That showed the presence of eight factors that accounted for 76% of the total variance. The division of secondary education into three tracks: the scientific track: it includes: (the health, industrial, agricultural, and technological branch). The literary track includes: (Branch of Humanities, Sharia, Entrepreneurship and Business). The applied path includes: (the hotel branch, the beauty, the fashion branch and the customization of clothes). This division will contribute to modifying the inferior view of vocational education on the one hand, increasing the demand for professional branches on the other hand, and reducing dropout rates, as well as reducing the suffering and anxiety of parents. The study recommended the issuance of the second Education Law; to include an amendment of the secondary education system, and the approval of the results of the vocational inclinometer as a criterion besides academic achievement; to distribute students to the tenth grade (scientific, literary, and applied) branches as a prelude to distributing them to high school branches.

The interaction of higher education system with the labor market: A study of the labor market in the regions of the Volga Federal District

2020 ◽  
Vol 26 (2) ◽  
pp. 456-480
Author(s):  
R.B. Galeeva
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Federal District ◽  
Highly Qualified ◽  
Expert Survey ◽  
Higher Education System ◽  
Qualified Personnel ◽  
The Republic ◽  
The One

Subject .This article discusses the need to bring into line with the future activities of specialists the content of their preparation, the formation of a system model of higher education, which takes into account today's and prospective requirements of the labor market. Objectives. The article aims to research the labor market in four regions of the Volga Federal District of the Russian Federation: the Republic of Tatarstan, Mari El Republic, Chuvash Republic, and the Ulyanovsk oblast, as well as discuss problems and prospects of interaction of universities with enterprises and organizations of these regions. Methods. For the study, I used the methods of logical and statistical analyses, and in-depth expert survey. Results. The article analyzes the state of regional labor markets, presents the results of the expert survey of labor market representatives and heads of the regional education system, and it defines possible ways of harmonizing the interaction of universities with the labor market. Conclusions. The article notes that although the number of employed with higher education is growing, at the same time there is a shortage of highly qualified personnel in certain professions, on the one hand, and unskilled workers, on the other. Also, the article says that the universities do not prepare the necessary for the regions specialists in a number of professions or they provide a set of competencies different from the requirements of the labor market, so it is necessary to form and develop effective directions of cooperation between educational institutions and employers.

Music in Secondary Education: Predictors of Music Subject Choices and Associations with Academic Achievement

2021 ◽  
Author(s):  
Maruša Levstek ◽  
Daniel Elliott ◽  
Robin Banerjee
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Education ◽  
Music Education ◽  
Economic Status ◽  
Factors Affecting ◽  
Systemic Factors ◽  
Education Hub ◽  
Socio Economic Variables ◽  
Youth Music

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at age 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics, and other English Baccalaureate subjects, while controlling for a range of demographic, academic, and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications, and neighbourhood socio-economic status; local Cohen’s f-squared = .09). These results point to a small but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school’s engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

NETWORKING OF TEACHERS AT SENIOR SECONDARY LEVEL

2020 ◽  
Author(s):  
Awinash Pandey
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary Level ◽  
The Other ◽  
Positive Direction ◽  
Indian School ◽  
Certificate Examination ◽  
Time And Energy ◽  
Senior Secondary ◽  
Central Board

The study attempts to develop the notion that networking among the teachers can influence the academic achievement of the students in a positive direction along with the smooth implementation of the curriculum at senior secondary level in the schools. In the current study, the syllabus of different subjects of Grade XI and XII has been overviewed and compared with each other on the basis of contents. The curriculum issued by Central Board of Secondary Education, Council for the Indian School Certificate Examination, Cambridge International Examination and some of the State Boards has been undertaken to review the syllabus of various subjects. It has been found that many topics are similar in the syllabus of two or more subjects. It has also been noticed that the teachers face challenges to complete the syllabus in the allotted numbers of classes throughout the year. If one teacher can teach effectively a topic which is being repeated in the other subject then such networking and coordination can save the time and energy of both the teachers as well as the students which in turn removes the other challenges in routine curriculum.

scholarly journals Association of COMT Polymorphism and Academic Achievement among Female Undergraduate Students

2021 ◽  
Vol 15 (2) ◽  
pp. 90-101
Author(s):  
Norsuhaila Rosmimi Rosli ◽  
◽  
Tengku Shahrul Anuar engku Ahmad Basri ◽  
Mohd Ilham Adenan ◽  
Roziah Mohd Janor ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cognitive Abilities ◽  
Grade Point ◽  
Dopaminergic Pathway ◽  
Allele Specific ◽  
Hardy Weinberg Equilibrium ◽  
Comt Polymorphism ◽  
The One

Academic achievement may be influenced by catechol-O-methyltransferase (COMT) polymorphism. A common functional polymorphism of COMT, the rs4680 is consistently being involved in the modulation of dopaminergic pathway and prefrontal cortex function which may predominantly affect cognitive functions. A total of 197 female participants were recruited in this study. The score of student’s grade point average (GPA) from the latest previous semester was used as the measurement of academic achievement. The COMT polymorphism was genotyped using tetra primer allele specific polymerase chain reaction. The findings indicated that there were 8 (4.1 %), 72 (36.5 %), and 117 (59.4 %) participants harbouring Met/Met, Met/Val, and Val/Val genotype for COMT polymorphism respectively. All the genotype distributions of COMT polymorphism were consistent with Hardy-Weinberg equilibrium (χ2 = 0.495, p > 0.05). The one-way analysis of variance (ANOVA) result demonstrated that participants bearing Met/Met genotype had a better achievement in GPA as compared to the other COMT genotypes (p = 0.001). These findings support evidence that the affective role of COMT polymorphism might overwhelm cognitive abilities in measures of academic achievement like GPA.

scholarly journals Estado del arte del rendimiento académico en la educación media

2014 ◽  
Vol 17 (17) ◽  
pp. 197-220
Author(s):  
Oscar Hernán Cerquera Losada
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
State Of The Art ◽  
School Achievement ◽  
The State ◽  
Main Research ◽  
The World ◽  
El Sistema ◽  
The Individual

Este documento muestra el Estado de arte de los determinantes del rendimiento académico en la educación media, teniendo en cuenta las principales investigaciones realizadas, tanto a nivel nacional como internacional, acerca de los factores que influyen en el logro escolar de los estudiantes. Con este trabajo, se busca establecer las principales variables, tanto en Colombia como en algunos lugares del mundo, que afectan el desempeño académico de los estudiantes. Este documento se organiza en dos sesiones, determinantes a nivel mundial y determinantes a nivel colombiano; cada sesión clasifica las investigaciones de acuerdo a los factores del estudiante, de la escuela y las características organizacionales y políticas. A pesar de existir muchas investigaciones sobre el tema, aún no se ha llegado a un consenso general sobre cómo determinar los factores del  rendimiento académico, pues en la realidad son muchas las características del individuo, la escuela o el sistema que se relacionan entre sí de diferente manera y pueden afectar el logro estudiantil.ABSTRACTThis document shows the state of the art of the determinants of academic achievement in secondary education, taking into account the main research conducted, both nationally and internationally, about the factors that influence school achievement of students. With this paper, we seek to establish the main variables which affect the academic achievement of students in Colombia as well as in some parts of the world. This document is organized in two sessions: world and Colombian determinants; each session classifies research according to the factors of the student, the school and organizational and political characteristics. Although there is much research on the topic so far it has not been possible to reach a consensus on how to determine the factors of academic achievement, because in reality many characteristics of the individual, of the school or of the system relate to each other differently and can affect student achievement.RESUMOEste documento mostra o Estado da arte dos determinantes do rendimento escolar no ensino medio, tendo em conta às principais pesquisas realizadas, tanto a nível nacional como internacionalmente, sobres os fatores que influenciam o desempenho escolar dos estudantes. Com este trabalho, se procura estabelecer as principais variáveis, tanto na Colômbia e em alguns lugares do mundo, afetando o desempenho acadêmico dos estudantes. Este documento está organizado em duas sessões, determinantes a nível mundial e determinantes a nível colombiano; cada sessão clasifica as pesquisas de acordó a os fatores do estudante, da escola e das características organizacionais e políticas. Embora haja muitas pesquisas sobre o tema, ainda não se chegou a um consenso geral sobre os fatores determinantes no desempenho acadêmico, porque na realidade são muitas as características do indivíduo, a escola ou o sistema que se relacionam uns com os outros de forma diferente e podem afetar o desempenho acadêmico.

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 Gender Disparities in Self-concept, Attitude and Perception in Physics and Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Inzahuli Samuel Majere Majere ◽  
Elizabeth Role ◽  
Lazarus Ndiku Makewa
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Primary School ◽  
Associated Factors ◽  
Gender Disparities ◽  
Self Concept ◽  
Inferential Statistics ◽  
School Students ◽  
Single Sex ◽  
Primary School Pupils

This study sought to determine disparities and associated factors in students’ performance in Physics and Chemistry at the Kenya Certificate of Secondary Education (KCSE) ex- amination in Nandi North District. The research objectives included determining differences in students’ performance at KCSE in Physics and Chemistry, self-concept (perception) of, attitude toward, and perception of the usefulness of Physics and Chemistry as subjects. Students were classified accord- ing to gender, using a causal-comparative design. Majority of the students aged between 15 and 19 years. Three ques- tionnaires were administered to the form four students, and KCSE results for the years 2000 – 2004 were obtained from the District Education Office. These were analyzed using de- scriptive and inferential statistics. We concluded that boys reflected better academic achievement as compared to the girls in both physics and chemistry. The boys and girls had comparable self-concept in physics. The girls had a higher self-concept in chemistry than the boys. This may suggest that self-concept does not influence performance in chemistry since boys still out-performed the girls in spite of the girls’ higher self-concept. With regard to attitude towards chemistry and physics, the boys and girls had the same attitude, mixed and single-sex school students had comparable attitude to- wards physics and chemistry. An intervention regarding the level of preparedness of primary school pupils in dealing with the challenges of learning Physics and Chemistry at sec- ondary is recommended.

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