Chapter 14: The Socioeconomic Efficacy of Universal Secondary Education in a Multinational Country

ABSTRACTThis paper assays the public discourse on secondary education across the twentieth century – what did voters think they wanted from education and how did politicians seek to cater to those desires? The assumption both in historiography and in popular memory is that educational thinking in the post-war decades was dominated by the ideal of ‘meritocracy’ – that is, selection for secondary and higher education on the basis of academic ‘merit’. This paper argues instead that support for ‘meritocracy’ in this period was fragile. After 1945, secondary education came to be seen as a universal benefit, a function of the welfare state analogous to health. Most parents of all classes wanted the ‘best schools’ for their children, and the best schools were widely thought to be the grammar schools; thus support for grammar schools did not imply support for meritocracy, but rather for high-quality universal secondary education. This explains wide popular support for comprehensivisation, so long as it was portrayed as providing ‘grammar schools for all’. Since the 1970s, public discourse on education has focused on curricular control, ‘standards’ and accountability, but still within a context of high-quality universal secondary education, and not the ‘death of the comprehensive’.

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Using Zero Money to Tackle the Challenges of Universal Education in Africa: A Case of Universal Secondary Education in Uganda

International Journal of Humanities Social Sciences and Education ◽

10.20431/2349-0381.0405004 ◽

2017 ◽

Vol 4 (5) ◽

Keyword(s):

Secondary Education ◽

Universal Education ◽

Universal Secondary Education ◽

Education In Africa

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PENDIDIKAN JARAK JAUH JENJANG MENENGAH SEBAGAI ALTERNATIF PENUNJANG PENDIDIKAN MENENGAH UNIVERSAL DISTANCE EDUCATION ON SECONDARY EDUCATION LEVEL AS THE ALTERNATIF SUPPORT FOR UNIVERSAL SECONDARY EDUCATION

Jurnal Teknodik ◽

10.32550/teknodik.v17i4.582 ◽

2019 ◽

Vol 17 (4) ◽

pp. 102

Author(s):

Jaka Warsihna

Keyword(s):

Distance Education ◽

Secondary Education ◽

Compulsory Education ◽

Independent Learning ◽

Administrative Staff ◽

Learning Method ◽

Ministry Of Education ◽

Child Services ◽

The Government ◽

Universal Secondary Education

Pemerintah melalui Kementerian Pendidikan dan kebudayaan telah mencanangkan Pendidikan Menengah Universal (PMU). Program ini dalam rangka mendorong partisipasi masyarakat untuk pendidikan sampai pada tingkat atas (12 tahun), sehingga angka partisipasi kasar (APK) dan angka partisipasi murni (APM) di pendidikan menengah meningkat secara signifikan. Salah satu sistem pendidikan yang sangat dimungkinkan untuk mewadahi PMU yakni Pendidikan Jarak Jauh (PJJ) untuk pendidikan menengah. Kelebihan PJJ yaitu kemudahan untuk dibuka dan mudah pula ditutup sesuai dengan kebutuhan, karena sistem ini tidak memerlukan gedung baru, guru baru, dan tenaga administrasi baru. PJJ diyakini memiliki fungsi dalam mendukung peningkatan akses, pemerataan, peningkatan mutu, dan layanan anak yang belajar mandiri. Proses pembelajaran PJJ lebih banyak mengandalkan pemanfaatan TIK dengan metode blended learing. Kelebihan PJJ yaitu peserta didik dapat mengontrol kapan dan di mana mereka belajar, serta dimungkinkan sambil bekerja. The government through the Ministry of Education and Culture has launched the Universal Secondary Education (PMU) program. The program encourages community participation in achieving the compulsory education to the higher level 12 years, so that the gross enrollment ratio (GER ) and net enrollment ratio ( NER ) on secondary education could be increased significantly. One of the educational system that is possible to accommodate PMU is Distance Education ( PJJ ) for secondary education. Some of PJJ advantages are easy to open and closed as needed, because this system does not require a new building, new teachers, and new administrative staff. PJJ is believed to have a function in supporting the increased accessibility, equity, quality improvement, and independent learning child services. PJJ learning process relies more on the use of ICT in blended learning method. Other adventages of PJJ are learners can control when and where they learn, as well as possible to be done while working .

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Veniamin Mikhailovich Samosudov — man and scientist at crossroads of times (1926–2010)

Omsk Scientific Bulletin Series Society History Modernity ◽

10.25206/2542-0488-2021-6-2-69-75 ◽

2021 ◽

Vol 6 (2) ◽

pp. 69-75

Author(s):

S. V. Novikov ◽

Keyword(s):

Social Sciences ◽

Secondary Education ◽

General Trend ◽

The State ◽

Scientific School ◽

Socialist Society ◽

Historical Science ◽

The Village ◽

Universal Secondary Education

In the 1960’s–1970’s, the development of regional historical science took place, which reflected the General trend for the country. During this period, changes were made to the concept of the development of socialist society, which caused the transition to universal secondary education. This transition required the training of teachers of history and social Sciences, which was entrusted to pedagogical institutes. The result was changes in the content of training of scientific and pedagogical personnel in the region. During these years, Samosudov's scientific and managerial career developed. Based on the memoirs of colleagues, materials of archival collections, personal impressions, the author comes to the conclusion that the doctor of historical Sciences, Professor, member of the CPSU, rector of the OSPI named after M. Gorky was a major historian — the Creator of the scientific school. He was a man of his time: a witness to the socialist transformation of the village, a participant in the war, an organizer of education in the region. About how his attitude to society changed during the transformations in the state, reports the test of the presented article

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