scholarly journals Preparation of Future Teachers at Vocational Secondary Schools and Financial Literacy

JWEE ◽  
2019 ◽  
pp. 56-70
Author(s):  
Daniela Petríkova ◽  
Tatiana Varadyová
Keyword(s):  
Secondary Schools ◽  
Financial Literacy ◽  
Positive Attitude ◽  
National Standard ◽  
Vocational Schools ◽  
Wide Scope ◽  
Future Teachers ◽  
Teaching Process ◽  
Compulsory Subject ◽  
Practical Level

The aim of this paper is to find out how to motivate future teachers of vocational subjects to implement financial literacy as a natural part of the teaching process. If a teacher does not have a positive attitude towards economics, it is challenging for him to include the proper activities in the field of financial literacy into the process of teaching vocational subjects. The education of future teachers in this field has a wide scope for improvement and implementation of new trends. The purpose of the paper is to examine the initial experiences of introducing the topic Financial Literacy into the training of future teachers in vocational subjects at secondary vocational schools which are taught at the Technical University in Košice (the course of additional pedagogical study). Financial Literacy was the part of a compulsory subject called Didactics in Vocational Subjects, which aimed to determine the awareness of students about the document The National Standard of Financial Literacy in a sample of 67 students. The participants used the document and its attachments in practice. Our results point out that most students did not know about the existence of the document and that none of the students had ever worked with the document before. An incompatibility between the document and its attachments makes difficult to implement financial literacy into the teaching process at secondary vocational schools. In the paper, we present an overview of some methods that shift the problem of financial literacy to a practical level.  

Recommendations for Test Lab Regarding Transition to New Requirements GOST ISO/IEC 17025–2019

2020 ◽  
Vol 86 (2) ◽  
pp. 69-78
Author(s):  
S. N. Gusarova ◽  
Yu. M. Erokhina ◽  
D. I. Kramok ◽  
E. I. Khunuzidi
Keyword(s):  
Comparative Analysis ◽  
Russian Federation ◽  
Transition Period ◽  
Process Approach ◽  
National Standard ◽  
The Novel ◽  
Self Assessment ◽  
Testing Laboratories ◽  
The Russian Federation ◽  
Practical Level

Since September 1, 2019, GOST ISO/IEC 17025–2019 has been enacted as a national standard in the Russian Federation. The novel standard imposes a number of fundamentally new requirements for testing laboratories (hereinafter referred to as the IL or laboratory), and also supplements and specifies the requirements previously regulated by GOST ISO/IEC 17025–2009. In this regard, in order to transfer laboratories to the new requirements, the FSA issued an order in August 2019 listing the mandatory activities that IL must fulfill to bring their activities in line with the new requirements. However, a transition period desired for matching these requirements is absent on a practical level for a number of the laboratories. The purpose of the article is to facilitate a gentle, efficient and pain-free move from the requirements of GOST ISO/IEC 17025–2009 to the new requirements of GOST ISO/IEC 17025–2019, including compliance with new changes in accreditation criteria. We carried out a comparative analysis of the requirements of the new and previous versions of the standard and marked each new and significant item to which the laboratory should pay attention first of all. The new standard focuses on the application of the process approach, risk and opportunity management, as well as on implementation of the policy of impartiality, independence, minimization of competitive interests and confidentiality. The article describes the planning, implementation and monitoring of each event or phase of the transition of testing laboratories to new requirements. Moreover, the recommendations on the structure of the «Quality Manual» and self-assessment on the compliance of IL activities and QMS with the new requirements, including the use of statistical methods for substantiation of the correctness of the assessment are given as an example of the implementation of IL capabilities.

scholarly journals ELT Syllabus: Hegemonic Sabotaging of Pakistan’s Ideology at HSSC level

2018 ◽  
Vol III (I) ◽  
pp. 58-77
Author(s):  
Ejaz Mirza ◽  
Nazak Hussain ◽  
Syed Ali Shah
Keyword(s):  
Positive Attitude ◽  
English Language ◽  
Cultural Representation ◽  
English Language Teaching ◽  
Culture Studies ◽  
Foreign Culture ◽  
Compulsory Subject ◽  
The Impact ◽  
Target Culture ◽  
English Culture

English Language Teaching has become a compulsory subject in the curricula of many developing countries. There has been an increase in the trend of skeptic viewing of the credibility of this subject for teaching only a language and not its ideology and culture. Studies show that under the impact of ELT learners develop a positive attitude to English culture and depreciation of the indigenous one. Same is the case in Pakistan. English ideologies and cultural representation were uncovered through the application of CDA. The main ideologies found in these books were superiority of “Us/Self” and the inferiority of “Them/Other”. The paper present the source and target culture in their true perspective making the source culture part of esteem instead of the foreign culture.

scholarly journals BEST PRACTICE PENGEMBANGAN MUTU SMK TERPADU LAMPANG SUBANG

2019 ◽  
Vol 26 (1) ◽  
pp. 1-16
Author(s):  
Asep Priatna
Keyword(s):  
Best Practice ◽  
Program Planning ◽  
Vocational School ◽  
National Standard ◽  
Content Standards ◽  
Vocational Schools ◽  
Education Standards ◽  
National Education ◽  
The Status ◽  
Long Time

This study aims to reveal the efforts and results that have been achieved by Lampang Subang Integrated Private Vocational Schools in improving the quality of learning to meet national education standards (SNP), so that they become private schools with the status of national standard schools (SSN). This research is a survey research with a quantitative approach. The study was conducted at the Integrated Vocational School of Lampang Subang, West Java. The results showed that the level of achievement of the program that had been compiled in the RPS of Lampang Integrated Vocational School had reached 90% with the main target being the achievement of the UAN level and graduation that had been carried out by teachers both in the preparation of RPPs and teaching materials had reached 85%, Management developed by Integrated Vocational Schools Long-time contributed significant value, especially in program planning and implementation, while the supervision and leadership of the Principal has been running well, so the value obtained is quite significant, while other components that are quite prominent are PBM and content standards that get good enough grades , so that it can be developed further

scholarly journals Teaching History and Civic Education in Slovenia

2021 ◽  
Vol 12 ◽  
pp. 123-158
Author(s):  
Danijela Trškan ◽  
Špela Bezjak
Keyword(s):  
Secondary Schools ◽  
Civic Education ◽  
History Textbooks ◽  
Democratic Citizenship ◽  
Political Activity ◽  
School Students ◽  
History Teachers ◽  
Teaching History ◽  
The Subject ◽  
Compulsory Subject

The article explains how civic education is included in the subject of history in elementary and secondary schools in Slovenia. History is a compulsory subject taught in elementary and secondary schools and plays an important role in the cultural, social and political education of young people – young citizens. The analysis of current history curricula indicates that they contain civic and patriotic elements in the general and specific objectives and learning outcomes, as well as in the content. The analysis of selected history textbooks shows that Slovenian textbooks include more European history than Slovenian history. The article explains what social and civic competences can be developed and fostered in the subject of history and how elementary and secondary school students can use various examples from the past to develop a positive attitude towards Slovenian identity and the protection of Slovenian cultural heritage, a respectful attitude towards human rights and democratic citizenship, towards different cultures, religions and nations, and responsible socio-political activity. It has been noted that history teachers have many opportunities to teach students the relevant values of democratic citizenship and to enable them to know and understand themselves as individuals and as members of the local and global communities. However, more attention should be paid to contemporary Slovenian history and active citizenship.

scholarly journals The Case for the Need for Personal Financial Literacy Education in Botswana Secondary Schools

SAGE Open ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 215824401775386 ◽  
Author(s):  
Gosaitse E. Solomon ◽  
Trust Nhete ◽  
Burman M. Sithole
Keyword(s):  
Secondary Schools ◽  
Financial Literacy ◽  
Literacy Education

Methodology and Research

2020 ◽  
pp. 117-121
Keyword(s):  
Secondary Schools ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Language Teachers ◽  
Teaching Process ◽  
Teaching Language ◽  
Depth Interviews

This chapter will give insight to used methodology and analysis for interpretation of conducted in-depth interviews with language teachers in primary and secondary schools in Croatia. This research is a case study about perceptions, attitudes, emotions, knowledge, and suggestions about use and implementation of computer corpora in teaching language learning in primary and secondary schools. In-depth interviews were conducted with four teachers who explore their existing knowledge about corpus linguistics and computer corpora. The research is based on language teachers' thoughts and experiences of how computer corpora can be incorporated into the teaching process of language learning. Results are implications (e.g., advantages and obstacles) for inclusion of corpus-based teaching in primary and secondary schools.

scholarly journals Relationship Between Parents’ Attitude Towards their Children’s Education and Level of Students’ Discipline in Public Secondary Schools in Naivasha Sub-County, Kenya.

2018 ◽  
Vol 6 (04) ◽  
pp. 282-291
Author(s):  
Goodeve S.K Mwaniki ◽  
Prof. J. Kanjogu Kiumi ◽  
Dr. M. Ngunjiri
Keyword(s):  
Secondary Schools ◽  
Null Hypothesis ◽  
Positive Attitude ◽  
Positive Relationship ◽  
Response Rate ◽  
Sampling Technique ◽  
Head Teachers ◽  
Children's Education ◽  
Children’S Education ◽  
The Relationship

The purpose of this study was to assess the relationship between parents’ attitude towards their children’s education and level of students’ discipline in public secondary schools in Naivasha sub-county, Kenya. The study targeted a total of 197 respondents (constituting 28 head teachers and 169 teachers). A total of 195 respondents participated in the study (169 teachers and 26 principals) participated giving a response rate of 99%. Purposive sampling technique was used to sample head teachers while Krejcie and Morgan’s (1970) table for determining sample size for teachers. Questionnaires were used as instrument for data collection. SPSS was used to analyze the data where both descriptive and inferential statistics were used. The analyzed data were presented in terms of graphs and tables. The results showed that there was a significant positive relationship between parents’ attitude towards child’s education and students’ discipline (r = .399, p = .000). Therefore, the null hypothesis that there was no significant relationship between parents’ attitude towards child’s education and students’ discipline was rejected at .05 level of confidence. The study therefore concluded that parents’ attitude towards child’s education influences students’ discipline in secondary schools in Naivasha sub-county. It was recommended that parents’ should have more positive attitude towards a child’s education. This can be realized through monitoring the academic performance of their children and taking keen concern on decline on the performance by engaging teachers.

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