scholarly journals Analysis Of Education System Financial Loss Based On Choices Of I Year Univeristy Students Coming From Vocational Secondary Schools In Northern Greater Poland

2018 ◽  
Vol 2 (20) ◽  
pp. 24-36
Author(s):  
Jan Polcyn ◽  
Maciej Gawrysiak
Keyword(s):  
Secondary Schools ◽  
Education System ◽  
Financial Loss

Teaching geography of Azerbaijan in the content of geography subject in secondary schools of general education

2021 ◽  
Vol 62 (01) ◽  
pp. 136-140
Author(s):  
Aytaj Vazeh Tagiyeva ◽  
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Education System ◽  
Large Scale ◽  
Problem Situation ◽  
Modern Period ◽  
Teaching Unit ◽  
Research Questions ◽  
Map Analysis ◽  
11Th Grade

Summary In the modern period of reforms in the education system of our country, large-scale changes are reflected in the teaching of geography, including the teaching of geography in Azerbaijan. Thus, in the country's secondary schools, Azerbaijani geography is taught in all classes on the basis of the principle of succession in geography. Geography of Azerbaijan plays an important role in the teaching of geography in secondary schools. Out of 57 subjects taught in the 10th grade, 16 subjects are taught entirely in Azerbaijani geography. In the 11th grade, 7 out of 44 topics are discussed in their entirety, the geography of Azerbaijan. In addition, the information on the geography of Azerbaijan is reflected in the structure of the problem situation, asking research questions, systematization of information, creative application of the lesson, assessment stages. Key words: education, training, geography of Azerbaijan, map, analysis, assessment, teaching unit, subject, text, illustration, assignment

scholarly journals Integrating Video-Based Multimedia in Teaching Physics in Context of Covid-19 in Rwandan Secondary Schools

2021 ◽  
Vol 20 (12) ◽  
pp. 49-63
Author(s):  
Gabriel Janvier Tugirinshuti ◽  
Leon Rugema Mugabo ◽  
Alexis Banuza
Keyword(s):  
Secondary Schools ◽  
Education System ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
School Closure ◽  
After School ◽  
Physics Teachers ◽  
Major Factors ◽  
Teachers Training

The Covid-19 pandemic has paralyzed the education system and lead to temporary school closure. After school re-opening, long-term responses to a resilient education system were needed. A descriptive survey research design was used to diagnose the barriers to video-based multimedia integration in teaching and learning physics in certain secondary schools. 47 physics teachers (35 males and 12 females) were purposely selected from 24 schools located in the Rutsiro and Rubavu districts. A questionnaire was given to all 47 teachers. One-on-one interview with great attention to the measures of reducing the transmission of Covid-19 was conducted to all senior five physics teachers. Research findings revealed that video-based multimedia is less used in teaching and learning physics. Teachers indicated that poor infrastructure, poor teachers’ training aimed at effective integration of multimedia in education, pressure to prepare students for exams, and teachers’ lack of time for preparation are major factors that impede the use of video-based multimedia in teaching and learning physics. Results also provided proof of the necessity to provide digital devices to teachers and learners, teachers’ training, and learners’ preparation for virtual classes so that video-based multimedia could be a better instructional strategy to long-term responses for Covid-19 and future shocks. The findings of this study revealed that VBM could be a consensus on education and technology competency required to support teaching and learning especially during Covid-19 and future shocks.

scholarly journals W oczekiwaniu na niepodległość. Stanowisko lubelskiej „Szkoły Polskiej” (1916-1918) wobec edukacji narodowej

2019 ◽  
pp. 75-87
Author(s):  
Iwonna Michalska
Keyword(s):  
Elementary Schools ◽  
Secondary Schools ◽  
Education System ◽  
Young Generation ◽  
Good Education ◽  
National Education ◽  
The Past ◽  
The Future ◽  
Polish School ◽  
Additional Education

This work reconstructs opinions concerning national education in independent Poland presented in 1916-1918 in the magazine titled Szkoła Polska (Polish School) – a body of a local division of Stowarzyszenie Nauczycielstwa Polskiego (Polish Teachers’ Association) in Lublin. The main goal of education was understood as instilling patriotism in the young generation of Poles based on their own most valuable achievements rather than on remembrance of injuries and persecution suffered at the hands of the enemy. It was believed that the memory of the past should be cherished, yet it could not dominate the present and the future. It was demanded that 7-year obligatory elementary schools should be established as well as 4-year secondary schools and 3-4-year occupational schools. What was deemed important was the need to involve illiterate adults in mandatory schooling and to provide additional education to graduates. It was maintained that the reborn Polish education system should be open to the latest pedagogical trends and, most of all, it should replace verbalism and teaching from books with teaching through experience. It was the teachers that were supposed to guarantee good education of children and teenagers, as they were active, creative, independent, had requisite professional qualifications, and were willing to self-educate.

scholarly journals Meritocracy in Singaporean Educational System: Inequality in Admission to Secondary Schools

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Fangyao Zhang
Keyword(s):  
Social Capital ◽  
Secondary Schools ◽  
Cultural Capital ◽  
Education System ◽  
Ministry Of Education ◽  
Elite Schools ◽  
Inequality In Education ◽  
Educational Tracks ◽  
The Government ◽  
Talented Students

This paper explores the fairness of meritocracy concerning admission to secondary schools based on the Primary School Leaving Examination (PSLE) in Singapore. The Ministry of Education has consistently adopted the ideology of meritocracy as so to select talented students, stimulate effort, and optimize the allocation of rewards. The PSLE results can largely determine students’ educational tracks and even career orientation in Singapore. The paper shows how the principle of meritocracy works and how the government uses meritocratic belief in the education system. The paper argues that meritocracy has posed a threat to equality in admission to secondary schools in Singapore. The findings indicate that the meritocratic policy does not recognize both the importance of family SES and the gap between elite schools and neighbourhood schools in the Singapore education system. Students with wealthy and well-educated parents and students in elite schools are more likely to acquire better educational attainment, since they tend to gain more cultural capital from family and social capital from school. The principle of meritocracy fails to allocate opportunities fairly to students and can lead to inequality in education and exacerbate educational stratification. 

Wychowankowie Uniwersytetu Warszawskiego uczący w szkołach średnich Królestwa Polskiego po reformie Aleksandra Wielopolskiego

2017 ◽  
Vol 62 (0) ◽  
pp. 56-74
Author(s):  
Ewa Kula
Keyword(s):  
Secondary Schools ◽  
Education System ◽  
Work Experience ◽  
Religious Beliefs ◽  
Social Background ◽  
System Reform ◽  
Active Involvement ◽  
Cultural Life

The article presents graduates of the Royal University of Warsaw, which existed between 1816 and 1831, (closed as a result of the November Uprising downfall) and alumni of the Main School in Warsaw, functioning in 1862–1869, that is till the failed January Uprising, after which the school was transformed into the Russian Imperial University of Warsaw. The total number of graduates of the above-mentioned schools amounted to 57. What is more, there were 29 graduates of the Royal University of Warsaw and they began to work in schools in the period between the uprisings, whereas 27 graduates of the Main School in Warsaw only took jobs in teaching in secondary schools in the Kingdom of Poland after the education system reform of Aleksander Wielopolski. The article presents fields of studies of those teachers, their religious beliefs and social background, work experience as well as examples of their active involvement in social, political and cultural life of the Kingdom of Poland.

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