scholarly journals Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Religions ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 110
Author(s):  
Naïma Lafrarchi
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Religious Education ◽  
Personality Development ◽  
Holistic Approach ◽  
Document Analysis ◽  
Expert Committee ◽  
Education Curriculum ◽  
Islamic Tradition ◽  
Anchor Points

Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.

INFLUENCE OF FREE DAY SECONDARY EDUCATION POLICY ON ACADEMIC PERFORMANCE OF RURAL PUBLIC DAY SECONDARY SCHOOLS IN KILIFI COUNTY

2020 ◽  
Author(s):  
Joseph Malechwanzi
Keyword(s):  
Secondary Education ◽  
Education Policy ◽  
Secondary Schools ◽  
Survey Research ◽  
Standardized Test ◽  
Poor Performance ◽  
Document Analysis ◽  
Strong Positive Correlation ◽  
Learning Resource ◽  
Descriptive Survey

The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on Rural Public Day Secondary Schools (RPDSS) Standardized Test Mean Score in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and educational director. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83 meaning data from the instruments were reliable. The study found out that there was a decrease in test mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resource and students finance were inadequate. The study recommends class size of 40:1, timely disbursement and increased student’s capitation.

scholarly journals The Teaching of Astronomy and Social and Economic Development

1990 ◽  
Vol 105 ◽  
pp. 403-405
Author(s):  
Gonzalo Vicino
Keyword(s):  
Economic Development ◽  
Secondary Education ◽  
Young People ◽  
Secondary Schools ◽  
Industrial Production ◽  
Education Curriculum ◽  
Important Thing ◽  
Social And Economic Development ◽  
Or Economics ◽  
Free People

Sometimes we may ask ourselves how can astronomy, a science with apparently few points of contact with technology or industrial production, help the economic development of people?My paper is an account of an experiment undertaken in Uruguay on the teaching of astronomy in secondary schools. We seek to show how astronomy may contribute to the development of nations that, like Uruguay, need to create their own technologies to overcome their economic backwardness.Though the introduction of astronomy in the secondary education curriculum in Uruguay dates back to 1889, in 1986 the Educational Supervisory Office made a radically different proposal for the methodological and programmatic orientation of astronomy teaching. The proposed goal is clear: the teaching of astronomy in secondary education should be geared not to train technicians but to create a scientific-minded youth. It is not important if later, in their university studies, these young people go into medicine, engineering, or economics; the important thing is a reevaluation of sciences in the eyes of adolescents, who often slide along the comfortable slope of certain humanistic areas, in which they wind up by the process of elimination. (One often hears the argument, “I’m studying law because it doesn’t have mathematics.”) Further, above all those considerations, the most important thing is to create thinking minds, the minds of free people.

scholarly journals Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

2017 ◽  
Vol 6 (3) ◽  
pp. 47-55
Author(s):  
Edson C. Mwangu ◽  
Lwazi Sibanda
Keyword(s):  
Secondary Education ◽  
Staff Development ◽  
Secondary Schools ◽  
Document Analysis ◽  
Structured Interviews ◽  
Biology Teachers ◽  
Case Study Design ◽  
Primary And Secondary Education ◽  
Teaching Biology

AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.

scholarly journals The problems of mathematics education at secondary schools and gymnasia

2011 ◽  
Vol 52 ◽  
Author(s):  
Antanas Apynis ◽  
Edmundas Mazėtis
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Secondary Schools ◽  
General Education ◽  
State School ◽  
Education Curriculum ◽  
Education Major ◽  
School Graduation ◽  
Mathematics Curricula ◽  
Major Attention

The article reviews the ties between secondary schools/gymnasia and universities, and also discusses complementary mathematics education. Major attention is directed to the general mathematics curricula of general education and secondary education. A proposal of developing an integral mathematics education curriculum for gymnasium as well as withdrawing the state school graduation curriculum (by organising the examination under the general mathematics education curriculum) has been put forward.  

scholarly journals Religious Education in Greece Under the Scope of Interculturalism

2017 ◽  
Vol 4 (1) ◽  
pp. 40 ◽  
Author(s):  
Evanthia Tsaliki
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Primary School ◽  
Religious Education ◽  
Document Analysis ◽  
Phenomenological Approach ◽  
Greek Society ◽  
European Guidelines ◽  
Religious Dialogue ◽  
The Subject

The aim of this presentation is to provide an overview of the subject of Religious Education (RE) taught in Greek primary and secondary schools through the lens of the diversity existing in the Greek society. The presentation refers to the Christian Orthodox oriented content – and the roots of this orientation - of the school textbooks and the curriculum on the subject of Religious Education related and compared with the Greek legislation and the European guidelines on Religious Education in detail. The issue was explored through the phenomenological approach which illuminates the subject of RE taught in Greek schools via the method of document analysis. The document analysis showed that the Greek legislation and the curricula of RE seem to be by and large consistent with the European guidelines on the freedom of religious conscience, as this is preserved in some way. However, neither the development of inter-religious dialogue nor the encouragement of pupils to discover different religions is foreseen within school with the exemption of some lessons relevant to other religions and faiths less in primary school and high school and more in Lyceum, the attendance of which is optional. In the end, the findings are discussed and some thoughts are expressed regarding the dimension that the subject of Religious Education should take in future in view of the present composition of the population in Greece.

The Role of Religious Studies in French Secondary Education

2007 ◽  
Vol 61 (4) ◽  
pp. 343-352
Author(s):  
Mireille Estivalèzes
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Secondary Schools ◽  
Cultural Heritage ◽  
Religious Education ◽  
Religious Studies ◽  
Public Debate ◽  
Religious Knowledge

Abstract Despite the fact that there is no religious education in public secondary schools in France, there is a twenty-year-old public debate on the lack of religious knowledge among pupils and the need to provide them with more information to help them understand their cultural heritage and the multireligious societies they live in. What is the context of laïcité at school? What are the issues in religious education? How are religions taught? What is the place of religious studies at university and is it useful in teacher training? What are the practical difficulties of such teaching?

scholarly journals Evaluasi Model CIPP Pada Implementasi KTSP Pendidikan Agama Islam di Sekolah Menengah Atas Jombang

2019 ◽  
Vol 14 (01) ◽  
pp. 85-102
Author(s):  
Bulhayat Bulhayat
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Qualitative Approach ◽  
Learning Processes ◽  
Assessment Model ◽  
Islamic Education ◽  
Education Curriculum ◽  
Using Data ◽  
Learning Plans

This study aims to review the implementation of the Islamic Education Curriculum at Jombang High School. The focus of the study is to find out the aspects of knowledge, completeness, teaching and learning processes, and assessments conducted by PAI Teachers using the CIPP assessment model conceptual framework developed by Stufflebeam. This study uses a qualitative approach using data collection tools such as interviews, observation and document analysis. The results of this study indicate that the principals in high schools has understood the objectives and implemented the Kurikulum Tingkat Satuan Pendidikan (KTSP) for PAI subjects.The results of study also found that (1) PAI teachers have understood objectively KTSP for PAI (2) PAI teachers have made learning plans (3) PAI teachers have carried out teaching and learning processes based on Islamic religious education curriculum (4) PAI teachers have also implemented two forms assessment, namely the assessment of the process and the semester exam. In addition, the results of the study also show that students have understood the knowledge conveyed by the teacher and obtained the results of tests that are in accordance with the assessment standards determined by the school and the teacher.

“Religious Education” or “Teaching about Religion”? A Review of Compulsory Religious Culture and Ethics Lessons in Turkish Primary and Secondary Schools

2018 ◽  
Vol 13 (2) ◽  
pp. 153-178
Author(s):  
Turgay Gündüz
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Religious Education ◽  
Religious Culture ◽  
Sources Of Information ◽  
Educational Approach ◽  
Primary And Secondary Education ◽  
Ethics Teaching ◽  
History Of ◽  
Teaching About Religion

Abstract Religious Culture and Ethics (RCE), a compulsory course in Turkish primary and secondary schools, is a highly debated issue with respect to education on religion. Discussions focus on whether the class is “religious education” with a confessional approach or “religious culture and ethics teaching” that adopts a non-confessional view. Following a short history of religious education courses in Turkish primary and secondary education, this study analyses the curriculum and the content of the RCE course from the perspective of two Islamic sects (madhhab) and religious education approaches to discuss the principal educational approach applied in the country. The study also analyses the argument that holds that RCE is a non-confessional lesson in terms of both content and application; and that, accordingly, there is no problem with its presence among compulsory courses in primary education. It is rather concluded that, since its inclusion within the primary and secondary education curricula as a compulsory lesson, RCE has never been non-confessional in terms of including other religions and beliefs as well as other sects within Islam. An examination of the sectarian sources of information on worship provided in these courses reveals that the current textbooks are explicitly grounded in the Hanafi School with regard to issues of Muslim obligations.

Teachers Characteristics, Related factors and Environmental Education Curriculum Implementation in Secondary Schools in Cross River State, Nigeria

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 136-158
Author(s):  
Eneji Chris-Valentine Ogar ◽  
Petters Janet Sunday ◽  
Onnoghen Usang Nkanu ◽  
Asuquo Edung Etim
Keyword(s):  
Regression Analysis ◽  
Environmental Education ◽  
Secondary Schools ◽  
Classroom Management ◽  
Curriculum Implementation ◽  
Education Curriculum ◽  
Related Factors ◽  
Significance Level ◽  
Cross River ◽  
Cross River State

This study assessed the influence of teacher’s characteristics and other related factors in the implementation of Environmental Education curriculum in secondary schools in Cross River State, Nigeria. Two research designs were used, survey inferential and Expost facto research design. The study is located in the department of Environmental Education, University of Calabar, Nigeria. Two research questions converted into two hypotheses were formulated for the study.  A sample of three hundred (300) respondents were selected using the multistage random sampling technique comprising of twenty five (25) lecturers and two hundred and seventy five (275) postgraduate and final year undergraduate students in the department of Environmental Education, University of Calabar. Data was collected using a structured questionnaire, the instrument administration was done by the researchers and same were collected 100%. Pearson Product Moment Correlation Analysis and regression analysis were used to test the hypotheses at 0.05 significance level and 298 and 290 degrees of freedom respectively. The result shows that teacher’s characteristics do significantly influence Environmental Education curriculum implementation in secondary schools. The regression analysis also shows that 6 factors listed impedes the implementation of Environmental Education curriculum, while four were not significant factors influencing Environmental Education curriculum in secondary schools. It was however recommended that teachers with competence in pedagogic knowledge of Environmental Education with classroom management skill should be employed to drive the process, while arrangement should be put in place to make Environmental Education a subject for students to offer and write in final senior secondary school examination among other.

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