scholarly journals What happened to alternative lower-secondary education in Mauritius? : The extended programme as a case of misguided curriculum, unfair assessment, and social injustice

2021 ◽  
Author(s):  
Nitin Rughoonauth
Keyword(s):  
Secondary Education ◽  
Alternative Education ◽  
Basic Education ◽  
Social Injustice ◽  
Human Flourishing ◽  
High Stakes ◽  
Knowledge Based ◽  
The Republic ◽  
Prevocational Education ◽  
Lower Secondary Education

The recent Nine-Year Continuous Basic Education (NYCBE) reform has brought about a dramatic change in the provision of alternative lower-secondary education in the Republic of Mauritius. Whereas the previous prevocational education (PVE) programme allowed educators to make use of an aims-based curriculum to respond to the learning profile of children marginalised within the primary education system by formatively catering for their holistic development in an inclusive and integrated manner and preparing them for vocational pathways, the new extended programme (EP) proposes to engage those same learners with a knowledge-based curriculum that focuses heavily on subject learning and high-stakes examinations. Our aim in this article is to examine, through the lens of social justice, the aims, objectives and expectations of the two alternative education programmes, and elaborate, by looking at aspects of curriculum, pedagogy and assessment, on how the EP ends up being a fundamentally flawed and poorly implemented programme that undermines the development and potential for human flourishing of the learners concerned. Implications for educators involved in the programme will also be touched upon.

scholarly journals Reform in Upper Secondary School Governance Towards Autonomy Model: A Case Study of Reality Autonomy Model in Vietnam

2020 ◽  
Author(s):  
Nguyen Thi Huong ◽  
Pham Thu Phuong
Keyword(s):  
High School ◽  
Secondary Education ◽  
General Education ◽  
Primary Education ◽  
Basic Education ◽  
First Grade ◽  
School Education ◽  
High School Education ◽  
Upper Secondary ◽  
Lower Secondary Education

In Vietnam, general education includes primary education, lower secondary education (the period of basic education) and upper secondary education (the period of vocational orientation education). In particular, primary education is compulsory for all children from 6 to 14 years old, is implemented in 5 school years, from first grade to fifth grade. The age of students entering first grade is six years old. Primary education aims to help students form the initial foundations for proper and long-term development of morality, intelligence, physicality, aesthetics and basic skills for students to continue high school. Secondary education is conducted in four school years, from grade six to grade nine. Students entering sixth grade must have an elementary school diploma. Secondary education aims to help students consolidate and develop the results of primary education; have basic secondary education and initial knowledge about technology and career to continue high school, vocational high school, vocational training or enter a working life. High school education is conducted in 3 school years, from grade ten to grade twelve. Students entering tenth grade must have a junior high school diploma. High school education is aimed at helping students consolidate and develop the outcomes of lower secondary education, complete high school education and common knowledge about technology and career guidance for further college education, college, professional secondary school, apprenticeship or enter the working life. Thus, the term general education is a term with broad connotation including primary education, lower secondary education (basic education period) and upper secondary education (education period) career orientation. Within the scope of this research, we use the term school governance used to mean a mode of action, which is directed toward the goal of being accomplished effectively, by and through others. Governance activities are indispensable activities that arise when people work together to accomplish goals.

scholarly journals ANALYSIS OF THE LABOUR MARKET IN THE REPUBLIC OF MACEDONIA ACCORDING TO THE LEVEL OF EDUCATION

2013 ◽  
Vol 8 (4) ◽  
Author(s):  
Kostadinka Cabuleva ◽  
Emilija Miteva-Kacarski ◽  
Marina Radosavlajevik-Bojceva
Keyword(s):  
Secondary Education ◽  
Labour Market ◽  
Educational Process ◽  
University Education ◽  
Educational Institutions ◽  
The Public ◽  
Republic Of Macedonia ◽  
The Republic ◽  
Lower Secondary Education

The current educational system has to prepare the students for professions which should develop tomorrow. The key role of education at this moment in time ought to be the ability to predict the changes and to adapt to them successfully. The final resultant of the educational process is the acquisition of skills which will enable the pupils or students to adapt to the labour market quickly and easily. The connection of education with the labour market is the principal aim of the economy being based on knowledge.In this paper, we make an effort to create an analytic framework for the representation of the educational profiles at the labour market in the Republic of Macedonia. The data contained in the analysis points out to the fact that out of the total number of employees according to their education in the period of 2001-2012, the biggest per cent of employees belongs to the ones with secondary education (three-year and four-year secondary education). In 2001, this percentile participation was 49.6% whereas in 2012, this per cent increased to 53.6%. The second position is being taken up by the employees with primary and lower secondary education (25.42% in 2001). However, as a result of the fact the employment rate had been reducing year by year, in 2012, it was 18.53%. The employees with university education are taking up the third position. In 2001, the percentile participation of employees with university education was 10.53% whereas in 2012, it was 21.6%. This trend is due to the dispersed studies in a large number of towns in the Republic of Macedonia, which have led to increase in the number of graduates. Having in mind this analysis, the public educational institutions are facing the challenge to alter their current structure, to bring about a new structural change and to develop an organizational structure which will be compatible with the general changes at the labour market.

scholarly journals Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

2021 ◽  
Vol 12 (1) ◽  
pp. 11-27
Author(s):  
Uwe Krause ◽  
Tine Béneker ◽  
Jan van Tartwijk
Keyword(s):  
Secondary Education ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Knowledge Structures ◽  
High Stakes ◽  
Upper Secondary Education ◽  
Task Setting ◽  
Abstract Knowledge ◽  
Upper Secondary ◽  
High Stakes Exams

Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exams have a clear focus on the use of thinking strategies. This paper explores the task setting and debriefing of Dutch geography teachers by analyzing twenty-three videotaped lessons in upper secondary education by using the Geography Task Categorization Framework. The results show that Dutch teachers mostly rely on textbooks when setting tasks. The focus lies on reproduction and the use of thinking strategies. Tasks aiming at (parts of) higher order thinking are barely used. Furthermore, teachers use tasks from previous high-stakes exams already used in an early stage of upper secondary education. In the debriefing of tasks, teachers move from simple and concrete to complex and abstract knowledge and vice versa. However, most of these movements aim at simplifying knowledge structures. In the observed lessons, curriculum aims at the level of (parts of) higher order thinking are not achieved. The evaluative rules as set by the high-stakes exams and the type of tasks offered by textbooks seem to be dominant.

scholarly journals Attitudes of Pupils in Lower Secondary Education towards Geography Subject

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Štefan Karolčík ◽  
Elena Čipková ◽  
Slávka Jurčíková ◽  
Henrieta Mázorová
Keyword(s):  
Secondary Education ◽  
Lower Secondary Education
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