‘Equality of Opportunity for all Children’

2019 ◽  
pp. 66-114
Author(s):  
Henrice Altink
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Lower Class ◽  
Equality Of Opportunity

This chapter assess how easy it was for dark-skinned Jamaica children to get into a prestigious secondary school having to overcome such hurdles as entry examinations and oral interviews. By drawing, amongst others, on school magazines and memoirs, it will also explore how race and colour shaped the experiences of the children that succeeded in gaining access to an elite secondary school, ranging from the relations with their teachers and peers to the curriculum they were taught. In addition, it will point to the ways in which lower-class African Jamaicans helped to uphold the class-colour hierarchy, showing that many lower-class parents valued the elite secondary schools over other types of secondary education, often making huge sacrifices to get their children accepted.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

Using Information and Communication Technology (ICT) in Secondary Schools in Nigeria: Problems and Prospects.

2019 ◽  
pp. 232-236
Author(s):  
Christiana N.N.
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Digital Divide ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Computer Hardware ◽  
The Internet ◽  
Wrong Side ◽  
Information And Communication

There is no doubt that modern life is dominated by technology. Although it has been rightly said that what is wrong with education cannot be fixed with technology, there is a universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in the dissemination of knowledge and information. Already, Nigeria is on the wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies the high cost of computer hardware and software, weak infrastructure, lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block of the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. Nigeria needs ICT to aid teaching, learning and educational management. ICT is an instrument for economic and technological development in the 21st century. Therefore, Nigeria cannot afford to be on the wrong side of the digital divide.

Are Secondary Schools Imparting Digital Skills? An Empirical Assessment

2021 ◽  
Vol 15 (1) ◽  
pp. 73-100
Author(s):  
Bornali Bhandari ◽  
Charu Jain ◽  
Ajaya K. Sahu
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Urban Areas ◽  
National Level ◽  
Individual Characteristics ◽  
School Students ◽  
Digital Devices ◽  
Digital Skills ◽  
At Home

The aim of this article was to analyse the employability of currently enrolled secondary education (classes 9–12) students aged 14–21, specifically their functional digital skills. Digital skills are increasingly being recognised as a key foundational skill that also enhances employability. Gaining digital skills at the secondary education is important because it is one of the foundational skills that help prepare students transition to work and prepares them for life. There were three major objectives in this article: (a) to examine the trends and transitions in the acquisition of functional digital skills of currently enrolled secondary school Indian students according to their socio-economic and demographic profiles; (b) empirically investigate the factors influencing the acquisition of functional digital skills in urban areas and (c) examine whether the policy of providing schools with computers has had any discernible impact on the acquisition of functional digital skills of these students. Using the National Statistical Office 2017–2018 data on expenditure on education, we found that at the national level only 42% of the enrolled secondary school students had the ability to operate a computer and 46% had the ability to browse Internet in 2017–2018. The attainment of functional digital skills differed across rural and urban regions. The individual characteristics, socio-economic profile of households and school-related indicators were factors that explained the likelihood of students’ being equipped with functional digital skills. A key result was that students who had digital devices at home were more likely to have functional digital skills. The government had introduced computers in secondary schools in 2004 in India. We found evidence of a positive association between the provision of functional computers at secondary schools and attainment of digital skills, even for students from households with no computers at home. A key policy recommendation is that providing computers at schools can help overcome barriers to access to digital devices at home and improve the attainment of digital skills. JEL Codes: I2, O15, O3

scholarly journals Deconstructing Learners’ Choices in Composing the Narrative Essay in Secondary Schools

2021 ◽  
Vol 2 (2) ◽  
pp. 49-54
Author(s):  
Mak’obila Laban Adero ◽  
Lona Wafula ◽  
Agumba Ndalo
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Qualitative Data ◽  
Writing Skills ◽  
Major Question ◽  
Essay Writing ◽  
Tertiary Institutions ◽  
Writing Practices ◽  
Normal Class

This paper evaluated narrative essay writing practices in secondary schools.  The major question the paper sought to answer was what choices did secondary school learners make in writing narratives based on their writing skills and competence?  This was done through qualitative data in which learners’ narrative essays were evaluated to determine how faithful the learners were in sticking to the elements of the narrative. The compositions chosen were solicited from a group of students who had finished their secondary education and were waiting to join tertiary institutions.  These students had attended various secondary schools and were thus suitable for the content of this paper as they manifested the different essay writing regimes adopted by different schools.  These were compositions which they had written as part of their normal class exercises.

scholarly journals Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 307-328 ◽  
Author(s):  
Sabine Braun
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Data Driven ◽  
Hands On ◽  
Language Classes

AbstractThis paper reports on an empirical case study conducted to investigate the overall conditions and challenges of integrating corpus materials and corpus-based learning activities into English-language classes at a secondary school in Germany. Starting from the observation that in spite of the large amount of research into corpus-based language learning, hands-on work with corpora has remained an exception in secondary schools, the paper starts by outlining a set of pedagogical requirements for corpus integration and the approach which has formed the basis for designing the case study. Then the findings of the study are reported and discussed. As a result of the methodological challenges identified in the study, the author argues for a move from ‘data-driven learning’ to needs-driven corpora, corpus activities and corpus methodologies.

scholarly journals Equality of Opportunity in Learning Outcomes Attainment through Financing Public Day Secondary Schools’ Resources in Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 78-88
Author(s):  
Gatwiri Winniejoy Nkonge ◽  
John Ndiritu ◽  
Mukirae Njihia
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Learning Outcomes ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Equality Of Opportunity ◽  
School Resources ◽  
Mixed Method Research ◽  
Resource Characteristics ◽  
School Resource

Although students’ learning outcomes are not expected to be equal, the differences should not be accounted for by the differences in school resources. Equality of opportunity in financing schools’ resources is evidenced by the lack of a relationship between the availability of school resources and differences in students’ learning outcomes. Tharaka Nithi County, one of the 47 Counties in Kenya, has consistently had a high difference in students’ learning outcomes in different public day secondary schools. This study sought to establish if differences in students’ learning outcomes in Tharaka Nithi County evidence equality of opportunity. The study employed a convergent parallel mixed-method research design. A stratified random sampling technique was used to select 738 (368 male and 370 female) Form 3 students and 738 (368 male and 370 female) parents of the Form 3 students. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data was thematically analysed. The study findings revealed that there was a strong statistically positive significant relationship, r = 0.674 at p < .01 between school resource characteristics and differences in student’s examination scores. The study also established that differences in public day secondary school resource characteristics accounted for a 6.1% difference in students’ learning outcomes after controlling for all the predictor variables which included student’s household characteristics, student’s parental/guardian characteristics, and student’s conduct characteristics. The study thus recommends that financing of public day secondary school resources should focus on equity given the inequality of opportunity in secondary education attainment.

scholarly journals (Professional pressures and their relation to some teaching competencies of the teachers of physical education and sports in secondary education (A survey conducted on some secondary schools in Algeria: الضغوط المهنية وعلاقتها بالكفاءات التدريسية لدى أساتذة التربية البدنية والرياضية في التعليم الثانوي (بحث مسحي أجري على بعض ثانويات الجزائر)

2015 ◽  
Vol 1 (4) ◽  
Author(s):  
Dr. Harbash brahem - Dr. Jagddam bin Thhiba - Dr. Mqrany Jam
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Teaching Competencies ◽  
Professional Teaching

The purpose of this study was to know the professional pressure and its relation with some teaching competencies (planning-calendar-and implementation) for teachers of physical education and sports. The sample of research was 101 Professor of secondary school, that have been selected at random, which amounted to 93.51% of the total number of professors and researchers themselves oversaw distribution of the scales (a measure of professional pressures - Questionnaire teaching competencies) to professors of physical education and sports, and concluded that results in the latter that there is a relationship between professional teaching competencies pressures, but to varying degrees, were the most important suggestion or recommendation In this work is to push and motivate pupils by the Administration to exercise physical and sports education and its relevance to mitigate and reduce the pressure to the professor.

Secondary Schools and Teenage Childbearing: Evidence from the School Expansion in Brazilian Municipalities

2020 ◽  
Author(s):  
Martin Foureaux Koppensteiner ◽  
Jesse Matheson
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Attainment ◽  
Access To Education ◽  
Teenage Childbearing ◽  
School Expansion ◽  
Percent Increase ◽  
Teenage Fertility

Abstract This article investigates the effect that increasing secondary education opportunities have on teenage fertility in Brazil. Using a novel dataset to exploit variation from a 57 percent increase in secondary schools across 4,884 Brazilian municipalities between 1997 and 2009, the analysis shows an important role of secondary school availability on underage fertility. An increase of one school per 100 females reduces a cohort's teenage birthrate by between 0.250 and 0.563 births per 100, or a reduction of one birth for roughly every 50 to 100 students who enroll in secondary education. The results highlight the important role of access to education leading to spillovers in addition to improving educational attainment.

scholarly journals Experience in implementing educational projects for the development of entrepreneurship in secondary schools

2021 ◽  
Vol 15 (1) ◽  
pp. 116-122
Author(s):  
Elena D. Platonova ◽  
◽  
Oleg A. Igumnov ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Cognitive Activity ◽  
Educational Process ◽  
Expert Assessment ◽  
Educational Organizations ◽  
School Students ◽  
State Pedagogical ◽  
First Results

Training Russian entrepreneurs capable of generating the innovative approaches to the implementation of national and federal projects is an important task for increasing the efficiency of the economic system in the foreseeable future. Teaching entrepreneurship in secondary school and the development of entrepreneurial competencies among schoolchildren, starting from grades 6-7 in Russian secondary schools, is a necessary stage in achieving that goal. The authors have analyzed the current experience and the first results of the implementation of the pilot educational project “Small Academy of Economics, Finance and Law” that was implemented by the teachers of the Institute of Social and Humanitarian Education of the Moscow State Pedagogical University in early 2020. The target audience of this project was school students of grades 7-9 of educational institutions of secondary education in Moscow. The article reveals some didactic aspects of the entrepreneurial education and promising directions for improving the process of teaching entrepreneurship, taking into account the specifics and capabilities of secondary schools. The main methods used in the present study were methods of observation, conversation, synthesis, expert assessment. As a result of the analysis of the experience of teaching entrepreneurship in secondary school conclusions about the advisability of using the system-activity approach and contextual approach to organizing the cognitive activity of the school students were drawn by authors. To improve the educational process the authors have proposed to develop a standard program of entrepreneurship for the extra-time activities for educational organizations of secondary education and educational guidelines for teachers and schoolchildren. The article emphasizes that the experience of that project should be replicated as part of the interaction of universities and educational organizations of secondary education in all subjects of the Russian Federation.

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