Education for Peace and School Coexistence

2016 ◽  
pp. 106-129 ◽  
Author(s):  
José A. Pineda-Alfonso ◽  
Francisco F. García-Pérez
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Primary And Secondary Education ◽  
Wide Range ◽  
Culture Of Peace ◽  
Education For Peace

There has been an influx of international currents in favour of a Culture of Peace and Non-Violence since the 1990s. This has allowed the curriculum in Primary and Secondary Education to generate a wide range of differently focused plans and projects. One of the peculiarities of this phenomenon in Spain is its links with the deterioration in classroom coexistence, and, as a consequence, a number of different initiatives have been put in place to promote a Culture of Peace and Coexistence. In spite of the deployment of means and staff, it is clear from the analysis of two cases in Secondary Schools in Andalusia (Spain) that there have been scant results, as the influence of all these initiatives has only been superficial in schools. Given the failure of these initiatives, a drift towards authoritarianism in school coexistence discourses and practices is observed.

The impact of ISO quality management systems on primary and secondary schools in Spain

2018 ◽  
Vol 26 (1) ◽  
pp. 2-24 ◽  
Author(s):  
Jorge Antonio Arribas Díaz ◽  
Catalina Martínez-Mediano
Keyword(s):  
Mixed Methods ◽  
Secondary Education ◽  
Quality Management ◽  
Secondary Schools ◽  
Management Systems ◽  
Quality Management Systems ◽  
Content Type ◽  
Primary And Secondary Education ◽  
Three Phase ◽  
The Impact

Purpose The purpose of this study is to evaluate the application of quality management systems (QMS) based on international standards of quality in education (ISO 9001:2008) and ascertain the influence of this quality model on primary and secondary schools in Spain. Design/methodology/approach The study was conducted in 26 publicly funded, private schools in Spain. The research design was a three-phase, mixed-methods evaluation. In all, 809 teachers answered the main survey questionnaire in Phase 3, which was validated through expert reviews and exploratory factor analysis against two theoretically derived dimensions of quality. The total scores of the two dimensions demonstrated Cronbach’s alpha reliability estimate > 0.95. A discriminant function analysis was applied next to compare three groups of schools based on teachers’ QMS ratings, using students’ achievement and other school quality indicators as predictors. Findings The QMS model was perceived to have contributed to improvements in documentation and management through evaluation, continuous improvement processes, the schools’ external image, management of resources and user satisfaction levels. Some of the improvements lasted over time. The schools rated as “high” by teachers on QMS implementation levels had better educational outcomes, as well as user perception and satisfaction levels, as compared to schools rated as “low”. Drawbacks of the QMS model were perceived as high bureaucratic workloads and a top–down management culture. Practical implications The findings suggest that ISO standards of QMS can be adopted in primary and secondary education institutions successfully, and that they are suitable for improving schools and educational systems overall. Originality/value The study’s originality lies in the demonstrated outcomes of the QMS approach, originally created for industrial environments, in a large Spanish primary and secondary education institution using a three-phase, mixed-methods design.

Primary and Secondary Education in Morocco: From Access to School into Generalization to Dropout

2017 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Zoulal Mansouri ◽  
Mohamed El Amine Moumine
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Educational System ◽  
Education System ◽  
Education Program ◽  
Primary And Secondary Education ◽  
The 1960S ◽  
Made In

This article provides an overview of school wastage, namely repetition and dropout in primary and secondary schools in Morocco. It describes how this phenomenon has progressed since school was implemented in the 1960s. It shows that the fundamental principles of the education system established in the aftermath of Morocco’s independence in 1956 did not succeed in providing a clear, stable education program. The article concludes that despite the tremendous efforts made in enrollment, school wastage persists, and the educational system is still trapped in the idealistic principles of the 1960s, causing education to flounder in the dramatic triangle of schooling, generalization, and dropout.

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 interpretation of vocative linguistic features in contemporary textbooks and school grammar book of the croatian language

2021 ◽  
Vol 70 (1) ◽  
pp. 121-146
Author(s):  
Petra Božanić
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Morphological Features ◽  
Linguistic Features ◽  
School Subject ◽  
Primary And Secondary Education ◽  
School Year ◽  
Study Results ◽  
Selection Of ◽  
Contemporary School

This paper aims to analyze the interpretation of vocatives and cat[1]egory of vocativeness within the school subject Croatian language regarding phonetic, phonological morphological, syntactic, orthographic and pragmat[1]ic-semantic vocative features on the corpus of contemporary Croatian lan[1]guage textbooks for primary and secondary education selected according to the final result of the selection of textbooks from the “Catalog of approved textbooks for the 2020/2021 school year” for primary and secondary schools, and four contemporary school grammar books of the Croatian language by Silić & Pranjković (2007), Težak & Babić (2016), Ham (2017), and Hudeček & Mihaljević (2019). The study results show the presence of the vocative as a case with the emphasis on its morphological features and syntactic autonomy, and the communicative vocative functions have been almost completely neglected.

“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.

scholarly journals Optimising Post-Colonial Bilingual Education in Cameroon’s Primary and Secondary Schools: A Critic on School Practice

2020 ◽  
pp. 39-53
Author(s):  
Yaro Loveline
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Implementation Process ◽  
Policy Formulation ◽  
State Budget ◽  
Post Colonial ◽  
Primary And Secondary Education ◽  
The Republic ◽  
The Government

The post-colonial period was a turning point in Cameroon’s educational system. Since Independence and Reunification in 1960-61, the various governments of the Federal Republic of Cameroon, the United Republic of Cameroon and the Republic of Cameroon have been committed to the development of Education. Significant resources have been invested in this course geared towards improved education quality in both sub-sectors of Primary and Secondary Education. The Ministries of Primary and Secondary Education continue to be amongst the top ministries to receive the highest allocation from the state budget with 19.7% in 2010 and 16.3% in 2011 (Cameroon, 2015). However, there still exist challenges to quality education in Cameroon that the government has continued to address through, formation of commission, committees, and taskforces that have influenced curriculum policy formulation and implementation. In this respect, the formulation of education policy of bilingualism to use in the teaching and learning in Cameroon schools has been one of the main concerns of education in Cameroon. There is therefore need to asses and monitor progress of how this has guided teaching and learning in schools. How this policy has evolved overtime and especially how it is serving the purpose for which it was formulated. Using the Historical approach this study provides an opportunity to critically examine the efforts made in Cameroon in implementing the policy of bilingualism formulated for teaching in primary and secondary schools after independence and reunification. It sheds light in the meaning of bilingualism in the context of school application and broadens discussions on challenges faced by stakeholders in the implementation process. Furthermore, as the country, looks towards the achievement of the millennium development goals and education for sustainable development, the study provides recommendations to optimize bilingualism in Schools in Cameroon.

El acceso a la función pública docente en Educación Infantil, Primaria y Secundaria

2020 ◽  
pp. 138-159
Author(s):  
Goiatz Aramendi Lekuona ◽  
Pello Aramendi Jauregi
Keyword(s):  
Secondary Education ◽  
Teaching Strategies ◽  
Civil Service ◽  
Self Regulation ◽  
Learning To Learn ◽  
Primary And Secondary Education ◽  
Theoretical Part ◽  
Close Relationship ◽  
Attention To Diversity ◽  
Diversity Evaluation

The research presented below aims to describe and analyse the teaching strategies and supports obtained by teachers in the province of Gipuzkoa who sit competitive examinations to access the teaching civil service in Infant, Primary and Secondary Education. This study opted for a sequential explanatory design with 469 candidates. Teachers who have passed the official examinations placed special emphasis on the first test (theoretical part and practical exercise), took into account the criteria of evaluation of the examinations and prioritised issues such as attention to diversity, evaluation, the competence of learning to learn, self-regulation of learning and the design of teaching units. In addition, they received valuable help from relatives, people linked to teaching with whom they have a close relationship, and work colleagues.

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