Evaluating Intercultural Sensibility in Compulsory Secondary Education

2018 ◽  
Vol 11 (4) ◽  
pp. 1-15
Author(s):  
Paloma No-Gutiérrez ◽  
María-José Rodríguez-Conde ◽  
Eva-María Torrecilla-Sánchez
Keyword(s):  
Secondary Education ◽  
Educational System ◽  
Intercultural Sensitivity ◽  
Compulsory Education ◽  
Social Reality ◽  
Type Of School ◽  
Spanish Educational System

The heterogeneity in the Spanish educational system has made it essential to develop certain skills to be a model citizenship. One of those is intercultural sensitivity. But before establishing a program to develop it, it is crucial to know its level in the students. Conscious of this social reality a research was done to study the level of intercultural sensitivity in students in the level of Secondary Compulsory Education of two schools in the region of Salamanca (Spain). The sample consisted of 220 people from two different schools, one public and one private. One of the main objectives is to see if there are significant differences in the answers given depending on the variables gender, ownership of the school and nationality (differentiating between native and foreign). On a first review, it was discovered, in general, there were not significant differences on the answers depending on type of school, gender or nationality.

scholarly journals ESTRATEGIAS ORGANIZATIVAS PARA UNA ESCUELA INCLUSIVA

2017 ◽  
Vol 7 (1) ◽  
pp. 53
Author(s):  
José Daniel Álvarez Teruel ◽  
Salvador Grau Company ◽  
Mª Teresa Tortosa Ybáñez
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Research Work ◽  
Compulsory Education ◽  
Evolutionary Process ◽  
Positive Development ◽  
Inclusive School ◽  
Initial Hypothesis ◽  
The Subject ◽  
Spanish Educational System

Abstract.ORGANIZATIONAL STRATEGIES FOR AN INCLUSIVE SCHOOLInclusive education is a hanging task within the Spanish Educational System, and nowadays it presents a stalemate. On this initial hypothesis let’s sense beforehand a theoretical and descriptive research work, based on bibliographical study of previous research on the subject, in order to know how the principle of diversity care is developed in Spanish Compulsory Education System schools, and therefore inclusive education, and what this pointed stagnation can occur. The study parts of a shared conceptualization of inclusiveness, and aims to collect information, analyze and reflect on it, and make innovative and assumable proposals on the basis of the obtained results for the development and evolution of the subject. The purpose of our research will be the inclusive school. We document the evolutionary process in the development of Spanish inclusive education, until the stalemate that is currently observed, analyzing some research on the subject made in the last decade. We start from a general survey of the situation of the Spanish educational system regarding the issue of the inclusiveness, analyze contributions of some contrasted authorship, and reflect on the achievements and work to be done. This task allows us, while validating the initial hypothesis of the study, substantiate somewhat firmly the relevance of contributing strategies that collaborate in the positive development of an inclusive school project. To design these proposals, we depart from a few prerequisites, primarily within the realm of belief and unwavering principles, and subsequently we develop a catalogue of basic sequenced strategies, which like mandatory decalogue, are essential in order to define our institutions as an inclusive school.Keywords: diversity care, inclusive education, inclusive school, educational centers, organizational strategies.Resumen.La educación inclusiva es una tarea pendiente dentro del Sistema Educativo Español, y en estos momentos presenta un estancamiento. Sobre esta hipótesis inicial presentamos un trabajo de investigación teórico y descriptivo, en base a un estudio bibliográfico de investigaciones previas sobre el tema, con el fin de conocer cómo se desarrolla en los centros educativos de Educación Obligatoria del Sistema Educativo Español el principio de atención a la diversidad, y por tanto la educación inclusiva, y a que se puede deber este estancamiento apuntado. El estudio parte de una conceptualización compartida de inclusividad, y tiene como objetivos recabar información, analizar y reflexionar sobre ella, y elaborar propuestas de mejora, innovadoras y asumibles, sobre la base de los resultados obtenidos, para el desarrollo y evolución del tema. El objeto de nuestra investigación será la escuela inclusiva. Documentamos el proceso evolutivo en el desarrollo de la educación inclusiva en España, hasta llegar al estancamiento que se observa actualmente, analizando algunas investigaciones sobre el tema realizadas en la última década. Partimos de un estudio general de la situación del Sistema Educativo Español con relación al tema de la inclusividad, analizamos las aportaciones de algunas autorías contrastadas, y reflexionamos sobre los logros alcanzados y trabajo que queda por hacer. Esta tarea nos permite, a la vez que validar la hipótesis inicial del estudio, fundamentar con cierta solidez la pertinencia de aportar estrategias que colaboren en la evolución positiva de un proyecto de escuela inclusiva. Para diseñar estas propuestas, partimos de unos prerrequisitos, fundamentalmente dentro del terreno de las creencias, y unos principios irrenunciables, y posteriormente elaboramos un catálogo de estrategias básicas, secuenciadas, que a modo de decálogo de obligado cumplimiento, son imprescindibles para poder definir nuestras instituciones educativas como una escuela inclusiva.Palabras clave: atención a la diversidad, educación inclusiva, escuela inclusiva centros educativos, estrategias organizativas.

The Challenges in the Selection and Recruitment to School Headteachers in the Spanish Educational System

2021 ◽  
pp. 1-12
Author(s):  
Sandra Vázquez-Toledo ◽  
Cecilia Latorre-Cosculluela ◽  
Verónica Sierra-Sánchez ◽  
Ana Rodríguez Martínez
Keyword(s):  
Educational System ◽  
Spanish Educational System

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

scholarly journals EL CURRÍCULO DE LA EDUCACIÓN BÁSICA ECUATORIANA: UNA MIRADA DESDE LA ACTUALIDAD

2018 ◽  
Vol 3 (4) ◽  
pp. 47
Author(s):  
Jonathan Javier Delgado Cedeño ◽  
María Gabriela Vera Vera ◽  
Juan Carlos Cruz Mendoza ◽  
Jose Grismaldo Pico Mieles
Keyword(s):  
Educational System ◽  
Educational Level ◽  
Basic Education ◽  
Compulsory Education ◽  
Teaching Experience ◽  
Current Approach ◽  
Education Curriculum ◽  
Daily Work ◽  
Curricular Elements ◽  
Definition Of

El presente trabajo tiene como objetivo analizar el currículo de la educación básica ecuatoriana considerando sus innovaciones, desde el punto de vista actual, con el fin de distinguir sus características, para ello, se examinaron los precedentes que han generado cambios al currículo, se contrastaron documentos curriculares: Actualización y Fortalecimiento Curricular de la Educación General Básica (Currículo 2010) y el Currículo de los Niveles de Educación Obligatoria (Currículo 2016) y se identificaron los puntos esenciales que han sido mejorados en el último currículo de este nivel educativo. La investigación se realizó mediante revisión bibliográfica de documentos informativos, legales y curriculares. Se han abordado temáticas como: la definición del currículo, el porqué de la denominación de Educación Básica, la evaluación y ajustes al currículo y los principales sustentos legales de este nivel educativo. Con base en el Currículo 2016 se determinaron sus principales cambios y características, así también la forma en que ha sido percibido desde la experiencia docente en el quehacer educativo. Se concluye que los cambios y ajustes que se apliquen al currículo en todo tiempo, deben responder a los intereses sociales de la población y el país, de esta forma la educación cumplirá su rol aportando a la solución de problemas y el mejoramiento del sistema educativo ecuatoriano. PALABRAS CLAVE: Currículo; Educación Básica; Sistema educativo; Ajustes curriculares; Elementos curriculares. THE CURRICULUM OF ECUADORIAN BASIC EDUCATION: LOOK FROM THE PRESENT ABSTRACT The present paper is aimed to analyze the curriculum of Ecuadorian Basic Education considering its innovations from a current approach, in order to distinguish their characteristics. For it, precedents that generated changes to curriculum were examined, curricular documents were contrasted: Update and Curricular Strengthening of General Basic Education (Curriculum 2010), and Currículum of Levels of Compulsory Education (Currículum 2016), and the essential aspects that have been improved in the last curriculum of this educational level were identified. The investigation was conducted through bibliographic review of informative, legal and curricular documents. Thematics as: definition of curriculum, the reason of denomination of Basic Education, evaluation and adjustments to the curriculum, and the main legal underpinnings of this educational level. Based on the 2016 Curriculum, its main changes and characteristics were determined, as well the way it has been perceived from the teaching experience in the education daily work. It is concluded that the changes and adjustments that are applied to the curriculum at all times, must respond to the social interests of the population and the country, in this way education will fulfill its role contributing to the solution of problems and the improvement of the Ecuadorian educational system. KEYWORDS: Curriculum; Basic Education; Educational system; Curricular adjustments; Curricular elements.

scholarly journals INTEGRATING ICT IN A DIDACTIC UNIT: LIGHTS, CAMERA, ACTION!

2016 ◽  
Vol 3 (Special) ◽  
pp. 7
Author(s):  
MARÍA LUISA RENAU RENAU ◽  
BEATRIZ PÉREZ GARRALÓN
Keyword(s):  
High School ◽  
Secondary Education ◽  
Learning Styles ◽  
Educational System ◽  
Traditional Approach ◽  
Digital Natives ◽  
Diversity Awareness ◽  
Collaborative Groups ◽  
Digital World

In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students’ interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have. Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.

scholarly journals “Del dicho al hecho hay un gran trecho”: Obstáculos para la expansión de la escolaridad media en Uruguay.

2018 ◽  
Vol 26 ◽  
pp. 161
Author(s):  
María Ester Mancebo ◽  
Julia Pérez Zorrilla
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Compulsory Education ◽  
Structured Interviews ◽  
Right To Education ◽  
Multiple Factors ◽  
Union Leaders ◽  
Party Members ◽  
The Right ◽  
Institutional Fragmentation

In 2008, the Uruguayan General Education Law was enacted, stipulating the right to education and extending compulsory education from nine to fourteen years. This article analyzes the obstacles to design and implement educational policies to improve secondary education attainment rates during the governments headed by the Frente Amplio party from 2005 on. Using a qualitative approach, we employed a triangulation method that includes document analysis (laws and institutional reports) and 49 semi-structured interviews conducted between 2011 and 2015; the interviews covered government authorities, legislators, bureaucrats, experts and union leaders. We identified three potential causes of this policy gridlock: the institutional fragmentation of the educational system; the ideological disagreement between educational authorities and party members; and the teacher’s union veto. The educational policy stalemate in secondary education is explained by these multiple factors and their interaction.

Efflatoun, Inji (1924–1989)

2018 ◽  
Author(s):  
Nadia Radwan
Keyword(s):  
Secondary Education ◽  
Working Class ◽  
Social Reality ◽  
Special Focus ◽  
Political Activities ◽  
The Social ◽  
Political Activist

Inji Efflatoun was an Egyptian painter, feminist, and political activist. She completed her secondary education at the Lycée Français in Cairo where she was introduced to Marxism. At the beginning of the 1940s, she was one of the first women to attend the Faculty of Arts at Cairo University, where she joined the Egyptian communist organization (Iskra). During that time, she studied under the painter and filmmaker Kamel el-Tilmisani, and exhibited with the Egyptian Surrealist Group "Art and Liberty" (1942–1943). She later studied in the studio of the Swiss artist Margo Veillon, and with the painter Hamed Abdalla. In 1959, her political activities resulted in her being arrested. She was imprisoned for four and a half years and painted throughout her incarceration until she was released in 1963. Efflatoun’s paintings are strongly inspired by the social reality of the Egyptian working class, with a special focus on women and their daily struggle.

scholarly journals Attention to Diversity in Compulsory Secondary Education

2020 ◽  
Vol 10 (4) ◽  
pp. 1176-1185
Author(s):  
Elia Vázquez Varela ◽  
Iago Portela Pino ◽  
Víctor Domínguez Rodríguez
Keyword(s):  
Secondary Education ◽  
Standard Deviation ◽  
Educational System ◽  
Descriptive Study ◽  
Point Of View ◽  
Quantitative Methodology ◽  
Sample Mean ◽  
Frequency Of Use ◽  
Attention To Diversity ◽  
Didactic Planning

The attention to pupil diversity is still considered one of the main issues to solve in the current educational system. The objective of the study was to establish and analyze the differences between the knowledge and the use of ordinary and extraordinary measures in the attention to diversity from the point of view of compulsory secondary education teachers. A descriptive study was performed with a quantitative methodology, making use of a 452-teacher sample (Mean: 47, Standard Deviation: 8.42) using a survey. The results show a better understanding and frequency of use of the ordinary measures compared to the extraordinary ones. Results also maintain that among the most used we found the adequacy of the didactic planning as well as the support of the therapeutic pedagogy and language and auditory specialist. Moreover, the analysis reveals that the CMOEAD (ordinary and extraordinary measures for the attention to diversity) survey possesses psychometric properties which support its use in further studies. In conclusion, a better knowledge and use of ordinary and extraordinary measures in attention to diversity enables a forward leap in the quality and equity for pupils.

scholarly journals Factors that Influence the Application of Web 2.0 Based Techniques for Instructional Purposes – A Case Study

2015 ◽  
Vol 10 (4) ◽  
pp. 15 ◽  
Author(s):  
Marianthi Batsila ◽  
Charilaos Tsihouridis ◽  
Dennis Vavougios ◽  
George Ioannidis
Keyword(s):  
Secondary Education ◽  
Web 2.0 ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching Experience ◽  
Research Area ◽  
Teaching Techniques ◽  
Primary And Secondary Education ◽  
Type Of School

This paper aims at investigating the factors which influence instructors of primary and secondary education into using Web 2.0 based teaching techniques in their teaching now and in the future. Two hundred and fifty three teachers participated in a survey conducted with a quantitative research method followed by short interviews for clarification purposes in the research area. The results showed that both gender and teaching experience are factors that influence this attitude, whereas the type of school seems to have no influence on educators’ decision to employ such tools in their teaching practices.

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