scholarly journals Initiating the learning processes at the preschool and lower primary level: Challenges and possibilities

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Christine Streit ◽  
Christine K. David ◽  
Elke Hildebrandt
Keyword(s):  
Educational Policy ◽  
Learning Processes ◽  
School Education ◽  
Primary Level ◽  
Model Based ◽  
German Speaking ◽  
Institutional Cultures

The intended convergence of preschool and school education in accordance with educational policy is challenging. Firstly, one must become aware of the different institutional cultures, and secondly, one needs to be aware of existing similarities and develop common didactic ideas. This article presents a model, based on the situation in German-speaking countries. The model – as a basis for discussion – describes specific features of teaching at this level and at the same time provides a framework for the teachers’ activities. The aim is to make appropriate didactic decisions in an environment alternating between free and instructed activities for children as well as between specific and interdisciplinary orientation. The model and its potential will be discussed on the basis of a practical example.

scholarly journals Criticism of the soviet educational policy by the Russian émigré educators

2020 ◽  
pp. 139-148
Author(s):  
Konstantin Yu. Milovanov
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
School Education ◽  
Soviet Government

This article discusses the issue of criticizing the Soviet educational policy by prominent Russian émigré educators. The features of the emergence and existence of a special supranational cultural and educational space – the Russian pedagogical émigré society – are revealed. A select circle of scientists, thinkers, philosophers, and religious figures dealing with issues of education and upbringing has been identified. The views of prominent representatives of the Russian emigrant world in relation to operating the school education policy by the Soviet government are described.

scholarly journals Indigenous School Education and specific teaching-learning processes: reflections based on particular cases of Jê tribes

2013 ◽  
Vol 2 (2) ◽  
pp. 265-284
Author(s):  
Odair Giraldin
Keyword(s):  
Learning Processes ◽  
School Education ◽  
Specific Teaching ◽  
Teaching Learning

A educação escolar indígena disseminou-se entre os povos indígenas do Brasil, tornando-se mais ou menos acessível, de acordo com os contextos políticos estaduais e municipais responsáveis pela educação. Os preceitos e regulamentos da Constituição Federal exigem que as escolas indígenas sejam específicas, diferenciadas e bilíngues. Esses preceitos são, em certo grau, confrontados com barreiras socio-culturais impostas pelos responsáveis pela educação escolar indígena que não são indígenas e que, por isso, não possuem o entendimento necessário para desenvolver processos de ensino-aprendizagem específicos para cada povo. Esta fala é uma reflexão sobre esse contexto, baseada em experiências com pesquisas e estudos sobre a educação escolar indígena envolvendo povos Xerénte, Krahô, Pyhcopcatijí, Ràmkokamekrá-Canela e Apinajé. Demonstramos que um entendimento claro do ensino específico do processo de aprendizagem de cada povo é essencial para implementar os preceitos constitucionais relativos à educação escolar indígena.

scholarly journals Reconhecer e valorizar os saberes e práticas indígenas

2020 ◽  
Vol 28 ◽  
pp. 70
Author(s):  
Kaizo Iwakami Beltrao ◽  
Juliane Sachser Angnes
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Learning Processes ◽  
School Education ◽  
Indigenous Populations ◽  
New Paradigm ◽  
Value System ◽  
Educational Processes ◽  
Historical Trajectory

This dossier presents results of studies that glimpse the experiences of indigenous peoples in the task of satisfying their specific needs in indigenous school education and indigenous education, incorporating from that, their history, beliefs, value system and organizational culture. The socio-historical trajectory for indigenous peoples to achieve their pedagogical autonomy involves the appropriation of educational processes that are linked to both indigenous school education and indigenous education (own learning processes). For indigenous peoples, this path might seem simple, at first, due to the new paradigm of indigenous school education that privileges cultural diversity. However as the indigenous people advance towards the achievement of their own conquest projects, they come across several bureaucratic and difficult issues. In this sense, the guidelines presented here do not reflect all the complexity of the scenarios in which the indigenous populations of Brazil and Latin America find themselves, nor the multiple facets that they can assume. However we hope that the studies socialized here can help and expand the reflections, in addition to serving as an invitation for more and more indigenous populations to have visibility in academic scientific circles.

scholarly journals STRATEGY AND TACTICS ADOPTED BY THE INDEPENDENT UKRAINE’S GOVERNMENTAL POLICY IN GENERAL SECONDARY EDUCATION

Osvitolohiya ◽  
2020 ◽  
Author(s):  
Nataliia Dichek
Keyword(s):  
Secondary Education ◽  
Educational Policy ◽  
The State ◽  
School Education ◽  
Comparative Approach ◽  
Integration Policy ◽  
Governmental Policy ◽  
Systemic Analysis ◽  
Policy Direction ◽  
State Educational

This paper will substantiate the author’s version of the historical and genetic analysis of the governmental policy that independent Ukraine has applied in the field of general secondary education. The main methodology tool, employed by the author, was the historiographical analysis of selected documentary, archival, scientific, and sociological sources, traced on the basis of historical-genetic approach in combination with such methods as systemic analysis, which enabled the authors to provide a holistic study of the educational policy, and comparative approach, which is the basis for interpreting changes in educational policy. The article critically reviews the development of the state educational policy on reforming school education through the activities of the Ministry of Education and Science of Ukraine within the timeframe of the initial fifteen years of Ukraine’s independence. The objectives of the study are to substantiate the most prominent strategies and tactical steps, as well as programmers for their implementation in high school practice based on a discursive analysis of an array of documentary and scientific sources. Th author proposes and substantiates the notion of «a tendency in the State’s educational policy», explains the demarcation between the offered term and the concepts of «a direction of educational policy»; at the same time, the concept of «educational policy of the state» is specified. The author proves that changes in strategic goals in education are a consequence of changes in the political course of the country. Therefore, on gaining sovereignty, the first key strategy of Ukrainian education was aimed at building national statehood; consequently, the development of school education, as well as the educational sector in general, was directed towards nation-building priority. Finally, the study discusses the process of building and adopting the following strategy for the development of Ukrainian education, including school education, at the turn of the century, that is, the European integration policy direction of the country’s development on the whole and its education sector in particular

scholarly journals IMPLEMENTASI MODEL PEMBELAJARAN KEMANDIRIAN BERBASIS SATYA DAN DARMA PRAMUKA DALAM MEMBENTUK GENERASI MUDA MANDIRI PADA KEGIATAN ALAM TERBUKA

2011 ◽  
Vol 6 (2) ◽  
pp. 144-153
Author(s):  
Utang Mochamad Muchtar ◽  
Sutaryat Trisnamansyah
Keyword(s):  
Juvenile Delinquency ◽  
Learning Model ◽  
School Education ◽  
Young Generation ◽  
Natural Activity ◽  
Model Based ◽  
Education Value ◽  
Out Of School

The aims of out of school education is to make independent human, especially the young generation. Now, many problems which found in young generations, like juvenile delinquency, drugs, rape, and the otehers problem which impacts of the weakness nation’s potential, so it must be done. Scouting method is a solution which expacted to give education value to make indpendent young generation. This sarticle specially discuss abaout implementation indepence learning model based Satya and Darma’s Scout to make independent young generation in open natural activity. This article conclude that effectiveness of independence learning model in open natural activity if implemented according to scout’s fundamental principles and method by a deeper understanding the meaning of the life in universe.

scholarly journals Problems of Educational Wastage In Primary Level Education of Nepal: Some Suggestions to Reduce It

2010 ◽  
Vol 27 (1-2) ◽  
pp. 35-42
Author(s):  
Bhupendra Hada
Keyword(s):  
Primary School ◽  
Education System ◽  
School Education ◽  
Dropout Rates ◽  
Causal Factors ◽  
Primary Level ◽  
Internal Efficiency ◽  
Promotion Rate

This paper presents the problems of wastage in education during 2006-08 at the primary level, in terms of repetition and dropout. The main objectives of this paper is to enumerate the reasons of repetition and dropout of students at primary school education, because they are the major barriers and stumbling block for the school education system of every country, and they also enhance to decrease internal efficiency of education system. Promotion, repetition and dropout are the prominent indicators of internal efficiency. If the repetition and dropout rates are high, promotion rate will be low, and it indicates the low internal efficiency of the primary school education. There are many causal factors for educational wastage and they are explained in brief. Hence, the table and the figure available from DOE are used to analyze the sources of educational wastage in primary level education. The conclusions and recommendations are put forward for reducing educational wastage to minimum in the Nepalese context.

scholarly journals Educação e povos indígenas: Alguns dados do Censo Escolar (Indígena) no Brasil

2020 ◽  
Vol 28 ◽  
pp. 151
Author(s):  
Kaizô Iwakami Beltrão ◽  
Juliane Sachser Angnes
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Learning Processes ◽  
School Education ◽  
Indigenous Populations ◽  
New Paradigm ◽  
Value System ◽  
Educational Processes ◽  
Historical Trajectory

This second dossier, as well as the first organized by us - Kaizô and Juliane – in May of 2020 presents results of studies that glimpse the experiences of indigenous peoples in the task of satisfying their specific needs in indigenous school education and indigenous education, incorporating from that, their history, beliefs, value system and organizational culture. The socio-historical trajectory for indigenous peoples to achieve their pedagogical autonomy involves the appropriation of educational processes that are linked to both indigenous school education and indigenous education (own learning processes). For indigenous peoples, this path might seem simple, at first, due to the new paradigm of indigenous school education that privileges cultural diversity. However as the indigenous people advance towards the achievement of their own conquest projects, they come across several bureaucratic and difficult issues. In this sense, the guidelines presented here do not reflect all the complexity of the scenarios in which the indigenous populations of Brazil and Latin America find themselves, nor the multiple facets that they can assume. However we hope that the studies socialized here can help and expand the reflections, in addition to serving as an invitation for more and more indigenous populations to have visibility in academic scientific circles.

scholarly journals JĘZYKI I PAMIĘĆ KULTUROWA. O GLOTTODYDAKTYCZNYM POTENCJALE MIEJSC PAMIĘCI

Neofilolog ◽  
2019 ◽  
pp. 203-218
Author(s):  
Camilla Badstübner-Kizik
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Memory ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Cultural Patterns ◽  
Everyday Objects ◽  
Wide Range ◽  
Language Classroom ◽  
German Speaking

Looking for motivating concepts to stimulate integrated language andculture-related teaching and learning processes in the foreign languageclassroom, the vibrant concept of Cultural Memory is certainly an issueto pay attention to. It offers a variety of occasions for language and cultureawareness training tightly connected with language learning, reachingfar beyond traditional regional studies. Realms of memory, acting asproducts and markers of a complex cultural memory, can reveal to whatextent (by whom, by which means, to what aims) cultural patterns andmeanings are constructed, how they change or under which circumstancesthey survive long periods of time. Up-to-date foreign languagedidactics can make use of this in aiming at symbolic competence (ClaireKramsch). Understanding culture as an ongoing process of (de-and re-)construction, learners might be enabled to notice and (partly) participatein authentic discourses, going on in different languages. Realms ofmemory, manifesting themselves per definition e.g. as texts, pictures,sounds, buildings, historic or mythic persons, objects, terms or whole culturalconcepts, own a considerable linguistic and cultural potential. Thisclearly points at content and process oriented learning processes involvingthe foreign language as a natural means of exploration.The article discusses criteria which might help to choose realms ofmemory suitable for the foreign language classroom and takes a look attwo genuinely “German-speaking” examples in the field of sport (Córdoba1978) and everyday objects (Schweizermesser). They can illustratethe wide range of didactic possibilities and stimulating methods whicharise from authentic and vivid parts of a widely understood culture.

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