scholarly journals State Policy of Primary and Secondary Education of the Republic of India in Relation to the Poorest Strata of Society in 1992-2002

2015 ◽  
Vol 8 (5) ◽  
Author(s):  
Marat Z. Galiullin
Keyword(s):  
Secondary Education ◽  
State Policy ◽  
Primary And Secondary Education ◽  
The Republic

scholarly journals The contribution of the teaching contents of primary and secondary education to the development of the security culture of young people

2021 ◽  
Vol 63 (3) ◽  
pp. 163-186
Author(s):  
Slađana Ćurčić
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Primary Schools ◽  
Special Focus ◽  
Educational Context ◽  
Security Culture ◽  
Primary And Secondary Education ◽  
The Republic ◽  
Comparative Systems ◽  
Insight Into

The paper considers teaching contents in comparative systems of primary and secondary education, which are important for the development of security culture of young people and based on the expanded security agenda and new educational needs in that context. Methodologically, the paper is based on a review of the existing literature and the analysis of certain strategic documents in the field of education and security. Special focus was placed on the practice in the Republic of Serbia and previous activities in this field. The initial aim was to gain insight into certain foreign experiences and experiences of the Republic of Serbia, regarding the representation of security contents in primary and secondary education, and - on the basis of this - to try to consider the development of security culture in the educational context. It was found that among the analyzed countries Poland, Slovenia and Russia have a special subject dedicated to security topics within their education systems and it is noticeable that there is such an effort in other countries, but for now, security contents are mostly implemented in the existing subjects. Regarding the Republic of Serbia, it is concluded, that the potential introduction of a special subject dedicated to security topics in secondary schools and the enrichment of existing subjects with the security content in primary schools, may result in the improvement of general security of the youth.

scholarly journals Work in the time of Covid-19 pandemic: challenges for didactic activity in the Republic of Moldova

Economica ◽  
2021 ◽  
pp. 37-51
Author(s):  
Eduard Tugui ◽  
◽  
◽  
Keyword(s):  
Secondary Education ◽  
Working Conditions ◽  
Opinion Poll ◽  
Republic Of Moldova ◽  
Cultural Rights ◽  
Primary And Secondary Education ◽  
Labour Rights ◽  
Decent Life ◽  
The Republic

The study represents an analysis of the pandemic impact on working conditions of teachers employed in general primary and secondary education institutions in the Republic of Moldova. The analysis is based on an opinion poll carried out among the didactic staff and relates the working conditions during the pandemic to the provisions stipulated in the International Covenant on Economic, Social and Cultural Rights, as well as those in the Constitution of the Republic of Moldova. The poll results denote the fact that the working conditions of the didactic staff have changed for the worse during the pandemic, having aggravated some chronic problems of Moldovan education, whereas exercising labour rights in conformity with international and constitutional engagements implies rationalization of work and providing necessary remuneration for a decent life.

scholarly journals Student dropout in primary and secondary education in the Republic of Serbia

2017 ◽  
Vol 20 (1) ◽  
pp. 27-50 ◽  
Author(s):  
Ksenija Krstic ◽  
Ivana Stepanovic-Ilic ◽  
Marina Videnovic
Keyword(s):  
Secondary Education ◽  
Student Dropout ◽  
Primary And Secondary Education ◽  
The Republic

scholarly journals IMPLEMENTASI PELAYANAN BIMBINGAN KONSELING BERDASARKAN PANDUAN KEMENDIKBUD 2016

2021 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Anniez Rachmawati Musslifah
Keyword(s):  
Secondary Education ◽  
Counseling Services ◽  
Developmental Tasks ◽  
Guidance And Counseling ◽  
Ministry Of Education ◽  
Assessment Data ◽  
Primary And Secondary Education ◽  
Self Reliance ◽  
The Republic

Guidance and Counseling Guidelines on Primary and Secondary Education issued by the Ministry of Education and Culture of the Republic of Indonesia in 2016 is one of the main modules of the implementation of guidance and counseling in Indonesia which is full of various studies. This paper aims to find out what indicators of the implementation of counseling guidance and the implementation of counseling guidance is in line with those indicators. The research conducted is normative or literatures studies research.  The results of the analysis showed 4 (four) indicators in guidance and counseling services: first, through characteristics; second, through the interrelationship of developmental tasks and standards of self-reliance competencies, which focus on the suitability of levels and developmental tasks; third, through both test and non-test techniques; and fourth, through the utilization of assessment data as an evaluation material for students. In its implementation, guidance and counseling services focus on developments that are in line with the characteristics and duties of learners.

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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