Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

scholarly journals ESD for managers in the Danish lower secondary educational curriculum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Mathias Paaske ◽  
Olman Segura-Bonilla ◽  
Jairo Hernandez-Milian
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Schools ◽  
Traditional Education ◽  
School Level ◽  
Lower Secondary School ◽  
Content Type ◽  
The Core ◽  
Secondary School Level ◽  
Conceptual Paper

PurposeThe purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable development (ESD) to help managers and teachers facilitate an action-oriented approach aimed at potentiating the level of sustainability and environmental awareness.Design/methodology/approachThis conceptual paper is based on the relevant literature and examines the necessity to move beyond traditional education curricula by offering a new practical sustainable framework for facilitating ESD at Danish lower secondary schools. A particular focus relates to evaluating and adopting sustainable approaches in the educational literature that is sufficiently sensitive to practical changes in Danish lower secondary teaching methods.FindingsWith the purpose of generating awareness about climate change and students’ ecological footprint to lower secondary school students in Denmark, it was found that embedding ESD in the Danish curriculum would be an important tool for this purpose. The authors outline practical recommendations for managers at the lower secondary school level.Originality/valueThis conceptual paper addresses the core issue of traditional education in Danish lower secondary schools by suggesting to adopt the educational framework of ESD. To this end, the authors have offered a variety of specific practical suggestions accordingly to how traditional education can be redesigned by focusing on action-oriented learning and future-oriented ESD. Furthermore, the authors propose that certain educational components of smart cities might promote an underlying commitment to meet the core issues of climate change, as this has yet to be examined. The research on ESD for managers at the Danish lower secondary school level is fairly limited to date.

scholarly journals Exploring the Role of Teachers’ Associations as the Protectors of Teachers’ Rights

2018 ◽  
Vol III (I) ◽  
pp. 71-82
Author(s):  
Rahat Mand ◽  
Niaz Muhammad Aaijaz ◽  
Nasrullah Khan
Keyword(s):  
Secondary School ◽  
Education System ◽  
School Level ◽  
Positive Role ◽  
Khyber Pakhtunkhwa ◽  
The Core ◽  
Union Leaders ◽  
Secondary School Level ◽  
Role Of Teachers

This study was undertaken to examine the role of Teachers’ Associations as the protector of teachers’ rights. The study is based mainly on the interviews of education experts, researchers and experienced associations’ leaders. The researcher therefore intended to highlight a very important and positive role played by teachers’ associations. These associations are blamed for the present faulty education system and for the lack of co-ordination among various agents of education. Associations and their active leaders at secondary school level in the province of Khyber Pakhtunkhwa were chosen as the population of the study. Interviews were conducted with union leaders for the collection of useful data. The core finding of this study suggests that most of teachers’ associations are the protector of teachers’ rights. They solve the problems of teachers. However, they generally support their own members during transfer, promotion and on other occasions of benefits.

scholarly journals A Systematic Review of Role and Responsibilities of Head Teachers at Primary Level in District Shaheed Benazirabad

2019 ◽  
Vol IV (I) ◽  
pp. 384-388
Author(s):  
Muhammad Ali Shaikh ◽  
Mahboob Ali Deraj ◽  
Zahid Hussain Sahito
Keyword(s):  
Systematic Review ◽  
Public Schools ◽  
Primary School ◽  
Quantitative Research ◽  
Research Study ◽  
School Level ◽  
Research Approach ◽  
Head Teachers ◽  
Primary Level ◽  
Primary School Level

The purpose of this research study was to review the expected role and responsibilities to be played by headteachers and done in reality at the primary school level in District Shaheed Benazirabad. It has been observed that headteachers in public schools at the primary level are not performing as per the need of the time. For the purpose, a tailor-made questionnaire was distributed among randomly selected headteachers. The quantitative research approach was used to solve the query. The results indicate the lenient approach of headteachers towards their duties.

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior

2019 ◽  
Vol 40 (2) ◽  
pp. 221-248 ◽  
Author(s):  
Gintautas Silinskas ◽  
Noona Kiuru ◽  
Kaisa Aunola ◽  
Riitta-Leena Metsäpelto ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Parenting Stress ◽  
Externalizing Behavior ◽  
Early Adolescents ◽  
Moderating Effect ◽  
Internalizing Behavior ◽  
Lower Secondary School

The present study investigated the role of parenting stress in early adolescents’ externalizing and internalizing behavior and, particularly, the moderating effect of maternal affection on these associations. The data of 992 early adolescents ([Formula: see text]; 454 girls) and their mothers during the transition from primary school to lower secondary school were analyzed. The results showed that when maternal affection was low, parenting stress was not related to the changes in early adolescents’ externalizing or internalizing behavior. In contrast, when maternal affection was high, low parenting stress related to a decrease and high parenting stress to an increase in such behavior. The results were statistically significant and stronger for internalizing behavior; for externalizing behavior, they were marginally significant but showed the same pattern. Overall, the results support the idea that maternal affection provides a context which intensifies (rather than ameliorates) the influence of parenting stress on early adolescents’ externalizing and internalizing behavior.

scholarly journals Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

2020 ◽  
Author(s):  
Milja Parviainen ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Well Being ◽  
Warning Signs ◽  
Lower Secondary School ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
School Burnout

Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

scholarly journals An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 370-382
Author(s):  
Sadia Asif ◽  
Imran Afzal ◽  
Rahat Bashir
Keyword(s):  
Public Schools ◽  
Education System ◽  
Mother Tongue ◽  
Language Education ◽  
School Level ◽  
Critical Examination ◽  
Specific Reference ◽  
Medium Of Instruction ◽  
Main Concern ◽  
Primary Level

A critical examination of the trends, issues, and challenges in policy and practice of English language education in Pakistan is the main concern of this paper. This is done first by describing the practice of teaching English in varied instructional situations. Second, the paper historically reviews the language education policies since Pakistan’s independence in 1947. Third, the consequences of using English as the medium of instruction are discussed. A longitudinal large scale study is done to highlight the fact that English as medium of instruction at primary school level can distort the teaching and learning activities for students and teachers in rural areas of Pakistan and student drop-out rate can even get higher in those areas. The data was collected from the interviews of twenty teachers working in government and semi government schools at primary level. Based on the information obtained from the target participants, teaching at the same level but in different schools, the author argues that mother tongue education at the primary level is the most appropriate method to enhance the educational performance of students and a positive approach to bilingual education must be taken to resolve the challenges associated with the medium of instruction policies in the education system of Pakistan. Moreover, the data also shows that adopting English as a medium of instruction in Public schools may lead to low motivation level among students and it can hinder the development of English as a second language among learners. Furthermore, a difference in home language and school language may also hamper development and concepts formation in students at school level. Therefore, it is recommended that before implementing any language as medium of instruction at school level, one must review the history of Pakistani education system and must keep in mind the linguistic differences of the society and unavailability of resources is also a major hindrance in implementation of any language policy.  The results of this study confirm that the pedagogical effectiveness could only be achieved through the mother tongue and provides clear evidence for the usage of native languages as a medium of education in schools.

scholarly journals Oral proficiency in second and third foreign languages in the Danish education system

2019 ◽  
Vol 13 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Susana Fernández ◽  
Hanne Andersen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Education System ◽  
International Research ◽  
Oral Proficiency ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Educational Levels ◽  
Similarities And Differences ◽  
Pedagogical Approaches

In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.

scholarly journals Student-Teacher Ratio, Work Hours, and Workload Stress Experienced by Teachers

2021 ◽  
Author(s):  
Masakazu Hojo
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Student Teacher ◽  
Class Size ◽  
Teacher Stress ◽  
Work Hours ◽  
Lower Secondary School ◽  
School Teachers ◽  
Teacher Work ◽  
Long Work Hours

Abstract Background: Too long work hours of Japanese school teachers, along with an increasing number of teachers taking leave due to mental illness, are well known and recognized as a serious social problem. In order to prevent the spread of COVID-19 by reducing the density in the classroom, the Japanese government has decided to reduce the upper-limit of class size in primary schools after 2021, which is expected to result in lowering the student-teacher ratio. The aim of this study was to examine the association between student-teacher ratio, teacher work hours and teacher stress. Methods: Data on student-teacher ratio, teacher work hours, and teacher stress were obtained from a large-scale international survey conducted by OECD. The number of teachers participated in the survey was 3308 (primary school) and 3555 (lower-secondary school). After excluding teachers with missing observations, the analytic sample consisted of 2767 (primary school) and 3018 (lower-secondary school) teachers. Multivariate regression analysis was performed. Results: Regression results revealed that student-teacher ratio was positively correlated with total work hours and workload stress of teachers, and was negatively correlated with their job satisfaction. In particular, teachers working in schools with high student-teacher ratio spent more time on time-consuming tasks such as marking/correcting student work and communication with parents or guardians. The coefficient estimates suggested that lowering student-teacher ratio by five at lower secondary school would decrease total working hours by 2.5 hours per week (p<0.001). Conclusion: Our empirical results suggested that the class-size reduction policy starting in 2021 could reduce teacher stress and long work hours through the consequent decrease in student-teacher ratios.

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