Rethinking school inclusion during and after the pandemic: some reflections

This contribution, of a theoretical nature, focuses on the complex educational situation that emerged immediately after the lockdown period and extended to this day. The authors, in fact, reflect on how the legislative restrictions, issued in favor of containing the spread of Covid-19, have significantly decreased the chances of building/maintaining significant relational bonds. This has consequently had a negative impact on the development of inclusive processes as well as on the learning level of many students, especially for the most vulnerable ones. For this reason, the authors try to question what prospects and what possibilities will open in the post-pandemic period, keeping in mind the unavoidable need to re-think the school, both from an organizational and an educational-didactic point of view. Ripensare l’inclusione scolastica durante e dopo la pandemia: alcuni spunti di riflessione. Il presente contributo, di carattere teorico, si focalizza sulla complessa situazione educativa delineatasi subito dopo il periodo del lockdown e prorogatasi finora. Le autrici, difatti, riflettono su come le restrizioni normative, emanate in favore della riduzione del contagio da Covid-19, abbiano sensibilmente diminuito le possibilità di costruire/mantenere legami relazionali significativi. Questo ha, conseguentemente, avuto un impatto negativo sullo sviluppo dei processi inclusivi nonché sul livello apprenditivo di numerosi alunni, soprattutto di quelli più vulnerabili. In ragione di ciò, le autrici provano a interrogarsi su quali prospettive e su quali possibilità si aprano nel periodo post-pandemia, avendo bene in mente l’ineludibile esigenza di ri-pensare la scuola, tanto dal punto di vista organizzativo quanto da quello educativo-didattico.

Museum education and sustainable development: A public pedagogy

The question of how sustainability can be incorporated into all areas of society encourages museums to rethink their approaches to society and education. In this article, we argue that museums have the potential to become key public pedagogies for sustainable development and thereby play a crucial role in encouraging participation in sustainability issues. Due to the complexity of sustainability issues, and the potential disturbances of and difficult experiences resulting from exhibitions displaying them, we suggest that a theoretical framing for the teaching and learning of sustainability issues in museums is necessary. Thus, we argue that in relation to exhibitions displaying sustainability issues, museum education would benefit from a didactical framework in which the relation between teaching, learning, content and situation is taken into account. We also argue that a theoretical framework explaining the relation between exhibition, visitor and educational situation could inform pedagogical discussions about how to incorporate sustainability education into museums. Therefore, we suggest a transactional conceptualization of museum pedagogy for sustainability museum education based on John Dewey’s educational and aesthetic philosophy and Louise Rosenblatt’s theory of reading and writing as a potential approach to the teaching and learning of sustainability issues in museum education.

The Application of Problem-Centered Interview as a Method of Pedagogical Research

The purpose of the article is to present the qualitative research method known as Problem-Centered Interview and its potential application in pedagogical research. The author demonstrates the main assumptions and stages of the method, simultaneously analyzing the possible benefits and limitations of its use. The originality of the method is confronted with other types of interviews, i.e.: active, in-depth and classical narrative interview. The application of unique qualities of the method,such as: administering three types of reasoning (deductive, inductive and abductive), addressing the prior knowledge bias of the researcher and taking into account afalsification in the validation process, all of which increase the credibility of research conclusions. The Problem-Centered Interview which is placed between the objectivist Grounded Theory and constructionism is able to provide a new insight into education and upbringing. The application of the method makes it possible for the research itself to become an educational situation.

Toward COVID-19 we all have our stories, this is mine

<p>My name is Alberto and I am starting the eighth semester of my Bachelor’s Degree in Agrogenomic Science in the ENES. The pandemic emphasized how scarcely updated in digital technologies professors are and also displayed the needs that many of us students have. These needs did not improve for everyone. Three days before the voluntary quarantine in Mexico due to COVID-19, I travelled abroad, to a work stay period in the Universidad Nacional Mayor de San Marcos, in Peru. Right before the trip, the borders of that country closed, and I could not carry out my exchange. Upon my return to Mexico, I saw a very different scenario than what I was used to seeing. I didn’t know what my educational situation would be like, and I had no idea if I would be set back a semester of if I would continue normally. Luckily, I was able to take the corresponding subjects, finishing my semester in a proper and timely manner. In terms of my subjects, I didn’t learn much. My professors weren’t prepared, and many didn’t even know much about certain virtual technologies. Only the teacher that gave us Biology of Systems generated a different strategy to the others, providing a space of adequate and proper learning. My seventh semester was not bad at all, and I even adapted quite well to the situation. I began with my social service and the subject of Investigation Work. I believe that my planning with my professor was key to not becoming overwhelmed with activities and giving the project the attention it needed. I was able to finish the semester with a thoroughly completed project, without any pressure and it was something I enjoyed quite a bit. I hope that this eighth semester, which is about to begin, is just as comforting and I learn plenty. Now, about the outside of the educational sphere, I am a boy with diverse activities and interests, such as participating in social projects in the state of Guanajuato. The pandemic forced all the events and activities I participated in to shut down. Being at home in lockdown after a life of movement, in which I travelled up and down the city, caused a bit of confusion, fatigue and anxiety. Although I continue with my activities at a distance, I can no longer enjoy being in touch with people, seeing children be happy, teaching, carrying out all these activities. I don’t feel the same through a computer. I feel highly unmotivated to do all those things I used to do. In my family, we have all been looking after ourselves as much as possible. My family runs a business, and I am the only child that studies, at the moment. As much as we would like to stay home, we can’t. For us there is no ‘Home Office’. If we don’t sell, we don’t eat. Unfortunately, for over five months we were unable to go out to work, since the government would have fined us and even sanctioned us in harsher ways. During those five months, there was no income and my father had to ask for several loans, which only sank us further into debt. After those five months we went back to work, but sales were scarce. We were not making enough to pay back our debts. Regarding health, we are a few of the lucky ones. We have not been infected and all our family members are healthy. Only my grandmother got infected, but it never went past a little flu. All the students, teachers and other people related to science have different stories. This is mine.</p>

IMPLEMENTASI KURIKULUM SEKOLAH PENGGERAK TERHADAP MOTIVASI PESERTA DIDIK

The curriculum is something that must exist in every learning component because the curriculum is used as a reference for the success or failure of an educational institution in carrying out the learning process. From year to year, the implementation of the curriculum has changed a lot. This was done because it was adapted to the conditions and educational situation that was happening at that time. The research method used is library research, namely library-based research, in the process of collecting data the researchers examine and analyze the literature obtained from theories from books, research results and other scientific works related to the implementation of the school curriculum that drives students' motivation. Analysis of the data used using descriptive critical analysis. The results of this study explain the driving school curriculum as a whole, the differences between the driving school curriculum and the 2013 curriculum, the teacher's role in the driving school curriculum, the definition of learning motivation and the influence of the driving school curriculum on students' learning motivation.

The National Conservatoire System

Discussion of the educational situation in Paris prepares the main arguments of chapters 1 and 2 in relation to nationalized and independent conservatoires in the provinces. Here, the soft power of the state-financed Paris Conservatoire (founded 1795) is contrasted with the more haphazard attempts of the privately funded Schola Cantorum (founded 1896) to act as a centralizing force. After the Revolution the cathedral choir school (maîtrise) system was initially replaced by the Paris Conservatoire alone, but the need for a deconcentrated national system of succursales was keenly felt. However, the Paris Conservatoire’s pedagogical approach could not immediately be imposed on provincial institutions, and some municipalities guarded their independence. A mixed economy of resistance and compliance resulted in a general trend towards homogenization (unity in uniformity) but more decentralist variety and ambition than the government ministry overseeing them found ideal. The Schola Cantorum showed similar centralizing tendencies but could not achieve significant institutional traction.

Roma népesség és oktatástervezés

Összefoglaló. A tanulmány népszámlálási és kutatási adatok segítségével a roma tanulókkal kapcsolatos oktatási kérdések értelmezésére, az esetleges oktatáspolitikai beavatkozások megalapozására tesz kísérletet. A szerző azt állítja, a romának gondolt tanulók jelenléte önmagában nem kellene semmilyen nyelvi-etnikai kihívást jelentsen, hiszen az esetek zömében – a népszámlálási adatok tanúsága szerint – szintén magyar anyanyelvű népességről van szó. Az igazi kihívást a roma populáció társadalmi szerkezetben elfoglalt helye jelenti: mivel az alsóbb társadalmi rétegekbe, gyakran társadalmon kívüli élethelyzetekbe szorulva élnek, ez visszahat az iskolai eredményességükre, illetve társadalmi integrációjukra is. Summary. Based on census and research data the study tries to analyse the educational situation of Roma students, and it intends to describe some educational policy interventions. According to the author the school presence of the Roma students is not an ethnic or linguistique question as Hungarian language is their mother tongue. The real challenge is the social situation of the Roma population: as they live in lower social strata, often in underclass situation, this has an impact on their school performance, and finally on their social integration.

Social and Professional Partnership in Preparation of Pedagogical Personnel: Regional Practices

Ensuring the competitiveness of pedagogical universities and their graduates is one of the strategic tasks in the field of education and the country’s economy. Its achievement requires orientation of the basic educational programs and technologies for their implementation to the needs of the modern school. This necessitates a rethinking of approaches to organizing the training of future teachers, strengthening its practical orientation by expanding the area of responsibility of direct employers. The central issue of the article is the role and directions of implementing partnerships between the employer and the pedagogical university in preparing future teachers in the current educational situation. The purpose of this article is to identify promising areas of its development on the basis of an analysis of the existing regional experience in the training of teachers based on the implementation of social and professional partnerships. The study of the role and directions of the implementation of partnerships between the employer and the pedagogical university in the preparation of modern graduates – future teachers was carried out on the basis of the application of theoretical and empirical research methods. An analysis of the role of the employer in the training process was carried out on the basis of questionnaires and expert interviews. The main material was the pedagogical experience of teachers of the Institute of Mathematics, Physics and Informatics of KSPU named after V.P. Astafiev, and employers – directors of educational institutions of secondary education of the Krasnoyarsk Territory and the Republic of Khakassia, as well as the results of a study of the problems of training future teachers. Based on empirical data, the article concludes that social and professional partnerships are a necessary part of the training of future teachers in accordance with modern requirements and standards. The role and directions of implementing partnerships between employers and a pedagogical university in the preparation of future teachers are detailed. The practical significance lies in the use of the results obtained in the system of higher pedagogical education in order to ensure high-quality training of graduates.

Implementation of school rules to improve the teachers and student discipline

This research is motivated by the existence of disciplinary violations committed by teachers and students at SMA Negeri 16 OKU. This happens because there are still obstacles that hinder the process of implementing the value of discipline in increasing teacher and student compliance with the rules of law in SMA Negeri 16 OKU. This study aims to determine the implementation of school discipline in improving the discipline of teachers and students in SMA Negeri 16 OKU. This research uses descriptive methods and qualitative approaches. Data collection techniques in this study include: interviews, observation and documentation. Research Results Broadly speaking, the existing regulations are able to make teachers and students at SMA Negeri 16 OKU become more disciplined. For example, for students who are late, SMA Negeri 16 OKU requires students to ask for a permit from the picket teacher. Many high school students (SMA) are not disciplined. This is a consequence of adolescence, where students violate applicable norms, such as: rampant student brawls, truant students, criminal acts, and drug and drug abuse. However, if this educational institution is properly managed and organized in such a way, especially in consistently applying school rules to students, it will create an educational situation or climate that is conducive to disciplined personal development of students.

Ocular Morbidity—A Critical Analysis to Improve Outpatient Services in an Eye Department in a Sub-Saharan Megacity

The aim of this study was to analyse outpatient services in an ophthalmic clinic of a church-run hospital providing secondary level care in an African megacity, paying special attention to the poorest users of the services. The range of examination was reviewed from 500 patient records of all ages consecutively chosen on random days attending the outpatient department for the first time in order to optimize workflow and to analyse the offered treatment modalities. Mean age was 41.9 ± 21.9 years, and 53.6% of the patients were female. Of the patients, 74.8% presented with visual impairment. The most frequent findings were refractive errors (35.8%), presbyopia (21.2%), allergic conjunctivitis (14.0%), cataract (13.2%) and glaucoma (6.4%). Patient management consisted of optical treatment (49.6%), surgery (11.4%) and medical treatment (39.0%). These results show the importance of the demand in refractive services and the need to train specific service providers. Knowing the frequencies of common conditions enables more appropriate diagnostic and treatment strategies, e.g., the importance of refractive errors, and should lead to improvements in training, staffing, therapeutics and patient outcomes. This approach can be applied to many other outpatient services and should be evaluated in light of the city’s impoverished health outreach and educational situation.