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Open access

Salidin Kaldybaev

Abstract

At the end of the twentieth century the Kyrgyz Republic got the opportunity to create a higher education system, as well as the way was paved for the creation of a common educational space in the Commonwealth of Independent States (CIS), which resulted in adopting CIS-wide a number of documents that form the legal basis for a common educational space. Analysis of reforms in education system of Kyrgyzstan allows concluding that in general, the state educational policy of sovereign Kyrgyzstan was entirely aimed at solving strategic problems of the education sector, and thus at improving the socio-economic well-being of the country. Lack of continuity and the proper funding of the adopted state programs have negative impact on the effectiveness of educational reform. Therefore, a number of measures ought to be taken in order to improve the efficiency of the education system reform.

Open access

Jarosław Lisica

Abstract

The aim of the article is to present the perception of upbringing to patriotism in contemporary Polish education and to make the reader sensitive to the importance of the topic of love for the homeland in today’s world. The analysis of the research problem begins with presenting the key terms, such as ‘patriotism’ and ‘upbringing to patriotism’. Next, the article presents selected issues from school curriculums and their analysis paying special attention to developing the attitude of love for one’s homeland. The following part of the article analyses selected elements of the National Curriculum, which is the basis for patriotic education. The aim of the article is also to prompt scientific reflection and to inspire others to create programs for teaching to patriotism.

Open access

Eugeniusz Suwiński

Abstract

The aim of the paper is to present changes undergone by the Polish education system after the accession to the European Union. In the article the changes are collated together with the main and distinctive trends which had existed in Europe before the accession and the ones that were introduced subsequently. The article shows that the tendency to unify the member states’ education systems is non-existent in the European Union. It also points out that the importance attached to education by the EU member states has not been as considerable as the importance given to economy. The paper is divided into two main parts. The main objective of the first part is to describe the decision-making process in the member states (as far as the common education policy is concerned) and its result, which was the report stating that education was considered to be a peculiar area of social politics and as such required separate arrangements and decisions. Therefore, there are neither specific procedures nor integration requirements for the associated and associating countries. However, as far as Poland is concerned, during the accession process the country was obliged to meet the expected standards, in particular the standards in the reform of the education structure and curriculum. The second part of the paper comprises the analysis of Polish activity in the following fields:

–– lowering the age of the compulsory education commencement,

–– reforming the structure of the education system and curriculum,

–– practising teaching profession.

The article further elaborates at length on the significant factor in the process of democratization of education, which is parents’ involvement in the functioning of a school.

Open access

Dáša Porubčanová and Lenka Pasternáková

Abstract

Introduction: The study deals with occurrence of aggressiveness of pupils from socially disadvantaged environment. It describes the socially disadvantaged environment and the level of aggression of pupils from such environments. The text describes the most important results of the research.

Methods: Within the research, a survey was carried out, monitoring the level of aggression of the majority pupils compared to the pupils from socially disadvantaged environment. The survey was carried out personally based on a monitoring scheme of aggression of the pupils from socially disadvantaged environment. The research has been made by direct observation within 60 teaching hours at the level of 1st and 4th grade.

Results: The findings, which we have acquired through observation, showed that the age and maturity of younger pupils’ organisms adapts to the model of social environment. Pupils from less stimulating social environments may become the victims of aggressive attacks in various forms more frequently. Types, forms and manifestations of aggression, equally subject to influence of the environment, in a school environment at the level of 10-year-old students are perceived as some form of entertainment. They join the attack on the victim for acceptance or they have the same preferences as the group. It often happens without consequences or attempts to eliminate these signs, because the seriousness of the attack is not ascribed.

Discussion: We were interested in the differences of aggression level of the majority pupils compared to the pupils from socially disadvantaged environment in the first and the fourth year of a primary school.

Limitations: The results apply only to students in the first level by using of the observation method.

Conclusions: As substantial and significant for pedagogic experience, we consider implementing the research findings as well on the higher level of pupils’ education and to define further correlations between aggressive behaviour and socially disadvantaged environment.

Open access

Galyna Tarasenko

Abstract

As informative and cognitive paradigm of modern higher education in Ukraine does not perform its constructive social mission, it must give up the place to the socio-cultural paradigm, which implies harmony of the components of national and cultural experiences: science, religion, art and culture. Humanitarization of pedagogical education should provide us with the creation of conditions for self-realization and self-determination of a future teacher in the space of contemporary culture on the background of disclosure of each student’s creative potential, the formation of not narrow, but global (noospheric) thinking. Thus, an important feature of humanitarization of the pedagogical education is the integrativity as a formation of an integral (holistic) view about the outside world and man’s place in it, as well as determination of the education direction on the priority of the creative identity, based on common values.

Open access

Jana Harťanská, Ivana Horváthová and Zdenka Gadušová

Abstract

Introduction: This paper focuses on the issue of teaching verb tenses in Slovak lower and upper secondary schools – in particular, on teaching three grammatical tenses (Present Simple, Present Continuous, and Simple Present Perfect) and the learner’s ability to use them. It also identifies the mistakes made by the learners in the research sample, causes of their mistakes, and suggests ways of eliminating these errors.

Methods: The paper presents the research data collected using quantitative (questionnaire and achievement test) and qualitative (lesson observation and semi-structured interview) methods. The data are analysed, compared, and conclusions for school practice are drawn.

Results: The main research findings show how the three tenses are taught, identify the impact of the ways they are taught on the ability of lower and upper secondary school learners to use them, and outline the errors they commit. The authors seek to explain the errors and suggest possible ways of eliminating them.

Discussion: The current study is compared to research data presented by Gadušová and Harťanská (2002), Hlava (2012) and Lojová (2016). All of them consider the practical application of grammatical functions significant in spontaneous and meaningful communication.

Limitations: Regarding the limitations of the research findings, the research sample of five interviewed teachers is too small either to make generalizations or to claim that the conducted research is fully reliable.

Conclusions: The research findings demonstrate that teaching the verb tenses in lower and upper secondary schools lacks sufficient contextualised communicative activities for practising the discussed grammar items.

Open access

Valery Bolbas

Abstract

In the National strategy for persistent socio-economic development of the Republic of Belarus for the period up to 2020 the strategic goal in the field of culture is to ensure continuity in the development of the Belarusian culture. In today’s reality ethno-cultural education involves focus on ethnic culture with a reliance on cultural traditions and native language, the latter being the main carrier of spiritual culture and the means of manifesting national self-consciousness. Today as never before the younger generation is in dire need of social guidelines, based on national values in line with the universal directionality. Ethno-cultural traditions inter alia awaken genetic memory in pupils, provide intergenerational continuity, greatly increase the effectiveness of the educational process.

Open access

Iveta Kmecová

Abstract

Introduction: The paper’s introduction contains a set of notes concerning high-quality preparation of pupils and students and doing best to achieve adequate efficiency related to the educational process, where pupils’ or students’ personality development and activation together with their key-competence and self-cultivation development, as well as preparation for the labour market, successful versatility plays a role of great importance. The pupils’ or the students’ capability to work with information included in the natural language test is considered to be of a great importance for their further professional or private life. Therefore, any school is responsible for the quality of education and teachers should work with adequate and up-to-date, high quality teaching and learning aids.

Purpose: The purpose of the study was to monitor and verify the didactic efficiency of the proposed chapters for the Economics textbook at a technical secondary school in Hlohovec, as well as to check the quality of the proposed textbook in relation to the outputs of the educational process.

Methods: The following methods and techniques related to the investigation of a developed Economics textbook have been applied: natural pedagogic experiment; questionnaire; cloze test; didactic test and statistical methods for data processing.

Conclusions: The research has shown that the created textbook for Economics is appropriate for students. We believe that introducing newly developed textbooks/teaching materials into the teaching process (despite modern types of media) may contribute to improving the quality and efficiency of the educational process.

Open access

Vilma Žydžiūnaitė

Abstract

Introduction: The search for solutions to the issue of leadership leads to hundreds of leadership studies, most of which are contradictory and inconclusive. The scientific literature on leadership in higher education is focused mainly on educational, academic, managerial or thought leadership. This literature provides the opinion that the intellectual leadership in higher education is directed towards building social and intellectual capital through a scholar’s involvement in decision-making and performance of leadership roles in ways that support the scholar’s collaborative decision-making and empowerment. Scholars see intellectual leadership as the scope of challenging processes, which incorporate ideas, values, understandings, solutions, beliefs, visions, knowledge, approaches, purpose and actions. These aspects must be accepted through collectively-shared understanding and generated contextually for organizational development in higher education. With growth in administrative demands, it becomes difficult for intellectual leaders to achieve an appropriate balance of leadership, teaching and research in higher education.

Purpose: To explore and describe the conceptual contents of intellectual leadership and academic leadership by providing their similarities and differences.

Methods: In the research, a descriptive literature review (Yang & Tate, 2012) was applied. The sample was mainly based on academic publications; the articles included are all refereed journal articles.

Conclusions: The literature review covered wide range of aspects, which reveal that intellectual leadership consists of roles that have several orientations, but the intellectual leadership is not related to the formal administrational or managerial positions. The roles of a scholar in relation to the concept of “intellectual leadership” maybe seen through the following activity spheres: mentor represents educational sphere, guardian – moral sphere, enabler – managerial and administrative spheres, and ambassador – political and communication sphere (Zydziunaite, 2016). The importance of personal characteristics and academic achievements in the formation of intellectual leaders’ reputation is also highlighted in the article. Despite the limitations of definitions on intellectual leadership it is argued that this concept is related to the organic personality of an intellectual leader (scholar) who acts as organizer of ideas, carries responsibility for academic development and direction in higher education.

Open access

Roman Tandlich, Nosiphiwe P. Ngqwala, Aileen Boshoff, Phindile Madikizela, C. Sunitha Srinivas, Desmond M. Pyle and Rene Oosthuizen

Abstract

Introduction: South Africa is a member state of the “BRICS” bloc (BRICS2017.org, 2017) and the G20 group of the 20 nations/economic blocs, which between them account for the majority of the world’s trade and economic activity. It faces many developmental challenges which are mirrored in its higher education sector. In this article, the authors seek to provide an overview of the challenges that South African higher education faces in the achievement of the developmental goals of the country. The focus of this paper is a case study in WASH (water, sanitation and hygiene) to improve context-specific responses that trains pharmacists on knowledge and skills.

Methods: The study was performed as a combination of calculations and a literature review to obtain the background or current status of the higher education sector and developmental planning in South Africa. For this, data were extracted from the Statistics South Africa reports, relevant professional articles on South African higher education sector and results of postgraduate research. Workshop results which were obtained as a collaboration between a public and a private higher education institution and results of postgraduate research were used as the paradigm for transformation and decolonisation of the curriculum for a professional degree in South Africa.

Results and discussion: Challenges exist in the South African tertiary education sector and the graduation rate currently stands at 65.1% of the target set by the National Development Plan. Around 58.1% of all students do not complete their university/post-secondary education, which could provide a partial explanation for the skills shortage in South Africa. Decolonisation and transformation of the tertiary education curriculum are major topics in the discourse on higher education in South Africa. The authors propose that one way to achieve this would be inclusion of research results and group activities in the area of water, sanitation and hygiene as a topic for possible and partial transformation of the Bachelor of Pharmacy curriculum.

Conclusions: The current article summarises some of topics and challenges that drive the current discourse, developmental and curriculum debate in higher education in South Africa. Student access and through put at tertiary institutions need to be improved and the curriculum needs to be transformed.