the field of education. Journal of Education Policy, 15 (5), 525–538.
Kennedy, K. J. (2010). School-based curriculum development for new times: A comparative analysis. In E. H. F. Law & N. Nieveen (Eds.), Schools as curriculum agencies. Asian and European perspectives on school-based curriculum development (pp. 3–20). Rotterdam: Sense Publishers.
Kirk, D., & MacDonald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies, 33 (5), 551–567.
Krull, E., & Trasberg, K. (2007). Changes in Estonian generaleducation from the
The general education system identifies two approaches for encompassing arts: through the curricular field and through the extracurricular and extra-scholastic aesthetic education. The fields of arts are assigning a sector, an area of activity, a branch or a compartment. In the general education system, the fields of art have been differently formed. As a school subject, art is being studied through literature, music and fine arts. Some of them are not included in the educational plan (theatre, choreography). The statute of arts (literature, music, fine arts) in the educational system is outlined from two perspectives: art as a school subject and art as an artistic activity. The area of art shall not be reduced to a school subject or a type of arts. The artistic education in the educational system corresponds to the aesthetic education compartment and it happens in the extracurricular and extra-scholastic educational framework. According to the classic, traditional theory, the aesthetic education often is reduced to the level of artistic education. An efficient perspective in capitalizing the fields of art through education may be the extension of the artistic education borders outside the aesthetic values, by extra-aesthetic values – behavioral, moral, spiritual, social etc.
Neo-liberal voices are still very strong in education broadly speaking and have a marginalizing impact on normative pedagogies like religious, worldview, moral and civic education. But there are clear and hopeful signs that pedagogy is coming back. After sketching the current situation and its antecedents, the author addresses the views and ideas here provided by pedagogical spokespersons, teacher-leaders and teachers – most of them working in the domain of religious education or worldview education. How do they perceive the current changes in more normative and pedagogical-laden directions? What precisely has caused these changes? Is the return of pedagogy just a temporal hype or is it a real revitalization? What have been the consequences for them professionally and personally speaking? It is the author’s intention and hope that this article will encourage educators in general and religious and worldview educators in particular with an eye on fostering sustainable pedagogical approaches.
Special Needs in GeneralEducation Institutions). Rēzekne: Rēzeknes Tehnoloģiju akadēmija. (In Latvian)
19. Pasaules veselības organizācija (2003). Starptautiskā funkcionēšanas, nespējas un veselības klasifikācija (International Classification of Functioning, Disability and Health). Retrieved February 23, 2019, from https://apps.who.int/iris/bitstream/handle/10665/42407/9241545429_lav.pdf (In Latvian)
20. Umbraško S. (2016, November). Intelekta saistība ar zīmju valodas un lasīšanas prasmi bērniem ar dzirdes traucējumiem (The Relationships among
Raffaella Simona Esposito, Regula Julia Leemann and Christian Imdorf
How did the upper-secondary specialised school (SpS) establish itself as a school-based pathway to the universities of applied sciences in Switzerland? The sociology of conventions serves to analyse how actors justify and assess this type of school. The analysis of interviews and educational policy documents shows that the specialised school has been a recurring target of criticism from advocates of the VET system. It had to make compromises with the world of work to gain recognition as a pathway to the universities of applied sciences.
the preventive programs in the Lithuanian schools of generaleducation in 2015-2016 academic years]. Vilnius: Specialiosios pedagogikos ir psichologijos centras. Available from Internet: https://www.smm.lt/uploads/documents/kiti/PREVENCINI%C5%B2%20PROGRAM%C5%B2.pdf.
Bankauskienė, I. (2013). Psichoaktyviųjų medžiagų vartojimo prevencija: samprata ir modeliai [Psychoactive substance abuse prevention: the concept and models] Vilnius: Narkotikų, tabako ir alkoholio kontrolės departamentas.
Botvin, G. J., Griffin, K. W. (2007). School
Ausra Kazlauskiene, Ramute Gaucaite and Rasa Poceviciene
via the Journal of Teacher Education for Sustainability. Journal of Teacher Education for Sustainability , 17 (2), 5–43.
Quality of Activity of GeneralEducation Schools. (2015). [Bendrojo ugdymo mokyklų veiklos kokybė]. Retrieved from http://www.nmva.smm.lt/wp-content/uploads/2012/12/Metinis-prane%C5%A1imas-maketas-02.04.pdf
Delors, J., Al.Mufti, I., Amagi, I., Carneiro, R., Chung, F., et al. (1996). Learning: The Treasure within – Report to UNESCO of the International Commission on Education for the Twenty-first Century . Paris: UNESCO Publishing
Monica Mihaela Maer Matei, Cristina Mocanu and Ana-Maria Zamfir
Education is a key factor that can contribute to the economic growth, supporting the social mobility and the living standard improvement. Both from the scientific point of view, as well as from the policy making process point of view, it is essential to know how individuals choose their educational path, in order to understand what is and can be the role of different educational routes in ensuring social mobility and improving standard of living. In this article we explore the factors that explain attitudes and decisions of individuals for vocational vs. general education in Romania. Our analysis is based on data from a national survey among adult Romanian population. Attitudes regarding the choice of vocational vs. general education are analysed by employing decision trees method in order to assess the extent to which vocational education is considered a valuable education path or an educational alternative for those with lower socio-economic background.
curriculum for basic schools]. (2011). Retrieved December 12, 2012, from https://www.riigiteataja.ee/akt/114012011001?leiaKehtiv
Rasinen, A. (2000). Developing technology education: In search of curriculum elements for Finnish generaleducation schools (Doctoral dissertation). Retrieved from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/13388/9513924017.pdf?sequence=1
Rasinen, A., Virtanen, S., & Miyakawa, H. (2009). Analysis of technology education in the curricula of five EU countries and challenges of technology education – the