of the 1991 Swedish Upper SecondaryEducation reform. Scandinavian Journal of Educational Research. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/00313831.2015.1119726
Eurostat. (2016). International Standard Classification of Education (ISCED). Retrieved from: http://ec.europa.eu/eurostat/statistics-explained/index.php/International_Standard_Classification_of_Education_(ISCED)
Hužovičová, M., & Jakúbek, P. (2014). The Lifelong Learning in the Field of Employment Policy in Slovakia. Acta Technologica Dubnicae, 4(2), 27
The article presents the Polish educational system, its constituent part - upper secondary education, in particular. Describing the qualitative changes in the upper secondary schools (secondary schools of the second extent) the author singles out one significant document that has changed the direction of education, created the conditions for change of the educational management system and introduced the economic rules in educational activities. It also shows the structure of upper secondary education, which was formed in the final stage of the educational reforms. The peculiarities of the qualitative changes have been indicated. The previous system of assessing students’ knowledge was preserved; however, an external evaluation of the students’ achievements was introduced. The introduction of the external exams and assessments has enabled a fair comparison of the level of skills that the student has achieved to the skills that are required by the syllabus. Therefore, it is believed that the changes introduced have become one of the pillars of the reform of the educational system in Poland. The quantitative changes have been introduced along with the qualitative ones. Quantitative changes were compared in the period 2000-2015 and juxtaposed with the year 1990. On the basis of the gathered statistical data a trend was set (downward or upward) in Polish upper secondary education.
This article discusses the management of external validation exercises (academic audit). Such exercises are now seen as providing an important means for assessing the quality of education in self-funded Post Secondary Education Institutions in Hong Kong, and therefore careful preparation for them is essential. Relevant individual's implicit/tacit knowledge has been converted to explicit knowledge for organizational formal transfer. Ten implementation strategies for the achievement of key performance results are proposed, and a check list of twenty tasks is formulated, against which institutions might assess their level of achievement and evaluate their readiness for external validation.
Katja Scharenberg, Karin Wohlgemuth and Sandra Hupka-Brunner
. Wiesbaden: VS Verlag.
Hupka-Brunner, Sandra, Thomas Meyer, Barbara E. Stalder, and Anita Keller. 2011a. PISA-Kompetenzen und Ubergangswege: Ergebnisse der Schweizer TREE Studie. Pp. 175-190 in Neue Jugend, neue Ausbildung, edited by Elisabeth M. Krekel and Tilly Lex. Bielefeld: Bertelsmann.
Hupka-Brunner, Sandra, Stefan Sacchi, and Barbara E. Stalder. 2010. Social Origin and Access to Upper SecondaryEducation in Switzerland: A Comparison of Company-Based Apprenticeship and Exclusively School-Based Programmes. Swiss Journal of Sociology 36
Dorin-Gheorghe Triff, Zorica Triff, Mușata-Dacia Bocoș and Eugenia Naghi
During periodic occupational medical checkup, in a sample including all employees from two high schools, a secondary school and a kindergarten, we administered through voluntary completion, questionnaires which assessed the employees’ occupational stress in terms of individual characteristics, anxiety, sense of self-efficacy, work ability, emotional exhaustion and health status (using ShortForm 36 questionnaire). A number of 233 questionnaires were returned. Only the occupational stressor represented by communication with superiors correlates significantly negatively with work ability in all four units. Work ability and communication with superiors also have average scores which differ significantly and are concordant in all four units. In the secondary school, work ability has the highest average value and the lowest average value of “communication with superiors” stressor. The same values are decreasing for WAI in order, from high school 2 to high school 1 and kindergarten while the stressor represented by communication with superiors has increasing values in order from high school no 2 to high school no. 1, and kindergarten. These results show that programmes to reduce occupational stress in school units should primarily address the school unit leadership in order to improve their communication with employees.
Commission. (2008). Summary and statistical report of the 2007 population and housing census: Population size by age and sex. Retrieved March 11, 2013, from http://www.csa.gov.et/pdf/Cen2007_firstdraft.pdf
Fenwick, L. (2011). Curriculum reform and reproducing inequality in upper-secondaryeducation. Journal of Curriculum Studies, 43(6), 697–716.
Fernandez, T., Ritchie, G., & Barker, M. (2008). A sociocultural analysis of mandated curriculum change: The implementation of a new senior physics curriculum in New Zealand schools. Journal of
Inga Savickienė, Laura Raščiauskaitė, Aušra Jankauskaitė and Loreta Alešiūnaitė
Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
Vicol Eduard Șuță, Tiberiu Tătaru, Lizia Ioana Șuță and Marinela Vasile
The aim of the research was to emphasize the incidence of spine deficiencies in students with intellectual disabilities involved in the recovery program within the kinetotherapy classes carried out in special schools in Bucharest.
We wanted to point out that among the two categories of children with disabilities enrolled in special education from Bucharest (children with mild / moderate intellectual disabilities and children with serious / severe / profound intellectual disabilities) there are no statistical differences related to the incidence of spine deficiencies.
Research sample consisted of students enrolled in special education from 11 schools. Thus there were formed two groups of students: students with mild / moderate intellectual disabilities and children with serious / severe / profound intellectual disabilities. Another criterion for forming working groups was the school level. Thus, each category was divided into subjects enrolled in primary education and subjects enrolled in secondary education.
The comparison made between the groups revealed that in terms of the incidence of spine deficiencies there is correlation between the type of physical deficiency and the degree of disability.
. Retrieved August 21, 2009, from http://www1.oecd.org/dac/ ictcd/docs/otherdocs/ Forum_0303_roomdoc6.pdf.
Praprotnik, T., & Zakrajšek, S. (2008). Multimedia in education and everyday life. The Journal for the Criticism of Science, (36) 233, 216-230.
Postman, N. (1970). The reformed English curriculum. In A. C. Eurich (Ed.), High school 1980: The shape of the future in American secondaryeducation (pp. 160-168). New York.
Purg, P. (2006). An ecological approach to multimedia in teaching and training: Advancing business and
. Boulder: Westview.
Buchmann, Marlis, Irene Kriesi, Maarten Koomen, Christian Imdorf und Ariane Basler. 2016. Differentiation in SecondaryEducation and Inequality in Educational Opportunities. The Case of Switzerland. S. 111–128 in Models of SecondaryEducation and Social Inequality. An International Comparison , hrsg. von Hans-Peter Blossfeld, Sandra Buchholz, Jan Skopek und Moris Triventi. Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing.
Buchmann, Marlis und Stefan Sacchi. 1998. The Transition From School to Work in Switzerland: Do