Development Of Comprehensive Education Research Articles

A Centennial Exploration of the Communist Party of China's Poverty Alleviation Through Education: A Qualitative Analysis Using NVivo

Over the cause of its ntennial history, the Communist Party of China (CPC) has been committed to the cause of poverty alleviation through education and has made great achievements in poverty reduction. Education as a fundamental means to disrupt the inter-generational transmission of poverty has played a pivotal role in this process. By conducting an extensive analysis utilizing the Nvivo qualitative analysis tool and employing content analysis methodology, this study provides a comprehensive overview of China's historical trajectory in the development of educational theories and practices for poverty alleviation. The research discerns four distinct stages within the past century: (1) the gestation stage, characterized by the implementation of universal compensatory education, (2) the initiation stage, marked by education as a catalyst for trans-formative change, (3) the transformation stage, emphasizing balanced educational development, and (4) the diversification stage, focusing on comprehensive educational development. The tasks and goals of China's education-based poverty alleviation efforts unique at each stage, and its theory and practice also face many severe problems and challenges. Therefore, the continuous enrichment and refinement of China's education-based poverty alleviation theories and practices has become an imperative requirement for meeting the demands of the evolving era.

A biographical experience concerning the role of ICT in Mathematics education

The article starts with the theoretical and empirical introduction, mentioning the role of ICT in teacher training, and proceeds with the methodological presentation of the general research and its design. The next section presents the results obtained, divided in two subsections - the biographical synopsis and the status and use of ICT in Teresa’s teaching and training practice. The conclusion, as allowed by Teresa’s narrative, closes the text.
 Objectives: The article belongs to a qualitative biographical-narrative research, which involves obtaining biographical testimonials from teachers/ researchers who train teachers with the help of Information and Communication Technologies (ICT), to promote skills such as critical thinking, creativity, collaboration, cooperation, and communication, understood as essential for the development of comprehensive education, curricular sustainability, and participatory citizenship.
 Methodology: The research problem involves the determination of the importance and status associated to the use of ICT in the professional understanding and practice of the participants, according to biographical narratives: What importance and status do the participants associate to the use of ICT, in their understanding and practice of the teaching profession? The teachers’ professional biographies were reconstructed from the collected opinions and perceptions, providing answers to the research question.
 Results: Here, we report the biographical narrative of a university teacher/ researcher, under the pseudonym “Teresa”, who is dedicated to Mathematics education in teacher training. From her reconstructed biographical experience, we will highlight a close relationship to the theoretical and empirical contributions presented in the introduction, and to results previously obtained through our research.

A social ecological model (SEM) to exploring barriers of and facilitators to the implementation of opioid agonist treatment (OAT) programmes in prisons

Purpose Opioid agonist treatment (OAT) programmes in prisons play a significant role in preventing the human immunodeficiency virus (HIV). Despite its proven effectiveness, both the availability and coverage of prison OAT programmes remain low. This Indonesian study explores facilitators of, and barriers to, the delivery of methadone programmes in prisons using the social ecological model (SEM). Design/methodology/approach The study used a qualitative case study approach comprising two prisons with, and one prison without, methadone programmes. Purposive and snowball sampling was used to recruit study participants. In total, 57 in-depth interviews were conducted with prison governors, health-care staff, prison officers and prisoners. Data was analysed thematically. Findings The study findings identified facilitators of and barriers to the delivery of prison OAT programmes at all three levels of the SEM as follows: intrapersonal barriers including misperceptions relating to HIV transmission, the harm reduction role of OAT programmes, methadone dependency and withdrawal symptoms; interpersonal barriers such as inflexible OAT treatment processes and the wide availability of illicit drugs in prisons and; social-structural barriers, notably the general lack of resources. Research limitations/implications The findings highlight the importance of and overlap between, organisational and inter-personal, as well as intrapersonal factors. Such an approach is particularly important in the context of the implementation and delivery of methadone programmes in low/middle income countries, where the lack of resources is so significant. Practical implications Three main strategies for improvement were suggested as follows: the development of comprehensive education and training programmes for prisoners and all prison staff; the re-assessment of practices relating to the delivery of methadone, and a comprehensive review of harm reduction strategy in prisons, that should consider the role of prisoners’ families to increase support for prisoner participation; the re-assessment of prison policies to support the delivery of methadone programmes in prisons. Social implications The author suggests that ongoing international support and national drug policies are vital to the continuation and sustainability of methadone programmes in prisons. Originality/value This study contributes to the overall evidence base for OAT programmes in middle-income prison contexts.

Where Teachers Learn Through Work and Students Work to Learn: An Empirically Informed Report on Two Examples of Educational Innovations From a German School

This empirically informed report presents two innovative approaches to learning through work and working to learn from a secondary school in Germany, with both the school and its innovative development having received the German School Award. In one approach, the school's leadership team deployed the new Challenges school project for students' comprehensive educational development. In the other, the school initiated the possibility for teachers to gain practical experience outside the school by working full-time. In addition to their teaching duties, teachers can now work for a limited period in the private sector, thereby gaining valuable experience by shaping their professional stances and influencing their approaches to their students in everyday school life. This empirically informed report is based on desk research complemented by qualitative data gathered during a site visit. These data shall give a deeper understanding of how innovative actions initiated by the school leadership team can contribute to change within an educational system towards advanced teacher learning and transformative school development to achieve better student success.

El trabajo en red y la cooperación como elementos para la mejora escolar

The school is an enriched learning environment, but it is not the only educational environment. The educational mission of the school should take into account the school-family coordination as a feature of its social project. A great part of this bridge between school and family is based on dialogue through the participation of the family in the comprehensive educational development, which is the basis of the democratizing notion of school. Therefore, this work addresses networking as a school improvement element through cooperation. It focuses on networking for learning and knowledge, and on cooperative teams as a networking unit. An example of this way of work can be specified in two relevant experiences in the Spanish context: the Poligono Sur Comprehensive Plan (Sevilla) and Sport and School (Ripollet). The main conclusions shows that open participation, consensus-building and interaction management are useful tools to foster cooperation and networking in the various contexts of intervention and the different action scenarios.

Experiences using CAS and multimedia int teaching vectorcalculus

The development of informatics brings new opportunities that need reevaluating of the teaching concepts. For this reason we have performed a comprehensive educational development for engineering students. Our main goals were to work out a new educational strategy, to develop the needed package of the subject material, to introduce the strategy in the practice, to analyze and evaluate the experiences. In the developed and adapted teaching-learning strategy the teacher is the organizer, designer and the manager of the process. In this paper we summarize the concepts, the results and experiences of the 3-years-long development.

The development of comprehensive education for the 11–16 age group in England 1944–1987

It is often difficult to make comparisons between the English education system and other European models for two reasons: first, the lack of uniformity within the English system; second, the absence in England of a concept of middle school which parallels other European structures. The term “middle school” in England applies either to the 8-12 age group or to the 9-13 age group, that is, a transition period between primary and secondary. Only a few local education authorities have middle schools in that sense, but the transition from primary to secondary schooling has sometimes been regarded as a problem by other local authorities. In England, for most children the crucial years are 11 (transfer from primary to secondary) and 16 (the year of the external examination which provides them with access to employment or to the next stage of education). This paper will therefore be concerned with the development of comprehensive schools generally, but will focus as much as possible on those years which compare with the Swedish middle school and the Federal Republic of Germany’s Gesamtschule.

The United Negro College Fund in Retrospect--A Search for Its True Meaning

When founded in 1944 the United Negro College Fund (UNCF), a consortium of black private colleges, was the first such cooperative fund-raising venture in the history of higher education. It represented an attempt by black institutions, typically dependent on chance beneficence, to establish a permanent vehicle for raising supplemental income. Although the Fund very early expressed an interest in the comprehensive educational development of its member colleges, over the years it has concentrated most of its efforts in the area of fund raising. The purpose of this paper is to examine the role the College Fund has played in black higher education, contrasting its stated goals with its actual achievements. The article is outlined in four parts. First, an historical sketch of the existing financial situation, prior to 1944, is provided. Next is established the specific purpose for which UNCF was founded and how well that purpose has been achieved. Finally, the true importance of the organization is stated, along with recommendations for improving fund raising.

The development of comprehensive education in England

The development of comprehensive education in England

Comprehensive Education in Norway: A Developing System

the publication of a Norwegian educational yearbook intended to serve as a central work of reference on Norwegian education.* It is never easy to keep abreast of change in a rapidly developing educational system, and this well-edited volume fills a keenly felt gap. The first edition provides a general survey of the Norwegian educational scene in twenty-five articles, each written by an authority in the field. Future volumes will both keep this survey up-to-date and provide more detailed studies of particular aspects of education which seem from time to time to merit attention. A select bibliography of the most important government publications, circulars and instructions is included. Although this is useful, the selection has perhaps been too sparing, and a case could be made for a fuller list, in which the most important documents might be indicated either by asterisk or by bold type. Every aspect of Norwegian education is given authoritative, if brief coverage. There are sections -most including several separate articles-devoted to school administration, elementary education and special schools, secondary education and folk high schools, vocational schools and training, universities and other higher institutions, teacher-training, school building, education committees, research and methods and teachers' qualifications and conditions. Perhaps most interesting to the British reader is the material on the development of comprehensive education in Norway. The framework of the 1959 Folkeskole Law embraces both the old seven-year folkeskole and the developing comprehensive school, originally pioneered on an experimental basis in schools administered under the Law concerning Experiment in the School (Lov om forsek i skolen, 8 July 1954). A series of research reports has plotted progress and a new normal plan (instructions on syllabus and methods) has been produced in two successive forms. The Norwegian comprehensive school provides 9 years of compulsory education from the age of 7 to 16. The master pattern divides this period of schooling into six years of barneskole (lit. child-school), followed by three years of ungdomsskole (lit. youth-school.)t, but the 9-year school is regarded in the Norwegian mind as essentially one school. Exigencies of accommodation or difficulties of transport may divide it between buildings, and in any case several barneskoler will commonly feed one ungdomsskole; but there is felt to be a real unity of spirit, and the whole structure is regarded as a unified common school or comprehensive school.