Institutionalization Of Education Research Articles

Institutionalization of Environmental Education in Japan

Institutionalization of Environmental Education in Japan

Appraisal on the Institutionalization of Human Right Education at Post Primary School Level, Hossaena, Ethiopia

This research on the institutionalization of human right education at post primary school level was carried out in Hossana town of 4 primary school (2 from private and 2 from public school) namely Alemu W/Hanna public school, Hassana Vision academy private primary School, Wachemo public school and FA private school, Ethiopia. The study sample comprised 345 out of the total 2,500 population using Yeman (1967:886) formula. Two types of research questions and one hypothesis were evolved to guide the study. A 10-item questionnaire titled "Human Right Education Questionnaire” was applied for data gathering. The reliability coefficient of the tool using Cronbach Alpha stretched from 0.86 - 0.96. Data gathered were examined by means of mean and independent t-test statistical instruments. To remove partiality the data were scrutinized, cross checked and triangulated using different mechanisms. The outcomes of the study exhibited that Human right education has not been institutionalized into the school curriculum, even though human right protection activities and lessons are vital part of the school life. The result of the study also discovered that public and private schools do not differ significantly in the institutionalization of human right education at post primary school level. Based on the finding of the study, it was recommended that activities to enhance human right education should be given due emphasis and encouraged in the school system.

Educação Especial em tempos de ditadura

Os textos deste dossiê analisam o papel desempenhado por diferentes atores políticos e sociais na institucionalização da Educação Especial no Brasil durante a ditadura civil-militar (1964-1985), com destaque para os debates teóricos e políticos que influenciaram as tomadas de posição dos agentes. O dossiê também traz um artigo que discute a institucionalização da Educação Especial na Itália durante a década de 1970, contribuindo, assim, com a construção de comparações e avanços teórico-metodológicos na área da História da Educação Especial. Espera-se que os artigos apresentados neste dossiê suscitem indagações e reflexões sobre as propostas que vêm ganhando relevo no Brasil, as quais voltam a focar perspectivas assistencialistas que vinculam a deficiência ao modelo médico, em detrimento de um modelo social e de direitos dessa população.

A formação de professores-pesquisadores em Educação Especial durante a ditadura no Brasil

A institucionalização da Educação Especial ocorreu durante o regime da ditadura, com a criação do Centro Nacional de Educação Especial (Cenesp), mediante convênios internacionais para a formação de professores-pesquisadores na Educação Especial. O objetivo deste artigo é analisar a influência das diretrizes internacionais da ONU e dos Acordos MEC/Usaid na estruturação das propostas do Cenesp para formação de professores-pesquisadores da área. Para tal, realizamos uma pesquisa documental e uma entrevista semiestruturada com a primeira diretora-geral do Cenesp. Ao discutir o contexto internacional e nacional da época, nossa análise problematiza o lugar da pesquisa e da formação de professores para a Educação Especial.

Evolution of the School Breakfast Program in Northwest Mexico Evaluated in the Period 1996 to 2018 (P16-034-19)

ObjectivesTo analyze the evolution of the school breakfast program (SBP) in Sonora, according to the challenges presented during the period 1996–2018. MethodsThis is an anthology of what has been the SBP in Sonora for twenty-two years. The results of the program (1996–2018) were analyzed and discussed, according to the different stages through which it has been developed, as well as the evaluations that constituted the starting point for the subsequent stages; published in four articles, seven master’s theses and technical reports delivered to the National System for Integral Family Development (DIF) -Sonora by researchers from the Research Center for Food and Development (CIAD, A.C.) ResultsFollow-up studies of the SBP in Sonora included dietary evaluations and design of school breakfast menus (SB), impact on micronutrient deficiencies and the presence of overweight and obesity. The evidence showed that SB constitutes a complementary contribution of nutrients in the diet of the participants; it also did not introduce risk factors for children’s health such as excessive amounts of saturated fat and cholesterol. The results of the studies on the nutritional status of children include the measurement of cognitive development, the adequacy of the diet, as well as the evaluation of anthropometric indicators, biochemical micronutrient status and cardiovascular risk for overweight and obesity, finally the inclusion of nutritional education through the implementation of programs to promote water consumption, practice of physical activity and healthy eating. The monitoring and evaluation of the SBP has allowed changes consistent with the needs of children and does not constitute a risk for the development of childhood obesity. In addition, for the benefits presented in the program such as the implementation process, sustainability, institutionalization, participation of parents and the school community and good adherence to the program has been managed to evaluate nutritional education in school and home contexts to achieve sustainable changes in dietary practices and physical activity. ConclusionsThe process of monitoring the program allows an adequate organizational environment for the implementation of a nutritional education program leading to the prevention of childhood obesity. The next challenge is to ensure the institutionalization of nutritional education within the SBP in Sonora. Funding SourcesSistema Integral para el Desarrollo de la Familia, DIF Sonora.

Ukrainization of educational space of the 1920s: national context and historiographical navigation

The article deals with an analysis of educational aspects of the Ukrainian national context of Ukrainization of the 1920s from the perspective of studying the historiography of the issue. The author focuses on historiographical sources and scientific statements of historical, historico-pedagogical and cultural studies of the prerequisites, content, features and civilizational dimension of the educational aspect of Ukrainization as a broad policy in relation to the institutionalization and development of education, Ukrainian by nature and content. The article draws attention to coverage by historians of reforming problems of school education of that time, their analysis of ways for providing schools with required Ukrainian literature. It is pointed out that historians put an emphasis on the fact that despite its ideological foundations (efforts to implant Bolshevik power) the results of Ukrainization were related to building up the nation and state. It is stated that the current historiographical process looking into the educational dimension of Ukrainization is represented by a wide spectrum of scientific works which range of subject interests allows to highlight Ukrainization of educational space of that time as a holistic and system process which content was underpinned by objective conditions and was well thought-out and logical. The article outlines some prospects of examining the educational dimension of Ukrainization and draws attention to the value of its implementation experience in the context of the development of the modern education system of Ukraine.

Institutionalization of Civic Education in Korean Wide-area Autonomous Entities: Analysis of Issues and Suggestions for Improvements in Comparison to Cases in Federal States of Germany

Institutionalization of Civic Education in Korean Wide-area Autonomous Entities: Analysis of Issues and Suggestions for Improvements in Comparison to Cases in Federal States of Germany

From ‘puritanical goosebumps’ to the nostalgic longing for heterosexual harmony: the emotional organisation of sexuality in relationship education in the 1970s and 1980s

ABSTRACTComprehensive approaches to sex education emphasise an integration of the mind and the body via emotions. Drawing on the historiographical shift towards the study of emotions, this paper explores cognitive, bodily and emotional dimensions of sexuality education and social relations. By analysing the institutionalisation of sex education in Luxembourg, the paper examines often neglected sex education material as well as political reform debates in a Catholic-conservative context. The analysis demonstrates that in the mid-1980s, and despite public disputes, reform opponents shared a common horizon in sex education: they promoted emotional education to channel sexual practices in the direction of family formation. As a consequence, emotional education marginalised bodies, sexualities and forms of relationship that were not conforming to the ideal of a happy heterosexual dyad in which ‘love and sexuality belong together’. It is argued that the prohibition was part of a twofold emotionalisation of sex education in the 1980s.

Institutional complementary of transforming the educational space

The article is devoted to the process of highlighting the problems of transformation of Ukrainian educational space through the view of the theory of institutional complementarity and to the formation of the theoretical basis for the development of public policy measures in the field of institutionalization of higher education. Theoretical and methodological basis of the research is represented by the conceptual foundations of institutional theory, systems approach, cross-cultural analysis and elements of comparative analysis. The retrospective analysis of the views on the phenomenon of «institutional complementarity» is carried out, and the essence of this concept is established in relation to the institutional environment of higher education institutions. Features of university education in comparison with professional one are considered, basic institutional forms of their functioning and interaction are determined. The tendencies of development of university and professional education in the developed countries of the world are shown, their advantages and disadvantages are compared with the educational systems of certain countries. Directions of transformation of higher education in Ukraine are analyzed and their effectiveness is demonstrated. Specific features of Ukrainian higher education institutions’ functioning in market conditions are studied, factors of increasing the competitiveness of domestic higher education are determined. The main problems of institutional nature, which do not allow to adapt the best world experience of higher education development to the Ukrainian reality, are revealed. Particular attention is paid to the inconsistency of mental models which acts as the basis for educational systems of developed countries and Ukraine. In terms of reforms, the necessity of taking into account the specifics of the dominant way of thinking and the value orientations of those who receive education has been proved, and it is shown that it is necessary to build institutions that will correspond to the national mentality through this.

Институционализация военно-медицинского образования в России в период со второй половины XVII века по 1930-е годы

Институционализация военно-медицинского образования в России в период со второй половины XVII века по 1930-е годы

Институционализация военно-медицинского образования в России в период со второй половины XVII века по 1930-е годы

Институционализация военно-медицинского образования в России в период со второй половины XVII века по 1930-е годы

The higher education in nursing in Rio Grande do Norte: revisiting the history

Abstract Objective: To analyze the institutionalization of the higher education in Nursing in Rio Grande do Norte in the 1970s. Method: This is a qualitative research, with a historical-social approach, arising from consultations with documentary sources and interviews with characters that experienced this history. Data were analyzed in the light of Thematic Analysis. Results: The following categories appeared: The higher education in Nursing in Rio Grande do Norte; and The Nursing Department of Natal, at the Federal University of Rio Grande do Norte. Conclusion: The operation of the higher education in Nursing in the state - in Mossoró (1971) and in Natal (1974) - stems from the effects of the University Reform, which is responsible for increasing the number of vacancies in higher education, opening new Nursing Schools in the country, as well as for raising the need for professional qualification related to the national developmental policy entailed by the Economic Miracle and to the implementation of the development plan of the Northeast Region.

Institucionalização da educação no Sul do Mato Grosso: a escola paroquial “Vicente Pallotti” (1950-1974)

O trabalho socializa resultados de pesquisa concluída que analisou o processo de institucionalização da educação, ocorrido no município de Fátima do Sul, antigo sul do Mato Grosso, levando em conta os jogos de poder ou de forças envolvidos, por meio de uma aproximação do funcionamento da primeira escola criada no município, a Escola Paroquial Vicente Pallotti. O recorte temporal adotado inicia-se em 1950 com o processo de institucionalização e encerra-se em 1974 quando a escola passa a compor a rede estadual. Foram utilizadas na pesquisa fontes documentais, orais e imagéticas, e, como apoio teórico, produções inscritas na perspectiva foucaultiana, além de estudos sobre a temática privilegiada. Concluímos que o aparecimento da Instituição escolar no município teve uma relação direta com o processo de colonização da região e que a institucionalização da educação naquele local e o momento histórico deveram-se à iniciativa da Igreja, com a chegada dos padres palotinos, permanecendo sob sua gestão mesmo depois de a escola tornar-se parte da Rede Estadual de Educação, e inscreveu-se em discursos que tomam a educação como condição ao desenvolvimento e ao progresso da região e da nação.

Politicking Ayurvedic Education

AbstractAs the Indian population’s interest in biomedicine increased at the end of the nineteenth century, public confidence in India’s indigenous medicines flagged. Physicians of Ayurveda and officials of Indian medical organizations responded with discussions about and plans for reconfiguring the āyurveda (“life science”) of the Sanskrit medical classics of Caraka, Suśruta, and Vāgbhaṭa to be compatible with the anatomical, physiological, and pharmacological frameworks of biomedicine. This article considers some of the negotiations that shaped Ayurveda in late colonial and postcolonial India, paying special attention to how these debates affected the history of ayurvedic education. Reflecting on how the presence of biomedicine in India prompted ayurvedic practitioners to reimagine the history of their profession, it examines the revitalization of Ayurveda through the reinvention of ayurvedic education. It probes the historical move away from the gurukula as the seat of education and the institutionalization and standardization of education in the ayurvedic college. The historical record is expanded periodically with ethnographic data collected at gurukulas in South India to offer contemporary views on changes in ayurvedic education over the past 130 years.1

『文明小史』 속 ‘문명’ 담론의 표상(表象)과 그 패러독스(paradox)

『文明小史(Wenmingxiaoshi)』 witten by LiBoYuan is a symbol of civilizations such as the exposition of modern ideas in modern Chinese period and the reflection on the practice of civilization, social reform, and new political system. These facts are so relatively distinct in the recognition of LiBoYuan and the 『Wenmingxiaoshi』 that it may not be necessary to reconsider. However, this fact poses one question at the same time. The question is that the conflicting positions between the representations of the civilization discourse in 『Wenmingxiaoshi』 and the back of it show contradictions This paper starts from the awareness of these issues. In this point of view, 『Wenmingxiaoshi』 is an important reference text that can trace the modern ideas, and it will be a valid standard to shed new light on the formation of modern China. Therefore, this paper first looks at the discourse of civilization as a modern representation system scattered throughout the 『Wenmingxiaoshi』, and tries to see the paradoxical inherent in "civilization". LiBoYuan had embodied his civilization discourse through popular propagation of science and technology and scientific knowledge through education, civilization reform, and modern institutionalization as a cornerstone of civilization. This confirms how many efforts and attempts had been made by modern China, including LiBoYuan, toward civilization. To them, civilization blossom was a discourse that was identifiable to all of the Western world, which was a result that are synonymous with the spread of science and technology and scientific knowledge, the construction of education and school based on civilization and the foundation of the social reform and modern institutions However, the civilization discourses and representations reflected in the 『Wenmingxiaoshi』 were not coordinated or filtered by the clash of Western civilization and Chinese tradition. The western philosophy and civilization theory that were imported at the time when the Western powers were forcing the Western civilization against the whole world and they were conveyed to the public as an idea of civilization. So this revealed the false perception of Western civilization, the paradox of civilization. Considering this point, it can be said that 『Wenmingxiaoshi』 written by LiBoYuan is a new paradigm of modern Chinese, and presents the afterimage which has not properly established it yet. despite its presentations of civilization discourse.

Is the university universalizable? A view from India

ABSTRACTWith the increasing formalization of knowledge, the ‘university’ as a pedagogic model has been naturalized by and within the paradigm of ‘modern’ (higher) education system. While the institutionalization of education is intrinsically linked with Western modernity, what the model has done ever since is astonishing in terms of the scale of social change it has ‘engineered’ and its impact on the deculturation of pedagogic cultures that existed outside the ‘modern’ frameworks of knowledge. This paper rethinks and (re)complicates the structure of the university in the context of India and questions its universalizability, alongside the disjunctive and multiple vernacular iterations of (institutionalized) higher education that exist(ed) outside of the epistemic hegemony of (Western) modernity, purportedly always an ‘unfinished’ project in the non-West.

The Blues Scale: Historical and Epistemological Considerations

ABSTRACTToday, the blues scale is familiar to most people who have studied music formally. Although there has been since 1967 a broad consensus as to what that scale is, for the first half of the twentieth century there was actually a good deal of disagreement on that point. A close look at the history of the blues scale reveals that disagreements over its content are bound up with widespread ambiguity concerning its epistemological status. This paper seeks to illuminate that epistemological confusion, proceeding in two ways: first, it historicizes today’s blues scale by laying out the main blues scales proposed between 1938 and 1967, attending to the role these scales played in the institutionalization of jazz education; second, it demonstrates that these scales differ not just in content and attitude but also in epistemological orientation. Because of its social overtones and political implications, disagreements over the nature (and even existence) of the blues scale have frequently been heated. This paper argues that these disagreements derive in part from a persistent epistemological confusion that has characterized much of the discourse surrounding this musical idea.

Assessment and Tasks for Gyeonggi Province's 2nd Anniversary of Civic Education Ordinance

경기도에서는 학생들을 대상으로 한 교육청의 민주시민교육 조례와 일반 시민 들을 위한 민주시민교육이 조례로 제정되었다. 학교의 민주시민교육은 조례가 제정된 2015년 이전부터 일부 학교를 중심으로 실시되어 왔다. 경기도의 민주시민교육은 2017년 하반기부터 공모사업 형태로 본격적으로 실시되고 있는데, 어느 정도 성과를 거두고 있다고 평가할 수 있다. 이런 긍정적인 평가의 근거는 도의회와 민주 시민교육을 주관하는 경기도 평생교육진흥원, 그리고 이 교육의 실시 주체인 시민 단체 사이의 거버넌스가 비교적 잘 이뤄지고 있기 때문이다. 이와는 반대로 학교 내의 민주시민교육은 그리 성공적인 것 같지 않다. 실제로 민주시민교육에 적극적인 관심을 갖고 추진했던 교육감을 제외하고는 다수의 주체들이 이에 매우 소극적인 태도로 일관해 왔기 때문이다. 정치 의식화된 학생들에 대해 거부감을 갖는 교육부, 입시 중심의 수업을 원하는 다수의 학부모, 민주시민교육에 대한 전문성 부족과 과다 업무에 반발하는 다수의 교사, 영/수 등 입시 위주의 교과 편성 등은 학교에서의 민주시민교육이 정상화되지 못하는 요인들이다. 경기도에서의 민주시민교육이 효과적으로 추진되기 위해서는 전문성이 담보된 개별 주체들의 노력과 이를 실질적으로 지원할 수 있는 제도적 정치가 필요하다. 이런 노력이 결실을 맺어 민주시민교육이 성공적으로 추진된다면 국회도 민주시민교육의 입법화를 외면하기 어려울 것이며 타 지자체에도 긍정적인 파급효과를 거둘 수 있게 될 것이다. 끝으로 민주시민교 육은 국가적인 민주주의 역량을 강화시키는 가장 혁심적인 조건이기 때문에 그 누구도 이를 회피하거나 간과할 수 있는 선택사항이 아닌 것이다. 국회도 모든 국민이 체계적으로 학습할 수 있도록 정당의 정파적 이해관계를 떠나 민주시민교육의 제도 화를 위한 노력이 필요하다.Gyeonggido has issued a statute for civic education for students and a statute for civic education for citizens. The civic education for students was carried out in the school sector since the statute came into force in 2015. Civic education for citizens was carried out as of the second half of 2017 in the form of a public contest. There are already some positive results visible. This is because a effective governance between the assembly, the provincial institute for lifelong learning and the NGO s of Gyeonggido was build up. On the other hand, the concept of civic education for students has to be improved. Apart from the superintendent of education, who have been actively involved in this project, most of the participants tend to take a more reserved stance. The Ministry of Education rejects consciousness-raising students, many parents prefer education aimed at examination and many teachers are overwhelmed with an additional education program. Effective civic education in Gyeonggido needs professional participants and an institutional strategy that can actually support them. If this can be done successfully, it would also drive the legalization of civic education for citizens through the Gyeonggido assembly, and eventually positively impact further local governments. After all, civic education is the unmanageable key condition for promoting democracy within society. The Gyeonggido assembly must also endeavor for the institutionalization of civic education and provide citizens with systematic political education

Fault lines in education: dualization and diversification of pathways over 40 years of debate on education policy in Portugal

The creation of Vocational Education Courses in 2012 rekindled recurring debates that shaped the process of institutionalization of basic education in Portugal and brought to light tensions between the need to diversify education pathways and to ensure equity. A diachronic analysis of educational policies was conducted based on legislation, parliamentary speeches and newspaper articles. The analysis traced the process of dualization of education in Portugal and identified six different periods that help to better understand the reasons for the recent change. It also revealed a story where actors, narratives and solutions reappear, even in face of new realities, raising theoretical questions about what drives change in policy.

Institutionalizing Sex Education in Diverse U.S. School Districts

PurposeThis paper describes the Working to Institutionalize Sex Education (WISE) Initiative, a privately funded effort to support ready public school districts to advance and sustain comprehensive sexuality programs, and examines the degree to which WISE has been successful in increasing access to sex education, removing barriers, and highlighting best practices. MethodsThe data for this study come from a set of performance indicators, guidance documents, and tools designed for the WISE Initiative to capture changes in sex education institutionalization at WISE school districts. The evaluation includes the analysis of 186 school districts across 12 states in the U.S. ResultsAs a result of the WISE Initiative, 788,865 unique students received new or enhanced sex education in school classrooms and 88 school districts reached their sex education institutionalization goals. In addition to these school district successes, WISE codified the WISE Method and toolkit—a practical guide to help schools implement sex education. ConclusionsBarriers to implementing sexuality education can be overcome with administrative support and focused technical assistance and training, resulting in significant student reach in diverse school districts nationwide.