Model Of Secondary Education Research Articles

ЖАҢАРТЫЛҒАН БІЛІМ БЕРУ БАҒДАРЛАМАСЫ – ЗАМАН ТАЛАБЫ

The updated content of education is being introduced in accordance with the requirements of society for the modern education system. In accordance with this, changes are being made to the content of the educational program, a revision of the very model of secondary education, its structure, approaches and methods of teaching and education, the introduction of a fundamentally new system for assessing student achievement, increasing competitiveness, and functional literacy. The article discusses the problems faced by teachers and students themselves, suggests ways to solve these problems and recommendations for the implementation of this program.

예수회 콜레주, 근대유럽 중등교육의 전형

The Society of Jesuit, which first began as a missionary organization, after establishing the first college open to common students at Messina in 1548, spread its own colleges throughout Europe and around the world. The educational method or curriculum of the Jesuit college cannot be said to be original in itself. The Jesuit adopted a Paris-style educational method that began by the Brotherhood of the common life and transformed from the University of Paris. Students were divided into classes, learned systematically defined subjects from independent professors, and were promoted to higher classes through examinations. The curriculum also focused on learning Latin and Greek grammar, according to the knowledge system of the time that embraced humanism, and then leading to humanities and rhetoric, followed by philosophy and theology courses. This educational method and curriculum were also accepted at the same time in colleges run by other congregations, and it was natural that there was no significant difference between the Protestant and Catholic regions. Rather, the originality of the Jesuit college is that they tried to provide an overall system and secure unity as much as possible by completing the Ratio Studiorum through long experience. Unlike the schools of Brotherhood of the common life, which had disappeared, and unlike the colleges run by Protestants and secular professors in individual ways, the stable system in Jesuit colleges spread throughout Europe for over 150 years. Although the philosophy and theology courses were modified, the humanities-centered secondary education system was also accepted by other educational congregations or universityaffiliated colleges, becoming a model for secondary education in modern Europe. The Jesuit was dissolved in the mid-18th century, but classical humanities education remained at the core of the European liberal arts class. The elites owning this high culture distinguished themselves from the lower classes until the end of the 19th century, and the legacy of this tradition continues today as well. (Chonnam National University / kim03ji@hotmail.com)

Behind the Facade of Uvarov’s Classicism: Career Strategies of Classical Philologists at Russian Universities

Introduction. The article is focused on reconstruction of the practices of forming a disciplinary group of classical philologists in the Russian Empire universities in the 1830s – 1850s. Methods. For this purpose, the archival materials of the Ministry of Education, as well as Saint Petersburg, Moscow, Kazan and Kiev Universities are considered. The research methodology is based on a combination of both traditional general historical methods and methods of classical source studies, and approaches developed in the framework of the history of science, the sociology of knowledge and the history of disciplines. Analysis and results. It is important to analyze three points: the political context, practices in building career trajectories and academic networks of professors of Greek and Roman literature and antiquities at Russian universities. The transformation of the existing network of universities into the system of public education was carried out by the Minister of Public Education Sergey Uvarov in the 1830s. Transferring to Russia the European model of secondary education based on the study of classical languages, Uvarov created a system of general education and relentlessly promoted antiquity studies in the Russian Empire. Teaching classical disciplines was expanded at gymnasiums and universities. Following the academic personnel reform of the late 1830s, a number of “antiquity chairs” at universities was headed by young philologists and historians who had spent two or three years of training at universities in Germany, mainly in Berlin, attending lectures and seminars of leading German classical philologists. In the 1840s – 1850s, an artificially constructed group of classical philologists gradually transformed into a disciplinary community.

Advantage ‘Finds Its Way’: How Privileged Families Exploit Opportunities in Different Systems of Secondary Education

This article discusses key findings from eduLIFE, a cross-national project that examined the emergence of social inequalities in 17 countries characterized by different models of secondary education. First, we build upon existing international studies and propose a broader classification of forms of differentiation in secondary education. Second, we elaborate a fourfold typology of secondary education systems. Third, we provide a longitudinal and comparative analysis of how social background, academic performance, and forms of secondary schooling create heterogeneous educational opportunities for recent generations. In particular, we discuss: (1) the allocation of students to different forms of secondary schooling; (2) student mobility among different types of education; and (3) the consequences of differentiation in secondary schooling for students’ educational careers. Our findings suggest that, on average, more privileged families successfully exploit the opportunities provided by specific institutional configurations of school systems in order to secure the most favourable outcomes for their children.

Mexico’s 2017 Educational Model of Secondary Education: A Review from the Lens of the Teaching of English in Tele-secondary schools

The present review relies on the inclusion of English Language Teaching in the curriculum of the tele-secondary modality. The implementation of the national curriculum and its strategies show that the tele-secondary school system appears left out, or at least, left behind. This review shows concerns that raise questions for the teaching of ELT in tele-secondaries although ELT has been included in this educational option since its beginning. Thus, it seems that results have not been achieved at all. Even though it is true that the National Program of English is a good opportunity to improve the level of English at the secondary level. It seems to be that ELT is constrained to support generalist teachers.

Transferred and Adapted Models of Secondary Education in Ghana: What Implications for National Development?

The secondary-education models implemented in Ghana since colonial times constitute a classic case of "educational transfer and adaptation". Transferred from England, and in recent years the United States of America and Japan, these models have had a significant impact on Ghana's development in diverse ways. Yet educational research on Ghana has under-recognized this important issue of "educational transfer and adaptation", especially the relationship between these transferred models and national development. This study addresses such neglect by first focusing on those institutions that served as prototypes. Second, it appraises the models pointing out their implications for national development. It is contended that the foreign models that were adapted (indigenised) have been significant instruments for the human- resource and socio-political development of Ghana. However, their emphasis on the academic type of education ultimately has tended to create a situation of dependency particularly with respect to techno-scientific and economic development.

Grammar Schools and the Games Ethic in the Victorian and Edwardian Eras

Reform of the English grammar school system in the late-nineteenth and early twentieth centuries owed much to the prestigious public schools of England. Institutional instruments of cohesion, control and status, proven in the public schools, were admiringly adopted. The evolution of the grammar school involved in large measure, imitation of its upper class superiors and segregation from its working class inferiors. In an accurate reflection of public school priorities, games and games fields were the expensive symbols of emulation, distancing, ambition, and success. The reason is not hard to find. Technological competence in an industrial era was less valued than an image of gentility in a strongly hieriarchical social system. The deferential absorption by grammar schools of the athletic mores of the public schools reveals a significant cultural hegemonic process at work. A bewildering variety of autocratic headmasters of differing persuasions and backgrounds served as agents of this diffusion, assimilation, and implementation of philathletic public school values. This fact, in conjunction with support at the higher administrative level of government for extension of the public school ideal of education into state secondary schools, ensured that the model for secondary education in the first half of the twentieth century was the late nineteenth century games-orientated public school rather than the technically-orientated late-eighteenth century dissenter academy.