New Type Of School Research Articles

Student wellbeing in vertical schools: a multilayered student voice approach for inclusion and influence

AbstractVertical schools are a new type of school in Australia, with little research available to guide designers and school leaders how to address the physical and social challenges that density and interiority add to the students’ schooling experience. As students capably communicate their experiences and perspectives about school spaces for wellbeing, pioneering students in three new vertical schools demonstrated the power of student voice in the Thriving in Vertical Schools project, a 3-year mixed-methods Australian Research Council Linkage project. Young people showed adults how their school spaces enable them to be, feel, and do activities where they feel capable, and how the vertical school environment contributes to wellbeing. Students communicated their voice through multiple layers: the student voice processes (methods), stories with sensory atmospheres (experience), and participating in impactful discussions with adults (action/influence). Adult designers and education leaders were interviewed several weeks after listening to students, identifying how student perspectives had influenced their work. This paper demonstrates how the combination of participatory voice-inclusive methods enabled students to communicate immersive experiences that brought light to interactions for school wellbeing at a level of granularity that adults had not had access to before to influence future designs. This paper argues for the value of attending to student voice and sensitivity in providing choice and options when doing so, so that students are supported to express themselves and their rich experiences in ways of their choosing and ways comfortable to them.

Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus

AbstractThis paper explores the transfer, translation and recontextualisation of Laurence Stenhouse's work, as encapsulated in the ‘teacher as researcher’ metaphor, to the Greek language and in the fields of research and policy in Greece and Cyprus. We first briefly frame action research work as emerging through and within a specific space‐time (and in conversation with others in North America, Australia and Europe). We then trace its translation from English to Greek in specific key publications in books and articles (including his 1975 seminal work An introduction to curriculum research and development), which have since been central to curriculum studies as an academic field in both countries. We then construct four vignettes as cases of different uses of the metaphor in different fields. The first two refer to the institutional context of a new type of school called ‘second chance schools’ and a state policy for the professional development of teachers in Greece. The other two refer to an initial teacher education university programme and to the most recent school curriculum change in the Republic of Cyprus. We conclude by discussing certain patterns of constriction across the four vignettes in the recontextualisation of the ‘teacher as researcher’ to particular aspects of the metaphor as it morphed in two rather centralised contexts with a strong historical presence of a formal, state‐mandated curriculum and of teachers as public servants. Despite these patterns of constriction, we also note how other aspects of the metaphor provided conditions for some transformation.

The State of Education in Kyrgyzstan at the End of the XIX Beginning of the XX Century

This article examines the situation of education at the end of the XlX-beginning of the 20th century in Kyrgyzstan. It describes the methods and ways of education in Kyrgyzstan before the Soviet era, as well as the types of schools and educational institutions. It is known from history that Kyrgyz from ancient times were a people striving for knowledge. With the accession of Kyrgyzstan to Russia, the relationship between the Muslim and Turkic peoples living there intensified, the works of Kyrgyz scientists and historians began to be published. Based on this, it is said that the number of schools, educational institutions, madrasas, as well as the number of students and educated people has increased in Kyrgyzstan. At the end of the XlX-beginning of the 20th century, state educational institutions were opened for the Turkic peoples of the Volga region, the Caucasus and Central Asia. This contributed to the management of a new method of education. The programs of these schools were developed in 1905-1906 at a congress of Muslims in the city of Nizhny Novgorod. In such schools, not only religious classes were held, but also general education classes. In 1901-1902, Russian-native schools of a new type began to appear in Kyrgyzstan. Representatives of the new type of education Jadidists who criticized religious schools with old methods of education, tried to change the general school system in accordance with the requirements of that time. Through these schools, the Muslim population of Russia, including Kyrgyz, began to get acquainted with European civilization. Later, graduates of these schools subsequently formed the basis of the leading intelligentsia of Kyrgyzstan. The article studied some aspects of the organization of a new type of school, the subjects taught were fully consistent with religious beliefs, the national mentality, which positively led to the consciousness of local residents. The features of educational institutions in Kyrgyzstan, the role and importance of educating the younger generation, along with the formation of pre-existing religious madrasah schools and writing culture, were analyzed. The influence along with enlightenment work, knowledge and culture of other peoples and indigenous people, their place and significance before Soviet power were studied. A comprehensive study of the history and culture of Kyrgyzstan on a scientific basis was carried out in the second half of the XlX century.

Innovatıon as a factor actıvatıng the pedagogıcal process ın the modern era

Innovation (derived from the English word “innovation”, meaning “innovation”) in a broad sense means innovation implemented in the pedagogical system in order to improve the progress and results of the educational process. Innovation, i.e. innovation, takes place at the expense of the internal resources of the pedagogical system (in means internal). Innovation is ideas, processes, tools and results taken together in a qualitatively improved pedagogical system. It is a very important and urgent task for the renewal of the pedagogical system, it requires a competent analysis and a creative teacher. A lot has changed in the last decade. New paradigms, concepts, innovations and investments, state standards and alternative curricula, new types of schools were created.

Real Schools in Poland.Pedagogical ideal and its practical implementation in the historical view

For several past years a new type of school has been noticeable in the Polish educational landscape real schools. The creators of this type of institutions refer to the idea of 18th-century real schools focused on training in practical areas that are useful to students in a life at the same time education should be engaging and interesting for students. However, the idea of creating of real schools should be sought two hundred years earlier, in Reformation era, when new concepts of education emerged, including the idea of school the real school. In this article I will present the educational ideal of real schools. I will scrutinize the concept of real schools created in 16th century as a result of a new way of thinking about the upbringing young people. I will reconstruct the educational ideal and sketch the pedagogical pattern created by the founders of real schools in 19th-century Poland.

Building Smart Classrooms to Foster Efficient Research Modes: A Case Study of Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School

As technology and education continue to integrate, digitalization has paved the way for a new type of school under smart education that emphasizes efficient classrooms, behavioral data analysis, and the common growth of teachers and students. The smart education model of the new era seeks to enhance classroom management and evaluation efficiency, boost learning and cognitive efficiency, and promote high-quality and efficient learning. This paper proposes the creation of smart classroom scenes that use modern camera and AI research and analysis software and hardware systems to accurately collect behavioral data and form “digital portraits” and educational knowledge maps of teachers and students. By doing so, teachers can improve their professional abilities in education and teaching, and optimize the development and growth path of students. Furthermore, the construction of intelligent scenes is expected to improve teaching methods and transform classroom teaching, leading to innovation in education and teaching and talent training models, and facilitating scientific and personalized evaluation of classroom teaching. The ultimate goal is to achieve education in the new era that caters to individual needs and aptitude.

Cultural changes in the Khorezm People's Soviet Republic and their features

          This article analyzes the changes in the field of education and culture in the Khorezm People's Soviet Republic and their features. In KhPSR, the People's Ministry of Education and Culture was created. However, the new government still lacked funds, school buildings and teachers, and most importantly, lacked experience and skills in this area. The country began to create a new type of school. Classes in these schools were conducted in the Uzbek and Turkmen languages. The staff of the old school was used due to a lack of teachers. The opening of the people's academy (dorilfun) in Khiva was a great event in the cultural life of the republic. In addition, special attention was paid to the eradication of illiteracy among the adult population of KhPSR. Cultural changes in the republic were controversial. On the one hand, the new government consistently focused on culture, especially public education and health, and began to address issues in this area to the best of its ability. The author has scientifically studied this problem on the basis of archival documents, periodicals and analysis of historical literature on this topic.

Система образования в Египте во время правления хедива Исмаила (1863–1879)

The article discusses the period of the reign of Khedive Isma‘il from the standpoint of his influence on the formation of the education system in Egypt. The author gives a brief overview of Khedive’s socio-economic reforms, especially noting his achievements in the field of education. This article analyzes the “Law of Rajab 10th” (1868), the main purpose of which was to promote public education and establish a new type of school under the auspices of the state. The law developed plans for the construction of modern schools of a new type in each city, prepared projects for the reorganization of Koranic schools (kuttabs) and set the task of expanding the state education system. In addition, textbooks were unified and were now published after the approval of the Ministry of Education. The author elaborates on the structure of the education system formed during this period, noting the cultural continuity and historical educational traditions that had not been sacrificed to new knowledge, but were joined in a single model, representing the convergence of religious and secular education. The article points out that during the reign of Khedive Isma‘il the first public schools for girls were opened, and since that female education has become popular among the upper classes of Egyptian society. At the same time, with the support and encouragement of the Khedive, there was a growth of schools of foreign communities. Ultimately, the author comes to the conclusion that despite the financial difficulties that prevented the implementation of all planned educational reforms, this reform proved to be the most useful and necessary at that time. During this period, a clear and orderly system of education management was created, and a plan for a unified state education that should work for the benefit of society was developed.

DEVELOPMENT OF COGNITIVE ABILITIES OF PRESCHOOL CHILDREN

Pedagogical technology and knowledge, experience and interactive methods of pedagogical skills ensure that children have knowledge and mature skills. It is no exaggeration to say that the head of our state, first of all, needs to train potential new generation personnel, and for this, one new type of school will be established in each region of the country.

INNOVATIVE TRENDS IN THE FORMATION OF INTERNAL EDUCATIONAL SPACES OF NEW SCHOOLS IN KAZAKHSTAN

The article considers innovative trends in the formation of internal educational spaces of a new type of school in modern Kazakhstan. Based on specific examples of secondary education institutions built in the cities of Nur-Sultan and Almaty, new architectural and planning approaches to the creation of educational spaces and the features of their object-spatial solution and content are described and analyzed. Along with this, the article details the latest methods and principles in the formation of internal educational spaces, such as: transformation, mobility, adaptability, ergonomics, accessibility, energy efficiency, smart technologies, etc.

Professor Dumitru Patrascu: modus vivendi, modus cogitandi

The present article reflects the life and activity of the distinguished Professor, Habilitated Doctor, Dumitru Patrascu, reputable personality in the field of education sciences, on the occasion of the 70th anniversary, 51 years of didactic activity and 41 years of scientific activity. Dumitru Patrascu is the author of 11 monographs, co-author of 18 monographs, 14 collective works, 46 methodological-didactic works, specialized works and articles, 1 article in international magazines, 19 articles in magazines included in the National Register of profile magazines, 1 article in magazines in the process of accreditation, author of 12 manuals, 3 guides, 18 methodological recommendations – a total of more than 250 publications in the field, being one of the most prolific authors at institutional and national level. Professor Dumitru Patrascu’s area of scientific interests’ extends to an imposing series of actual topics in the field of education sciences: Scientific organization of students and academic staff work, Handicrafts and skills for life, Educational technologies, Pupils’, students’ and academic staff creativity, Educational management, Organizational culture in school, Anti-crisis management, Education quality management, Mentality change, Conflict management in educational system, Creation and development of new types of schools, Pedagogy of training new engineering staff (security field), Educational leadership, Mental health, Time management, Managerial delegation etc. Professor’s Patrascu personal scientific contribution is revealed in the development of research through the elaboration of new conceptions, hypotheses, theories; through opening new scientific directions, therefore enhancing the significance of his works for science, culture and practice.

МЕТОДОЛОГИЧЕСКАЯ ОСНОВА ПРИМЕНЕНИЯ КОСМИЗМА ДЛЯ РАЗВИТИЯ ПЕДАГОГИЧЕСКОЙ ТЕОРИИ И ПРАКТИКИ

Th e relevance of the stated issue is connected with the incompleteness of the transformation in modern education, which requires the search for innovative tools and methods to solve existing problems. Th e application of cosmism methodology to pedagogical practice seems important in the context of educational system modernization based on the principles of personality-oriented education and universal values. Taking into account the insuffi cient knowledge of the ontology of pedagogical cosmism, the chosen direction of research seems to be relevant. Th e purpose of the work is to study practice-oriented application of the ideas of cosmism in the framework of humanistic paradigm development to student-centered education in modern educational environment. Results. Th e most signifi cant results of the study, characterizing its scientifi c novelty, are the following:1. Th e methodological basis of the concept of cosmism lies in the assumption of the organic unity of Man, Mankind and the Cosmos, supporting the legitimacy of cosmic consciousness as a concept, defi ning Man as a unique Microcosm. 2. In the framework of the pedagogical concept of cosmism, the main direction is the spiritual education of the child, which consists in the discovery of the “higher self ”, controlling all spheres of the personality. It also involves the improvement of the emotional, mental, physical and spiritual spheres of personality in order to form a unique quality, elevating a person to the next stage of spiritual evolution. 3. Modern trends in educational policy are consonant with the ideas, formed in pedagogical concept of cosmism. Th ey include systemic integrity of the tasks, principles and directions of education and upbringing, regarding education as a process of development, and the ability of self-improvement of the individual. 4. Application of the ideas of cosmism is focused on solving the problems that modern education faces, including the ethical problem of education and the search for the best solutions to develop talents. Th ese problems also include pedagogical assistance to self-improvement, and foundation of a new type of school, supporting sustainable and continuous development. Conclusion. On the basis of the concept of cosmism and of the methodological guidelines of cosmopedagogy, analyzed in the work, it was concluded that comprehensive development of the individual is possible through the disclosure of creative energy aimed at harmonizing the inner world.

Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

To overcome the crisis of the modern school institution, it is necessary to qualitatively rethink its foundations and to design fundamentally new approaches to implementing the educational program. The theoretical and methodological bases of the concept of a new type of school as a development practice, based on the provisions of Russian cultural-historical psychology and the activity approach are presented. The purpose of the work is to consider in the modern context the key theoretical provisions of Russian psychology and to formulate the methodological principles arising from them, which set the conditions for organizing the educational process, thus ensuring the transition from theory to practice. The key concepts of the school model are development, agency and collaboration: infinite development is formulated as the supreme goal and value of the school, the development of the position of agency is considered as the main productive process, and collaboration is the main professional principle. Eight basic principles are formulated as follows: intent - implementation - reflection as a methodological scheme for organizing school processes, the principle of multidimensional development, the principle of equal importance of school activities, the principle of congruence, the principle of organizing the educational space as a space for growing up, the principle of fellowship of practices and the development-oriented approach to evaluation. Thus, the article presents the authors view of the school as a scientifically grounded anthropological practice. The implementation of the concept, which has already begun in Russia, is an experiment that will make it possible to verify these theoretical and methodological provisions.

A teacher of the future school

Relevance. The educational institutions of tomorrow will have to prepare young human “sprouts” for life in the third millennium, about which little or nothing is known. The solution to this problem entirely falls on the shoulders of the teacher, who must see real life and foresee how it will change by the time of the maturity of his/her today’s students. In this regard, the society needs a fundamentally new type of school and university teachers. The research problem is the following: a teacher of the third millennium will have to realize and accept that a new historical period, which outlines its development with increasing clearness, requires shifting the vector of the entire educational policy to the future. In this regard, the school / university teacher’s activities will have to be aimed at endowing citizens, primarily children and youth, with a sense of the future. The aim of the study is to define the personal and professional qualities intrinsic to the teacher of the Future School, his/her skills and abilities; to outline the algorithm of the contours of his/her activity. The methodological basis of the research was formed by the professional development theory; the concept of forecasting the near and distant prospects of the educational sphere; project-based, personality-oriented and convergent approaches; the principles of integrity and consistency; united diversity; interrelation between the general, the particular and the singular; objectivity; combination of retrospection and development prospects. Results and discussion. Comparing the two types of the pedagogical process, the author shows the difference in the organization and content of the “Yesterday” school and the emerging School of the Future. The article reveals the conditions favouring the professional viability of the teacher who represents the school of the third millennium. Attention is focused on his/her skills and abilities, personal and professional qualities. This is especially important considering the fact that the Future School will employ a teacher who realizes that nurturing must fulfill a “regental” (leading) function in the pedagogical process. The most heated debates were about the organization and content of training teachers for work in the Future School and the conditions underlying the formation and development of the teacher of the third millennium. Conclusion. The article distinguishes the organizational and content peculiarities of two types of schools: the current one and the emerging School of the Future. It also determines the prerequisites for the effectiveness of a fundamentally new teacher: his/her personal and professional qualities, skills and abilities, means of pedagogical influence and other conditions.

Formation of the Soviet education system among the indigenous peoples of Southern Siberia in the 1920s

Introduction. In the era of the formation of the world educational space, historical and pedagogical studies of regional education systems acquire special relevance. Many states, while modernising their national education systems, turn to the experience of past generations in order to understand how socio-economic changes taking place around the world and in Russia can affect the education system of a particular region. The twenties of the last century in Russia is a time of searching for new types of schools, opportunities for educating and teaching the younger generation in the spirit of the new (Soviet) ideology. The peoples of South Siberia (Altai, Shors, Kumandins, Chelkans, Teleuts, Tubalars, Telengits), united in the administrative-territorial framework of the Oirot Autonomous Region and the Gorno-Shor National Region, despite the difficulties, made a significant progress in the development of school education, including the number of the national school.The aim of the present article was to study the peculiarities of the process of formation and development of the Soviet education system among the indigenous peoples of Southern Siberia in the 1920s.Methodology and research methods. The research is based on the analysed and generalised content of archival documents, scientific sources on the history of the formation of the peoples of Southern Siberia in the context of the system-historical approach. The authors of the article studied 35 documents from the funds of the Committee for Archives of the Altai Republic and the Center for the Storage of Archives of the Altai Territory. The archival documents introduced into scientific circulation made it possible to consider the process of increasing the number of national schools, providing students with textbooks in their native language, the process of training teachers from the indigenous population, taking into account the national and cultural characteristics of the region.Results and scientific novelty. Based on the study of archival materials, the authors of the article rethink the activities of the Soviet authorities to restore and create the school network of education, its development and preparation for the introduction of universal primary education among the peoples of Southern Siberia. The issue of creating a national education system in the 1920s is closely connected with the process of indigenisation, as part of the national policy of the Soviet state and with the process of transferring the local population to settled life. By the beginning of the 1930s, a network of school institutions was created in the region, which increased the percentage of literate adolescents and subsequently enrolled in primary education all children of school age. Addressing national inequalities through the development of the education system and the eradication of illiteracy in the multinational region is of undeniable interest to educational historians and teachers.Practical significance. Today, the interest of researchers in regional history has increased all over the world; therefore, the current article will be useful to readers, as the analysis of new archival documents helps to fill the gaps in the scientific literature on the establishment of the Soviet school among the indigenous peoples of southern Siberia in the 1920s. The materials of the article can be used by teachers to design the courses on the history of education in Russia and the historical study of local lore. Moreover, the presented materials can be applied in the course of the development of a modern regional educational policy.

Bartın Rushdiya School

Osmanlı Devleti XIX. yüzyılda eğitim alanında önemli yenilikler yapmıştır. Maarif nezaretinin kurulması, eğitimle ilgili kanunların çıkarılması, yeni eğitim kurumlarının açılması, batıya öğrenci gönderilmesi gibi birçok önemli yenilik sayesinde eğitimin modernleşmesi yönünde önemli adımlar atılmıştır. Bu bağlamda sıbyan mekteplerinin yerine mekteb-i ibtidailer açılırken rüştiye adlı yeni bir okul türü de orta okul seviyesinde eğitim vermeye başlamıştır. Rüştiye mekteplerinin sayısı 1846 yılından sonra özellikle XIX. yüzyıl sonlarında taşrada hızlı bir şekilde artmıştır. XIX. yüzyıl sonlarında Kastamonu Vilayeti Bolu Sancağı sınırları içinde bulunan Bartın Kazası’nda da bir rüştiye açılmıştır. Rüştiye mektebinin binası halkın yardımları ile tamamlanmıştır. Okul açıldıktan sonra buraya öğretmen atamaları yapılmıştır. Okuldaki öğrencilerin ders kitapları başta olmak üzere okulun resmi yazışmalarda kullanacağı belgeler ve ders araç gereçleri de devlet tarafından gönderilmiştir. Osmanlı Arşivi’nde Bartın rüştiye mektebinin öğretmenleri, buraya gönderilen malzemeler ve öğretmen atamaları, okulun yıllara göre öğrenci sayıları ile ilgili çok sayıda arşiv belgesi mevcuttur. XX. yüzyıl başlarına kadar eğitim faaliyetini sürdüren rüştiye Bartın’ın eğitim ve kültür hayatının gelişmesine önemli katkılar sağlamıştır. XX. yüzyıl başlarında Bartın’da bir de kız rüştiye mektebi açılmıştır. Bu okulun da başta öğretmen ihtiyacı olmak üzere tüm ihtiyaçları Maarif Nezareti tarafından karşılanmıştır. Bu araştırmada Bartın’da XIX. yüzyıl sonları ve XX. yüzyıl başlarında faaliyette bulunan rüştiye mektebi ile kız rüştiye mektebi arşiv belgelerine göre değerlendirilerek Bartın’ın Osmanlı’nın son dönemlerindeki eğitim öğretim hayatı ortaya konulacaktır.

Education policy and the socio-spatiality of school reform – learning support spaces as perceived by students in the context of the new middle school policy in Austria

Abstract Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the example of the introduction of a new type of school, the new middle school (NMS), in Austria, and based on the longitudinal data of a national evaluation project (NOESIS), this article aims to clarify the extent to which, and how, student learning support spaces are perceived as local social conditions inside and outside school, and how this can explain changes in students’ educational aspirations, which was the objective of the NMS reform. In this sense, the reform policy of introducing the new middle school is examined from the perspective of the students themselves. The results from the panel analyses demonstrate that the perceived learning support spaces are highly relevant in explaining students’ aspirations.

The Role of Land Reform Beneficiaries and the Reasons for Them Developing and Supporting a Satellite School in Masvingo, Zimbabwe: A Social Capital Marriage of Nhimbe and Allied Reasons

The land reform process in Zimbabwe gave birth to a new type of school known as a satellite school, which emerged due to community requests (in areas populated by land reform beneficiaries) and an inability by government to adequately fund new schools that communities required. Various studies on the emergence of satellite schools have mainly focused on the challenges faced by satellite schools. This article explores nhimbe (“work party”) and allied reasons specifically amongst the land reform beneficiaries who provide a supporting role to a satellite school in their community. This paper offers a different perspective on satellite schools from the vantage point of the land reform beneficiaries who are choosing to fill an educational gap and simultaneously nurture the development of an educational asset which they built—the satellite school. Theoretically, social capital frameworks by James Coleman (1988) and Robert Putnam (2000) are utilised to understand the relationships forged and maintained between groups of people for a greater good, in this case the land reform beneficiaries’ construction and ongoing support of one selected satellite school. Although the study’s research design adopted a multiple case study approach, we use the case of a group of land reform beneficiaries in one district for this paper. The data were elicited through semi-structured interviews and focus group discussions held at one satellite school in the Masvingo district of Zimbabwe. The purposively selected participants comprised six land reform beneficiaries, two village heads and one satellite school head, making a total sample of nine participants. The study revealed that the land reform beneficiaries played a central role in the development and support of the satellite school in their community because of a marriage of interrelated reasons. These included the close proximity of their homesteads to each other which generated nhimbe, which further developed their relationships, their social networks, a sense of homage coupled with an indebtedness to the Mugabe government, shared community goals and social norms and the existing resource base (that they could access in their community). The study revealed that all these reasons for the land reform beneficiaries developing and supporting the satellite school feed off each other—they are not independent of each other. We conclude that the land reform beneficiaries have a sense of ownership of the satellite school in their community in Masvingo and they resultantly strive to use the available resources they are able to muster to develop the school so that it can be a valued asset to their community.

ГАЗЕТА «МАЯК КОММУНЫ» КАК ИСТОЧНИК ПО ИСТОРИИ НАРОДНОГО ОБРАЗОВАНИЯ СЕВАСТОПОЛЯ В ГОДЫ СТАНОВЛЕНИЯ СОВЕТСКОЙ ВЛАСТИ

The article for the first time analyses “Mayak Kommuny (Lighthouse of Commune)” newspaper publications dedicated to the formation of the Soviet educational system in Sevastopol in the 1920s. The author considers the results of the educational workers’ conferences, examines the forms, methods, content of educational process, proceedings of congresses of Public Education Departments, statistical data on the school system in the city and on the periphery. The analysis of the newspaper publications indicates that the local authorities paid special attention to the issue of creating a new type of school under the complicated conditions of the Soviet power formation. The value of the mentioned print media as a historical source is identified.

Implementing Fully Privately Run Public Schools: Top View

The aim of this paper is to identify the perceptions of teachers and regulators in implementing fully privately run public schools (FPRPS) in Malaysia. Under the Malaysian Educational Blueprint (MEB) 2013 - 2025, it is clearly stated that the programs and activities that would encourage and allow parents, the public and private sectors, NGOs, and society to forge a partnership with the school will benefit especially concerning values education. These school community partnerships can be related to the ninth shift in the Blueprint which is “partnering with parents, community and private sector at scale,” although, the emphasis of this shift is more on students’ academic progress. This study was conducted for three months’ periods, involving 87 teachers and principals (in 13 schools) in the districts of Petaling Utama, Wilayah Bangsar-Pudu and Hulu Langat and 23 regulators in 10 Regulatory Bodies. The method used was in the form of focus group discussion (FGD). The data was processed by using Atlas ti. From the interviews conducted on FPRPS, all of the respondents (i.e. teachers, principals and regulators) indicated that they are ready and willing to accept the FPRPS implementation. This is because FPRS offers huge potential benefits to them. These include improvement in students’ skill, teacher training, academic performance, employability, financial support, infrastructures, facilities, security, maintenance, workload, and school efficiency. The study contributes to the development of a new type of school in Malaysia.