Primary Education Institutions Research Articles

The impact of ISO quality management systems on primary and secondary schools in Spain

PurposeThe purpose of this study is to evaluate the application of quality management systems (QMS) based on international standards of quality in education (ISO 9001:2008) and ascertain the influence of this quality model on primary and secondary schools in Spain.Design/methodology/approachThe study was conducted in 26 publicly funded, private schools in Spain. The research design was a three-phase, mixed-methods evaluation. In all, 809 teachers answered the main survey questionnaire in Phase 3, which was validated through expert reviews and exploratory factor analysis against two theoretically derived dimensions of quality. The total scores of the two dimensions demonstrated Cronbach’s alpha reliability estimate > 0.95. A discriminant function analysis was applied next to compare three groups of schools based on teachers’ QMS ratings, using students’ achievement and other school quality indicators as predictors.FindingsThe QMS model was perceived to have contributed to improvements in documentation and management through evaluation, continuous improvement processes, the schools’ external image, management of resources and user satisfaction levels. Some of the improvements lasted over time. The schools rated as “high” by teachers on QMS implementation levels had better educational outcomes, as well as user perception and satisfaction levels, as compared to schools rated as “low”. Drawbacks of the QMS model were perceived as high bureaucratic workloads and a top–down management culture.Practical implicationsThe findings suggest that ISO standards of QMS can be adopted in primary and secondary education institutions successfully, and that they are suitable for improving schools and educational systems overall.Originality/valueThe study’s originality lies in the demonstrated outcomes of the QMS approach, originally created for industrial environments, in a large Spanish primary and secondary education institution using a three-phase, mixed-methods design.

TRENDS IN THE FINANCIAL PROVISION OF THE EDUCATION SECTOR IN UKRAINE: THE BASIS FOR THE FORMATION OF GOVERNMENT FINANCIAL RULES

Introduction. Financial aspect is one of the most problematic issues in education system. Insufficient funding directly affects other dimensions of this system. In many countries, including Ukraine, scientists, researchers, analysts and all those interested in education issues, are trying to find an answer on the questions: who has to finance education and what proportion of funding should come from different sources. Purpose. The purpose of this paper is to analyze the main trends in funding of education to form a basis for the government financial rules. Methods. In the research process, a set of research methods and approaches was used: systemic, structural-functional, analysis and synthesis, comparisons and others. Results. The analysis of statistical data for 2004-2016 on the education sector funding demonstrates that in Ukraine there is a gradual increases in education expenditures, while its share in GDP is at the level of average indicator for the OECD countries, although this share tends to decrease reduce this share. At the same time, the share indicator will be another if taking into consideration the real GDP and the size of the shadow economy. In addition, these costs are used inefficiently. The main source of education funding is public funds, among which the largest share of funds comes from local budgets. The significant reduction of the households occurs share, in the structure of private sector education funding. The largest share of spending goes to the first-level higher education and primary education institutions. Preschool education is funded by the state and local budgets and partly by the private sector; funding for secondary and post-secondary education is mainly carried out at the expense of local budgets; higher and postgraduate education are financed by the government and individuals (households). Conclusions. Priority actions in the education field should be aimed at ensuring a growth of expenditures on education and a significant increase in their efficiency. The issue of optimizing levels and sources of funding for all levels of education is acute. Establishing financial rules in education creates an environment that will not restrict competition in the educational services market. This establishes quantitative benchmarks for the government activities, control of these activities and basis for the formation of certain expectations.

Управління процесом формування контингенту учнів початкового спеціалізованого мистецького навчального закладу

Управління процесом формування контингенту учнів початкового спеціалізованого мистецького навчального закладу

The Role of School-based Programs in Protection and Development of School Health

The children who attend preschool, primary and secondary education institutions comprise about 32% of the total population. School health includes all aspects of service of evaluating and improving the health of the students and the school staff and providing and maintaining a healthy school life. The aim of school health services is to provide and maintain the best possible physical, mental and social health of all children in the school age in the community. So that, the health degree of the children and the community rises altogether, also the goal of school-based programs is to improve and preserve the health of the students and the school staff with multidisciplinary team. This study focuses on the role of school-based programs in protection and development of school health

Forming teacher identities of Japanese language teachers in overseas primary and middle education institutions

Forming teacher identities of Japanese language teachers in overseas primary and middle education institutions

Instructional strategies for reading comprehension in basic primary educational institutions

Instructional strategies for reading comprehension in basic primary educational institutions

Cultural and Educational Life of Jews in Kyiv Governorate in the 1860s – 1870s

The article deals with cultural and educational life of Jews in Kyiv governorate in the 1869–1870s, primarily with the activities of Jewish public schools and private schools in the context of the Russian Empire’s national policy. The scientific novelty of this paper is due to the introduction into scientific circulation of documents of the Central State Historical Archives of Ukraine (Kyiv). The author focuses on strengthening of state supervision over cultural and educational life of Jews in Kyiv governorate, creation of private educational institutions, Jewish communities’ educational activities, aimed at preserving and intergenerational transmission of Jewish culture’s religious traditions and values. After the suppression of Polish national liberation uprising (1863–1864) by force methods, the next stage of planting the Russian preponderance in the Western and South-Western provinces was the eradication of spiritual influences of "enemy elements", to which along with the Poles Jews were also classified. In the context of implementing the Russification ethno-national policy, state Jewish schools were established as a transitional link between the traditional system of Jews’ primary education and educational institutions of the Russian Empire. Of particular importance is the study of education’s influence on the preservation of Jewish communities’ mode of cultural life, on the one hand, and on their socio-psychological integration into the Christian society, on the other, and of the dynamics of Jewish youth’s educational level. The investigation of Jewish communities’ transformation, their communication with the social environments and state institutions is becoming relevant. In general, owing to the study of the ethnocultural development of Jews in Central and Eastern Europe, it becomes possible to understand the relationship between the processes of assimilation and preservation of original cultural traditions.

The primary schools (sibyans) in Ottoman Cyprus during the Tanzimat reform era (1839–1878)

The nineteenth century is a century of reform for the Ottoman state. The Tanzimat reforms hold a unique place in the Ottoman history of modernization. During the Tanzimat period (1839–1878), the state underwent a restructuring process in almost all of its institutions to establish a centralized modern state and many new institutions were established. The Ottomans paid special attention to education to train the new generation required for the continuity of modernization and the centralized bureaucratic structure. While they opened modern high schools and higher education institutions, they attempted to reform the existing sibyan schools, which were the primary education institutions. This process of restructuring education was also carried out in Cyprus, which had been an Ottoman island since 1571. These attempts remained restricted to efforts to increase the number of sibyan schools in Cyprus. There was a failure to replace the religious education given at schools with a secular program, curriculum or modern education system based on education management. This situation also adversely affected the quality of education at the Rustiye School in Nicosia, the first and only modern secondary school of the period and which was opened in Nicosia in 1864.

POLÍTICAS EDUCACIONAIS DEMOCRATIZANTES NO BRASIL E A INTERNACIONALIZAÇÃO DAS AVALIAÇÕES DAS ESCOLAS EM UM CONTEXTO EMERGENTE

Este artigo propõe-se a analisar as atuais políticas educacionais brasileiras de acesso escolar propostas pelo governo federal em sua relação com um cenário de avaliações externas voltadas à internacionalização da educação. Entre o questionamento da escola como lócus da reprodução social e a problematização de uma educação orientada pela eficiência, está ocorrendo, contemporânea e concomitantemente, o ingresso de grandes contingentes populacionais nos espaços escolares, os quais vêm apresentando baixo rendimento nas avaliações de muitas instituições públicas de Educação Básica. O surgimento destas políticas ocorre a partir da divulgação de baixos resultados nas provas, tendo como objetivo atingir melhores patamares em relação às metas exigidas pelos organismos de regulação internacionais. A metodologia deste estudo aproxima-se de um Estado do Conhecimento e foi realizada a partir da Análise de Conteúdo dos trabalhos publicados no período de 2010-2015 nas Reuniões Nacionais da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd). As conclusões apontam para presença de políticas nacionais democratizantes limitadas por pressões internacionais e pela tensão entre um contexto tradicional, um contexto neoliberal e um contexto emergente.

The Insights of Glocalization In Islamic Primary Education

The expansion of internationalization has challenged education advancement in 21th century which is not only at Islamic higher education level but also at the Islamic primary education sphere. For preparing young learners to engage in the dynamics of internationalization, some Islamic primary schools competitively share new horizons on integrating sciences, humanism and spiritual values that adapt salaf models of pesantren and global ideas. Therefore, this article, in a qualitative research, exemplifies the social phenomena on how to construct new paradigm of glocalization for the evolvement andperpetuation of Islamic primary educational institution in Indonesia. Collected by observations, interviews and documentations, it is concluded that glocalization can be employed as the panacea for society’s needs in which local wisdom can take its portions in curriculum that inserts multiple intelligence and Higher Order Thinking Skill (HOTS) and provide academic agendas of primary instructional classroom.

Evaluation of School and Classroom Rules in Primary Schools In Accordance With Teachers’ Opinions in Northern Cyprus

The aim of this research is to evaluate the school and classroom rules of primary schools in Northern Cyprus in accordance with the classroom teachers’ opinions. In this research, conducted within this scope of this particular aim, the qualitative method of interviewing has been utilised. The research’s population consists of classroom teachers who teach Turkish, Mathematics, Science and Technology and Social Sciences employed in primary schools in Northern Cyprus. The sample group of the research is formed of 55 classroom teachers chosen with the maximum variation sampling method. A semi-structured interview form developed by researchers for classroom teachers has been used as the data gathering tool of the research. Case study was also used in this qualitative research as a research model. The implementation period of the research has been executed as an interview method after receiving the necessary permission from Northern Cyprus Ministry of Education, Department of Primary Education and afterwards, face-to-face interviews were carried out with the classroom teachers of the sample group to gather the research data. In light of this study which concerns the school and classroom rules in primary education institutions, certain suggestions were put forward.

The Relationship of Teachers’ Work Engagement with Organizational and Personal Variables: A Multiple Mediator Model

The aim of this study is to examine the relationship between primary school teachers’ work engagement and personal and organizational variables. The study was designed as a relational model. Data were gathered from 810 teachers employed in primary education institutions in Ankara in 2012-2013 education year. Utrecht Work Engagement Scale, Leader-Member Exchange Scale, Teacher Autonomy Scale, Brief Resilient Coping Scale, and Teacher Self-Efficacy Scale were used as data collection tools. Findings showed that personal (resilience and self-efficacy) and organizational (leader-member exchange and autonomy) variables were significantly related to work engagement. Personal and organizational variables have a positive and significant effect on work engagement. Moreover, personal variables partially mediating the relationship between organizational variables and work engagement.

Музично-драматична діяльність як засіб формування творчої індивідуальності

The article highlights the role of musical and dramatic activities in the process of forming the pupil’s creative individuality by the singing training in primary specialized art educational institutions. In the reformation process of primary specialized art education the search for new methods, techniques and forms of music education acquires an unusual actuality. The special feature of contemporaneous education is forming a creative individuality and a creative personality with active life position, creative potential, which can regulate its own creative activity and determine its problems in a creative way. The article highlights the essence of musical and dramatic activities. The educational potential of children's musical performance has been determined. The purpose of this article is to prove the necessity of introduction by musical and dramatic working forms to the educational process. The goal of this process is forming the pupil’s creativeindividuality on the vocal lessons in primary specialized art educational institutions. Professor Oleksandr Rostovskiy’s dictum is: "The leading idea of pupil’s music educational process is an idea of interaction by different types of art, which is based on completeness perception of surrounding world and art work", which is the basic aspect of our scientific research, has been substantiated in practice. The educational and practical role by practice use different forms of musical-dramatic activity has been ascertained, because children’s opera (musical and performance) develops different component parts of pupil’s creative individuality.

Competencias Gerenciales del Directivo Escolar en Base a la Inteligencia Emocional

El presente artículo tiene como propósito generar un análisis de las competencias gerenciales del directivo escolar en base a la inteligencia emocional, la cual está orientada en una nueva visión de la realidad. Enfocada bajo la Línea de Investigación: El liderazgo del director como proceso de transformación de las instituciones educativas. La naturaleza de la investigación se enmarca en el paradigma cualitativo, con un diseño de campo y su nivel descriptivo. La modalidad utilizada fue la fenomenología y la hermenéutica, puesto que su finalidad es interpretar una realidad interna y personal, única y propia de cada ser humano. El instrumento utilizado fue la entrevista a profundidad, aplicado a tres (3) docentes en función gerencial de tres (3) instituciones de educación primaria, tomando en consideración la libertad del encuestado para mostrar lo fenómenos emocionales que ocurren en realidad, la información recabada será analizada y validados a través de la triangulación. Los resultados permitirán establecer la relación entre la inteligencia emocional y las competencias básicas gerenciales del directivo escolar, en los planteles educativos de educación básica, buscando propiciar una gerencia cordial que busque la conducción del proceso organizacional, a la par de las demandas sociales y educativas, donde se garantice una educación de calidad, a través de un estilo gerencial que combine filosofías, habilidades, rasgo y actitudes inherentes al comportamiento del director que posea la responsabilidad de dirigir grupos y sea capaz de dar solución a los problemas que se presentan en el contexto institucional.

ПОЧАТКОВІ СПЕЦІАЛІЗОВАНІ НАВЧАЛЬНІ МИСТЕЦЬКІ ЗАКЛАДИ В СИСТЕМІ НЕПЕРЕРВНОЇ МИСТЕЦЬКОЇ ОСВІТИ

The article highlights the essence and importance of primary education institutions in the system of continuous arts education. The concept and significance of continuous arts education, in particular musical and aesthetic, the importance of primary specialized arts education institutions (schools of aesthetic education) in the development, education and professional creative aspiration of the younger generation are determined. The importance, problems and prospects of schools of art in the process of enrichment and development of the spiritual and musical culture of the Ukrainian people have been clarified. In hard time of reforms and decentralization for Ukraine, we should not forget about spiritual, nationalpatriotic, musical development of our generation. Primary specialized arts institutions (schools of aesthetic education) require revival, functioning, expansion and prosperity, but not destruction in the process of reforms and decentralization. They should be protected by the state,law, to be state, formal and accessible for all. The revival of our society is possible due to a revival and presentation on the higher stage of spiritual, cultural, national, patriotic values of our people, its folk songs, folklore, musical achievements for the bright development of our young generation. Cultural identity always carries the values of a developed, intelligent, intelligent, spiritually enriched, intellectual person in our society.

When school meets the Other: intercultural policies in the Basque inclusive school

ABSTRACTGatti, Irazuzta and Martinez address the intercultural public policies implemented in the education system of the Autonomous Region of the Basque Country (Spain). Focusing on the education system allows them to reconstruct the historicity of identity-alterity production in a region in which language has been central for the establishment of ethnic frontiers. More specifically, they examine the implementation of these policies in three pre-school and primary educational institutions in a multicultural neighbourhood of the city of Bilbao. They look at Euskara—the Basque language—as a key element of the us-them distinction. The various education models regarding language and the teaching in/of Euskara or Spanish pave the way for the specialization and spatialization of the schools analysed. ‘Integration’ policies are implemented in ethnically marked schools only, based on a rhetoric of interculturality that assumes that any ‘racial or ethnic discrimination’ can be overcome through knowledge of the Other. Moreover, the assessment of public policies through ‘interculturality figures and best practice’ developed to address the so-called ‘immigration issue’ promotes a protectionist intervention on behalf of the assumed social vulnerabilities of immigrant schoolchildren and their families, which are read as ‘problematic characteristics’. The article argues that, as a result of the approach based on the social conditions of immigrant children and their families in the Basque Country, the race issue evaporates.

Assessment of Government Feeding Programme on Improved Nutritional Health Status of Secondary School Students in Maiduguri, Borno State

This study assessed government feeding programme on improved nutritional health status of secondary school students in Maiduguri, Borno state, Nigeria. Objectives and corresponding research questions were used in the study. The research design adopted for this study was survey research method. The target population for this study comprised of day public secondary schools in Maiduguri, Borno state, with a total population of nine thousand three hundred and thirty eight (9,338) students. Five public secondary schools were selected using purposive sampling technique. The sample of 934 students was selected using simple and stratified random sampling techniques. A self- developed questionnaire on government feeding programme among students in Maiduguri, Borno State was the instrument of data collection. The response mode for the instrument was a modified four(4) points Likert type scale with a response mode of strongly agree, agree, disagree and strongly disagree. Descriptive statistics of frequency counts, and percentage scores were used to answer the research question, while Chi-square was used to test the hypotheses at 0.05 level of significance. The results showed that the school feeding programme improved the nutritional health status of the students. Based on the findings of the study, it was recommended that Government should employ qualified food scientists, nutritionists, dieticians and caterers to assist in running the programme and to make them responsible for the purchase of needed food items to be cooked in schools. Furthermore, Government should also encourage more international donor agencies like the International Non-governmental organizations to come in with more improved varieties of school meals to increase the nutritional health status of the internally displaced students in the society. School feeding programmes should encompass both public and private primary and secondary educational institutions across the country. Feeding should be well guided by a menu which reflects the nutritional need for energy and micronutrients body requirements of the particular geographical area.

Supply Side School Interventions for Girls in India, Effectiveness and Labour Market Outcomes Evidence from a Natural Experiment

In this paper we analyse the joint impact of two supply side school interventions (NPEGEL & KGBV) in India, aimed at improving girls schooling outcomes at the elementary level, on the probability of primary and upper primary completion and on changes to the reported usual principal status with regard to attending educational institution for girls in rural areas. We exploit the regional variation with regard to programme implementation in order to estimate the causal impact of the treatment using a triple difference in difference and difference in difference methodology. Our results suggests that exposure to both the programmes is associated with an increase in the probability of primary as well as upper primary completion and attending educational institution. Additionally, we examine the impact of this increase in participation in schooling by girls in 6-14 age group on labour force participation for rural (uneducated) women in the age group 25 to 59 years on account of within household substitution with regard to responsibility of performing domestic tasks. The recent fall in rural female labour force participation, despite the economic growth, in India have found little consensus on the explanations for the same in the literature. Using programme exposure as an instrumental variable we find a negative effect of a greater participation in school by girls on labour force participation for women, while a positive effect on participation in domestic tasks for the same. Compared to the descriptive explanations presented in the past literature our result on the other hand focuses on causal mechanism instead.

Implementation of Multimedia Technologies into the Educational Process in Developed Countries

Abstract In the context of information technology development of a society requirements to professional training of teachers and forming of their competencies are increasing. The need for provision of media education consistent with challenges of an information society, organization of pedagogues’ in the field of media education training, based on media needs of the youth, development of innovative approaches and implementation of effective media education models into all the segments of education has been emphasized. Informatization is becoming a leading trend in education modernization that causes the need for advancing a level of teachers’ training, as the latter should possess information technologies. Thus, special attention should be paid to implementation of new learning forms that presuppose the use of computer resources. Ukraine requires an intensive informatization of the education system. Quite urgent for Ukrainian education system is the implementation of new multimedia technologies into the educational process of primary, secondary, high schools and higher education institutions. So, teachers’ training for the use of multimedia technologies is a topical task of teacher education. Based on the analysis of native and foreign works dedicated to the problem of use of computer technologies it has been concluded that in different countries the potential of multimedia technologies has been used since the 1970s and 80s. The experiment on the implementation of multimedia technologies into the educational process was conducted; computer programs, textbooks and methodical recommendations for teachers were developed; main directions of school informatization were outlined; the staff problem was being solved; people’s adaptation to life in an information society was launched. In the 1990s education projects were realized, the need for education informatization was reflected on subject programs; general and specific trends in the development of education informatization in different countries were emphasized.

IUrnik: Timetabling for Primary Educational Institutions in Slovenia

Slovenian primary schools must adhere to a complex curriculum imposed by the Ministry of Education, Science and Sport of the Republic of Slovenia. This complexity makes the scheduling problem challenging. To address this problem, we developed iUrnik, an interactive and automated scheduling system that generates near-optimal schedules using evolutionary computation. We developed our system to produce quality timetables for both students and teachers; however, contradictory goals make this task difficult. iUrnik addresses the complexity of assigning students to elective subjects and enables planners to add constraints and set their parameters. It also provides an advanced substitutions module, which determines and suggests the most appropriate teacher to substitute for an absent one. We used our system at three Slovenian primary schools, and the results we achieved indicate a significant improvement in the scheduling process in comparison to the previous processes these schools used.