Primary Education Reform Research Articles

Reform of Secondary and Primary Education in Russia during the Reign of Nicholas I

The paper investigates into the basic components of the education reform introduced during the reign of Nicholas I: abolishment of continuum in the schooling system, valid education at each stage in school, considerable changes to general school curriculum, enhanced control and supervision. A number of decrees, charters and regulations were issued to establish various types of educational institutions: gymnasia, district colleges, boarding schools, academies for clerks’ children, private primary schools, and village schools. As a result, the network of educational institutions was essentially expanded. Lower educational institutions under the Most Holy Synod, the Ministry of State Property, Department of Mining, and other agencies made primary education accessible to a lot of children in villages of state-owned peasants. The rules of control, management and supervision in the department of education were strictly defined, with much focus placed on the legal and social status of Russian teachers. Teacher retirement insurance became a progressive step in development of labor legislation. Reactionary policy in the reign of Nicholas I was intensified, in particular, through the growth in number of officers performing supervision and control over educational institutions. The system of dual school subordination increased the flow of paperwork and messed up the control system. Seemingly trivial issues could hardly be resolved locally. For instance, approval of the central government bodies was required to appoint gymnasium superintendents, to introduce new curricula, to provide summer vacations for teachers, to ensure incentives for good work, or to develop the examination procedure. The relatively independent university management in subordinate educational districts, which had been adopted in the early 19th century, was gradually fading out to give way to clear arrangement of control and supervision over the schooling system.

La educación indí­gena y los educadores en el Congreso Centroamericano de 1893

En el caso del Congreso Centroamericano de 1893, las formas de relación entre profesores y promotores de las reformas educativas en la educación primaria aportan elementos que hacen visible el pensamiento liberal positivista como forma de gobierno, mediante argumentos pedagógicos de organización de la escuela. Se reflexiona acerca de las inquietudes de los educadores centroamericanos ante la preocupación de cómo el Estado debe civilizar a la "raza indí­gena", en el sentido de inculcar costumbres e ideas de progreso de las naciones civilizadas. El análisis de los congresos educativos permite aproximarnos al pensamiento, actuación y ví­nculos profesionales de los educadores, comprendiendo sus intereses comunes, particulares, posiciones, acuerdos y diferencias; con lo que se pretende analizar el tejido intelectual de la época en diferentes entornos latinoamericanos. Las interacciones locales y regionales de actores organizados y reconocidos por el Estado, influyen de manera significativa en lo que debe ser y hacer la escuela en los diferentes sectores de la sociedad, distinguiendo necesidades y condiciones particulares. A través de la prensa educativa de la época y estudios recientes, se va reconstruyendo el pensamiento de los educadores, sus acciones y trayectorias profesionales, para entender la historia de la educación en contextos particulares y establecer relaciones de semejanza y diferencia en distintos contextos educativos.

O PROJETO EDUCACIONAL DE RUI BARBOSA: A QUESTÃO DO ENSINO DE GEOGRAFIA E O MÉTODO INTUITIVO

This paper aims to present a brief discussion about the educational project of Rui Brabosa (1849-1923), the opinions expressed on the Reform of Primary Education,1883, and the Reforn of Secondary and Higher Education, 1882. As such, consider the question of teaching geography advocated by him, which pervaded the urgent reforn of the teaching method. Barbosa made a detailed survey on the situation of education in Brazil, taking as theorical support existing decress and documents inside and autside the country that focused on education. It is therefore an important document to understand the history of Brazilian education, as well as the constitution of the nation and the Brazilian people, especially the breath and depth as discussed every aspect of school education, and teaching him geografphy.

HOW TO DEVELOP INDIGENOUS PEOPLES’ EDUCATION? ISSUES AND SOLUTIONS OF SÁMI EDUCATION

This research presents today's educational challenges of the only indigenous people group in Europe: the Sámi. The data was collected by school ethnography in Norway during 2001-2007 in six Sámi schools. In spite of the many centuries’ educational efforts, the Sámi have not managed to form their own school culture because the current school system has been imported in the Sámi areas by outsiders, namely western educators and missionary workers. Sámi education relates to a whole new dimension at a time when Norway is engaged in another Sámi primary school education reform, while in other countries inhabited by the Sámi people—Finland, Sweden, and Russia—the situation is much more challenging. In this study, results concerning the history-bound and practical problems of Sámi education are introduced. Based on the results, it will be discussed how teacher education should be developed and what issues should be paid attention to in order to develop Sámi education. Key words: indigenous people, Sámi people, cultural sensitivity, primary school education, teacher education.

Changes to a Chinese pre‐service language teacher education program: analysis, results and implications

The current nation‐wide reform of Chinese primary and secondary education prompted an empirical research project, “An empirical investigation of in‐service English teachers1 in primary and secondary schools and a study of a pre‐service language teacher education program”, conducted at Baoding, China. This project is considered as potentially relevant to other Chinese and Asian nations that are engaged in the transformation of their provision of English language instruction. This project was developed in two stages: first, it sought data from in‐service English teachers, using questionnaires and interviews with English teachers from schools differentiated by geographical context and system; and second, these data were used to inform the design of a new pre‐service English teacher education program. In this paper, the consultative processes of Stage 1 are discussed and the teachers' proficiencies in the new direction of teaching English are critically examined. On the basis of these data, reflections and implications of the strengths and weaknesses of the present pre‐service language teacher training program are made.

An Analysis of Free Primary Education Reform Policy in Malawi

An Analysis of Free Primary Education Reform Policy in Malawi

A Manager in Education

School. At a meeting of teachers in Naples on 22 February, Hillio De Mauro, Italian Minister for Education, breaks down in tears, after several weeks of disagreement over contractual matters. On 4 July, Letizia Moratti, Minister for Education (MIUR) under the new government, withdraws a series of provisions for the reform of primary and secondary education which had been approved by the previous government.

Bertrand Hemmerdinger (review)

MLR,96. I, 200I MLR,96. I, 200I MLR,96. I, 200I pays the English the greatest honour.' It is time the English-speakingworld also repaidhim the compliment. UNIVERSITY OFLEEDS CHRISTOPHER TODD 'Tableau litteraire de la Francedansle XVIIIesiecle':Un ineditde i806. Mitaphrase de BertrandHemmerdinger. Avec, en appendice,le Cataloguede la bibliotheque de Schweighauser.By JEANSCHWEIGHMUSER. Ed. by BERTRAND HEMMERDINGER. (Biblioteca della Ricerca: Testi Stranieri, 29). Fasano and Paris:Schena and Didier Erudition. 1999. 264 pp. 28,0oo lire. In I806, the former Academie francaise offered a prize for a Tableau litteraire dela Franceau XVIIIesiecle.The Hellenist Jean Schweighaeuser(I742-I830), of Strasbourg , submitteda manuscriptwhich was rejectedwithout ceremony by Suard,the Academy'ssecretaireperpetuel. It isfromthismanuscript,now keptin the Bibliotheque Nationale et Universitaire, Strasbourg, that Bertrand Hemmerdinger has establisheda 'metaphrase',following Stendhal'sadvice to the editorsof a posthumous edition to correct the author's style and suppress his repetitions, while leaving untouched his extravagances. Although they occasionally lapse into gratuitous erudition, the editor's introduction and copious footnotes are usually helpful. We thus learn that Schweighaeuserwas known primarily for his editions of classical texts, with prefaces and notes in Latin. He also wrote extensively in his native German, including a pamphlet of 1792 in which he called on his fellowAlsatiansto denounce counter-revolutionarysympathizersto the authorities. Despite this, his correspondence with his publishersin Leipzig led to arrestand a year's detention during the Terror. The Tableau was his firstwork written in French. It affordsus a privilegedview into the perception of Frenchliterature,in the broadest sense, of a provincialscholar,and willbe of interestto literaryand intellectualhistoriansalike. It combines a certain objectivity concerning literary developments with pleas for the recognition of the intellectualmeritsof the provinces.In his literaryjudgements, the authorprefersto criticizeaspectsof a writer'sworkratherthan to make blanket denunciations. A similar even-handedness is to be found in his enthusiasm for projects such as the Encyclopedie, keenness to defend religion and fascination with theology. And like many contemporary Alsatians who wished to preserve the distinctiveculturalidentity of theirprovince, Schweighaeuser praisesthe eighteenth century'sinterestin foreign cultures.Similarly,while expressingunlimited enthusiasm for his emperor,he suggeststhat some partsof Germanyaremore advanced in their mode of government than France. He also pleads for the reform of primary education and measures to stimulate the intellectual life of the French provinces. The inclusion here of a facsimile of the catalogue of Schweighaeuser'spersonal librarygives us an idea of the range of his interestsand a reminderthat intellectual life in eighteenth- and nineteenth-century Francewas not confined to the capital, and helpsmake thisvolume a valuablescholarlyresource. UNIVERSITY OF LEEDS PAUL ROWE Stendhal:Interieurs.By MARIELLA DI MAIO. Fasano: Schena. 1999. 250 pp. 30,000 lire. This collection of essayson Stendhalis aimed at the specialistreader.Some of them are alreadyfamiliar,as they were published separately,and they are united in this book. The firstessay, called 'Les sources du Nil', looks at spatial representationin pays the English the greatest honour.' It is time the English-speakingworld also repaidhim the compliment. UNIVERSITY OFLEEDS CHRISTOPHER TODD 'Tableau litteraire de la Francedansle XVIIIesiecle':Un ineditde i806. Mitaphrase de BertrandHemmerdinger. Avec, en appendice,le Cataloguede la bibliotheque de Schweighauser.By JEANSCHWEIGHMUSER. Ed. by BERTRAND HEMMERDINGER. (Biblioteca della Ricerca: Testi Stranieri, 29). Fasano and Paris:Schena and Didier Erudition. 1999. 264 pp. 28,0oo lire. In I806, the former Academie francaise offered a prize for a Tableau litteraire dela Franceau XVIIIesiecle.The Hellenist Jean Schweighaeuser(I742-I830), of Strasbourg , submitteda manuscriptwhich was rejectedwithout ceremony by Suard,the Academy'ssecretaireperpetuel. It isfromthismanuscript,now keptin the Bibliotheque Nationale et Universitaire, Strasbourg, that Bertrand Hemmerdinger has establisheda 'metaphrase',following Stendhal'sadvice to the editorsof a posthumous edition to correct the author's style and suppress his repetitions, while leaving untouched his extravagances. Although they occasionally lapse into gratuitous erudition, the editor's introduction and copious footnotes are usually helpful. We thus learn that Schweighaeuserwas known primarily for his editions of classical texts, with prefaces and notes in Latin. He also wrote extensively in his native German, including a pamphlet of 1792 in which he called on his fellowAlsatiansto denounce counter-revolutionarysympathizersto the authorities. Despite this, his correspondence with his publishersin Leipzig led to arrestand a year's detention during the Terror. The Tableau was his firstwork written...

Mariella Di Maio (review)

MLR,96. I, 200I MLR,96. I, 200I MLR,96. I, 200I pays the English the greatest honour.' It is time the English-speakingworld also repaidhim the compliment. UNIVERSITY OFLEEDS CHRISTOPHER TODD 'Tableau litteraire de la Francedansle XVIIIesiecle':Un ineditde i806. Mitaphrase de BertrandHemmerdinger. Avec, en appendice,le Cataloguede la bibliotheque de Schweighauser.By JEANSCHWEIGHMUSER. Ed. by BERTRAND HEMMERDINGER. (Biblioteca della Ricerca: Testi Stranieri, 29). Fasano and Paris:Schena and Didier Erudition. 1999. 264 pp. 28,0oo lire. In I806, the former Academie francaise offered a prize for a Tableau litteraire dela Franceau XVIIIesiecle.The Hellenist Jean Schweighaeuser(I742-I830), of Strasbourg , submitteda manuscriptwhich was rejectedwithout ceremony by Suard,the Academy'ssecretaireperpetuel. It isfromthismanuscript,now keptin the Bibliotheque Nationale et Universitaire, Strasbourg, that Bertrand Hemmerdinger has establisheda 'metaphrase',following Stendhal'sadvice to the editorsof a posthumous edition to correct the author's style and suppress his repetitions, while leaving untouched his extravagances. Although they occasionally lapse into gratuitous erudition, the editor's introduction and copious footnotes are usually helpful. We thus learn that Schweighaeuserwas known primarily for his editions of classical texts, with prefaces and notes in Latin. He also wrote extensively in his native German, including a pamphlet of 1792 in which he called on his fellowAlsatiansto denounce counter-revolutionarysympathizersto the authorities. Despite this, his correspondence with his publishersin Leipzig led to arrestand a year's detention during the Terror. The Tableau was his firstwork written in French. It affordsus a privilegedview into the perception of Frenchliterature,in the broadest sense, of a provincialscholar,and willbe of interestto literaryand intellectualhistoriansalike. It combines a certain objectivity concerning literary developments with pleas for the recognition of the intellectualmeritsof the provinces.In his literaryjudgements, the authorprefersto criticizeaspectsof a writer'sworkratherthan to make blanket denunciations. A similar even-handedness is to be found in his enthusiasm for projects such as the Encyclopedie, keenness to defend religion and fascination with theology. And like many contemporary Alsatians who wished to preserve the distinctiveculturalidentity of theirprovince, Schweighaeuser praisesthe eighteenth century'sinterestin foreign cultures.Similarly,while expressingunlimited enthusiasm for his emperor,he suggeststhat some partsof Germanyaremore advanced in their mode of government than France. He also pleads for the reform of primary education and measures to stimulate the intellectual life of the French provinces. The inclusion here of a facsimile of the catalogue of Schweighaeuser'spersonal librarygives us an idea of the range of his interestsand a reminderthat intellectual life in eighteenth- and nineteenth-century Francewas not confined to the capital, and helpsmake thisvolume a valuablescholarlyresource. UNIVERSITY OF LEEDS PAUL ROWE Stendhal:Interieurs.By MARIELLA DI MAIO. Fasano: Schena. 1999. 250 pp. 30,000 lire. This collection of essayson Stendhalis aimed at the specialistreader.Some of them are alreadyfamiliar,as they were published separately,and they are united in this book. The firstessay, called 'Les sources du Nil', looks at spatial representationin pays the English the greatest honour.' It is time the English-speakingworld also repaidhim the compliment. UNIVERSITY OFLEEDS CHRISTOPHER TODD 'Tableau litteraire de la Francedansle XVIIIesiecle':Un ineditde i806. Mitaphrase de BertrandHemmerdinger. Avec, en appendice,le Cataloguede la bibliotheque de Schweighauser.By JEANSCHWEIGHMUSER. Ed. by BERTRAND HEMMERDINGER. (Biblioteca della Ricerca: Testi Stranieri, 29). Fasano and Paris:Schena and Didier Erudition. 1999. 264 pp. 28,0oo lire. In I806, the former Academie francaise offered a prize for a Tableau litteraire dela Franceau XVIIIesiecle.The Hellenist Jean Schweighaeuser(I742-I830), of Strasbourg , submitteda manuscriptwhich was rejectedwithout ceremony by Suard,the Academy'ssecretaireperpetuel. It isfromthismanuscript,now keptin the Bibliotheque Nationale et Universitaire, Strasbourg, that Bertrand Hemmerdinger has establisheda 'metaphrase',following Stendhal'sadvice to the editorsof a posthumous edition to correct the author's style and suppress his repetitions, while leaving untouched his extravagances. Although they occasionally lapse into gratuitous erudition, the editor's introduction and copious footnotes are usually helpful. We thus learn that Schweighaeuserwas known primarily for his editions of classical texts, with prefaces and notes in Latin. He also wrote extensively in his native German, including a pamphlet of 1792 in which he called on his fellowAlsatiansto denounce counter-revolutionarysympathizersto the authorities. Despite this, his correspondence with his publishersin Leipzig led to arrestand a year's detention during the Terror. The Tableau was his firstwork written...

Contextual issues in decentralization of primary education in Tanzania

Steps to decentralize the control of primary education are presently under way in Tanzania. Based on experiences over the last 15 years, a considerable inertia in the implementation of such changes can be expected. Thus, despite the reform efforts of the mid-1980s, local government councils remain marginalized in decision making regarding primary education, and parents have limited influence on collective decision making in these matters. The challenges to present local government and primary education reforms are therefore considerable. To address them requires significant changes in the relations between central and local governments and, equally important, in the rules of political representation as they are presently stated in the Constitution.

Re-educating Namibia: The Early Years of Radical Education Reform, 1990-1995

Following independence the Namibian government saw primary education reform as a principal means of investing in human capital to promote socioeconomic development. This paper analyzes the efforts made during the first five years of the reform program. While emphasis on structural change learner-centered education and universality provided strong foundations for a democratic educational system a difficult medium of instruction policy and insufficient attention to gender equity delayed a comprehensive transformation. This analysis calls for greater educator participation in implementing the pedagogical approach altering the language-of-instruction policy greater gender equity in resource allocation and greater attention to sex and AIDS education. (authors)

Educational Reforms with Their Impacts on School Effectiveness and School Improvement in Taiwan, R.O.C.

In order to investigate educational development in Taiwan, R.O.C., this article is divided into six sections which discuss issues whose main focus is the educational reform of primary and secondary education. First, the cultural and societal contexts are explicated, followed by descriptions of the current school system. The third section analyses educational reforms advocated during recent years, including the elaboration of ideas, claims and actions. Problems for educational reform are explored in the fourth section. In the fifth section, a retrospective reflection on research in education is made. Finally, some conclusions are drawn.

A state-wide change initiative: The primary science teacher-leader project

The Primary Science Teacher-Leader Project was conducted during 1995 and 1996 as part of the Education Department of Western Australia's Science Project. This paper focuses on the implications of this project for primary science education reform. It is shown that the project inducted a cadre of skilled and enthusiastic teacher-leaders who impacted on science teaching in classrooms throughout the state. Quality professional development, networking, time and the provision of modest resources for teacher-leaders were the major structural factors contributing to the success of the model. Contextual factors included the readiness for change in primary science among schools and teachers, the collaborative approach to the project by the science education community in Western Australia and the concurrent publication and implementation of quality teaching materials in the form ofPrimary Investigations.

Science Education in Japan

The author is president of Kyoto University in Japan. Japan has reached an important turning point. After World War II, the miracle of Japan9s economic growth was achieved through technological innovation and a cheap, well-trained labor force. This innovation, however, was based on introducing basic technologies or concepts from the United States or Europe and improving them. The economic success of this “catch-up”9 approach ended about a decade ago because of the strength of the Japanese yen, an increase in labor costs, and the growth of other countries in East and Southeast Asia. To achieve further economic development, Japan must develop breakthrough technologies that promise more benefits. This change is not easy, however, because all sectors of Japanese society—including political circles, the administration, industry, and education—have previously been oriented toward catching up economically. Promotion of basic research is especially important for breakthrough technological innovation. To reach this goal, science and technology policies must be reformed. Science education has an important role to play in this reorientation toward fostering creative scientists. Japan9s educational policy used to focus on raising the overall average of all students. This tended to produce excellent economic foot soldiers rather than true leaders, although it was successful in the catch-up phase of economic growth. The ability to cooperate was considered more important than individuality and creativity, and teachers put more effort into giving students technical knowledge than evoking an interest in science. The Central Council for Education, an advisory body to the Ministry of Education, Science, Sports and Culture (Monbusho), is now discussing the reform of primary and secondary education. Its major goal would be to give more free time to schoolchildren and foster their interest in nature, science, and technology. Cultivation of individuality is another important goal. And in higher education, developing the creativity of gifted students is an important challenge. Japanese universities have been undergoing radical changes in the past several years. Many are in the process of curricular reform, faculty development, and evaluation of teaching, in accordance with new policies for science education. University faculties, which used to be rather research-oriented, are slowly beginning to pay more attention to teaching. Before the war, graduate schools were small and attended only by academic researchers. Although the situation has slowly been changing in recent decades, the ratio of graduate to undergraduate students in Japan in 1993 (5.5%) was much smaller than the ratio in the United States (15.4%), the United Kingdom (37.2%), or France (18.3%). Over the past several years, Monbusho has encouraged universities to found or expand graduate schools, and the number of students is increasing very rapidly. It is more important, however, to change graduate education in order to respond to the public criticism that Ph.D. students in Japan are too specialized. Broader knowledge is required to open research frontiers and adapt to the rapid progress of science and technology. Finally, the rapid increase in the number of graduate students has necessitated an increase in financial support. Fellowships for doctoral students provided by the Japan Society for the Promotion of Science have expanded year by year, with 2200 recipients in 1996. In order to promote science in Japan, the Science and Technology Basic Law was enacted in 1995 by the Diet; and in June 1996, the governmental Council for Science and Technology adopted a Basic Plan to achieve the law9s goals. The plan calls for a stepwise increase in research grants from the government, increases in support staff and fellowship programs, and the renewal of research facilities. Although one cannot be too optimistic because of budgetary restraints faced by the government, it is hoped that this action plan will strengthen Japan9s science and technology infrastructure. More important for the future of science in Japan is education, because educating a generation of capable scientists takes longer than setting up infrastructure, and the quality of science education determines the economic and industrial potential of a society. It is especially crucial for Japan now, as it makes the transition from catching up to joining, both economically and scientifically, the countries at the global forefront. Science Next Wave9s Asian Forum

Educational research and reform: Some implications for the professional identity of early years teachers

Abstract This paper examines the way in which recent criticisms of the work of primary school teachers in Britain, most notably those entailed in and following the publication of the so‐called ‘Three Wise Men's Report’, have attempted to redefine the professional identity of early years teachers. The paper objects to the manner in which their critiques have been formulated and calls upon educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education in general and early years schooling in particular.

Educational Research and Reform: Some Implications for the Professional Identity of Early Years Teachers

Abstract This paper examines the way in which recent criticisms of the work of primary school teachers in Britain, most notably those entailed in and following the publication of the so‐called ‘Three Wise Men's Report’, have attempted to redefine the professional identity of early years teachers. The paper objects to the manner in which their critiques have been formulated and calls upon educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education in general and early years schooling in particular.

Markets, Ideologies and Primary Initial Teacher Education

ABSTRACT The British government's proposals for the reform of primary initial teacher education (ITE), including the transfer of major responsibility to schools, are examined in the context of their plans for more centralised control over the curriculum and the imposition of traditional methods of teaching. A model of appropriate objectives for school‐based primary ITE is outlined and an alternative concept of partnership based on co‐operation between higher education institutions and schools put forward. Implications of the reforms for primary schools are considered. In an attempt to make sense of the government's proposals, the apparent contradiction between its commitment to an educational market and the actual concentration of power in its own hands is explored. The reforms are shown to be part of a sustained attack on education professionals, and to illustrate how market relations may be used to promote the dominance of the central state by fragmenting opposition.

Planning and implementation of the Primary Education Reform in Thailand

Planning and implementation of the Primary Education Reform in Thailand

Luxembourg: Toward a Reform of Primary Education

Luxembourg: Toward a Reform of Primary Education

San Marino: The reform of primary education

San Marino: The reform of primary education