Reform Of Secondary Education Research Articles

How to improve the ability of informatization teaching for secondary teachers

Information teaching is a hot topic in the current education field, and it is also a very real problem. With the rapid development of information technology today, the field of education is also undergoing continuous changes, such as education informatization and teaching reform. As one of the main bodies of vocational education in China, the teachers of secondary vocational schools have also achieved certain results in the deep integration of information technology and teaching. However, it is undeniable that there are still many problems as far as secondary teachers in China are concerned. By analyzing the current status and existing problems of secondary vocational teachers' informatization teaching ability, this paper puts forward corresponding solution strategies, in order to promote the improvement of secondary vocational teachers' informatization teaching ability, and lay a good foundation for promoting the reform and development of secondary vocational education in China and realizing educational modernization.

ACCOUNTABILITY, FLEXIBILIZAÇÃO E QUALIDADE TOTAL:

The text analyzes the influence of the concepts of accountability, flexibility and total quality on Brazilian educational policies and, mainly, on the National Common Curricular Base (BNCC) and the reform of Secondary Education. It is a bibliographical and documentary, qualitative research, whose theoretical-conceptual perspective is Historical-dialectical Materialism. A contextualization is carried out on the rise of neoliberal policies, New Public Management and managerialism and their consequences on educational policies, highlighting the large-scale evaluation policies issued since 1990. The presence of business sectors in the construction and implementation of the BNCC and the reform of Secondary Education, returning education to private corporate interests. Therefore, these educational policies express the hegemonic project of the social form of capital which seeks, once again, to adjust education to the interests of the market, under the logic of flexible pedagogy and the accountability of social beings for the results of their historical existence.

Pedagogical Discourse on the Reform of General Secondary Education in Soviet Ukraine through the Prism of Child Protection in the 1920s: the Struggle against Unification

The article reveals the leading ideas of Ukrainian teachers and civil leaders (V. Arnautov, Ya. Chepiha, T. Harbuz, H. Ivanytsia, Ya. Riappo, M. Skrypnyk, O. Zaluzhnyi, etc.) on reforming school education for the sake of development and protection of a child in the Ukrainian Socialist Soviet Republic (USSR) in the 1920s. It has been proven that after the defeat of the Ukrainian Revolution (1917–1921) and the capture of the territory of Ukraine by the Bolsheviks, the pedagogical discourse focused on the idea of creating a new labour school. It should be based on the following principles: labour, active, social education to protect the child, communist, the principle of Ukrainization and at the same time the imposition of Russification, etc. Ukrainian educators, looking for active methods of teaching children in a labour school, turned mainly to European and world pedagogical science (A. Binet, J. Dewey, F. Freeman, G. Kerschensteiner, E. Meumann, P. Natorp, F. Seidel, Ch. Spearman, W. Stern, L. Terman, E. Thorndike etc.). Pedagogical discourse was aimed at opposing the unification of school education according to the Russian model. The policy of Ukrainization was effective, so the all-Union authorities intensified ideological pressure, seeking to curtail this process. The struggle for the Ukrainian school ended tragically for Ukrainian teachers. This eloquently testifies to how the Soviet ideology during the reform used the ideas of social protection of the child, Ukrainization of the educational process to establish its own ideological and socio-political goals of the totalitarian society.

Revisiting Secondary Education Reform in China: Comparing the Perceptions of Teachers and Students between 2012 and 2022

This mixed methods study compares how secondary school teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions of the current study indicate that even though teacher-directed lessons (teacher talk, questioning, and discussions) still dominated, sample teachers were able to use a variety of student-centered learning (SCL) methods (activities and group work) in accordance with the Reform initiatives. A significant obstacle to reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge.

Експериментальна перевірка організаційно – педагогічних умов розвитку професійної компетентності вчителів початкової школи

The Ministry of Education and Science of Ukraine has developed the Concept of implementation of state policy in the field of general secondary education reform "New Ukrainian School" for the period until 2029, new educational standards are being prepared and implemented. In this regard, there is a need for highly qualified personnel capable of creative work and professional development. This is what directed our research to the experimental verification of the organizational and pedagogical conditions for the development of the professional competence of primary school teachers in the system of methodical work and solving the issue of diagnosing the level of development of the professional competence of primary school teachers. The experimental verification involved several stages of scientific research: exploratory and theoretical, experimental, generalized, each of which was aimed at solving specific tasks.
 Based on the above, we clarified the concept of "organizational and pedagogical conditions": it is a complex of interconnected and mutually conditioned components that ensure the continuity of the teacher's professional growth. We considered organizational and pedagogical conditions as: macro conditions, meso conditions, micro conditions.
 In order to carry out constant observation, fixation and determination of the level of development of professional competence of primary school teachers in the system of methodical work, we have developed: a basic factor-criterion model for determining the effectiveness of methodical work in relation to the development of professional competence of primary school teachers, a factor-criterion submodel for determining the level of development of professional competence of primary school teachers in system of methodical work; factor-criterion submodel of determining the professional competence of primary school teachers in the system of methodical work. Experimental verification of the level of development of the professional competence of primary school teachers in the system of methodical work involved the identification of the level of its development: low (algorithmic), medium (partially searching); sufficient (creative), high (adaptive and innovative) and based on defined criteria: informational and technological, adaptive and active, communicative and pedagogical, analytical and reflective.

Didactic Regularities, Principles and Methods of Preparing Prospective Primary School Teachers to Pedagogical Activity

Nowadays modern primary schools should significantly improve both the content of education for younger students and the forms of teaching. It occurs due to the social demand of society to train the students ready to participate in the life of their country, which is rapidly developing in the fields of science, technology and culture. Such requirements regarding the improvement of primary education standards are reflected in the Concept of implementation of the state policy of general secondary education reform “New Ukrainian School” for the period up to 2029. This work is an attempt to present one of the possible options for solving the modern problems of primary school development. Purpose. To determine the theoretical and practical content of training prospective primary school teachers for their professional activity. Methods. Study and analysis of psychological and pedagogical literature on thetopic of the research, generalization of work experience of scholars-philologists, pedagogues and specialists in various subject areas. Results. The authors have analyzed and specified psychological and pedagogical components of prospective primary school teachers’ professional competency. One of thepedagogical competency components, namely, didactic competency has been revealed in detail. Thus, the didactic regularities of organizing the primary school students’ teaching process have been grounded Conclusion. The principles of organizing the teaching process of primary school pupils are the following: computer presentation and activation of the material under study; gaming interaction of students in the process of exchanging information received at the lessons; solving tasks of the practical knowledge application in the everyday environment. The methods of implementation of these principles are functional-based and activity-based, gaming, verbal, visual, and multimedia.

REVIEW on the manuscript of the textbook «Anthology of texts on content reform of general secondary education in Ukraine (1991–2017)»

The proposed textbook highlights the development of the content of general secondary education in the Ukrainian state. The collection includes the most important documents, including laws, programs, strategies, concepts, standards, and analytical materials that substantiated and regulated the processes of reforming the content of this link of education in Ukraine during 1991–2017.The publication is addressed to scientific, scientific and pedagogical workers of institutions of higher education and regional institutes of postgraduate pedagogical education, teachers, students of education, employees of educational libraries, as well as to all those interested in the history of education.Implementation of the educational edition is ensured by:– with free access on the web portal of the DNPB of Ukraine named after V. O. Sukhomlynskyi (https://dnpb.gov.ua/ua/?ourpublications=32243) аnd in the Electronic Library of the National Academy of Sciences of Ukraine (https://lib.iitta.gov.ua/732160/);– posting a video presentation of the textbook on the «Scientist Support Office» platform (https://fb.watch/hY_R4Q473B/).

Curriculum reform in Brazilian secondary education: Creating global citizens

Teaching people how to read, write, and count in a globalized and multicultural society is no longer sufficient. Skills like respecting one another, combating racism, prejudice, and intolerance, and learning to address local and global problems have become critical. UNESCO's Global Citizenship Education (GECD) initiative has faced criticisms for promoting secular values over religious ones and being too individualistic at times. Therefore, this article proposes improvements to GECD, including the introduction of new knowledge areas such as Negotiation, Social Justice, Brazilian and Global Culture, Values and Perceptions, Brazilian and Global Institutions, Conflict Resolution, Respect, and Tolerance. The objective is two-fold: to reform the GECD curriculum by presenting a new course on Global Education and Citizenship adapted to the Brazilian educational context and to reform the Brazilian National Common Core Curriculum (BNCC) for secondary education.

Comment on “Transforming Malaysia's Higher Education: Policies and Progress”

Investment in education is right as regarded one of the most important strategies for social and economic development in the long term. Historically, the private and social returns to schooling are higher at the primary and secondary levels compared to the tertiary level. However, as countries become more developed and wealthier, the returns to tertiary education could exceed that of primary education (Psacharopoulos and Patrinos, 2018). As Malaysia heads towards graduating from middle-income status, human capital development is a key policy the country's Twelfth Malaysia Plan 2021–2025 (12MP, see Malaysia, 2021). For tertiary education, the goal is to improve the quality of universities. In this regard, Tham and Chong (2023) provide a timely assessment of the quality and policy challenges to improve the quality of higher education in Malaysia. A key policy challenge highlighted by Tham and Chong is how to measure the quality of higher education. As they rightly point out, the official performance indicators used such as use of selective international university rankings are clearly problematic given that the paradox of high rankings juxtaposed with under-employment of university graduates. Furthermore, they also opine that the implementation of quality assurance and accreditation systems have not ensured the quality of teaching in universities. In reflecting the challenges facing higher education in Malaysia, it is worth examining some of the key institutional and political factors as well as constraints that have shaped the trajectory of the sector in Malaysia. These include the impacts of affirmative action policies (the New Economic Policy [NEP], and its successor variants) in both student intake and faculty hiring in public universities. Ethnic (Bumiputra vs. non-Bumiputra and regional [Peninsular vs. Sabah and Sarawak]) dimensions continue to be emphasized in the 12MP. In addition, the effects of the use of Bahasa Malaysia (Malay language) as the medium of instruction at all levels of education continue to be debated. In the past, this language requirement in teaching had also limited opportunities for hiring foreign academics. The liberalization of higher education in the 1980s was partly undertaken in response to such policies. Furthermore, the subsequent internationalization of higher education created more space for the role of market forces which mitigate some of these policies. Although the emergence and development of private higher education have invigorated higher education in Malaysia, it has created a dualistic system that raises issues related in inequality. The issues of quality and inequality are intertwined. More studies are needed on the quality gap between public and private higher education in Malaysia and the extent to which it has exacerbated inequality. This has also implications of social cohesion. Needless to say, the quality of higher education in Malaysia greatly depends on the quality of primary and secondary students. The performance of Malaysian students (15 years old) in the Programme for International Student Assessment (PISA) tests indicate that their performance is lower than expected given its income level (World Bank, 2019). Any assessment of the quality of higher education outputs will need to consider the quality of the student intake (ex-ante). Thus, the transformation of higher education will require reforms of primary and secondary education as a necessary pre-condition. Finally, any assessment of the quality of higher education needs to consider whether universities are producing graduates and research that meet industry needs. The phenomenon of unemployment and underemployment amongst domestic graduates suggests this is a serious problem. In upgrading the pool of skilled workers in Malaysia, the Malaysian government should also re-examine the potential benefit of facilitating the absorption of skilled foreign students educated in Malaysian universities. This would be part of a required re-orientation of the country's labor policies which are currently in favor of importing relatively low-skilled workers. Such policies also need to address the long-term structural changes in the Malaysian economy in terms of the rise of services, the relative decline of the manufacturing sector, global value chain participation, and the digital transformation. These and other issues need to be addressed for another reason—tackling the brain drain problem that involves the emigration of skilled Malaysian workers to more developed economies such as Singapore, Australia, Canada, the United Kingdom, and the United States.

A Moral Entrepreneur in the Land of Consensus: Making School Policy in Switzerland

Abstract This article examines the way in which political decisions on schooling are made, with the double constraint of a search for consensus, anchored in Swiss politics, and the presence of moral entrepreneurs (Becker, 1985).We analyse the tensions that this creates in the design of a reform of lower secondary education and the forms that the conflict takes. The analyses show an over-politicisation of educational issues, exacerbating the divisions between policy actors.

Mind the gap: Danish school heads’ ability to implement a national physical activity school requirement

In 2014, the Danish government introduced a wide-ranging reform of primary and lower secondary education that applied to all public schools. A distinctive feature was that it became mandatory for schools to provide an average of 45 min of daily physical activity (PA). The capacity for change of local school heads and the schools overall are considered key to fulfilling such a policy-driven requirement. The aim of this study is therefore to explore local school heads' ability to implement the stated requirement of 45 min of daily PA within their local organizational capacity for change. Eleven semi-structured interviews were conducted across 11 schools. Respondents were school staff with management responsibilities (leading teachers with school management responsibilities, deputy heads and school heads). Results indicate that local school heads are central agents in converting the Danish school requirement of 45 min of daily PA into local action. This includes their ability to advance broad aims into concrete goals, secure supportive structures and organize the implementation strategy. Heads also need to support the staff in building sufficient knowledge capacity on how to arrange and incorporate PA into their daily practice, support the widespread dissemination of this knowledge across the school and reserve work hours for such activities. Assigning local PA ambassadors was particularly highlighted as important implementation support, as they can help build and disseminate knowledge while also broadcasting the school head's strategy and focus on integrating and upholding students' PA levels.

COMPONENTS AND CRITERIA FOR THE PSYCHOLOGICAL SAFETY OF EDUCATION

The problem of the psychological safety of education in the last decades of the life of Russia is becoming more and more practically and theoretically relevant: qualitative and quantitative transformations of situations and types of violations of the psychological safety of education require systematic, generalizing research and practical developments in the field of its preservation and restoration. Our research is an attempt at a systematic understanding of the problems of the psychological safety of education – a step towards the creation of an integrative theory of this phenomenon. The aim of the research is to analyze the problems of psychological safety of education. The research method is an integrative theoretical analysis of the problems of the psychological safety of education. The work contributes to the creation of a systemic model of the psychological safety of education. The problem of psychological safety of education includes the problems of personal, interpersonal, educational, professional and organizational safety, it is closely related to the issues of innovations and reforms in higher, secondary and primary education, including the problems of resistance to innovations and changes in the educational environment, the problems of innovation stress, and also issues of prevention and correction of pediogeny and mathetogeny. The indicators of the psychological safety of a person in the conditions of an educational institution of education are: 1) the safety of a person as a person; 2) the safety of a person as a partner; 3) the safety of a person as a student and a professional. The research contributes to the development of an integrative model of the psychological safety of education and the search for new, integrative ways to achieve, maintain and restore it.

ІНДИКАТОРИ НУШ ЯК ІНСТРУМЕНТ ВИМІРЮВАННЯ ВПРОВАДЖЕННЯ ОСВІТНЬОЇ РЕФОРМИ ВЧИТЕЛЯМИ ЗАКЛАДІВ ЗСО

The general secondary education reform is an innovative process, which requires a "renewed" specialist for its successful implementation. In this context, a teacher should be a creative individual who is able to solve educational problems innovatively. To achieve this, teachers should constantly improve their professional skills. A teacher with higher education and relevant professional experience can help develop creative individuals who are capable of achieving career success and withstanding life's challenges. Therefore, our research on providing pedagogical staff for the New Ukrainian School reform identified various factors, including the educational background and pedagogical experience, to address this challenge. For the analysis, we compiled a list of educational indicators, which allow us to validate the collected and analyzed statistical data, used for their calculation. For example, the indicator "Distribution of the number of teachers by educational and qualification levels and type of area" shows that the five-year reform of general secondary education, starting from the 2017/2018 academic year, has positively influenced the educational level of school teachers. In particular, the measures implemented as part of the reform to increase the prestige of the teaching profession led to a 1,3% increase in the proportion of teachers with a master's degree in cities and a 4,6% increase in rural areas. However, although the indicator "Distribution of class size by type of area" shows positive trends, the performance of the general secondary education network needs further optimization. The maximum value of this indicator, as stated in the law "On complete general secondary education", is 30. Thus, we can see that the educational indicators in accordance with the provisions of the "New Ukrainian school" Concept allow us to draw certain conclusions and formulate recommendations for adjustment of the educational reform process.

Navigating Colonial Space: A Case Study of an Indigenous Student-Led Decolonial Movement in Canadian Higher Education

The Truth and Reconciliation Commission of Canada widely shared its Reports and Calls to Action regarding the “Indian Residential School System” in 2015. Since that time, higher education institutions across Canada have been engaged in diverse institutional reform efforts. This article is a case study of an Indigenous student-led reform initiative at The University of Winnipeg that resulted in the first mandatory Indigenous course requirement as a graduation requirement for all undergraduate students in Canada. The research is designed and conducted with Indigenous leadership and partnership and relies on the insights of Indigenous students that led the initiative to consider the impetus, nature, and strategies underlying this curricular reform. Three emergent themes were discerned that are important to systemic reform in post￾secondary education: the university as colonial space; navigation of white Settler dominance; and timing as significant to systemic change. The study can be seen as a unique example of the complexity, opportunities, and limitations of decolonial reform in higher education through an Indigenous student-led social movement embodying contentious co-governance and prefiguration.

P01-04 The importance of local organizational and leadership capacity to support Danish school heads in the implementation of a national physical activity school requirement

BackgroundRegular physical activity (PA) strengthens both the physical, psychological and social health in children and young people. Furthermore, research show that PA is beneficial for academic related outcomes. In 2014, the Danish government introduced a wide-ranging reform of primary and lower secondary education that applied to all public schools. A distinctive feature was that it became mandatory for schools to deliver an average of 45 minutes of daily PA. Local school heads and the school's capacity for change is considered key to deliver such a policy-driven requirement. Thus, the aim of this study is to explore the ability of schools to implement the stated requirement of 45 minutes of daily PA. There is special focus on the role and impact of leadership by school heads.MethodsEleven semi-structured interviews were conducted across eleven Danish schools. Respondents were school staff with management responsibilities (leading teachers with managerial duties, deputy heads and school heads). Thematic analyses were performed, focusing on factors relating to local organizational and leadership capacity.ResultsThree main factors were found to support the local leader's ability to the implement the mandatory daily PA: i) local school culture, values, and norms; ii) staff skillset and school resources; iii) existing work routines and systems.ConclusionResults indicate that local school heads are central in converting the Danish school requirement of 45 minutes of daily PA into local action. Future PA programs could benefit from focusing specifically on engaging school heads, as they can both help advance broad ambitions into concrete goals, secure supportive structures and organize the implementation strategy within the local setting. In connection with this heads must be able to rely on sufficient organizational ad administrative components to ensure quality delivery. This entails building sufficient competencies among relevant staff groups on, for instance, how to incorporate PA in daily practice as well as allocate work hours for further development of such practices. Also, assigning a local PA ambassadors is highlighted as an important implementation factor. The ambassadors can help build and disseminate knowledge and support the school head's strategy and prioritization in relation to school-based PA.

Basic Education Chamber of the CNE (1996-2002): advisers and political-educational culture

It analyzes the constitution of a political-educational culture, which had its bases in the 1990s, with a focus on intellectuals from the Basic Education Chamber of the National Education Council (1996-2002). The concerns for this study arose from the analysis of the debate on the recent reform of secondary education (2017) as a resumption of the political culture of the 1990s. It is based on bibliographic analysis having as sources their academic productions and the theoretical framework that connect them and support their thoughts. It uses the Gephi software as a tool for analysis. We conclude that the theoretical bases for the constitution of a political-educational culture established between 1996 and 2002 reveal the existing tensions around the definition of an educational project.

The impacts of secondary education reforms on schooling and income of women and men in the Philippines

In 1988 and 1989, the Philippine government implemented free public and subsidized private secondary schooling through two major policies, namely Republic Act (RA) 6655 and RA 6728. This study investigates the long-run impacts of the two policies on schooling attainment and income using a regression discontinuity design (RDD). It draws data from the Annual Poverty Indicators Survey 2008 and 2011. We present two main findings. First, younger cohorts of women and men, who are policy beneficiaries, have significantly higher educational attainment relative to non-beneficiaries. Second, an additional year of schooling significantly increases individual income of women in the informal sector and men in the formal sector. In brief, our findings suggest that the policies are effective in enhancing schooling attainment, but the downstream impacts appear to have accrued substantially to women employed in the informal sector and men employed in the formal sector.

A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education

There has been a tendency to construct the teaching profession through a narrative of ‘crisis’ which places particular emphasis on high rates of attrition and poor wellbeing driven by a demanding work culture. Drawing on qualitative data from a mixed-methods study, this paper examines teachers' responses to reforms to English secondary education. It presents evidence that supports a ‘profession in crisis’ narrative with many of the research participants expressing negative attitudes towards the reforms and concerns about staying in teaching. However, the paper also illuminates a counter-narrative that highlights teachers' job satisfaction and their desire to remain in the profession.

Using Statistical Methods for Analysis of the Implementation of Reforms of the New Ukrainian School

Methods of statistical analysis, in particular sample surveys to monitor implementation of the New Ukrainian School, are analyzed in the article. The topical issues that need to be addressed in evaluating secondary education reforms are outlined: the attitude of teachers belonging to all age categories to the reform of the New Ukrainian School, the accessibility and effectiveness of professional development courses, the readiness to develop new educational programs, and the material equipment of classrooms depending on the type of area (urban or rural).
 The aim of the article is to obtain relevant statistical data on education and sup up the experience of monitoring studies in education using a combination of statistical methods. The article is based on general scientific methods: analysis and synthesis, comparisons, analysis of contingency tables, graphical method, etc. The correlation between the teacher’s age and his/her attitude to reform, the teacher’s training and retraining and his/her ability and desire to master new teaching methods, material support of the educational process and the type of area was analyzed. The hypotheses about the correlation of variables and the agreement of the respondents’ opinions were tested.
 The practice of implementing monitoring studies to meet the demands of administrations in analytical information on education is discussed. It is emphasized that more effective statistical and information technologies, forms and methods of statistical observations, including special and sample surveys, need to be used in statistical studies as an alternative to the traditional reporting. The need for elaborating methodological and organizational issues in plans of particular surveys with consideration to information support and advanced Internet, information & communication and digital technologies is highlighted.
 The end result of the study is to obtain statistically reliable data for analysis which results will enable to formulate conclusions and recommendations for actors of the educational process. The produced information can be useful for education authorities as the basis for taking administrative decisions.

РОЛЬ ОПОРНОГО ЗАКЛАДУ ОСВІТИ СІЛЬСЬКОЇ ТЕРИТОРІАЛЬНОЇ ГРОМАДИ В СИСТЕМІ ЗАБЕЗПЕЧЕННЯ НАДАННЯ КОРЕКЦІЙНО-РОЗВИТКОВИХ ПОСЛУГ ДЛЯ УЧНІВ З ПОРУШЕННЯМИ МОВЛЕННЯ

In the context of bridging the gap between the quality of education in urban and rural areas in Ukraine, in the framework of the educational reform of general secondary education, a new educational institution by organization and structure form which is a basic educational institution was proposed. With the expansion of the practice of inclusive education of children with special educational needs in general secondary education institutions, it is appropriate to talk about bridging this gap and for providing correctional and developmental services to such children as part of correctional and developmental services for children with speech disorders. The assessment of the possibilities of the basic educational institutions in their readiness to provide correctional and developmental services to children with special educational needs showed that among pedagogical positions of the basic educational institutions and their branches mostly need speech therapists. Taking into account the features of the rural environment the necessity of increasing the access to correctional and developmental services for children with speech disorders living in rural areas is proved. First of all, it is necessary in rural settlements which remote from educational institutions. It exacts from a speech therapist the other way of building his work in this direction. As an alternative, the possibility of organizing such work at a distance using distance learning technologies is considered. Despite the positive changes in the implementation of inclusive education in Ukraine, it is noted that the level of logistics of the basic educational institution in rural area doesn’t allow to speech therapist using their potential in organizing correctional and developmental work for children with speech disorders in full extent. The opinion of necessity to solve the staffing issue, improve the logistics and educational provision of the basic educational institutions, which would allow to a speech therapist to organize and conduct correctional and developmental work properly within the single educational space was expressed.