Reform Of Secondary Education Research Articles

In Pursuit of the Enigma: a Project in Computer Assisted Teaching in Aid of Harmonious Social Relations

Abstract A recent Spanish law for the reform of secondary education (LOGSE) contains a series of provisions designed to arouse interest in other cultures, to increase awareness that people do not emigrate in search of pleasure or as part of a premeditated invasion, and to promote tolerance as a guiding principle for life in the community. In keeping with these new requirements, a computer game based on a fictional plot has been designed in which the players find the information they need by questioning a series of characters one by one. Their mission is to guess a mystery sentence (the enigma) and to answer the questions on a sheet they receive at the start of the game. The characters tell the students about their lives and customs and about what it felt like to leave their homeland. They also help them to answer the questions and find the mystery sentence.

Reform of Secondary Education for the Equality of Educational Opportunities

In the sociology of education, the issue of educational has always been a focal point. Not only do views differ from scholar to scholar, but the term itself is often closely related to the spatial-time condition of the individual. Basically, the concept of equal educational opportunity has developed for a long time in such societies as Great Britain and the United States (Yang Ying 1988, 16-22). Its intention has also experienced a long period of change in Europe and the United States since its inception, and, in different stages of development, the term had different emphases.…

A Preliminary Exploration into the Structural Reform of Rural Secondary Education (1981)

Starting in the second half of last year, we set up an experimental model for reforming the system of secondary education. Four counties and cities instituted twenty-six specialized courses, of which thirteen, with a total of more than eleven hundred trainees, concerned structural reform in the countryside. This year, we expanded the experimental model bygradually converting a few schools in each county and city within the prefecture into agricultural (vocational) schools.

Computer Science in the Schools of Moscow: The Commonplace of a Novelty

The history of the mass introduction of information technologies in the secondary schools can be dated with almost exact precision—it started between 1984 and 1986. This time frame is determined by the relevant passages in certain party and state documents concerning secondary and higher education reform, and the Ministry of Education's decree introducing a mandatory course titled Principles of Information Science and Computer Technology (OIVT) in the program of the upper grades of secondary schools.

The Dominican structural adjustment: Impact on educational reform

This article introduces the analysis of the impact of structural adjustment in the Dominican educational system as a critical problem for the development of secondary educational reform in the last two decades. During this period, different governments used the fiscal and the welfare states as theoretical models of fiscal management. Educational policy makers, however, had limited democratic procedures to face international market crisis impacting in the country. The mechanism used to reallocate scarce public resources showed the major aspects associated with past, present and future destiny of educational reform. It also shows that these are fundamental to understanding the current Dominican democratic system in education.

FORMAL KNOWLEDGE, PUBLIC TRUST AND STATE LAWYERS IN GERMANY, ITALY AND SWITZERLAND IN THE EARLY 19TH CENTURY

In the late 18th and early 19th centuries, the legal professions were thoroughly reformed and adapted to the new structures of state, society and legal systems. The systematization and codification of law and jurisdiction, the transition to a free contract system, the establishment of a rational administrative apparatus, and the reforms of secondary and higher education and of credentials and titles influenced the profession of self‐employed lawyer. An international comparison shows that ‘meritocracy’ was a strategy in the process of internal state‐building which was first used by the more powerful states. As it spread all over Europe, it became strongly varied depending on the political power relations, the elites, and the traditions and aspirations of the legal professionals. Prussia was one extreme with its ‘professionalization from above’, the other was liberal Switzerland, where the formal‐ization of the system of merits was far less developed in favour of social control, market economy and political...

Office Workers, Factory Workers, Cashiers or Cooks: a North American perspective on vocational education reform at the secondary school level

ABSTRACT This paper examines the issue of secondary school vocational education reform in North America from a critical‐feminist perspective by linking directly to challenges that women face in pink and blue collar jobs. In the first part of the paper we review the research literature on pink and blue collar jobs in the clerical, sales, service, and manufacturing sectors. We explore how occupational sex segregation, job value and job security shape the working contexts of female employees in these jobs. In the second part of the paper we turn our attention to the implications of these challenges for vocational education reform. We focus on how curricular contexts such as traditional and non‐traditional vocational curricula, secondary school‐workplace linkages, and nonvocational courses could be reformed to become more responsive to the workplace challenges that current and future female workers face in pink and blue collar Jobs.

School Reforms in Norway and Sweden, and the Redistribution of Educational Attainments

Abstract The paper studies the educational reforms and expansions (comprehensivization) of Sweden and Norway after 1900 and their effects upon the populations’ general attainment levels and the distributions of attainments according to gender, class, cultural origin and geographical background. The Norwegian developments were much more uneven than the Swedish. It is shown that the great changes in attainment levels and attainment distributions in Norway during the most recent period were caused partly by the lower secondary education reforms around 1970. However, the Norwegian reform of the upper secondary school was largely ineffectual.

Factors Associated With Enrollment In Agricultural Science And Membership In The FFA In Texas

Beginning with A Nation at Risk in 1983, numerous reports were issued throughout the 1980s calling for educational reform in the United States. These reports resulted in sweeping educational reforms enacted by state legislatures nationwide. In Texas, significant educational changes were initiated in 1984 by House Bill 72. One of the outcomes of this bill was major reform in secondary agricultural education. In 1988, the traditional program of Vo-Ag I, II, III, and IV was phased out and replaced with twentythree, semester-length courses. These courses were designed to reflect a diversified and changing agricultural industry. In addition to the course changes, requirements for Supervised Agricultural Experience Programs (SAEP) were changed.

Circular: Funding for Rural Schools (1984)

Abstract The development of education is a major issue bearing on the revitalization of China's economy, to which the people's governments at all levels should attach great importance. In the 1980s, primary education should be made universal in most rural areas, and where the economic conditions are relatively better, junior middle school education should be made universal in a planned way. At the same time, preschool education should be developed energetically; active efforts should be made to promote education in agricultural technology and to carry out structural reform in secondary school education in order to train qualified professional and technical personnel to meet the needs of economic development. At present, however, rural schools operate under poor conditions, they suffer from shortage of funds, and the pay of primary and secondary school teachers is low—all this has seriously hampered the development of rural educational undertakings. It is therefore necessary to adopt effective measures and solve this problem step by step. Alongside the yearly increase in the state's investment in the capital construction in education and in the operating fees for education, it is necessary at the same time to bring into full play the initiative of rural collective economic organizations and various other social forces in school sponsorship.

Secondary Education in England 1870-1902: Public Activity and Private Enterprise

In this comprehensive and extensively researched history, John Roach argues for a reassessment of the relative importance of State regulation and private provision. Although the public schools enjoyed their greatest prestige during this period, in terms of educational reform and progress their importance has been exaggerated. The role of the public school, he suggests, was social rather than academic, and as such their power and influence is to be interpreted principally in relation to the growth of new social elites, the concept of public service and the needs of the empire for a bureaucratic ruling class. Only in the modern progressive movement, launched by Cecil Reddie, and the private provision for young women, was lasting progress made. Even before the 1902 Education Act however the State had spent much time and effort regulating and reforming the old educational endowments, and it is in these initiatives that the foundations for the public provision of secondary educational reform are to be found.

The Structural Reform of Secondary Education in China

In the 1980s, the Chinese government undertook a major structural reform in education by which upper secondary education was converted from predominantly general education to an equal mix of general education and vocational/technical education. A critical examination is provided of the rationale for and implementation strategies of the reform, framed in a broader context of the development of secondary education in the past four decades. It points out that, although the reform was justified in largely economic terms, there is actually little empirical support for the economic assumptions; the development of vocational/technical education is prompted more by a desire to reduce the social demand for higher education and to use education as a social stratification device. The reform reflects changing perspectives of the Chinese leadership on the role of education in national development; and it can be seen as the outcome of the most recent episode of continuing social and political conflicts in the Chinese state that began in the 1950s.

Curriculum, assessment and certification: Contested reforms in Victorian secondary education 1930–60

Curriculum, assessment and certification: Contested reforms in Victorian secondary education 1930–60

The Reform of Girls' Secondary and Higher Education in Victorian England: A Study of Elites and Educational Change. By Joyce Senders Petersen (New York and London: Garland Publishing, Inc., 1987. viii plus 488 pp.)

Journal Article The Reform of Girls' Secondary and Higher Education in Victorian England: A Study of Elites and Educational Change. By Joyce Senders Petersen (New York and London: Garland Publishing, Inc., 1987. viii plus 488 pp.) Get access June Purvis June Purvis Portsmouth Polytechnic, England Search for other works by this author on: Oxford Academic Google Scholar Journal of Social History, Volume 23, Issue 4, Summer 1990, Pages 867–869, https://doi.org/10.1353/jsh/23.4.867 Published: 01 July 1990

中国中等教育改革の当面の諸問題

中国中等教育改革の当面の諸問題

Kathleen E. McCrone. Playing the Game: Sport and the Physical Emancipation of English Women, 1870–1914. Lexington: The University Press of Kentucky. 1988. Pp. 310. $35.00 - Joyce Senders Pederson. The Reform of Girls' Secondary and Higher Education in Victorian England: A Study of Elites and Educational Change. (Outstanding Dissertations in British History.) New York: Garland Publishing, Inc.1987. Pp. viii, 488.

Kathleen E. McCrone. Playing the Game: Sport and the Physical Emancipation of English Women, 1870–1914. Lexington: The University Press of Kentucky. 1988. Pp. 310. $35.00 - Joyce Senders Pederson. The Reform of Girls' Secondary and Higher Education in Victorian England: A Study of Elites and Educational Change. (Outstanding Dissertations in British History.) New York: Garland Publishing, Inc.1987. Pp. viii, 488.

Educational Development and Reform in Zimbabwe

Previous articleNext article No AccessEducational Development and Reform in ZimbabweBetty Jo DorseyBetty Jo Dorsey Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 33, Number 1Feb., 1989Special Issue on Africa Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446811 Views: 130Total views on this site Citations: 22Citations are reported from Crossref Copyright 1988 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Fjolla Kondirolli, Naveen Sunder Mental health effects of education, Health Economics 1 (Jul 2022).https://doi.org/10.1002/hec.4565Juliet Thondhlana On becoming a skilled migrant: towards habitus transformation through higher education, Educational Review 72, no.22 (Aug 2018): 242–261.https://doi.org/10.1080/00131911.2018.1505712Chenjerai Muwaniki, Volker Wedekind Professional Development of Vocational Teachers in Zimbabwe: The Past, Present, and Future, (Dec 2018): 1–17.https://doi.org/10.1007/978-3-319-49789-1_26-1Chenjerai Muwaniki, Volker Wedekind Professional Development of Vocational Teachers in Zimbabwe: The Past, Present, and Future, (Jul 2019): 1649–1665.https://doi.org/10.1007/978-3-319-94532-3_26Marshall Makate, Clifton Makate Educated Mothers, Well-Fed and Healthy Children? Assessing the Impact of the 1980 School Reform on Dietary Diversity and Nutrition Outcomes of Zimbabwean Children, The Journal of Development Studies 54, no.77 (Oct 2017): 1196–1216.https://doi.org/10.1080/00220388.2017.1380796Zenzele L. Weda, Rorisang Siziba Factors impacting on the primary school education of emigrants’ children: The case of Gwanda South, Zimbabwe, Development Southern Africa 33, no.66 (Oct 2016): 822–835.https://doi.org/10.1080/0376835X.2016.1231058KEVIN CROKE, GUY GROSSMAN, HORACIO A. LARREGUY, JOHN MARSHALL Deliberate Disengagement: How Education Can Decrease Political Participation in Electoral Authoritarian Regimes, American Political Science Review 110, no.33 (Oct 2016): 579–600.https://doi.org/10.1017/S0003055416000253Karen A. Grépin, Prashant Bharadwaj Maternal education and child mortality in Zimbabwe, Journal of Health Economics 44 (Dec 2015): 97–117.https://doi.org/10.1016/j.jhealeco.2015.08.003Jorge M. Agüero / Prashant Bharadwaj Do the More Educated Know More about Health? Evidence from Schooling and HIV Knowledge in Zimbabwe, Economic Development and Cultural Change 62, no.33 (Jul 2015): 489–517.https://doi.org/10.1086/675398Diane Brook Napier African socialism, post-colonial development, and education: Change and continuity in the post-socialist era, (Mar 2015): 369–399.https://doi.org/10.1108/S1479-3679(2010)0000014017Nicola Ansell Secondary Education Reform in Lesotho and Zimbabwe and the Needs of Rural Girls: Pronouncements, policy and practice, Comparative Education 38, no.11 (Jun 2010): 91–112.https://doi.org/10.1080/0305006012013874WIM H.M.L. Hoppers Teachers' Resource Centres in Southern Africa; an investigation into local autonomy and educational change, International Journal of Educational Development 18, no.33 (May 1998): 229–246.https://doi.org/10.1016/S0738-0593(98)00001-7Ailie Cleghorn, Larry Prochner Early Childhood Education in Zimbabwe: Recent Trends and Prospects, Early Education & Development 8, no.33 (Jul 1997): 339–352.https://doi.org/10.1207/s15566935eed0803_8Diane L. Brook From Exclusion to Inclusion: Racial Politics and South African Educational Reform, Anthropology & Education Quarterly 27, no.22 (Jun 1996): 204–231.https://doi.org/10.1525/aeq.1996.27.2.04x0228tGlyn Edwards, John Fisher Achievement targets and funding equity in the zimbabwe secondary education system: The case of harare, Prospects 25, no.33 (Sep 1995): 519–531.https://doi.org/10.1007/BF02333942Glyn Edwards Rapid educational expansion and primary school efficiency in Zimbabwe, 1983‐9, Development Southern Africa 12, no.11 (Feb 2008): 87–95.https://doi.org/10.1080/03768359508439792David N. Plank, William Lowe Boyd Antipolitics, Education, and Institutional Choice: The Flight From Democracy, American Educational Research Journal 31, no.22 (Jun 2016): 263–281.https://doi.org/10.3102/00028312031002263Kedmon Hungwe A decade of science education in Zimbabwe (1980‐1990): nationalist vision and post‐colonial realities, Journal of Curriculum Studies 26, no.11 (Jan 1994): 83–95.https://doi.org/10.1080/0022027940260105GLYN EDWARDS, CLEM TISDELL Post-independence Trends in Education in Zimbabwe, The South African Journal of Economics 58, no.44 (Dec 1990): 298–307.https://doi.org/10.1111/j.1813-6982.1990.tb00957.xRees Hughes, Kilemi Mwiria An essay on the implications of university expansion in Kenya, Higher Education 19, no.22 (Jan 1990): 215–237.https://doi.org/10.1007/BF00137108Diane Brook Napier Implementing Educational Transformation Policies: Investigating Issues of Ideal Versus Real in Developing Countries, (): 59–98.https://doi.org/10.1016/S1479-3679(04)06003-7C.C. Wolhuter Education for All in Sub-Saharan Africa: Prospects and Challenges, (): 337–362.https://doi.org/10.1016/S1479-3679(06)08012-1

Structural reform in secondary school education-tendencies and strategies

Since the virtual abolition of the double-track system, secondary school education worldwide has carried a double task: to continue to provide general education for qualified students after they finish elementary schooling and to train mid-level professional personnel and technically skilled workers. These will continue to be the tasks of secondary school education until the realization of universalization of higher education. Secondary school education is the intermediate link in the whole school system. The state of secondary school education influences the quality of higher education and affects the development of the national economy and the co-ordination of social life. Therefore, we should pay special attention to the reform of secondary school education in order to make it suitable to the rapid development of scientific technology and the national economy and to the changes in social life. The reform of secondary school education concerns many areas, but the key point is to set up a proper structure. How, then, can the structure of secondary school education be made effective? First, let us look at the present state of structural reform in secondary school education in various countries. In Bulgaria, vocational education takes precedence in the various schools at the secondary level. After finishing a compulsory eightyear education, 90 percent of the students go on studying in one of the following three types of secondary schools: 48.3 percent in secondary vocational-technical school (three years); 27.3 percent in general comprehensive technical school, that is, general high school (four years); 16.1 percent in secondary vocational school (four years). Thus the students in secondary technical schools and secondary vocational schools represent 64.4 percent of all the students in secondary schools. In Romania, measures were taken in 1977 to reform the structure of secondary school education. Vocational-technical education in the high school was strengthened and the high school program was divided into many vocational courses including industry, agriculture, law, administration, mathematics, teacher training, history, medicine, art, and language. Besides learning a basic knowledge of culture and science according to a study plan, students are now required to master some skills in a profession. Research has shown the variation in some developed countries in the proportion of students in vocational schools to those in general middle schools: in the United States of America, the ratio is 4:6; in Japan, 4:6; in the Federal Republic of Germany, 6:4; in Italy, 3:1; and in the USSR, 4:6 (Li, L., 1984).

The Attempts at Reform of Secondary Education in Italy

With the reform of its lower-secondary school system (10-14 years of age) in 1962, Italy, together with Sweden, became a leader in Western Europe in matters of comprehensive re-organisation. At that time not even Great Britain, not to mention France and the German Federal Republic, had eliminated the traditional diversified system (with parallel tracks) characteristic of European schools. This characteristic also differentiated European schools from the American high school and the Soviet 10year general school. Beginning in 1966, this reform led to an increase in the numbers of students entering the upper-secondary schools. Obviously, they entered schools that were unchanged, planned coherently for the previous system, but unsuitable for the new students who were socially and culturally very different. The problem of reform in the secondary system could not be overlooked. By the late 1960s, however, no official reform of the secondary school system had taken place. Nevertheless, the rapid increase in the number of students in practice meant a revolution for the secondary schools. The rate of increase for 14-18 year old students between 1951 and 1972 needs no comment: in 1951, 9.3% of middle school students entered upper-secondary schools, in 1961, 18.5% and in 1972, 43.1%. In absolute terms, for the 1952/3 school year, 460,000 middle school students entered secondary schools, whereas for the 1972/3 school year 1,820,000 students entered secondary schools (the numbers of pupils in the middle schools rose over the same period from 923,000 to 2,421,000). In spite of the absence of a comprehensive reform, three important legislative provisions relating to the secondary school system were approved in the late 1960s: the decree of 15 February 1969 concerning the school-leaving examinations; law no. 754 (1969) concerning experimental changes in vocational schools; and law no. 910 (1969) concerning access to all university faculties for those who had obtained a diploma from a five-year secondary course, regardless of the type of school attended. This latter provision, establishing equality with the 'liceo' diploma as regards access to further education, already inherent in the creation of more socially and culturally integrated schools, was the main guiding principle of the reform. The system remained pluralistic, although at least there was an effort to replace the traditional hierarchical range of options with a set of equivalent choices. The provision concerning vocational schools was also interesting. These establishments, previously two-year and more often three-year, became five-year courses; the intention was to experiment with a kind of'inverted curriculum', that is, to proceed from the concrete to the abstract. This was considered to be better way of raising the scholastic standard

The generalization of vocational education in the USSR

The profound changes that are taking place in all areas of life in the Soviet Union mean that young people starting out in life need the most up-to-date form of education, a high level of intellectual and physical development, an extensive knowledge of the scientific, technological and economic basis of industry and an informed and creative approach to work. The formation of such people is the prime aim of the reform in general and vocational education which started in t9841 and of the reform of higher and secondary specialized education which has begun in the Soviet Union. The USSR has consistently followed a policy of preparing and training informed, highly educated people, capablc of physical and mental work and active participation, and this policy should make it possible to achieve improvements in the level of the education and training provided to young people and in their preparation for an independent working life; to effect a gradual transition to universal