School Reorganization Research Articles

The Impact of Depopulation for Changes in the Network of General Education Schools

The purpose of the research was to reveal the impact of depopulation for changes in the network of general education schools in problem regions in Lithuania. The topic of the research – problem regions of Lithuania which include 22 sparsely populated municipalities (hereafter – the SPM) where a rural population density does not exceed 12,5 inh/km2. During the research, it was established that depopulation, decreasing population and number of school students affects the degradation of the network of general education schools. This is especially obvious in SPM, where the number of population is decreasing fast: 2001–2017 the number of population in the country decreased by 18 %, in SPM – 28 %; 2001–2016 the number of general education schools in country decreased by 49 %, in SPM – 62 %. This trend is especially striking in Northern East and Southern municipalities of Lithuania which are attributable to problem regions due to the growing social and spatial exclusion. There are no assumptions about the change in the demographic situation in the near future and this means that the network of schools will continue to decrease, only schools in bigger settlements of administrative centers of municipalities have more chances to remain. In order to at least stop the disappearance of the network of general education schools in SPM, there should be reduced requirements for rural schools (lower number of school students in classes, lower obligatory workload for teachers, supplements to salary for teacher etc.), the reorganization of schools should be more deliberate, etc.

A desigualdade é a meta: Implicações socioespaciais do Programa Ensino Integral na cidade de São Paulo

Este artigo propõe uma análise do Programa Ensino Integral (PEI), implantado na rede estadual de São Paulo (Brasil), do ponto de vista da dinâmica da produção das desigualdades socioespacial e educacional. No caso em tela, investigamos o papel da política pública de educação, sob a lógica da Nova Gestão Pública, como indutora e reprodutora de desigualdades. Os resultados sugerem que o PEI se baseia numa lógica insularizante, produzindo unidades escolares destinadas a alunos já privilegiados em suas relações com a cidade. Além disso, a implantação do Programa tem provocado efluxo de matrículas, com efeito positivo no nível socioeconômico (NSE) das escolas PEI e nos seus resultados nas avaliações em larga escala. Tal efeito é contrabalançado pelo efeito negativo nas unidades escolares no entorno das escolas PEI, em que se observou diminuição da quantidade de estudantes com NSE mais elevado. Além disso, as escolas PEI, comparadas às escolas do entorno e à própria rede estadual paulista, possuem menos classes e matrículas. São escolas para poucos: os estudantes de maior NSE da rede estadual. Nessas escolas também se observa a preferência por uma organização em ciclo único, o que coloca o PEI na mesma linha da polêmica proposta de Reorganização Escolar de 2015.

Rural Municipalities and Change in Local School Structure: Comparing Room for Manoeuvre among Rural Municipalities in Latvia and Norway

ABSTRACTRural depopulation, decreasing numbers of children, and general centralization, combined with high expectations for education, are factors that challenge rural communities and school structures in both Latvia and Norway. The aim of this article is to compare the role of the municipality and other levels of governance in making decisions on school structure in rural municipalities. The research method is a multiple-case-study approach, supported by survey data. Through the lenses of multi-level governance theory, we have investigated how national frameworks such as regulations and educational expectations are affecting local decision-making. Local politicians navigate between national frameworks and local expectations in making their decisions on school reorganization and closure. We find that local stakeholders’ perceptions of rural educational objectives and possibilities are embedded in their role(s) in society. Closing of schools causes conflicting pressures and dissension between different stakeholders. We find that local negotiations might generate better solutions and less-contested decisions.

ASSESSMENT OF TEACHERS’ WORK – EXPECTATIONS AND REALITY: THE CASE STUDY OF REZEKNE

Teachers play a very important role in the education system, as these people are subject to the requirements, constraints, and changes imposed by the education system and, at the same time, they are responsible for the quality education of pupils. Teachers are most directly confronted with the reality in existing educational institutions (in co-operation with colleagues, local authorities, parents of pupils, employers and acting in accordance with legislation) and with the shortcomings in the education system. The educational system in Latvia faces new challenges: liquidation and reorganization of schools, work in combined classes, the need to adapt and respond to educational system reforms. Teachers’ work is subject to constant change; but is it evaluated according to efforts teachers are making? The aim of the article is to investigate the expectations and reality of teachers of primary schools in Rezekne in relation to the assessment of their work. The paper uses a combined research approach: a qualitative research method – semi-structured interviews and a quantitative survey questionnaire. The teachers' expectations regarding job evaluation are related to pay, equity, support, and changes in the education system. Teachers of Rezekne district primary schools are least satisfied with the assessment of the work by the state - teachers are not satisfied with wages and unfairness. The most important thing for teachers is the assessment of pupils, employers and school administrations, as well as parents of pupils.

Coordenação pedagógica e colaboração docente. Potencialidades e desafios de um modelo organizativo

The generalization of the school entails a greater heterogeneity of the student population and a greater complexity of its management, requiring flexible structures and organizational, pedagogical and curricular responses. This article presents a school reorganization project and a development of teaching that invites to the collaborative work in the pedagogical and curricular management of classes with a significant number of common teachers. It also recounts the perceptions of pedagogical managers about the different dimensions of this project and emphasizes the relative autonomy put into action by them.

山梨の高校改革の現状と課題(I 山梨の教育改革を問う)

山梨の高校改革の現状と課題(I 山梨の教育改革を問う)

Odessa Higher International Institute is the First Private Special Diplomatic Institution of Higher Education in the World

The article concerns the history of creation and activities of the Odessa Higher International Institute (1916-1920) as the first private special diplomatic educational institution in the world. The author briefly describes the history of the first such universities in the world, presents a comparative analysis of the Institute’s statutes in 1916 and 1918, considers the process of organization of the Institute and the main components of its activity (teaching staff, formation of educational process). The paper examines the students composition, the process of their rights evolution in the system of the Russian Empire / Ukrainian State higher education, the transformation of a higher education institution against a backdrop of reorganization of the Odessa Higher School in 1919–1920.

O direito de resistência e o mito da gestão democrática da educação: o caso das ocupações das escolas do estado de São Paulo

As recentes ocupações de escolas do estado de São Paulo revelaram-se uma enérgica forma de protesto em face do “Programa de Reorganização Escolar”. Ações desta natureza apresentam nítida correspondência com atos políticos de resistência, razão pela qual este artigo tem como objetivo analisar, à luz do referido programa, o exercício do direito de resistência. Para tanto, parte-se de uma breve exposição sobre a medida, seguida das reações contrárias ao programa, com foco na ocupação das escolas. Apresenta-se a questão da obrigatoriedade de cumprimento da lei e do direito de resistência, para então avaliar, a partir de uma interpretação sistêmica do ordenamento jurídico brasileiro, a constitucionalidade e a justiça do referido projeto, tendo em vista o princípio da gestão democrática da educação. O artigo aborda, por fim, a efetividade de medidas desta natureza como estímulo ao desenvolvimento do Estado Democrático de Direito.

参議院文教委員会会議録について : 高等学校社会科再編成との関連において(第二部,第40号記念論叢)

参議院文教委員会会議録について : 高等学校社会科再編成との関連において(第二部,第40号記念論叢)

Embates ideológicos em torno da palavra “diálogo” durante a implementação da reorganização escolar de 2015

According to Bakhtin’s perspective on discourse, words possess two concomitant ways of existence in language. One of them is that which remains stable and reproducible; it is called meaning. The other one, the theme, is unitary and unreproducible, which allows clashes of different social voices to exist, demonstrating the ideologies which operate over them. With the concepts developed by the Bakhtin Circle, we will analyze the discourses produced during the occupations made by high- school students in the state public schools of Sao Paulo, in the second semester of 2015. These occupations were motivated in response to the project of school reorganization proposed by the state government. In the present work, we will contrast two discourses: the one from those who were against the school reorganization, that is, the high-school students, and the one from the government, the project proponent. These discourses generated ideological conflicts around the word “dialogue”; our study is built on these tensions. To the analysis of the students’ discourse, we will use the documentary “Acabou a paz: isto aqui vai virar o Chile”, by Carlos Pronzato, as corpus. The analysis of the government discourse corresponds, in this article, to the utterances produced by Governor Geraldo Alckmin, by Herman Voorwald, former Secretary of Education of Sao Paulo, and by Fernando Padula, former chief of staff of the Secretariat of Education. The utterances were taken from different interviews. The analysis, based on the bakhtinian theoretical framework, has developed different meanings related to the different social voices that the word “dialogue” assumed during the studied period. Keywords: dialogue, social voices and ideology, Bakhtin circle, school reorganization.

東京都千代田区における区立小学校の「再編成」と住民運動の展開

東京都千代田区における区立小学校の「再編成」と住民運動の展開

鳥取県における公立中学校の創設と昭和の町村合併による統廃合

1. Introduction After World War II, new junior high schools were established in many municipalities by the reform of the school education system. Later, at the time of implementing the municipal merger of Showa, many of these new junior high schools were consolidated. 2. Purpose This paper addresses the reorganization process of public junior high schools in the Tottori Prefecture. This paper considers that the local government finished the consolidation of junior high schools in the first half of the 1970s and organized a new junior high establishment status that were implemented in 1947. This paper aims to clarify the relationship between the municipal merger and the consolidation of junior high schools in Showa in each municipality since 1953. 3. Conclusion After World War II, the Tottori Prefecture had many municipalities compared to the expected number for its resident population, and many small new junior high schools were founded in 1947. In 1950, the Prefecture Board of Education established the "junior high school maintenance strengthening of the principle matters, " which included the policy of establishing joint junior high schools that are shared by several small municipalities. The "junior high school maintenance strengthening promotion committee" determined and encouraged the amalgamation for 22 junior high schools. However, after enforcing the Municipal Merger Promotion Law of 1953, small-scale municipalities were themselves amalgamated as a result of a recommendation based on a merger plan encouraging prefecture governments. There was little relationship between the recommended municipal areas and the catchment area of joint junior high schools, and recommendations regarding municipal mergers were prioritized. Therefore, the "Five-Year School Reorganization Plan" of 1954 proposed the junior high school reorganization policies that were considered the future municipal mergers. Of the 36 municipalities that negotiated the merger agreement at the time of merging of Showa, 21 municipalities promoted the amalgamation of junior high schools in the first half of the 1970s, became each town 1 junior high school. The result of the municipal merger of Showa had a major impact on the timing and scope of the reorganization of junior high schools. In particular, nine municipalities that wrote amalgamation of the future in merger agreement amalgamated junior high school of all municipalities during 1956-1964, became each town 1 junior high school. In this way, the towns and villages section became the basically format of each municipality 1 junior high school that was restructured school by the municipal merger. At that time, the Tottori Prefectural Board of Education urged the amalgamation of different schools into one school that can be shared by more than one municipality. A consolidation of junior high schools was completed in the early stages of the 1970s. Since then, the operation of junior high schools has been stable for over 40 years.

Reformas y reformadores. Hacia el desmantelamiento de los Colegios y la Universidad de Alcalá a partir del Colegio de las Santas Justa y Rufina o de los Sevillanos

There were two main university reforms that influenced on the development and continuity of the University of Alcala (in general) and of the College of Saints Justa and Rufina also known as the College of the Sevillians (in particular). The first reform was made by Garcia Medrano between 1663 and 1666, which led to the reorganization of smaller schools, its assets and its policies.This reform did not affect the College of Saints Justa and Rufina (the College of the Sevillian). The second reform was made by Pedro Diaz de Rojas in 1775, and was part of the university reform that King Carlos III began in Spain and its colonies. For University of Alcala this reform marked the beginning of its decline and disappearance. According to Enlightenment thinkers, the causes that led to the decline of this Hispanic university fell upon the Society of Jesus (Compania de Jesus) for trying to control all levels of education and in particular for the corporatist spirit of its own collegial institution that distributed government and management positions alike, both civil and ecclesiastical. In 1842 their schools were closed and their assets were transferred to the Central University of Madrid.

A DIMENSÃO ESPACIAL DA ESCOLA PÚBLICA: LEITURAS SOBRE A REORGANIZAÇÃO DA REDE ESTADUAL DE SÃO PAULO

RESUMO: O artigo discute o projeto de reorganização escolar apresentado pela Secretaria Estadual de Educação de São Paulo no segundo semestre de 2015, buscando compreender as implicações socioespaciais do mesmo. Para tanto, articulou-se o debate teórico desenvolvido por diferentes autores nas últimas décadas sobre a dimensão espacial da educação e da escola pública no Brasil, com as análises construídas a partir dos dados do atual projeto de reorganização escolar. Trata-se de pesquisa em andamento e, por isso, o que se apresenta aqui são as primeiras análises dos mapeamentos e trabalhos de campo realizados no contexto da apresentação da proposta de reorganização escolar e das ocupações de escolas. Em decorrência do tamanho da rede estadual de educação, optou-se por desenvolver a análise a partir das informações das escolas estaduais localizadas na cidade de São Paulo. Em nossa perspectiva, o fechamento de escolas proposto no projeto de reorganização pode acentuar a desigualdade espacial da escola pública em São Paulo. Por isso, a importância da luta dos estudantes secundaristas que reafirma, entre outras coisas, a relação entre a escola, seus sujeitos e espacialidades.

Large-scale assessments and educational policies in Italy

Despite Italy’s extensive participation in most large-scale assessments, their actual influence on Italian educational policies is less easy to identify. The present contribution aims at highlighting and explaining reasons for the weak and often inconsistent relationship between international surveys and policy-making processes in Italy. Specifically, it is mainly focused on PISA, because its results have gained greater exposure in the Italian public and political discourse as compared to results from other international studies (such as the ones developed by IEA). After an overview of Italy’s participation in international surveys and a description of the development of national evaluations in the Italian school system, this contribution shows the impact, weak though it may be, of PISA on Italian educational reforms, through the analyses of the regulatory interventions developed since 2003 and devoted to the reorganisation of upper secondary schools. In this paper, the explicit impact of PISA is identified beyond the regulatory interventions carried out by educational reforms, i.e. through several educational initiatives promoted by public authorities at local levels and in the improvement of the national system of students’ assessment. In the final section, questions about the need to effectively utilise international large-scale assessment findings in future policy reforms in Italy are raised.

広島県における公立小学校の児童・学校数の推移（1959-2010）

This paper aims to analyse the changes in pupil numbers and resulting school closures. From 1959 to 1968 the sharp decline in the number of children resulted in the amalgamation and reorganization of schools apace. Between 1969 and 1982 pupil numbers increased and many new schools were established. But after that pupil numbers started to decrease again. As the large scale merging of municipalities took place from 2003 to 2010, many schools shut down. We classified municipalities into 9 categories according to the fluctuation of the number of pupils and schools in them and analysed characteristics of the types.

島根県における公立中学校の生徒・学校数の推移(1963-2008)

This study aims to explain changes in pupil numbers and the resulting school closures. From 1963 to 1979, the number of pupils declined drastically, and significant amalgamation and reorganization of schools occurred. The number of pupils has been declining since 1988, but there were no major changes in school numbers until 2008. We classified municipalities into seven categories, according to their changes in school numbers, and we analyzed characteristics of these categories. In 2008, 40% of all in 2008 were small-scale schools with 120 or fewer pupils. This indicates that many small-scale schools will merge and close in the future.

岡山県における公立中学校の生徒・学校数の推移（1963-2010）

This paper aims to explain changes in pupil numbers and resulting school closures. From 1963 to 1975 the number of pupils declined drastically, significant amalgamation and reorganization of schools proceeded massively. On the other hands, the number of pupils has been declining since 1988, but there were no major changes in school numbers until 2010 in Okayama prefecture. Therefore, we classified municipalities into ten categories, determined by their changes of school numbers in them, and we analyzed the characteristics of these categories.

The politics of education revisited: Anthony Crosland and Michael Gove in historical perspective

This article traces continuity and change in the governance of British education through the comparison of two ministers, Anthony Crosland and Michael Gove. Taking Maurice Kogan's seminal The Politics of Education as the point of departure, the article highlights the role of political ideology in large-scale educational change, taking school reorganization as a case study. The article argues that the recent tenure of Michael Gove indicates that large-scale change within the British education system still requires a (more or less) coherent ideological framework and considerable commitment on the part of the individual minister.

THE HIGHLY DEVELOPED INFORMATION AND EDUCATION ENVIRONMENT AS A PRECONDITION OF EDUCATIONAL SYSTEM REORGANIZATION

The paper regards the development of the information and education environment of Russian universities as an important condition for successful reorganization of higher education. Taking as an example one of theUSuniversities, the author demonstrates the capacity of information education environment and its impact on the multilevel educational process. The comparative analysis of the existing information education environments of Russian an American universities reveals that such effective improvements as increasing number of students working on the individual curricula,__ implementation of the learning outcome monitoring, inclusive education, etc require immediate and substantial development of the information education environment of Russian universities. Both the development level and informational content of the environment in question remain unsatisfactory due to the financial, economic and staff related reasons. Consequently, the higher school reorganization is lagging behind retarded by the lack of synchronization between the attempts to improve the education quality and competitiveness on the one hand, and insufficient level of the information education environment characteristic of Russian universities on the other hand.