Separate Educational Systems Research Articles

Design Education as a Special Pedagogical Area

Introduction. Design education in Russia has been going through a complex, more than a century-long path of reforming and reorganizing educational institutions and the pedagogical process. The rethinking and processing of pedagogical concepts in the fields of education focused on training in-demand specialists takes place in parallel with external global processes on the basis of existing and new scientific knowledge, technology development, as well as ideas about the creative potential of the individual as a whole, and the tasks of the designer as a specialist, in particular, which is acutely relevant in modern realities. The purpose of the article is to study the semantic content of such key terms for pedagogy as the educational field and the education system, as well as the derivation of design education into a separate educational system. Methodology and methods of research. The methodological basis of the research was the following scientific methods: the phenomenological method, through which we identified the main features of the use of certain terms in contradictory meanings, in particular such terms as “educational environment”, “educational field”, “educational industry”, “subject area”; structural and functional method analyzing stable relationships and the relationship between the elements of the concepts considered in the article; the method of comparative analysis, which allowed us to identify common and different in the concepts under study and offer our own vision of the design education system at the present stage. The result of our research is the conclusion that design education, having a special subject area (area of professional activity), can be defined into a separate educational system, meeting the needs of the modern design industry. As a conclusion, we propose to consider design education from the point of view of an independent educational system, which will enable educational institutions to revise the structure and content of design education to increase efficiency in training highly qualified specialists and, as a consequence, to increase the level of economic achievements of the country.

Варшавский университет в системе высшего (университетского) образования Российской империи в первой трети XIX в.

The article is devoted to the history of the establishment of the University of Warsaw in 1816 and its development until 1831 when the university was closed after the suppression of the November Uprising of 1830–31. The specificity of the University of Warsaw was determined by the fact that during that time the Congress Kingdom of Poland that had been annexed to Russia in 1815 was an autonomous territorial entity and had a separate educational system that was not subordinate to the Ministry of National Education in St Petersburg. Neither Russian nor Polish historiography has made a comprehensive comparison of the University of Warsaw with Russian higher educational institutions due to the isolated status of the former in 1816–31. The article makes an attempt to identify similarities and differences in the functioning of these higher educational institutions on the basis of the documents that regulated the activities of Warsaw and Russian universities. A comparison is made between the structure and organization of the University of Warsaw and other universities of the empire, their collegiate governing bodies, budgets, salaries of professors, admission and terms of study of students, their number, the procedure for awarding academic degrees, etc. The unpopular measures taken by the authorities of the Congress Kingdom of Poland in the field of education in the 1820s, which were accompanied by the increased control over the students and the professors of the university and the attempts to limit its autonomy and divide it into separate higher schools, are shown against the background of the general reactionary policy towards universities. A comparative analysis allows us to draw the following conclusions: the principles of organization of the University of Warsaw and Russian universities that were founded at the beginning of the 19th century had a number of common features, which was associated with borrowing the models of higher educational institutions from Germany and partly from France. Structure, staff and other differences between the educational institutions under consideration were determined by the national features and traditions of Polish education and by greater similarity between the University of Warsaw and the universities of Western Europe. The results obtained contribute to presenting the development of the University of Warsaw in 1816–31 against a broader background and also provide new illustrative material for comparing Russian universities with the “national” universities that existed within the empire.

Social aspects of the COVID-19 pandemic in the education system

The COVID-19 pandemic has altered the life of modern society forever. Not only the economy has changed, but also the person himself and his way of life, his communications. The education system and its role in society have also changed. Analysis of public reviews of recent years, as well as national and international programs aimed at compensation of the social consequences of distance learning. The existing stratification of society is changing from an economic to a digital paradigm because of the pandemic and it is impossible to overcome it within the framework of only separate education system. But the simultaneous digital development of the largest possible group of people – students and their parents, their upbringing and development are only possible within the framework of this system. All the social consequences of distance learning during the 2020 pandemic can best be understood in retrospect. There is no doubt that the decline in the quality of education will lead to significant difficulties in offsetting it. Now we can note a significant increase in the inequality among the population in the new area, the area of access to digital technologies and the digital state.

The curiosity of educators from two cultural groups: Implications to professional development

The curiosity of Israeli educators from two separate educational systems (Jewish and Arab) was compared regarding five curiosity dimensions, types of curious people, and values that drive actions. Two assessment modes were employed (Likert-type and open-ended). The quantitative and qualitative analyses showed significant differences between the two groups on most measures, which were illustrated by authentic quotes from the participants. Inferences were drawn based on substantive culture-related explanations, some of which were qualified by response-style accounts. The paper concludes with implications for culturally-tailored professional development to enhance educator curiosity and their assessment for learning practice to nurture the curiosity and self-regulated learning of their students.

‘Shared Education’ and translanguaging; students at Jewish and Arab schools learning English together

ABSTRACT This paper reports on a study that examined a Shared Education program recently implemented in Israel based on the Northern Ireland model. Sixth-grade children from two schools – one Jewish and one Arab, who study in separate education systems and have very limited contacts with one another – met to learn English (as an additional language) together. The study explored patterns of language use (English, Arabic, Hebrew) as well as the ways children perceive the meetings as an arena to meet ‘the others’ and their languages. Findings show that the shared education approach yielded rich interactions between the three languages, enabled open encounters with the ‘others,’ and allowed diverse teaching methods. The analysis of the lessons’ transcripts via a coding system developed specifically for this study revealed a complex pattern of translanguaging between the three languages that served specific pedagogical purposes and expressions of solidarity as well as situations of discomfort and concern vis-à-vis the ‘other.’ Results are discussed in terms of their contribution to the concept of translanguaging and its role in such complex education settings, as well as their practical implications for the role that Shared Education and contact can play in the promotion of tolerance.

Before the “War of Languages”: Locals, Immigrants and Philanthropists at the Hilfsverein’s Teachers’ Seminar in Jerusalem 1907–1910

Abstract Established in Jerusalem by the Hilfsverein der deutschen Juden, the first Teacher Training Seminar is a fascinating case study of the rapid change within the Jewish communities in late Ottoman Palestine. This essay focuses on the 1907 conflict between the Seminar’s management and its Eastern-European students concerning training and teaching in the modern Hebrew, a development which would later nourish the so-called “War of Languages” in 1913. These conflicts reflected the gap between immigrants who had fled anti-Semitic riots in Eastern Europe and witnessed Socialist revolutions, and the experiences of Jerusalem-born students familiar with the activity of philanthropic Jewish organizations within the local children’s education system. The chasm between the nationalist educational goals of the Hebrew yishuv and the Hilfsverein’s aims of modernization and professionalization led to mutual radicalization and the establishment of a separate Zionist education system by Zionist Organisations. The staunch position in favor of teaching in Hebrew expressed the Hebrew and secular national consciousness of the immigrant student, and was evidence of their professional pedagogical goals.

The Implementation of Representation State Transfer (REST) Architecture Academic Information System Integrated in Pandanaran Islamic Senior High School

In the rapid development of technology and the increasing speed of information flow due to globalization, making the role of information is vital and crucial to an educational institution. Institutions of Sunan Pandanaran implement policies of separate education system among male students with female students. This triggered a few problems, especially in the Senior high school of Sunan Pandanaran where researched by the author. The focus of the research is how to implement thearchitecture of Representational State Transfer (REST) on the integrated system academic information between two separate data server so that student academic data can be served easily from two different servers. Through the system resulting from this research, researchers offered easy access to student academic data that can then be recycled by the user into a useful information. The research methodology where used in this research is system development. The steps begin with a preliminary study research,data collection, design models, identifying system requirements and system development methods.At the end, this research produced a integrated academic system information between male school servers with a female school server where implemented using Representational State Transfer architecture. So that student academic data can be presented either to the user in order to be recycled into useful information.

Integrating Northern Ireland: Cross‐group friendships in integrated and mixed schools

While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed.

APA Presents First Chester M. Pierce Human Rights Award to Global MH Rights Organization

Back to table of contents Previous article Next article Association NewsFull AccessAPA Presents First Chester M. Pierce Human Rights Award to Global MH Rights OrganizationLinda M. RichmondLinda M. RichmondSearch for more papers by this authorPublished Online:25 May 2018https://doi.org/10.1176/appi.pn.2018.6a1AbstractAPA’s 2018 Chester M. Pierce Human Rights Award was presented to Janos Fiala-Butora, the executive director of the Validity Foundation, at APA’s 2018 Annual Meeting last month. Pictured after the presentation are (from left) APA Medical Director and CEO Saul Levin, M.D., M.P.A., Fiala-Butora, and incoming APA President Altha Stewart, M.D. Oscar and AssociatesFounded in 2002, Validity works by filing lawsuits on behalf of individuals with mental illness and mental disabilities in Europe and Africa with the goal of setting legal precedents that will help all people with mental disabilities attain inclusion, education, and equality.“Mental health law was not a field taught in Central Europe, where I am from,” said Fiala-Butora. Psychiatry services in Central Europe are not underdeveloped, he said, but historically they have been heavily influenced by Communism. There, unfortunately, psychiatry has been abused by political leaders and the state as a means of separating dissidents from society, he said.The organization tackles the denial of education for children with mental disabilities, who in many countries are either placed in separate education systems or ignored as “ineducable.” Through another of its campaigns, Validity is working to halt the mass institutionalization of people with mental disabilities who are kept in inhumane conditions, often chained or strapped to beds, with almost no medical oversight, Fiala-Butora said. In Uganda, for instance, the country has 14 million citizens and a mental health care budget of only $200,000. When needed, Validity has taken cases of human rights violations to international courts.“We are very grateful that APA has recognized our work, lifting the morale of our staff by acknowledging that what we do has value, so that we can continue on this path,” he said. In 2017 APA renamed its Human Rights Award for Pierce in honor of his legacy of innovative research; advocacy against disparities, stigma, and discrimination; and pioneering work in global mental health. ■ ISSUES NewArchived

Reparation and Reconciliation: The Rise and Fall of Integrated Higher Education by Christi M. Smith

Reviewed by: Reparation and Reconciliation: The Rise and Fall of Integrated Higher Education by Christi M. Smith Mary Ellen Pethel Reparation and Reconciliation: The Rise and Fall of Integrated Higher Education. By Christi M. Smith. ( Chapel Hill: University of North Carolina Press, 2016. Pp. xviii, 316. Paper, $29.95, ISBN 978-1-4696-3069; cloth, $85.00, ISBN 978-1-4696-3068-7.) In 1878 John G. Fee stated, "'Those who pray together and study together will not fight'" (p. 5). Nearly 140 years later, readers of Reparation and Reconciliation: The Rise and Fall of Integrated Higher Education will surely wonder what could have been if Fee's vision of educational integration had succeeded. Christi M. Smith examines the narrow window of time between the end of the Civil War and the normalization of codified segregation as various individuals and groups worked passionately to diversify higher education. Ultimately Smith argues that while racial coeducation was achieved in certain institutions, the increasingly competitive collegiate world, coupled with lack of federal support and enforcement as well as subsequent reliance on private organizations, led to the demise of racial coeducation. The interplay of these actors and forces against the backdrop of deep-seated racism, classism, and patriarchy led to coexistent but separate systems of higher education for African Americans, working-class white men, and women. As Smith notes, "more doors were opened, but they did not lead to equal opportunities" (p. 17). Chapters 1 and 2 provide context for U.S. policy after the Civil War. Higher education emerged as the most culturally acceptable form of rehabilitation and reform compared with other options such as military occupation, political rights, and land redistribution. Here Smith focuses on the "anti-caste" movement, which viewed race as but one category in a larger social order based on rigid stigmas determined by inherited traits rather than the merits of one's work or potential (p. 2). Even so, the expansion of land-grant colleges and public-private partnerships with organizations such as [End Page 459] the American Missionary Association (AMA), the General Education Board (GEB), and the Freedmen's Bureau did democratize higher education to an extent. College enrollment increased 278 percent between the end of the Civil War and the start of the twentieth century, but this growth did not lead to a single model. Chapter 4 delves deeper into the coordinated but at times disorganized efforts of the AMA, the GEB, and the Freedmen's Bureau. Chapter 3 documents three institutions far ahead of their time and some of the most successful experiments in racial coeducation: Berea College, Howard University, and Oberlin College. It is arguably the strongest chapter in the book. Backed by rich primary sources and data, it carefully navigates the evolution and development of each school. Smith rightly points out that there was no predetermined protocol for integrating these schools. In 1908, 5–10 percent of Oberlin's enrollment consisted of African Americans, Berea's student population was approximately 50 percent white and 50 percent black, and Howard was predominantly African American but maintained some white students. Chapters 5 and 6 deal with issues relating to white and black women and the cultivation of a male black elite, at the time often referred to as the Talented Tenth. These chapters yield great insight into the competing forces that controlled the intellectual experiences of Berea, Howard, and Oberlin students as well as those of wealthy white men who attended traditional universities. Readers will also see the formation of parallel systems of higher education in the late 1800s that remained in place until after World War II. From its first words to its final sentence, Smith's book speaks to the trials and tribulations, the victories and setbacks, and the immediate and long-term strategies of schools committed to creating an inclusive learning environment between Reconstruction and the early Progressive era. Reparation and Reconciliation uncovers a lost chapter in history that demands our attention if we are to use the past as a guide for current social and cultural divides. Most textbooks refer to the passage of the Thirteenth Amendment in one paragraph and the introduction of Jim Crow in the next. Smith's...

Education across the divide: Shared learning of separate Jewish and Arab schools in a mixed city in Israel

This article examines the impact of contact-based educational encounter strategies of shared learning on Jewish–Arab relations in Israel. It analyses a programme of education for shared life that takes place in a mixed (75% Jewish/25% Arab) city at the centre of Israel since 2012. The programme aims to mitigate Jewish–Arab relations in the city amidst tensions resulting from the Israeli–Palestinian conflict, unequal power relations and hostilities between the groups. Uniquely, it assimilates shared life education into the generally separate educational system in the city, and uses methods of shared learning – adopted and adjusted in part from an educational approach developed in Northern Ireland. Given the inequalities between Jews and Arabs in Israel, in education as well as more generally in socioeconomic parameters, this article studies the prospects of success in achieving educational and social cohesion goals through face-to-face contact and shared learning. The research is based on over 25 interviews as well as observations throughout the programme’s activities.

African Education in Zimbabwe: The Colonial Inheritance of the New State, 1899–1979

Historially two salient features characterized the educational system. It was racially segregated and education for the African majority was largely for exploitation. In this paper, I will review the main features of the educational system in colonial Zimbabwe; the legacy of that system and what the new African Government proposes to do to change it to fit the needs of the new Zimbabwe. The 1899 Education Ordinance had set up two separate systems of education, one for Whites and the other for Blacks. The Ordinance left African education entirely in the hands of Christian missionaries with the government giving small grants to mission schools, provided that these schools were kept open for a minimum of four hours a day, of which not less than two hours were to be devoted to industrial training.

Segregation, inequality, and educational performance in Northern Ireland: Problems and solutions

Some 16 years after the Belfast/Good Friday Agreement, the legacy of the conflict in Northern Ireland is most clearly evident in the delivery of key public services. The focus of this paper is the highly segregated and unequal system of education provision and the attempts made to tackle these problems at the post-primary level. First, in terms of performance, post-primary educational outcomes are hugely variable: this is the problem of performance inequality. Second, pupils from deprived backgrounds – pupils entitled to free school meals and those with special educational needs are grossly under-represented in Northern Ireland's top-performing (grammar) schools: this is the problem of access inequality. Third, as a corollary of two separate systems of education – Protestant and Catholic – there is ‘segregation’ of pupils by school type: Catholic pupils attend maintained schools and Protestant pupils attend controlled schools and, in consequence, rarely have the opportunity to meet and interact in a school setting. In the face of these problems, this paper proposes a novel approach entitled shared education. Under this scheme, schools of different religious backgrounds will enter into ‘partnerships for excellence’ to promote good educational outcomes through a sharing of resources and pooling of expertise and, by doing so, help to dismantle the boundaries which separate Northern Ireland's pupils.

Kindergarten Study-Unit: Development and Nurturing Awareness of the Existence of the Arab ‘other’ and the Existence of the Jewish ‘other’ by Means of the Arts at the Preschool Level

In this paper, we describe an educational initiative which is a studyunit for kindergarten: “Development and nurturing awareness of the existence of the Arab ‘other’ and the existence of the Jewish ‘other’ by means of the arts at the preschool level”. The unit was written as part of my graduate studies for the M. Ed. degree at the Oranim College under the guidance of Prof. Moshe Itzhaki. It evolved from my need to affect change in matters that I am responsible for in the educational field where I work. In Israeli society, the Jewish-Arab conflict is prominent (Bar-Tal, 2007). There is discernible cultural withdrawal between Jewish society and Arab society, while the two separate education systems deepen the alienation between them from very early childhood. The lack of curricula about the “other” leaves the students in a void of ethnocentric ignorance that is filled by other entities which are supportive of the development of the conflict ethos (Yona, 2007). The proposed study unit exposes the children to the narrative of another cultural group that exists in the social reality in which they are raised. This is achieved using the arts and through intercultural meetings between Jewish children and Arab children. This initiative is implemented in my kindergarten since three years, thanks to a grant received from the Fund for Innovative Teaching and thanks to an Encouragement Award from the Oranim College. As part of the initiative children from various sectors meet together and interact in Hebrew and Arabic, learning about a different culture. This process leads to experiential and meaningful learning that has received support in both the Jewish and Arab communities.

Context and Implications Document for: Sustaining school partnerships: the context of cross‐sectoral collaboration between schools in a separate education system in Northern Ireland

This guide accompanies the following article: Gavin Duffy and Tony Gallagher, Sustaining school partnerships: the context of cross‐sectoral collaboration between schools in a separate education system in Northern Ireland, Review of Education, 10.1002/rev3.3034

Sustaining school partnerships: the context of cross‐sectoral collaboration between schools in a separate education system in Northern Ireland

This study explores the current understanding of cross‐sectoral collaboration between schools in a divided society. The paper provides the context surrounding inter‐school collaboration in Northern Ireland then presents findings based on a qualitative study of five post‐primary partnerships made up of schools from the various sectors in Northern Ireland (maintained/Catholic, controlled/Protestant and integrated sectors). Participants in the study are teachers and school leaders. Evidence from this study reveals a number of things: despite a separate education system made up of different sectors, schools on an inter‐sectoral basis are willing to collaborate and those represented in this study appeared disposed to sustain partnership activities; schools recognised that collaboration and partnership while beset with a number of logistical challenges, is also beneficial for pupils and institutions. In all cases there remained evidence of sustainable collaborative practice; although some of this was more developed in some partnerships than in others. In effect this paper concludes by recognising that schools do require some level of funding to sustain partnership working but that sustainability should not be couched entirely around these terms; rather, sustainability is about creating the right conditions to allow schools to develop effective and strong partnerships. These conditions are outlined in the latter stages of this paper.

Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities

ABSTRACTThe Belgian educational field includes separate educational systems reflecting the division of the country into linguistic communities. Even if the French-speaking and the Dutch-speaking communities keep sharing important similarities in terms of funding rules and structures, they present a huge gap between their respective pupils’ achievement. The Belgian educational systems are then characterized by high levels of segregation; this paper aims to model the potential differential effect of school composition on pupils’ achievement. Multilevel models are consequently tested on the Programme for International Student Assessment 2009 data (7184 respondents in 236 schools). Our results suggest that the position of pupils in the educational system still has a deep influence in a system that functions as a quasi-market and where grade repetition and tracking are widely used. Our analysis also confirms that academic and socio-economic compositions have an extra negative effect on pupils’ achievement.

Clerical Mutual Aid and Famine Relief during Russia’s Crop Failure of 1905

The clerical estate (soslovie) of late Imperial Russia was legally segregated from the rest of the population, subject to separate systems of education, justice, taxation, and access to employment. The state permitted participation in free associations within the clerical soslovie in order to encourage the practice of mutual aid among clergymen and their families. By the late nineteenth century, the parish clergy had begun to use these mutual-aid associations to provide education, charity, and disaster relief to the non-clerical communities on which they and their families depended for tithes. By using their own mutual-aid networks as tools of pastoral work, the parish clergy expanded those networks, in terms of both beneficiaries and participants, beyond the limits of the clerical soslovie. Key reforms of the diocesan structure in 1905 both loosened central control over the clerical networks and authorized the direct participation of non-clergy in their work. The associations of the parish clergy thus obtained unprecedented independence and social integration at the moment when they were confronted with the humanitarian disaster of 1905. Focusing on the dioceses of Moscow and Tver, this article examines the parish clergy’s use of their own soslovie networks to provide famine relief to fellow clerics and the general population between 1905 and 1909. This famine relief campaign demonstrated the independence and initiative of voluntary associations in late Imperial Russia. It also revealed the potential for cooperation and social integration among seemingly disparate communities, even within the divisive framework of the soslovie system.

Lessons From Brazil: Separate and Unequal Educational Systems

In this article, the author shares the perspective of an inside informant who knows the Brazilian culture well. The author first describes Brazil as a country. Then, she discusses the Brazilian educational system and how special education fits into that system. Next, the author briefly discusses the Brazilian cultural context and barriers to successful inclusion of students with disabilities. The author concludes by offering thoughts about lessons that can be learned from the Brazilian inclusive special education system.

“With a tongue forked in two”: Translingual Arab writers in Israel

Members of the Arab minority in Israel comprise about 20% of the Israeli population and differ from the Jewish majority in their nationality, religion and language. Though legally enjoying equal rights, they suffer discrimination in a variety of areas. Relationships between Jews and Arabs have been conflictual since long before Israel’s establishment as an independent state, and to this day are marked by suspicion and at times hostility. For most Arabs who are citizens of Israel, their sense of identity is complex and often described as placing them “between hammer and anvil” due to their unique position within Israeli society, their connectedness to the Palestinian cause and their relationship with the surrounding Arab countries. This identity also involves linguistic aspects: Arabs in Israel speak Arabic as their first language and study in a separate educational system in Arabic. Hebrew, the language of the Jewish majority, is studied as a second language from second grade onwards and matriculation exams in Hebrew are compulsory. Israeli Arabs largely master Hebrew, though many view it as a language of conflict or even of oppression. This paper deals with four Israeli Arab novelists and poets who chose to write in Hebrew, focusing on interfaces of linguistic, sociological, psychological and political aspects and on patterns of language usage in their writings. Their works suggests a new channel for exploring the broader context of Jewish–Arab relationships in Israeli society and contributes new insights on the potential of the linguistic angle to shed light on minority–majority relationships.