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Zeitschriftenartikel zum Thema „Education, Primary“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

Rami Reddy, Chaganti. „Innovations in Primary Education - Peace Education“. International Journal of Science and Research (IJSR) 12, Nr. 10 (05.10.2023): 1425–28. http://dx.doi.org/10.21275/sr231018195013.

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2

Sherboeva, Nodira. „WORLD EXPERIENCE IN PRIMARY EDUCATION“. International Journal of Advance Scientific Research 4, Nr. 4 (01.04.2024): 48–55. http://dx.doi.org/10.37547/ijasr-04-04-09.

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Primary education serves as the cornerstone of a nation's educational system, shaping the future of individuals and societies. This article provides a comprehensive review of primary education systems worldwide, drawing on global experiences to identify key lessons learned and best practices. Through a thorough literature review and analysis of primary education systems in various countries, including both developed and developing nations, this study examines the structure, curriculum, teaching methods, assessment practices, and educational outcomes of primary education. Common challenges faced by primary education systems, such as access, quality, equity, and relevance, are explored, along with successful strategies for addressing them. The role of government policies, socio-economic factors, cultural influences, and technological advancements in shaping primary education is also examined. The findings highlight the importance of sharing global experiences and collaborating across borders to improve primary education and ensure equitable access to quality education for all children. This article concludes with implications for policymakers, educators, researchers, and other stakeholders, as well as recommendations for future research and collaboration in primary education.

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3

Shafer, Susanne M. „Primary Education“. Western European Education 20, Nr. 2 (Juli 1988): 3–4. http://dx.doi.org/10.2753/eue1056-493420023.

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4

Lingens, Hans G. „Primary Education“. European Education 29, Nr. 4 (Dezember 1997): 3–4. http://dx.doi.org/10.2753/eue1056-493429043.

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5

Campbell, Robin. „Primary education or primary schooling?“ Education 3-13 33, Nr. 1 (März 2005): 3–6. http://dx.doi.org/10.1080/03004270585200021.

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6

Urhahne, Detlef. „Primary education and secondary education“. Educational Psychology 38, Nr. 7 (19.07.2018): 857–58. http://dx.doi.org/10.1080/01443410.2018.1490241.

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7

Noor, Ady Ferdian, A’am Rifaldi Khunaifi Supardi und Sukirno, Haryanto. „Multicultural Education Praxis for Primary Schools: Perspective of Muhammadiyah Primary Schools Indonesia“. International Journal of Psychosocial Rehabilitation 23, Nr. 4 (20.12.2019): 1039–52. http://dx.doi.org/10.37200/ijpr/v23i4/pr190432.

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8

R. Solai Raja, R. Solai Raja, S. Banumathi S. Banumathi und T. Dhanabalan T. Dhanabalan. „Primary School Education in India: An Overview“. Indian Journal of Applied Research 3, Nr. 5 (01.10.2011): 439–40. http://dx.doi.org/10.15373/2249555x/may2013/135.

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9

Umarova, Zukhra. „UPBRINGING AS A PROCESS IN PRIMARY EDUCATION“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 08 (31.08.2021): 127–31. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-27.

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10

Lukac, Michal, Michal Imrovic, Monika Orlikova und Edita Poorova. „Developing reader´s literacy in primary education.“ Historical and social-educational ideas 13, Nr. 2 (29.04.2021): 265–85. http://dx.doi.org/10.17748/2075-9908-2021-13-2-265-285.

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Reading and reader´s literacy are essential prerequisites for developing key competences, especially competencies for learning, and are still used as a tool to achieve other goals that are the gateway to success in work and personal life. The topic of the article is reader´s literacy and its development at pupils of primary education through the use of methods developing reader´s literacy in the teaching process.

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Jogram, Dr Rathod Sunita, Dr Manisha Shankarrao Deore und Dr Pawar Ashok Shankarrao. „Formative Evaluation: Action Plan for Primary Education“. International Journal of Scientific Research 2, Nr. 5 (01.06.2012): 60–63. http://dx.doi.org/10.15373/22778179/may2013/23.

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12

Griggs, Gerald. „Primary physical education“. European Physical Education Review 21, Nr. 2 (16.04.2015): 272. http://dx.doi.org/10.1177/1356336x15580633.

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13

Ward, Gavin, und Gerald Griggs. „Primary Physical Education“. European Physical Education Review 24, Nr. 4 (11.04.2017): 400–417. http://dx.doi.org/10.1177/1356336x16676451.

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Physical Education is widespread across the world, yet despite its cultural variation it remains remarkably similar. The ability of the subject to replicate its practices makes it a potential site for exploration from a memetic perspective. The purpose of this paper is to examine documentary evidence such as research papers, policy documents and inspection reports, and offer for consideration potential memes that are at work within the memeplex of UK, primary school Physical Education. Four proposals are offered as potential memes: ‘sport as techniques’; ‘anyone can teach it’; ‘busy, happy and good’; and ‘nowhere important’. It is concluded that the current environment in primary schooling within the UK, serves to strengthen the proposed four primary Physical Education memes by reaffirming current practices. Moving beyond these memes requires significant rethinking about what constitutes primary Physical Education.

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Carse, Nicola, Mike Jess und Jeanne Keay. „Primary physical education“. European Physical Education Review 24, Nr. 4 (12.04.2017): 487–502. http://dx.doi.org/10.1177/1356336x16688598.

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In recent years, primary physical education has received increased attention across a range of political, professional and academic contexts. Much of this attention has largely been due to a growing perception that formative physical education experiences have the potential to address many of the concerns regularly raised about children’s health and wellbeing, physical activity levels and sport participation. Consequently, there are now a number of stakeholders from a range of political, sporting, health, commercial and community groups with a vested interest in primary physical education, all with differing and sometimes contradictory views about its purpose. This paper suggests that the diverse interests of these stakeholders has led to a disconnect within primary physical education. Therefore, we propose that a shifting perspectives agenda is required. Accordingly, we highlight the need for key stakeholders within primary physical education to collectively work together and take a lead role in advocating a shared educational vision. To inform this shifting perspectives agenda we employ complexity thinking and draw on professional capital. We begin by offering a historical retrospective of the evolution of primary physical education. From this background, we use complexity principles to reflect on the current state of primary physical education before exploring how complexity thinking, and ideas from professional capital, can help frame the enactment of this shifting perspectives agenda. Finally, we suggest three key drivers to move the shifting perspectives agenda forwards: positive connections; the balance between key similarities and diversities; and self-organisation and recursive elaboration.

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15

Taylor, Philip, und Stanley Miller. „Primary education today“. Education 3-13 23, Nr. 1 (März 1995): 60–65. http://dx.doi.org/10.1080/03004279585200081.

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16

Mughal, Saima. „Primary sex education“. Five to Eleven 3, Nr. 7 (Dezember 2003): 6. http://dx.doi.org/10.12968/ftoe.2003.3.7.6b.

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17

James, Paul A., Judith A. Shipengrover, Jesse Crosson, B. Lauren Young, Joan B. Kernan, Caryl J. Heaton und David Holmes. „Primary Care Education“. Academic Medicine 77, Nr. 9 (September 2002): 922. http://dx.doi.org/10.1097/00001888-200209000-00025.

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18

Petkovska, Biljana, Dragana Koceva, Tatjana Ulanska und Snezana Savin Kirova. „Primary school education“. Procedia - Social and Behavioral Sciences 2, Nr. 2 (2010): 2366–70. http://dx.doi.org/10.1016/j.sbspro.2010.03.338.

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19

Walsh, Grant. „Aboriginal Primary Education“. Aboriginal Child at School 15, Nr. 2 (Mai 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.

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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.

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20

Cuninghame, Christopher. „Primary education project“. International Library Review 21, Nr. 1 (Januar 1989): 29–35. http://dx.doi.org/10.1016/0020-7837(89)90028-9.

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21

Islam, Sk Jahirul, und Ranjini Ghosh. „Attitude of Teachers towards Moral Education: A Perspective of Primary Level Education“. International Journal of Research Publication and Reviews 5, Nr. 3 (21.03.2024): 6585–90. http://dx.doi.org/10.55248/gengpi.5.0324.0876.

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22

Dijanošić, Branko. „Funkcionalna pismenost polaznika osnovnog obrazovanja odraslih od trećeg do šestog obrazovnog razdoblja“. Obrazovanje odraslih/Adult Education, Nr. 1 2013 (2013): 91–105. http://dx.doi.org/10.53617/issn2744-2047.2013.13.1.91.

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According to the statistical data, in year 2001 in Croatia 2,88% of inhabitants have not get any basic education and 16,76% have not finished the basic education (primary school). Above this we have to add that 47,06% of inhabitants have finished only secondary education. This is to conclude that inhabitants have very low level of the functional literacy. In this research functional literacy is tested according to the UNESCO standards. International Adult Literacy Survey was adopted for this purpose. Adults in Primary adult education from 5th till 8th grade were tested. According to the IALS, adults in primary education were tested in prose, documentary and numeracy literacy graded in levels from 1 (por literacy) to 5 (expert literacy). The tasks were taken from everyday life different charts, symbols, simple calculation, and text from ads, newspaper or instructions for different products. The results show that the functional literacy is at the level 1 or 2 that indicates very poor level of Literacy. These results are comparable with the results from other researches which show us that 70% of total population of the each state is functionally illiterate (Slovenia has conducted research in 1998 and the results for entire population were from 65-77% illiterate on level 1 or 2). However, we have to take into consideration that this research is preliminary one because of the fact that this test is used for the first time and that tested population is a part of the entire society with one similarity - all of them have not finished primary education.

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23

Ruzikulova, Nigora Sh. „USING THE DIDACTIC CAPABILITIES OF INTERACTIVE EDUCATIONAL RESOURCES TO IMPROVE THE PRIMARY EDUCATION SYSTEM“. American Journal of Interdisciplinary Innovations and Research 04, Nr. 11 (01.11.2022): 34–39. http://dx.doi.org/10.37547/tajiir/volume04issue11-06.

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The effectiveness of the digital learning process is determined by the educational resources used. The educational environment, which is implemented in the process of digital learning, and the unity of this process form an ecosystem of digital learning. The article discusses the issues of use of interactive educational resources in improving primary education system.

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24

Ceken, Ramazan. „Primary school teacher education students' misconception on waste“. International Journal of Academic Research 6, Nr. 3 (30.05.2014): 19–23. http://dx.doi.org/10.7813/2075-4124.2014/6-3/b.3.

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25

MAIER, Roxana, Ioana GOLU und Alina MARIAN. „EDUCATION FOR SANOGENOUS BEHAVIOURS IN PRIMARY SCHOOL CHILDREN“. SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, Nr. 2 (24.06.2016): 607–12. http://dx.doi.org/10.19062/2247-3173.2016.18.2.16.

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26

Avdiu, Eliza. „Effect of Group Learning with Primary Education Students“. Educational Process: International Journal 8, Nr. 4 (15.12.2019): 233–47. http://dx.doi.org/10.22521/edupij.2019.84.3.

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27

Askarova, Ugiloy, und Dildora Jabborova. „The Use Of Game Technologies In Primary Education“. American Journal of Social Science and Education Innovations 02, Nr. 08 (29.08.2020): 478–85. http://dx.doi.org/10.37547/tajssei/volume02issue08-77.

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28

Haynes, Joanna, Robin Alexander, John Willcocks, Kay Kinder und Nick Nelson. „Versions of Primary Education“. British Journal of Educational Studies 44, Nr. 3 (September 1996): 332. http://dx.doi.org/10.2307/3122463.

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29

Mannopovna, Jabborova Onaxon, und Ismoilova Dilafruz Muhiddinovna. „Optimization of primary education“. ACADEMICIA: An International Multidisciplinary Research Journal 10, Nr. 5 (2020): 1229. http://dx.doi.org/10.5958/2249-7137.2020.00331.6.

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30

Vaughan, Barbie. „Education for primary nursing“. Nursing Standard 4, Nr. 26 (27.03.1990): 21–24. http://dx.doi.org/10.7748/ns.4.26.21.s64.

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31

Sitta, Margaret Simwanza. „Towards universal primary education“. UN Chronicle 44, Nr. 4 (31.12.2007): 23–24. http://dx.doi.org/10.18356/f8478905-en.

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32

Kay, William K. „Rethinking Primary Religious Education“. Journal of Beliefs & Values 23, Nr. 2 (Oktober 2002): 203–16. http://dx.doi.org/10.1080/1361767022000023064.

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33

Devlin-Friend, Nuala. „Bereavement in primary education“. Bereavement Care 25, Nr. 2 (Juni 2006): 31–32. http://dx.doi.org/10.1080/02682620608657657.

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34

Enright, Gerard. „Computers in primary education“. Irish Educational Studies 7, Nr. 1 (Januar 1988): 134–48. http://dx.doi.org/10.1080/0332331880070113.

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35

Stekler, Joanne, Ann C. Collier, King K. Holmes und Matthew R. Golden. „Primary HIV Infection Education“. JAIDS Journal of Acquired Immune Deficiency Syndromes 42, Nr. 1 (Mai 2006): 123–26. http://dx.doi.org/10.1097/01.qai.0000218357.82970.67.

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36

Richard, Colin. „Innovation in Primary Education“. European Education 28, Nr. 3 (Oktober 1996): 20–26. http://dx.doi.org/10.2753/eue1056-4934280320.

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37

Dhasmana, Suruchi, und Shruti Gandhi. „Gamification of Primary Education“. International Journal of Arts Architecture & Design 2, Nr. 1 (31.01.2024): 31–51. http://dx.doi.org/10.62030/2024januaryarticle3.

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Young minds learn and explore through play. In an increasingly digitised world, ‘play’ has shifted its base to digital and virtual worlds, even for the youngest minds with basic cognitive skills. The relevance of sustainable education practices for early learners becomes paramount, especially in the wake of recent pandemic of COVID -19 which catapulted the education system into the digital domain. The paper elucidates the core problem of adapting traditional education systems to the digital era. Evolving definitions of sustainable education, learning, retention, educator and learner are fructified and shifting dynamics between them, through primary data from providers of gadgets or technology and secondary research on changes in child psychology due to prolonged exposure to digital and virtual worlds. The research takes into account the disparities prevalent in different regions of India and shares insights into the challenges and opportunities unique to this demographic with a specific focus on the rural-urban divide. The research delves into the significance and effectiveness of gamification in e-learning to bridge these gaps and enhance learning outcomes, offering a fresh perspective on sustainable education practices. However, cautions against the plausible negative impacts on child psychology from excessive screen time and gamification-induced addiction are discussed. Sustainable education can harness the power of gamification to engage and inspire young learners and there is a great scope for growth in this dynamic field while remaining vigilant of the negative repercussions. Ultimately, the paper provides a valuable framework for educators and policymakers navigating the ever-evolving landscape of digital education.

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38

Kagoda, Alice Merab, und Betty Akullu Ezati. „CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA“. Problems of Education in the 21st Century 52, Nr. 1 (20.03.2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.

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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

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39

Appleton, Simon, John Hoddinott und John Knight. „PRIMARY EDUCATION AS AN INPUT INTO POST-PRIMARY EDUCATION: A NEGLECTED BENEFIT†“. Oxford Bulletin of Economics and Statistics 58, Nr. 1 (01.05.2009): 211–19. http://dx.doi.org/10.1111/j.1468-0084.1996.mp58001010.x.

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40

Haque, M. N., S. Nasrin, M. N. Yesmin und M. H. A. Biswas. „Universal Pre-Primary Education: A Comparative Study“. American Journal of Educational Research 1, Nr. 1 (22.01.2013): 31–36. http://dx.doi.org/10.12691/education-1-1-7.

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41

Vũ Thu Hằng, Ngô. „Creative Thinking Education for Vietnamese Primary Students“. American Journal of Educational Research 11, Nr. 9 (28.07.2023): 539–44. http://dx.doi.org/10.12691/education-11-9-1.

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42

Jabborova, Onakhon Mannapovna. „Systems For The Development Of Primary Education In The Process Of Higher Pedagogical Education“. American Journal of Social Science and Education Innovations 03, Nr. 04 (30.04.2021): 449–53. http://dx.doi.org/10.37547/tajssei/volume03issue04-71.

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43

Provázková Stolinská, Dominika. „Education of Future Primary School Teachers at the Department of Primary and Pre-primary Education, Faculty of Education, Palacký University Olomouc“. Magistra Iadertina 15, Nr. 2 (25.05.2021): 9–18. http://dx.doi.org/10.15291/magistra.3376.

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The objective of the paper was to present the concept of undergraduate preparation of future primary school teachers at the Faculty of Education in Olomouc. This course has had a long tradition in Olomouc, and the current concept of the course is based on an overview of the system of primary education presented in this paper. In addition to this concept, the authors reflect on the needs of primary schools and try to implement these needs within the educational context. The concept of the course focuses not only on students’ theoretical knowledge but primarily on the application sphere. The paper is a partial outcome of the project Development of the concept of undergraduate training of primary school teachers with an emphasis on communication competences.

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Tavşancil, Ezel, und Seher Yalçin. „Attitudes of primary school prospective teachers towards art education“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 1 (19.02.2016): 667–74. http://dx.doi.org/10.18844/gjhss.v2i1.1009.

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45

Priya, L. Sathya, und Dr G. Singaravelu Dr. G. Singaravelu. „A Survey on Implementing Equitable Education at Primary Level“. International Journal of Scientific Research 3, Nr. 2 (01.06.2012): 124–25. http://dx.doi.org/10.15373/22778179/feb2014/39.

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46

Yigittir, Suleyman. „Human rights perceptions in paintings of primary education students“. International Journal of Academic Research 5, Nr. 5 (15.10.2013): 285–93. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.44.

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47

S, Tursunova, und Tashpolatova M.Kh. „REGARDING THE DEVELOPMENT OF LINGUISTIC COMPETENCES IN PRIMARY EDUCATION“. International Journal of Pedagogics 03, Nr. 04 (01.04.2023): 12–20. http://dx.doi.org/10.37547/ijp/volume03issue04-02.

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In this article, pedagogues, who are the foundation of continuous education, can independently use BKM in their daily activities in the process of education and upbringing of young people based on the new National Curriculum, and their practical activities in the formation of basic and linguistic competences in students. changes are explained.

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48

Aslan, Sevda. „Primary Education Class Guidance Programme on Primary Education Career Development in 3rd Grade“. Procedia - Social and Behavioral Sciences 46 (2012): 4798–802. http://dx.doi.org/10.1016/j.sbspro.2012.06.337.

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49

Tsakiridou, Helen, und Eleni Vavyla. „Probability Concepts in Primary School“. American Journal of Educational Research 3, Nr. 4 (11.04.2015): 535–40. http://dx.doi.org/10.12691/education-3-4-21.

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50

Leho, Azra. „Naknadno sticanje osnovnog obrazovanja u BiH“. Obrazovanje odraslih/Adult Education 12, Nr. 1 2012 (2012): 107–14. http://dx.doi.org/10.53617/isnn2744-2047.2012.12.1.107.

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''Subsequent acquisition of primary education'' is one of six operating lines of the project ''Support to Adult education'' which is organised by GIZ - Deutsche Gesellshaft für Internationale Zusammenarbeit GmbH (German society for international cooperation), with the financial support of Swiss Agency for Development and Cooperation (SDC). This activity is aimed at strengthening the competencies of teachers in the filed of adult education through vocational training and also to raise awareness of the need for subsequent acqusition of primary education in BiH. In the period from 2011-2016 GIZ implements the project in three pilot regions: Banja Luka, Zenica-Doboj Canton and Sarajevo region.

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