Journal articles on the topic 'Education, Secondary Victoria Curricula'
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (December 4, 2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.
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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.
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Eilam, Efrat, Veerendra Prasad, and Helen Widdop Quinton. "Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum." Sustainability 12, no. 2 (January 13, 2020): 591. http://dx.doi.org/10.3390/su12020591.
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Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.
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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.
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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.
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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.
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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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Teese, Richard. "Mass Secondary Education and Curriculum Access: a forty‐year perspective on mathematics outcomes in Victoria." Oxford Review of Education 20, no. 1 (January 1994): 93–110. http://dx.doi.org/10.1080/0305498940200106.
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.
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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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Thomas, Ian. "Australian Tertiary Environmental Courses: A Status Report." Australian Journal of Environmental Education 9 (1993): 135–45. http://dx.doi.org/10.1017/s0814062600003232.
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During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in schools and tertiary institutions. (Victorian Government, 1987, p.89)Similarly, the Australian Government's Ecologically Sustainable Development process (ESD) has proposed the incorporation of ESD, in tertiary curricular (Ecologically Sustainable Development Steering Committee, 1992).Linke (1979) has described the development of environmental education curricula during the 1970s whereby consideration of aspects of the environment became more common. Most activity was noted to be in primary and secondary sectors, however, at tertiary level a range of subjects focussing on the environment were apparent, as were several courses which were specifically designed to provide training in environmental understanding.
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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.
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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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NISHIMURA, Yuri, and Isozaki TETSUO. "Feature of Science Education at Lower Secondary School in Victoria, Australia: through analyzing curriculum and classes." Journal of Research in Science Education 52, no. 2 (November 1, 2011): 85–93. http://dx.doi.org/10.11639/sjst.52.2.85.
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Blackmore, Jill. "Curriculum, assessment and certification: Contested reforms in Victorian secondary education 1930–60." Melbourne Studies in Education 32, no. 1 (January 1991): 11–34. http://dx.doi.org/10.1080/17508489109556237.
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Thomas, Roger. "Upper‐secondary Education in Victoria, Australia." Compare: A Journal of Comparative and International Education 16, no. 1 (January 1986): 81–90. http://dx.doi.org/10.1080/0305792860160105.
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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (March 5, 2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.
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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.
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Margo, Robsan. "Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula." Journal of Teacher Education for Sustainability 16, no. 1 (June 1, 2014): 54–75. http://dx.doi.org/10.2478/jtes-2014-0003.
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Abstract The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general national secondary teacher education curricula framework and three other specific secondary teacher education curricula were analysed based on Banksí (1993, 2001, 2006) four approaches to the integration of ethnic and multicultural contents into teacher education curricula. The study exhibited an increasing ambition to address issues of multicultural education into the Ethiopian general national secondary teacher education curricula framework. Nevertheless, elements of multi-ethnic and multicultural education are, to a great extent, missing in the specific secondary teacher education curricula. Implications which are assumed to improve fair representation of the ethnic and cultural diversity of the Ethiopian peoples into the entire secondary teacher education curricula are presented in the article.`
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Kamens, David H., John W. Meyer, and Aaron Benavot. "Worldwide Patterns in Academic Secondary Education Curricula." Comparative Education Review 40, no. 2 (May 1996): 116–38. http://dx.doi.org/10.1086/447368.
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Barak, Belma, and Görkem Avcı. "Comparative Analysis of Turkey and Germany (Bavaria) Secondary Education Curricula in Terms of Education for Sustainable Development." Discourse and Communication for Sustainable Education 13, no. 2 (November 15, 2022): 108–32. http://dx.doi.org/10.2478/dcse-2022-0022.
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Abstract Education for Sustainable Development (ESD) is a teaching and learning approach that is based on the principles that underpin sustainability and applies to all levels of education. However, there is a scarcity of research on the integration of curricula with ESD. In this study, secondary school curricula in Germany (Bavaria) (geography, nature and technology) and secondary school curricula in Turkey (social studies, sciences) were compared in terms of learning outcomes and learning areas to the principles of sustainable development (social-environmental-economic). Attempts have been made to shed light on how ESD is reflected in the curricula of Turkey and Germany, as well as how the approach of ESD directs the education curricula. According to the findings of the study, the learning outcomes and learning areas of the curricula of Turkey and Germany are related to the principles of sustainable development, and learning outcomes related to SD dimensions are given more place in the upper grades. Turkey’s social studies curriculum is more related to SD’s social dimension principles; the science curriculum is more related to SD’s environmental dimension principles; and Germany’s geography, nature and technology curricula are more related to SD’s environmental dimension principles. The number of learning outcomes related to the economic dimension principles of SD in both countries’ curricula has been determined to be very low. Especially in Germany’s curricula, unlike Turkey’s curricula, it has been determined that students offer solutions to existing environmental-social-economic problems for sustainability in the context of problem-solving skills and learning outcomes that include case study activities are included.
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Lafrarchi, Naïma. "Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools." Religions 11, no. 3 (March 2, 2020): 110. http://dx.doi.org/10.3390/rel11030110.
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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.
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Mulder, Jean. "Establishing Linguistics in Secondary Education in Victoria, Australia." Language and Linguistics Compass 1, no. 3 (April 30, 2007): 133–54. http://dx.doi.org/10.1111/j.1749-818x.2007.00010.x.
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Al Tawarah, Haroon Mohammad. "The Reality of Secondary Education in Jordan from the Perspective of Secondary School Principals." International Education Studies 12, no. 2 (January 30, 2019): 19. http://dx.doi.org/10.5539/ies.v12n2p19.
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The study aims at assessing the reality of secondary education in Jordan from the high school principals’ perspective, in addition to figuring out the impact of the gender differences on the results. To answer the study questions; the researcher selected the study sample using the stratified random method. The sample consisted of 73 headmaster and headmistress of secondary school from the southern governorates of Jordan (Ma’an, Al Shoubak, Petra, Southern Badia, and Aqaba) for the academic year 2017/2018. The researcher developed a questionnaire consisted of (35) paragraphs, divided into five fields: (building and equipment, students, teaching staff, curricula and educational supervision) and for the combined fields as well. The results of the study revealed the following: (1) Principals’ assessment of the two fields of building and equipment, and students, and for the fields combined was high (2) Principals’ assessment of teaching staff, curricula, and educational supervision was medium (3) Principals’ assessment of the questionnaire was not affected by the gender.
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Goldfine, Bernard D., and Markus V. Nahas. "Incorporating Health-Fitness Concepts in Secondary Physical Education Curricula." Journal of School Health 63, no. 3 (March 1993): 142–46. http://dx.doi.org/10.1111/j.1746-1561.1993.tb06103.x.
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Kitchen, Margaret. "Is Asia represented in New Zealand secondary school curricula?" Curriculum Matters 5 (June 1, 2009): 60–76. http://dx.doi.org/10.18296/cm.0108.
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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.
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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.
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Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (August 12, 2019): 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.
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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.
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Feeney, Carmel, and G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school." Australasian Journal of Special Education 21, no. 1 (January 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.
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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.
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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.
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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.
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Alani, R. A. "Secondary education in transition in Nigeria: The question of quality." Journal of Educational Management 3 (November 1, 2000): 99–109. http://dx.doi.org/10.47963/jem.v3i.380.
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The paper traced the history of the development of secondary education in Nigeria since its inception in J859. The paper noted the emphasis on traditional art and science subjects in the past and the innovations that have been brought into the secondary school curricula by the National Policy 011 Education published in 1977, but revised in J981 and J998. The problems of implementing the curricula were briefly mentioned. The paper finally highlighted steps that could be taken to improve the quality of secondary education, such as provision of physical and material resources, adequate financing of education, teacher training and development, improvement of the conditions of service for teachers and supervision of instruction, among others.
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Salienė, Vilija. "Language as a Socio-Cultural Phenomenon in the Native Language Teaching System of Basic and Secondary Schools." Pedagogika 109, no. 1 (March 26, 2013): 105–9. http://dx.doi.org/10.15823/p.2013.1839.
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The 2010–2014 strategy of schools that implement Lithuanian language general education programmes lists the key objectives and tasks of Lithuanian studies teaching and education as well as criteria for evaluating the results of implementation. It is stated in the strategy that when pupils perceive and create the Lithuanian language as their own, they strengthen their identity, self-esteem and dignity. The Lithuanian language curricula in secondary schools should therefore reflect the key provisions of the Lithuanian language education strategy.
It is stated in the secondary education programme that in addition to general knowledge and skills in various academic subjects, secondary school should encourage socio-cultural literacy.
Language learning in general education schools is one of the main fields of general education. Sociocultural literacy is understood in the programme as the development of social maturity, formation of national and civil identity, preparation for living in a multicultural world, development of tolerance towards cultural diversity, and development of trust in one’s own national culture.
When the purpose of the Lithuanian language as an academic subject in basic schools is discussed, it is stated that one of its main tasks is to learn about the language as part of national culture, understand cultural traditions, and develop these traditions in a creative manner.
The objective of the present article is to study what requirements for the analysis of language as a socio-cultural phenomenon are raised in the general curricula of basic and secondary schools and how the requirements raised correspond to the Lithuanian language teaching strategy in general education schools. To achieve this objective, the following tasks were set: 1) to discuss the topic of language as a socio-cultural phenomenon within the framework of the general Lithuanian language curricula in terms of content; 2) to analyse how curricula requirements and school textbooks reflect the provisions of the Lithuanian language curricula and Lithuanian language teaching strategy.
The object of the research covers the general Lithuanian language curricula in secondary and basic schools, textbooks, and the Lithuanian language teaching strategy.
The methods of the research include analysis of professional and methodological literature and analytical description methods.
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ŞENGÜL, Sare, Ezgi MANCOĞLU KAPLAN, Yavuz ATABAY, Nuran TUTKUN, and Birgül YILDIZ. "INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS." IEDSR Association 6, no. 16 (November 15, 2021): 113–34. http://dx.doi.org/10.46872/pj.412.
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With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.
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Naz, Farah, Ijaz Ahmed Tatlah, and Khalid Abida. "The Implementation of Curricula at Secondary Level: Role of Head Teacher." International Journal of Learning: Annual Review 17, no. 12 (2011): 81–88. http://dx.doi.org/10.18848/1447-9494/cgp/v17i12/47394.
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Kanmaz, Ahmet. "A study on interdisciplinary teaching practices: Primary and secondary education curricula." African Educational Research Journal 10, no. 2 (June 24, 2022): 200–210. http://dx.doi.org/10.30918/aerj.102.22.032.
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This study addresses the views of teachers about the benefits of interdisciplinary teaching practices in primary and secondary school education curricula, the level of the use of interdisciplinary approach and the place of interdisciplinary approach in the curriculum. The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum. Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.
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Vesterinen, Veli-Matti, Maija Aksela, and Markku R. Sundberg. "Nature of Chemistry in the National Frame Curricula for Upper Secondary Education in Finland, Norway and Sweden." Nordic Studies in Science Education 5, no. 2 (June 29, 2012): 200–212. http://dx.doi.org/10.5617/nordina.351.
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The aim of this study was to discover how current chemistry syllabi in the frame curricula for upper secondary education in three Nordic countries (Finland, Norway, and Sweden) take into account topics related to the nature of chemistry. By qualitative content analysis, the statements related to the nature of chemistry were divided into categories. Conclusions and implications for improving the frame curricula under study were made by comparing results with research into the nature of science. Chemistry syllabi from the Nordic frame curricula analyzed take into account the aims related to the nature of chemistry in a very similar manner. The ideas that should be made more explicit in all of the analyzed curricula are: i) the limits of the chemical models and theories, ii) the relationship between chemistry and other natural sciences, iii) the importance of creativity in chemical research, iv) the concepts of evidence in science texts, v) the social nature of chemical research, and vi) chemistry as a technological practice.
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Pezza, Paul E. "Cancer Curricula for Secondary Schools: Making the Right Choice." International Journal of Health Services 28, no. 3 (July 1998): 593–602. http://dx.doi.org/10.2190/1426-yyul-bptn-cth9.
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The American Cancer Society has produced and distributed for use in secondary schools a curriculum package entitled Right Choices. This article considers the development, testing, and marketing of the new cancer education program. Of particular interest is the selection of the theoretical perspective, evaluation methodology, and marketing strategy employed in its production, given the direction in which the field of health education is moving and the political context in which the curriculum has emerged. The author concludes that in selecting cancer prevention curricula for the schools, making the right choice may not be as simple as adopting what is available from the American Cancer Society. The case of Right Choices also serves to illuminate concerns about the American Cancer Society raised by others and bolsters the call for an examination of the organization's role in an effort to control cancer.
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Al-Radaideh, Bassam, Raed Al-Share, and Asem Obidat. "Re-conceptualizing the Jordanian Art Education Curricula: Suggested Entries for Teaching Discipline-Based Art Education Theory." Asian Culture and History 11, no. 2 (April 6, 2019): 26. http://dx.doi.org/10.5539/ach.v11n2p26.
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The curricula of art education in the elementary and secondary schools of Jordan is limited to teaching technical skills for making art, and students did not receive tangibleeducation about history of art, aesthetic, and critical aspects of art. This study identified the theory of Discipline-Based Art Education (DBAE) and its significance in teaching art, and it provided suggestions for teaching history of art, criticism, aesthetic and artistic production. Furthermore, the study justified the possibility of implementing the DBAE approach in Jordan art education curricula. The research revealed that DBAE theory improved and elevated art education to a new level because the four disciplinary content area played a significant role in the development of essential knowledge and skills in the art such as developing the creativity, appreciation, understanding and learning about the role and function of art in human civilization. The study recommends to include the components of DBAE to art education instruction in Jordanian curricula.
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Roofe, Carmel, and Therese Ferguson. "Technical and Vocational Education and Training Curricula at the Lower Secondary Level in Jamaica: A Preliminary Exploration of Education for Sustainable Development Content." Discourse and Communication for Sustainable Education 9, no. 2 (December 1, 2018): 93–110. http://dx.doi.org/10.2478/dcse-2018-0017.
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Abstract Education for Sustainable Development (ESD) is critical for Caribbean countries such as Jamaica as the country grapples with various sustainability issues. The integration of ESD into formal and non-formal education therefore becomes a necessary undertaking. At the formal level, reorienting curricula at all levels is important and advocated for in various international documents such as Agenda 21 and by agencies such as the United Nations Educational, Scientific and Cultural Organization. With this in mind, this study utilised a qualitative content analysis approach to undertake a preliminary exploration of ESD content in TVET curricula at the lower secondary level (grades 7-9) in Jamaica. Analysis of three of the subjects as taught in the TVET area of Resource and Technology revealed that though ESD issues, perspectives and skills are integrated into various components of the curriculum, many of the ESD issues, perspectives and skills the research sought to identify were not evident in the curricula. Additionally, based on the analysis, it was felt that the curriculum lacks alignment among the components (objectives, content, learning experience, assessment, teaching strategies) that reflected ESD content, and that there is need for integration of more such content in the curricula to ensure that TVET and ESD yield the relevant benefits.
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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.
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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.
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Sonbul, Zeynep Funda, and Raşit Çelik. "The place of death in elementary and secondary school curricula in Turkey." International Journal of Educational Research 117 (2023): 102106. http://dx.doi.org/10.1016/j.ijer.2022.102106.
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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.
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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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Zejnilagić-Hajrić, Meliha, and Ines Nuić. "Chemistry Education in Bosnia and Herzegovina." Center for Educational Policy Studies Journal 10, no. 1 (March 20, 2020): 83–101. http://dx.doi.org/10.26529/cepsj.715.
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In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzegovina is mainly conducted at the University of Sarajevo. It deals with (1) the problems of experimental work in chemistry teaching, resulting in more than 60 experiments optimised for primary and secondary school, (2) integrating the knowledge of chemistry, physics and physical chemistry for university students, with regard to students’ difficulties observed during university courses and potential solutions, and (3) the effectiveness of web-based learning material in primary school chemistry for the integration of macroscopic and submicroscopic levels. For the purpose of this paper, official documents for primary, secondary and higher education have been used.
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Samsonova, E. V., Y. A. Bystrova, A. Yu Shemanov, and E. N. Kutepova. "Tutor Competencies in Inclusive Education: Specifics of Professional Training Curricula." Psychological-Educational Studies 14, no. 2 (2022): 84–99. http://dx.doi.org/10.17759/psyedu.2022140206.
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The article provides a comparative analysis of the features of readiness and ability for tutor support as components of professional competencies of students of higher and secondary vocational education, as well as working tutors. The sample of this study is represented by 159 respondents – 67 working tutors, 33 undergraduates in the direction of higher education "Psychological and pedagogical education", 59 respondents, of which 28 undergraduates of higher education (direction "Social work") and 31 students of secondary vocational education (specialty "Social work"). The study was carried out using the scales developed by us to assess professional competencies for tutor support in the context of inclusive education. The answers to the questionnaire were collected remotely using the "Anketolog" system and processed statistically using the SPSS Statistics 18.0 program. In all groups of respondents, the revealed statistically significant correlations between the scales corresponded to the connections of similar scales used in international studies. It is shown that students of the social direction are more ready to implement tutor functions related to the actualization of the subject position of students, and students of the psychological and pedagogical orientation of the programs are more familiar with the knowledge, methods of work that ensure the creation of special conditions for education for the child as an object of psychological pedagogical support. It is concluded that when preparing graduates of secondary vocational and higher education, it is necessary to balance the development by graduates of competencies aimed at mastering the methods and techniques of creating special educational conditions for students with disabilities, and competencies associated with methods and techniques that support their active, involved participation in the process of education, the harmonious combination of which makes up the specifics of tutor support in the context of inclusion.
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PETRYSHYNA, OLGA, LESIA HAPON, and MARIANA YAHNYCH. "EXPLICATION OF THE COMPETENCY-BASED APPROACH IN MODEL SYLLABI “THE UKRAINIAN LANGUAGE. GRADES 5–6” FOR SECONDARY EDUCATION INSTITUTIONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 73–81. http://dx.doi.org/10.25128/2415-3605.22.2.9.
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The study deals with the competence approach as the basis for the educational reform of the New Ukrainian School, in part, analyzes regulatory, legal and scientific approaches to comprehension of competency-based learning. The implementation of the competence approach is examined on the example of model curricula “Ukrainian language. Grades 5-6” for general secondary education institutions on the basis of which philology teachers devise their working curricula of the discipline “Ukrainian Language”, bilingual or integrated courses. Comparative analysis of model curricula declares their correspondence to the State Standard of Basic Secondary Education and the implementation of the competence direction of the language and literary scope of education. It is pointed out that the key parts of the curricula contain result, content and activity components. The advantages of each of the analyzed curricula are described. It is proved that the competence direction of programs is realized through the effectiveness and activity components. The expected learning outcomes demonstrate the level of language proficiency and cross-cutting competence skills. More to the point, the types of educational activities proposed in the programs make it possible to utilize theoretical language knowledge to explicate the phenomena of reality and solve life problems. In both programs, the applied nature of language education is strengthened, its reorientation to the activity dimension is expressed. The authors include working in groups, executing projects, processing information from print and digital sources, critically understanding it and using it for communication. Its adaptability to the practical needs of philology teachers has been expressed. It is justified that model curricula are a tool for introducing the fundamental ideas of the competence approach in daily educational practice.
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Stanford, Ronnie L. "Some Design Considerations for Masters Degree Curricula in Elementary and Secondary Education." Action in Teacher Education 23, no. 2 (July 2001): 1–8. http://dx.doi.org/10.1080/01626620.2001.10463058.
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Mróz, Anna, Iwona Ocetkiewicz, and Katarzyna Walotek-Ściańska. "Environmental Protection in School Curricula: Polish Context." Sustainability 10, no. 12 (December 3, 2018): 4558. http://dx.doi.org/10.3390/su10124558.
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Properly planned and effectively implemented education provides an opportunity to change human behavior, which in turn may lead to an improved quality of life worldwide, including by means of realizing a cleaner environment. This article presents the results of research on the integration of environmental protection issues into curricula by Polish teachers. It was assumed that the environmental protection issues included the challenges related to the sustainable management of natural resources. The sample consisted of 337 teachers of general subjects who were employed in schools in the Małopolska region (southern Poland) and working with students in lower-secondary (13–16 years old) and upper-secondary (16–20 years old) schools. The results of the research show that many teachers know how to integrate environmental protection issues into their curricula. However, there are still many teachers who ignore key issues in the education of sustainable development in their teaching process.
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Deb, Sibnath, Esben Strodl, and Jiandong Sun. "Academic-related stress among private secondary school students in India." Asian Education and Development Studies 3, no. 2 (May 6, 2014): 118–34. http://dx.doi.org/10.1108/aeds-02-2013-0007.
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Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.
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Ivanova, Verka, and Velin Petrov. "Bulgarian Language Curricula in School Education – Current State and Prospects." Bulgarski Ezik i Literatura-Bulgarian Language and Literature 64, no. 5 (October 22, 2022): 490–504. http://dx.doi.org/10.53656/bel2022-5-4vv.
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The article analyzes the current Bulgarian language curricula in primary and secondary education. A number of problems are pointed out both in the curricula and in the overall process of teaching Bulgarian from the 1st to the 12th grade. Consequently, measures which could significantly improve the quality of the educational process are proposed. The level of the Bulgarian language education at school and in higher education has a leading role in raising the authority of the Bulgarian language, in making the native Bulgarian speakers literate and in preserving the national and the cultural identity of the Bulgarians in the globalizing world.
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Nothacker, Jens, and Zsolt Lavicza. "Digital Didactic Objectives of Primary, Secondary, and Higher Education Curricula in the 21st Century Executable with a Single-board Computer." Open Education Studies 2, no. 1 (December 31, 2020): 344–59. http://dx.doi.org/10.1515/edu-2020-0135.
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AbstractThis paper deals with the didactic objectives and content from the latest curricula of the different types of schools (schools, colleges, universities) in the D-A-CH regions. The aim of this paper is to provide an overview of the didactic goals of current and future curricula for primary, secondary, and high school, which are feasible with a single board computer. For this purpose, the curricula are analysed according to digital terms and methods of information technology with a qualitative deductive meta-analysis and assigned to different categories. The results are presented in different diagrams for evaluation, from which the results can be interpreted. The results include a list of digital didactic goals, structured according to school type, competencies, and feasibility, which can be implemented with a single-board computer. All in all, it was found that an inexpensive single-board computer is quite sufficient for the acquisition and implementation of the digital goals and skills to be taught in the curricula. Furthermore, it was found out how the changes in the curricula have established themselves in the different regions with a time lag and which competencies are taught at the individual school levels. The paper concludes with a recommendation for further studies.
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Lo *, Joe Tin‐Yau. "The junior secondary history curricula in Hong Kong and Shanghai: a comparative study." Comparative Education 40, no. 3 (August 2004): 343–61. http://dx.doi.org/10.1080/0305006042000274836.
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