Relevant bibliographies by topics / General Certificate of Secondary Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'General Certificate of Secondary Education'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "General Certificate of Secondary Education"

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Joseph, Keith, and Nicholas Edwards. "General Certificate of Secondary Education: The National Criteria for Mathematics." Teaching Mathematics and its Applications 4, no. 1 (1985): 1–6. http://dx.doi.org/10.1093/teamat/4.1.1.

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Pharoah, P. O. D. "General Certificate of Secondary Education performance in very low birthweight infants." Archives of Disease in Childhood 88, no. 4 (April 1, 2003): 295–98. http://dx.doi.org/10.1136/adc.88.4.295.

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Griffin, Jacky. "Computer studies for the general certificate of secondary education: Teaching through applications." Computers & Education 12, no. 3 (January 1988): 443–51. http://dx.doi.org/10.1016/0360-1315(88)90040-1.

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Zeng, Desheng, Xiaodan Chen, Shuanglong Pang, Xue Jiang, Chunyang Chen, and Jun Nie. "Research on the reform of integrated talent cultivation of middle and high school undergraduate in the context of 1+X certificate." SHS Web of Conferences 178 (2023): 02003. http://dx.doi.org/10.1051/shsconf/202317802003.

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With the deepening of industrial transformation and upgrading and reform of vocational education, the demand of society for high-level vocational technicians has increased. Combining with the “20 articles of vocational education” and “1+X” certificate system pilot project, based on the existing system of secondary and higher vocational education in our college, we jointly carry out the reform of “integration of courses and certificates” with Guangdong University Of Science & Technology. According to the characteristics of the school’s majors, the vocational skill level certificate of “intelligent computing platform application development” was selected as a pilot reform, and the X certificate was fully utilized as the basic measure and standard for practitioners to measure their competence, so as to build an integrated talent training system of middle and high school, and to realize the organic connection between the curriculum systems of middle school, high school and undergraduate levels. This will help cultivate more excellent technical skills talents for the Guangdong-Hong Kong-Macao Greater Bay Area and is expected to provide a reference for building a perfect vocational education system.
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Łączek, Marcin. "Brytyjscy Polacy – polscy Brytyjczycy: osiągnięcia młodego pokolenia emigracyjnego w zakresie języka ojczystego na podstawie analizy egzaminu General Certificate of Secondary Education (Polish)." Neofilolog, no. 49/2 (December 15, 2017): 257–72. http://dx.doi.org/10.14746/n.2017.49.2.07.

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The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certificate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Education (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.
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MesfinAnteneh, Atalay. "Assessment of Content Validity in Ethiopian General Secondary Education Certificate of English Examinations." International Journal of Computer Applications 91, no. 5 (April 18, 2014): 26–37. http://dx.doi.org/10.5120/15879-4846.

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Moea, Kananelo Sylvester. "Curriculum Ideology of the Lesotho General Certificate of Secondary Education Literature in English." American Journal of Arts and Human Science 1, no. 4 (October 18, 2022): 1–9. http://dx.doi.org/10.54536/ajahs.v1i4.703.

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Lesotho’s education system has been and is, like countries’, undergoing a drastic curriculum metamorphosis. Nonetheless, there exists a lack of knowledge in teachers of the ideologies underpinning their subjects thus a problem arising in pedagogical practices. This study was set to analyse the curriculum of the Lesotho General Certificate of Secondary School Literature in English syllabus, identifying the dominant curriculum ideology (ies), ranging from the most dominant to the least in context to Lesotho education system. The results revealed that the most dominant ideology is the Learner- centred ideology, followed by the Scholar-Academic, then the Social- Efficiency and last, the Social Reconstruction ideology. The conclusion is that learning of this syllabus proves that a product of Literature in English will be someone who is creative, independent and equipped in high order critical thinking and analysis. Also, the findings reveal that study of Literature situates a learner, to a certain extent, as a member of society and also one who can function as a scholar in various disciplines. However, per the findings, there is a lot more to be done as far as Social Reconstruction is concerned. Learners seem to be catered for being individuals in their development instead of also balancing areas that will enhance ability to discern social concerns and even be in a position to alleviate them
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Hanley, Betty. "Gender in Secondary Music Education in British Columbia." British Journal of Music Education 15, no. 1 (March 1998): 51–69. http://dx.doi.org/10.1017/s0265051700003764.

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This study is a replication of Dr Lucy Green's (1993) research using responses to an open-ended questionnaire to interpret music teachers' perceptions about boys' and girls' achievements in music classes compared to their results on the General Certificate of Secondary Education examinations (GCSE) in music. Using a revised questionnaire, the British Columbia study examined secondary music teachers' perceptions of gender issues and compared them with Grade 12 Examination results. The impact of gender beliefs was most evident in composition, where the provincial grades contradict teachers' perceptions of success and where the possible impact of technology on girls has not yet been acknowledged.
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Ullah, Hazir, Raza Ullah, and Muhammad Shoaib. "A Cultural Transformation: Pakistani Girls Outperforming Boys in Education." Summer 2023 4, no. 3 (September 30, 2023): 173–83. http://dx.doi.org/10.55737/qjss.355122226.

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In this paper, we highlight and present a nuanced picture of girls’ outperformance and boys’ underperformance in education in the urban centres of Pakistan. This is a very interesting and remarkable gender reverse trend in education performance in the dominated socio-cultural context of Pakistan. The paper takes into account the annual results of two examination boards: a) Board of Intermediate and Secondary Education (BISE) Peshawar and b) Board of Intermediate and Secondary Education (BISE) Faisalabad, Pakistan. Employing content analysis techniques, we have examined young boys’ and girls’ educational performance in secondary school certificate (SSC) and higher secondary schools certificate (HSSC) examinations from 2002 to 2016. The paper takes into account the first three positions as an indicator of outperformance. The paper simply highlights the trend of structure transformation and does not inquire about reasons for boys’ underperformance and girls’ outperformance. The study findings suggest that girls are outperforming boys in the urban centres of Pakistan.
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Dyson, Anthony. "Style, Technique, Context: Art and Design History in the General Certificate of Secondary Education." Art Education 42, no. 1 (January 1989): 12. http://dx.doi.org/10.2307/3193183.

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Dissertations / Theses on the topic "General Certificate of Secondary Education"

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Peterson, J. L. "A case study evaluation of the implementation of the General Certificate of Secondary Education." Thesis, University of Sussex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385119.

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McMahon, Patrick J. "'The opportunity to study History' : curriculum politics and school pupils' subject choice in the General Certificate of Secondary Education." Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/2594/.

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This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should be developed and which teaching methodologies should be employed. These aspects were at times polarised when 'traditional' teaching seemed to be at odds with the 'new' Schools Council History Project, against a background of an evolving national examination system. With the compulsory inclusion of Citizenship within schools' curricula, the role and methodology of History are subject to further debate. The origins of the current situation, where school History is a non-compulsory subject in the compulsory state-maintained sector, is outlined with reference to issues and debates which led to comprehensive schools delivering History as an element of the National Curriculum as initially presented in the Education Reform Act (ERA) of 1988, which has since been subject to review and amendment. The study deals with the introduction, implementation and development of the ERA (1987 –2000) and focuses on the proposals for the subject of History, responses from teachers, administrators and Government as well as amendments proposed by the Dearing reviews leading towards Curriculum 2000. The background to the current GCSE examination scheme is reviewed along with the requirements for compulsory and non-compulsory subjects, and the rationales employed by individual schools when constructing ‘GCSE option choice schemes’. Factors that may affect pupils’ perceptions of History in their Y8 and Y9 are discussed. The sets of data collected reveal ways in which pupils may be influenced by (i) personal perceptions of interest, enjoyment, demands of work and usefulness in later life and (ii) externally-controlled issues such as socio-economic circumstances, access to Special Educational Needs (SEN) or language support, and the nature of the KS3 History curriculum they experience
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Fanion, Latanya L. "A mixed methods study on factors that influence recent high school dropouts to persist in adult secondary educational programs to pusue the general educational development certificate." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/316.

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Every day thousands of students make the decision to abandon the nation’s high schools for various reasons. Instead of staying in school and graduating with their high school diploma, these students opt for a life that is often inundated with personal, social, educational, and employment barriers, such as unemployment, incarceration, poverty, and a reliance on public assistance. After being out of school and experiencing these unwelcoming circumstances, many high school dropouts decide to give education a second chance. So, within years of leaving school, many high school dropouts enroll inadult education programs to pursue the General Educational Development certificate. Although thousands of students return to extend their education, the data show that some students persist, others continue through a cycle of “stopping out,” and many give up once again. Because of this occurrence and the reality that existing research examining this phenomenon is scarce, this study sought to disclose the specific variables that increased a student’s likelihood of persisting after returning to Adult Secondary Education programs to pursue the GED certificate. To adequately understand this phenomenon, a mixed-methods approach was utilized to determine which student-input, environmental, and institutional variables showed a relationship with persistence. To analyze the findings, the researcher referred to descriptive statistics, a frequency count, t-tests, qualitative coding, a Pearson r correlation, and analysis of observation data. The findings demonstrated that there was a high-positive relationship between persistence and self-efficacy, teacher-student relationships, the impact of family, teaching methods and pedagogy, and sense of belonging. Moreover, the qualitative data demonstrated that the convenience and flexibility of classes was also significant. Findings from the qualitative data also yielded additional variables that impacted persistence that were not in the researcher’s initial hypotheses. Implications, recommendations, and limitations were discussed in detail.
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Harris, Richard John. "An action research project to promote the teaching of culturally and ethnically diverse history on a secondary Postgraduate Certificate of Education history course." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/336242/.

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This study, an action research project to promote the teaching of culturally and ethnically diverse history with history trainee teachers on a secondary postgraduate certificate of education (PGCE) course, encompasses two complete action research cycles. The first of which was during the academic year 2007-2008 and the second in 2008-2009. It draws together research from the fields of diversity education, history education and trainee teacher development. Concerns about the ability of trainee teachers from white, monocultural backgrounds to embrace diversity in their classroom practice, not only within the United Kingdom but internationally, were identified during the reconnaissance stage of the action research cycle. Data collected from eight experienced teachers and a cohort of history trainees in 2006-2007 revealed a range of specific concerns and an action plan was created to infuse the history PGCE course to address these. Thus emphasis was placed on including culturally and ethnically diverse content to help trainee history teachers appreciate the values and purposes of the subject and the appropriateness of content to be taught. There was also an increased focus on subject knowledge development, pedagogy and awareness of the impact of the history curriculum on pupils from diverse backgrounds. Seven trainees agreed to participate and provide data during the course 2007-2008. Questionnaires and ‘scenario’ interviews were used to gather data at the start and end of the course. This enabled the development of a new framework, the ‘confidence continuum’, which revealed that most trainees moved from a position of naïve confidence to greater uncertainty between the start and end of the course. A second action research cycle was therefore carried out with a different cohort in 2008-2009. The intention was to see how far a more explicit focus on diversity could embed this element into the practice of trainee teachers. The data, gathered at three points in the year using questionnaires and interviews from six participating trainees, revealed that a more explicit focus on diversity issues helped more trainees move to a position of greater confidence. Overall, the findings from this study show that it is possible for trainee history teachers from a white monocultural background to embrace diversity in their work, although this varies by individual. This research identifies the concerns that trainee teachers face, but more importantly it offers a new way to conceptualise their levels of confidence, through the ‘confidence continuum’, and in so doing demonstrates the complex interplay between different areas of knowledge and confidence. Further, it provides a theoretical model to explain the tensions which need to be addressed during a PGCE course. Together the continuum and the ‘tensions’ model identify and explain why trainees adopt particular positions. The study suggests further gains could be possible if school history departments and school mentors were supported in developing their practice in relation to culturally and ethnically diverse history.
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Newton, Michael John. "GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy." University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.

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The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.
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Pereira, Liphie. "A critical realist exploration of the implementation of a new curriculum in Swaziland." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003365.

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This study offers an in-depth exploration of the conditions from which the implementation of a curriculum called the International General Certificate of Secondary Education (IGCSE), later localised into Swaziland General Certificate of Secondary Education (SGCSE), emerged and the constraining and enabling conditions for the implementation of the new I/SGCSE curriculum. It derives its theoretical foundation from Roy Bhaskar’s critical realism and Margaret Archer’s concept of analytical separability. The study therefore offers explanations about the curriculum change and its implementation that are based on how structural, cultural, and agential mechanisms operating at a deeper level of reality (the intransitive layer of reality or the domain of the real) and existing independently of what we see, know or believe of them (the transitive layer of reality or domains of the actual and empirical) interacted to condition the emergence of I/SGCSE and the way it is implemented. I conduct a critical discourse analysis of relevant literature, I/SGCSE documents and interview data in order to identify those mechanisms that were cultural and also those that were structural and agential. Bernstein’s concepts of classification and framing are used to analyse observation data in order to explore the influence of these mechanisms on the teaching practices of the teachers who took part in the study. Analysis of the data suggests that the change from General Certificate of Education Ordinary Level (GCE O-level) to I/SGCSE was conditioned by inconsistencies between the cultural and structural mechanisms of the Swazi context. Many of the cultural elements of the Swazi context such as the discourses of good citizens, of competitive advantage, and of quality education draw from global discourses which view relations between people from a postmodernist position and therefore support weakly classified and framed pedagogic practices. In contrast, the discourse of morality and many of the structural elements of the Swazi context, such as the pre2006 education system and the Tinkhundla government system, all view reality from a modernist position, therefore supporting strong relations of power and control. The cultural system therefore exerted more influence in conditioning the change from the strongly classified and framed GCE O-level curriculum to the weakly classified and framed I/SGCSE curriculum. Furthermore, the analysis of interview and observation data suggests that inconsistencies between the global discourses and the discourses and structures that teachers confront in their day-to-day lives, together with the decisions teachers made in response to structural constraints, created constraining conditions for the change from GCE O-level to I/SGCSE. The study adds to knowledge on curriculum change and implementation through insights into the enabling and constraining effects of mechanisms operating at a deeper level of reality on curriculum-change decisions and on the ability of teachers to implement curriculum changes. The focus on the deeper level of reality may therefore contribute towards emancipatory knowledge which could be used not only by the Ministry of Education and Training and teachers in Swaziland but also elsewhere to inform future planning, decision making, and practice in relation to curriculum change and implementation.
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Chetcuti, Deborah Anne. "The Physics Secondary Education Certificate examination : a Maltese case study." Thesis, Nottingham Trent University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266926.

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Hong, Chan Tsui-wah. "A critical study of the economics curriculum at certificate level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862722X.

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Athill, Cleon Pauline. "Caribbean Students' Experience of Readiness for the Secondary Education Certificate Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6967.

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While there is general agreement about its importance, the construct of educational readiness is nebulous with much debate about what constitutes readiness. Readiness has been found to be a multidimensional psychological construct from a psychometric perspective. However, there is a growing awareness that this psychometric focus is lopsided, and that readiness does not only reside in the child. Further, there is an accompanying appreciation that readiness research may need to focus more on the subjective experience of individuals within the context of their environment. This phenomenological study, using Bronfenbrenner's social-ecological model, explored how Antigua and Barbudan students experienced readiness as they prepared to take the 2017 Caribbean Secondary Education Certificate Exam (CSEC). In an interview, each of the 12 participants recounted their experience as they readied themselves for the CSEC. The data were analyzed through content and framework analysis. The results support findings in the literature that showed that readiness is a complex and iterative process. It is the result of the dynamic interplay of various inputs of a host of individuals functioning at different levels of the readiness system. These results can then provide a point of entry for both national dialogue and policy formulation culminating in the provision of comprehensive services to support students' readiness experiences. The ultimate hope is that readiness for the CSEC Exam will lead to actual success on the exams, which in turn will translate into improved life chances of Antigua and Barbudan students.
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Kitt, Bree Renae. "Literary Constructions of Victorian Certificate of Education (V.C.E.) English." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367884.

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For more than a century English has been taught in Australian schools, encompassing a range of traditions and practices lived and enacted in classroom communities. English subjects are continually evolving, moving toward a new world of infinite possibilities for human ingenuity. Teachers’ perspectives on their practices are embedded within this dynamic context, and within discourses about the traditions and responsibilities of the English subjects. In contemporary times, however, new demands are made on English and English teachers. With an increased emphasis on ‘communication’, including multimodal forms of text and literacy, the need for young people to be critically literate, and the challenges of twenty first century society and globalization mean that English is expected to fulfill diverse agendas and roles. As the only compulsory subject in most states in Australia, English occupies a significant role, catering to a wide range of students with diverse needs and abilities. The introduction of a revised final two-year English course in Victoria, V.C.E. English, in 2007-2008 brought questions about literature, the composition and purposes of English to the fore. Drawing on interviews with eight teachers of Victorian Certificate of Education (V.C.E.), the study set out to explore the place of Literature in contemporary English curriculum, and the complex values, beliefs and practices that influence teachers’ views.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Books on the topic "General Certificate of Secondary Education"

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Board, Northern Examinations and Assessment. General certificate of secondary education. Manchester: NEAB, 1997.

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Board, Northern Examinations and Assessment. General certificate of secondary education. [Manchester]: NEAB, 1994.

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Group, Southern Examining. General Certificate of Secondary Education. Guildford: the Group, 1998.

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Group, Southern Examining. General Certificate of Secondary Education. Guildford: the Group, 1997.

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Northern Examinations and Assessment Board. General Certificate of Secondary Education. [S.l.]: NEAB, 1996.

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Group, Southern Examining. General Certificate of Secondary Education. [s.l.]: Southern Examining Group, 1986.

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Board, Northern Examinations and Assessment. General Certificate of Secondary Education: Syllabuses. Manchester: the Board, 1997.

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Office, Great Britain Welsh, ed. General certificate of secondary education: A general introduction. London: H.M.S.O., 1985.

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Association, Northern Examining. General Certificate of Secondary Education examination syllabus. [s.l.]: NEA, 1989.

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Group, Midland Examining. General Certificate of Secondary Education: Examination syllabus. [U.K.]: Midland Examining Group, 1994.

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Book chapters on the topic "General Certificate of Secondary Education"

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Skagen, Kaare, and Eyvind Elstad. "Teacher Education in Norway." In Evaluating Education: Normative Systems and Institutional Practices, 175–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_6.

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AbstractThe public school system in Norway was strengthened in the nineteenth century. The teaching profession became a central vocation during the nation-building process. The need for teachers with adequate qualifications was met through short-term teacher seminaries. In the twentieth century, these seminaries were improved upon and renamed ‘teacher schools’. Teacher education has undergone frequent reforms in recent decades. In 1973, general three-year teacher education was introduced for primary and lower secondary teachers, existing alongside the teacher education programmes in the universities. Criticism of this three-year teacher education strengthened, and teacher education changed from a generalist education (with competence in many school subjects) to a specialist education (with competence in a few subjects). One further step was the introduction of more rigorous entry requirements for teacher education programmes for both the primary and the secondary level. Another step was a division of the former general teacher education programme into separate programmes for years 1–7 and 5–10. In 2017, these two programmes were converted into five-year master’s degree programmes that are completed with a master’s thesis. Universities train teachers for grades 8–13 through either a postgraduate certificate of education that takes one year to complete, or five-year master degree.
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Vongvichith, Sisouk, Chaleunsouk Sisouvong, and Richard Noonan. "General Secondary Education." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 87–110. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_4.

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Guiney, M. Martin. "Inventing and Defending the General Education of Literature." In Literature, Pedagogy, and Curriculum in Secondary Education, 89–120. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1_4.

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Guiney, M. Martin. "Conclusion: The Future of Literary Studies in General Education." In Literature, Pedagogy, and Curriculum in Secondary Education, 233–72. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1_8.

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Azim, Farhan. "An Analysis of the Secondary School Certificate Examination: The Case of Creative Questions." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 221–38. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0708-9_12.

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Kosaretsky, Sergey, Sergey Zair-Bek, Yuliya Kersha, and Roman Zvyagintsev. "General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned." In Primary and Secondary Education During Covid-19, 227–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_9.

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AbstractIn this chapter, we analyze nationwide measures taken in Russia to organize the education system during the pandemic. We show the opportunities and limitations for responses associated relative to the previous policy phase. Special attention is paid to the peculiarities of a system reaction to the situation of a pandemic in a federative country with heterogeneous regions. In contrast to several other countries that adopted a single national strategy, different scenarios were implemented in Russian regions. We investigate the factors that influenced the scenarios and management decisions at the national and regional levels of the country. We highlight differences in the nature and dynamics of measures taken to organize learning in the first (spring–summer 2020) and second (autumn–winter 2020) waves of the pandemic. We also analyze the subjective experience and wellbeing of students and teachers during a pandemic. As the empirical base, we use data from several large sociological studies conducted in the Russian Federation over the past six months on the issues of school closures, distance learning, and the “new normal.” This provides a new perspective for studying the increasing education gap between children with different socioeconomic status due to the pandemic.
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Holtmann, Anne Christine, Laura Menze, and Heike Solga. "Low-Achieving School-Leavers in Germany: Who Are They and Where Do They Go?" In Methodology of Educational Measurement and Assessment, 273–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_12.

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AbstractIn light of educational expansion in Germany, school-leavers with a lower secondary school certificate or less are at risk of being left behind. In this chapter, we first compare their parental resources, cognitive skills, and non-cognitive skills to those of school-leavers with an intermediate school certificate. Second, we investigate whether these low achievers can improve their educational attainment after school by either catching up on school certificates or entering vocational training. We analyse their transitions to vocational education using “With” hier streichen sequence analyses. Using data from the National Educational Panel Study (NEPS), we show that although low-achieving school-leavers are, on average, not as well-endowed with agentic and social resources as other groups, they are otherwise quite heterogeneous. Many have similar cognitive and non-cognitive skills to school-leavers with an intermediate school certificate who usually manage to enter vocational training. However, this potential often remains undiscovered, because considerable proportions of low achievers do not improve their school certificates and do not manage to enter vocational education—even several years after leaving school. We also show that transition patterns vary by school type, with students from special needs schools being especially disadvantaged compared to those from regular schools.
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Bellei, Cristián, Mariana Contreras, Tania Ponce, Isabel Yañez, Rocío Díaz, and Constanza Vielma. "The Fragility of the School-in-Pandemic in Chile." In Primary and Secondary Education During Covid-19, 79–103. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_3.

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AbstractThis chapter examines how Chilean education was affected by the COVID-19 pandemic in 2020. Like all school systems worldwide, Chilean education was strongly impacted, with schools closing for nearly the entire academic year, which necessitated an improvised “distance education.” This new system faced enormous difficulties, especially in rural sectors and for families that lacked sufficient resources in their homes, which in the case of Chile represent a significant portion of the population. Based on secondary sources and a study conducted by the authors, this chapter begins by describing the fundamental characteristics of Chilean education before continuing with an overview of the principal actions undertaken by public authorities to confront the pandemic in the educational sphere; we then present the (scant) information available on how the suspension of in-person classes affected different school actors and summarize the basic findings of our own study on this topic, whose focus is educational experiences at home. The chapter concludes with some reflections of a more general nature that seek to situate the educational debate triggered by the pandemic in a broader context, concerning the future evolution of the education system.
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Costa, Estela, Mónica Baptista, and Carolina Carvalho. "The Portuguese Educational Policy to Ensure Equity in Learning in Times of Crises." In Primary and Secondary Education During Covid-19, 203–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_8.

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AbstractThis study aims to analyze the Portuguese government policy pronouncements to face COVID-19 and to examine how the policy measures have been enacted and interpreted by teachers to ensure equity in learning. The study is rooted on a cognitive approach to public policy, and grounds on the notion of theréférentiel. A qualitative and interpretative methodology was used, based on the analysis of official and public documents prepared and made available during the confinement period (March to July 2020) on the Ministry of Education website. Also, interviews were conducted with 15 teachers from various Portuguese schools. Findings show that public authorities quickly responded using informative (e.g., websites to support schools, a TV program, YouTube channels) and communicational (e.g., Facebook, a platform for school principals, email to pose questions) tools. Moreover, the pandemic crisis put equity issues at the center of all concerns and led to the discussion around equity in education to become more pronounced. The differences between distance and in person learning have been made clear while vulnerable students were forced to stay at home, with little or no conditions to learn and without support for studying. We conclude that the general guiding principles behind the policy measures to combat the pandemic at the state and school level were based in a referential that incorporates the constitutional right of ‘school for all’, which is focused on schools’ educational role, while also assigning schools social and economic responsibilities.
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Katalenić, Ana, Aleksandra Čižmešija, and Željka Milin Šipuš. "Study of Asymptotes in Calculus in Mathematics Textbooks for General Upper Secondary Education in Croatia." In Trends in Mathematics, 303–18. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55939-6_24.

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Conference papers on the topic "General Certificate of Secondary Education"

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Ornelles, Cecily. "Supporting Students With Disabilities: Perspectives of Secondary, General Education Teachers." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584205.

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Abdullina, Lilya, Anastasia Ageeva, and Ekaterina Artamonova. "INFORMATION TECHNOLOGY IN FRENCH LANGUAGE TEACHING FOR GENERAL UPPER SECONDARY SCHOOL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1408.

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Kaiser, Maike. "How the general public develops perceptions of computer science." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265793.

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Hryshanava, Natallia. "Inclusive Practice In Institutions Of General Secondary Education: Problems And Prospects." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.49.

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Norrby, Markus, Niklas Palmberg, and Ray Pörn. "A Case Study on Programming in Finnish General Upper Secondary Education." In Koli 2022: 22nd Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3564721.3565959.

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Kazarbayeva, G. N., and L. R. Suleymanova. "LINGUOCULTUROLOGICAL COMPETENCE AND COMPETENCE IN THE SYSTEM OF GENERAL SECONDARY EDUCATION." In УСТОЙЧИВОЕ РАЗВИТИЕ ТЕРРИТОРИЙ: ТЕОРИЯ И ПРАКТИКА. г. Сибай: Сибайский институт (филиал) федерального государственного бюджетного образовательного учреждения высшего профессионального образования "Башкирский государственный университет", 2022. http://dx.doi.org/10.56363/9785604860908_56.

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Ojerinde, Dibu, and Taiwo O. Luwafemi Ajeigbe. "POST ASSESSMENT OF SENIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION MATHEMATICS TEST USING DICHOTOMOUS AND POLYTOMOUS STRATEGIES USING X-CALIBRE 4.2." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0876.

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Al-Rawi, Akram, Faouzi Bouslama, and Azzedine Lansari. "Preparing Undergraduate Students for IT Certification." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2963.

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Current demand for Information System (IS) graduates requires that they master specific technical skills needed by industry and government institutions. Revising the IS curriculum to keep it up to date while meeting demands of the Information Technology (IT) labor market continues to be a challenging task. In order to graduate students that are competitive, post-secondary educational institutions must adopt a new methodology where IT certification is an integral part of the IS curriculum. The IEEE and ACM recognize the importance of IT certification and provide its members with over 800 online courses that lead to various IT certificates. The selection of the appropriate IT certificate for integration into the IS curriculum is a complex task as it entails a thorough knowledge of the curriculum and the certificate objectives. The goal of this paper is to propose a selection of IT certificates which can be readily integrated into the IS curriculum. Three potential certification tracks for the purpose of this study are identified: Networking, Programming, and IT hardware and software. A list of vendors and non-vendors IT certificates and their exam requirements is developed, and the IS courses which can lead to the listed IT certificates are identified. This identification is based on matching specific course objectives with the IT certificate and the timeline needed for the certificate completion. The selection of the IT certificates for each track is optimized to facilitate both student learning and the completion of the certificate. Integrating IT certification in computing curricula makes IS programs more attractive to students. Moreover, the acquisition of IT certification is a valued asset for graduates seeking employment or advancement in the computing field.
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Strödter, Claudia. "Data modeling and database systems as part of general education in CSE." In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481481.

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Gusarova, L. V. "Wages In Institutions Of Secondary General Education Of Russia: Identification Of Factor." In 18th International Scientific Conference “Problems of Enterprise Development: Theory and Practice”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.10.

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Reports on the topic "General Certificate of Secondary Education"

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Vakaliuk, Tetiana A., Dmytro S. Antoniuk, and Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.
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Contrera, M. Ignacia, Suzanne Duryea, and Claudia Martínez. Research Insights: How Did the COVID-19 Pandemic Affect the Transition to Post-Secondary Education for Students with Disabilities? Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005050.

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In Chile, students with disabilities experienced greater difficulties in accessing well-established post-secondary institutions during the pandemic than did their peers without disabilities. For students with disabilities, the pandemic disproportionally reduced the probability of taking the general admission test for tertiary education and the probability of enrolling in a high-quality institution. This increased inequality in tertiary education. These results are consistent with students with disabilities not receiving the support they needed in their last year of secondary school due to the pandemic. Difficulties might include limited availability of reasonable accommodations for taking the general admission test, or other related barriers.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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De Lucena, Thiago, Sammara Soares, Juliana Camargo, André Portela Souza, Amanda Arabage, and Lycia Lima. Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, June 2015. http://dx.doi.org/10.18235/0006998.

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The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocational education and training in Brazil. This has been characterized by an increasing flow of resources from the government to vocational education and training and a substantial increase in the number of enrollments. Particularly from 2011 onwards, with the launch of the PRONATEC program as one of the main flagship initiatives of President Dilma Roussef's government, VET has gained even more visibility.The coverage of vocational education and training in Brazil is low, but it has an increasing trend. When compared to general education courses over time, the path is clear: VET education is gaining momentum, attracting more students that would otherwise follow a purely general track. Enrollment in VET courses still represents a small portion of total secondary education in Brazil but it has notably increased over the past years. The Federal government's spending on vocational education has risen from 0.04% of GDP in 2007 to around 0.2% of GDP in 2013. As a result, in 2007, 9% of total students enrolled in general secondary education were also enrolled in a VET program whereas in 2013, this number reached 17%. Regarding VET provision, although private institutions still enroll less students than public ones, their importance is far from negligible. Such institutions play an important role in VET in Brazil, with special attention to the so-called S System, which is privately managed but receive public funds through taxes over firms' payrolls. The S System is responsible for the provision of approximately 43% of professional and technical education in Brazil. Alongside of undeniable advancements pertaining to the recent surge of VET in Brazil, there are also several challenges. The challenges related to VET students and providers in Brazil are multidimensional and stretch over the entire student experience from a student's entry in a VET program, passing through school retention until the transition of students to the labor market. Among the main challenges pertaining VET in Brazil are the mismatch between supply and demand of professional skills, school evasion and lack of transparency by the government and VET providers.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Zelenina, I. G., L. A. Demchuk, A. E. Oreshkina, and M. I. Solodkova. A model of the formation of psychological and pedagogical classes in the MAOU «ML No. 148 of Chelyabinsk" based on the integration of the basic educational program of secondary general education and the basic vocational training program "Counselor». OFERNIO, January 2023. http://dx.doi.org/10.12731/ofernio.2023.25096.

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Kompaniets, Alla, Hanna Chemerys, and Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.
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Sokolyuk, O. M., N. P. Dement, O. P. Pinchuk, and O. V. Slobodyanyk. Features of the use of computer simulations in the school physics course. NAES of Ukraine, 2019. http://dx.doi.org/10.33407/lib.naes.717235.

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The article is devoted to the problem of increasing the methodological level of teaching subjects of the natural mathematical cycle, in particular physics, in institutions of general secondary education. It is noted that the formation of basic competencies in the natural sciences and technologies is possible through the active use of computer-oriented technical means in the educational process. Working with computer models in physics lessons creates the conditions for the realization of cognitive activity of students, positively affects the formation of both the motivational and the substantive-process component of the subject competence of students.
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Rosas-Shady, David, and Pablo Ibarrarán. Impact Evaluation of the Job Training Component (PROCAJOVEN) of the Assistance Program for the Building of a Training and Employment System in Panama (PN0125). Inter-American Development Bank, July 2006. http://dx.doi.org/10.18235/0008769.

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The purpose of this report is to assess whether the job training program PROCAJOVEN has had positive impacts, i.e. to determine if it has increased the employability of its participants, and to determine whether the program has a positive payoff. The main objective of PROCAJOVEN is to "improve prospects for jobless youths and disadvantaged groups" in Panama. To achieve this goal the program has two modalities. The first modality, called insertion modality, provides short-term training for the low-income unemployed youths 18-29 years old. The second modality, called transition modality, focuses in the transition for the first-time job seekers with complete secondary education. The program has a significant effect on employment rates and labor earnings for women especially for those living in Panama City. Within modalities, the general effects are similar.
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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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