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Journal articles on the topic 'Provincial schools'
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1
Alcalá Ibáñez, María Lourdes. "La inspección de enseñanza primaria y la consolidación del sistema escolar en la provincia de Teruel (1849-1900)." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 323. http://dx.doi.org/10.14516/ete.2016.003.002.014.
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The Inspectorate of Education in Spain was created in 1849. During the second half of the nineteenth century, the supervision of schools was for the first time in the hands of professional officials that used uniform education criteria for all schools. As delegates of the government, these helped to consolidate the school system, which, after the enactment of the Public Education Act of 1857, was gradually but very significantly implemented throughout the nation. The article describes the operation of the first provincial inspectors in Teruel, a rural province in the interior of Spain, which had high rates of illiteracy and serious problems with school attendance, teacher remuneration, and lack of schools, especially for girls. This article describes the work of the provincial inspectors, who, through their association with the Provincial Board of Education, managed to improve all aspects related to the working and living conditions of teachers: state exams, pay, classification for promotion or regulation of promotions, transfers and substitutions. It also studies the inspection visits to schools, and their contribution to both the improvement in school organization and the teaching methodology used by teachers in one-room schools.
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Avalos, Beatrice. "School effectiveness and provincial high schools in Papua New Guinea." International Journal of Educational Development 9, no. 3 (January 1989): 214–15. http://dx.doi.org/10.1016/0738-0593(89)90052-7.
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Vidmar, Tadej. "The Development and the Demise of Protestant Provincial Schools in Inner Austria." Vestnik of Saint Petersburg University. History 65, no. 4 (2020): 1147–61. http://dx.doi.org/10.21638/11701/spbu02.2020.408.
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This paper analyzes and clarifies motivations and reasons for a short but intensive development of the secondary level of schooling followed by a sudden end, especially of the so-called Provincial schools, in three Inner Austrian lands (Carniola, Styria and Carinthia) in the 16th century. The situation regarding the organization of schooling in the 16th century was incomparable with the situation in the states headed by the Protestant rulers. Nevertheless, a type of Protestant gymnasium emerged here, which was called Provincial school (Landschaftsschule) and which also required some prior elementary knowledge for enrollment. For each of the three lands — Carniola, Carinthia and Styria — the establishment of the Provincial School was the first actual opportunity for the foundation of a central institution providing not only elementary knowledge, but also higher levels of education partly comparable to the curricula of the faculties of arts. Unfortunately, at the end of the 16th century, the development of the Provincial Schools was forcibly stopped. The article is based upon a thorough analysis and comparison of the relevant primary and secondary sources (in Latin, Slovene, German and English). The results show that all three school underwent similar phases of development and the same sudden termination, despite different inner circumstances, material foundations and time frame. In any case, the three Provincial Schools played an important part in the development of humanistic education on the territory of modern Republic of Slovenia and the Republic of Austria.
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Halmatov, Medera. "Assessment of Psychological Readiness Situation of Students Starting to Primary School." International Education Studies 11, no. 5 (April 27, 2018): 85. http://dx.doi.org/10.5539/ies.v11n5p85.
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There are important responsibilities expected from primary school students. The most important of these are the learning of reading, writing and arithmetic. There is a “psychological readiness” aspect besides reading, writing and arithmetic in order to be ready for the school. In this study, among the first-grade students, those who were academically ready were compared with those who were psychologically ready. In this research, screening model is used from quantitative research methods. Screening surveys allow the answers of questions such as “what, where, when, how often, at what level, how” (Wellington, 2006). The population of the research was composed of the children who started to the first class of primary schools in the provincial center of Ankara and the provincial center of Agri in the 2016-2017 academic year. The sample group of the study consisted of 327 students. 80 girls and 75 male students out of 322 students are chosen from the schools in the provincial center of Ankara, and 87 girls and 80 boys are chosen from the schools in provincial center of Agri. While the number of literate students at the basic level is 95 before the school starts, only 46 students are able to link shoe laces. While a total of 255 students knew all the main colors before the school started, only 31 students knew their home address. In addition, 90 students were found to have problems complied with the school rules. 39 students are shy in the classroom.
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Прокопенко, Л. Л. "Katerinoslav provincial zemstvo and development of medical education of the province in the early twentieth century." Public administration aspects 7, no. 11 (December 12, 2019): 49–58. http://dx.doi.org/10.15421/151955.
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The article considers the role of Katerinoslav provincial and county zemstvos in the development ofmedical education of the province in the early twentieth century. It is emphasized that in the conditions ofreforming local self-government, the analysis of the experience of the zemstvos activity, in particular theactivities of the Katerynoslav provincial zemstvo in the training of medical staff, the improvement of themedical service of the population of the Katerynoslav province is of great importance. Thus, the role of theprovincial zemstvo in the organization of the activities of the provincial zemstvo felcher school, its financialsupport and the role of the provincial congresses of the zemstvo doctors and representatives of the zemstvoinstitutions in the improvement of medical education in the country are highlighted. The contribution of theprovincial zemstvo Medical School to the training of medical staff of secondary qualification in the regionis considered. The new Charter of the school, approved by the Ministry of Internal Affairs on October 10,1907, is analyzed, in particular, the purpose of the school establishment, its management system is described,the content of the school curricula according to the "Normal Statute of Zemstvo Feldsher School" 1897 isconsidered, changes in the requirements for educational qualification of graduates are revealed. Particularattention is paid to the analysis of the dynamics of training of felchers in school at the beginning of thetwentieth century, the activity of the zemstvo on organization of training for women as medical workersis shown. Significant attention is paid to the role of the provincial zemstvo in the creation of the systemof training of lower medical staff - schools of nursing and servants at the provincial zemstvo hospitalsand similar special schools at county zemstvo hospitals, as well as the system of advanced training offeldshers of the province in the form of so-called "repetition courses." The contribution to the developmentof medical education in Katerynoslav region of private medical schools is also described.
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Kresnadi, Hery. "Science Learning Achievement Assessed from Emotional Intelligence of Students in Elementary School." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 3 (October 9, 2019): 74. http://dx.doi.org/10.26418/jp2d.v2i3.84.
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The purpose of this study is to describe the relationship between Emotional Intelligence and natural science learning achievement of fifth-grade students in elementary schools. The method used is descriptive qualitative. Data collection was carried out using a questionnaire to get a picture of how the emotional intelligence of fifth-grade elementary school students located in the Provincial City, Regency City, District City and remote areas, how the learning achievement of fifth-grade elementary school students in the even semester of 2019 located in the provincial city, Regency Cities, Sub-district Cities, and Remote Areas, how are the links between Emotional Intelligence and Natural Science learning achievements of Grade V students of Elementary Schools in the even semester of 2019 located in Provincial Cities, Regency Cities, District Cities, and Remote Areas. Obtained a picture there is a link between emotional intelligence with science learning achievement of fifth-grade elementary school students in the even semester of 2019 which is located in the Provincial City, Regency City, District City and Remote Areas which is stated through the results of data analysis that shows the contribution of emotional intelligence to students’ learning outcomes.
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Teyssier, Ronan. "The Organizational and Electoral Determinants of the Provincial Funding of Private Education in Canada: A Quantile Regression Analysis." Canadian Journal of Political Science 44, no. 4 (December 2011): 829–57. http://dx.doi.org/10.1017/s0008423911000771.
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Abstract.Several Canadian provinces partially fund private education through statistical formulas. This article draws on various studies in the area of political economy in order to link provincial educational grants to factors not explicitly comprised in the formulas. More specifically, organizational and electoral variables are expected to have an impact on the amount of provincial grants received by private school authorities. Quantile regression analysis shows that Catholic and Protestant private schools are somewhat favoured by the existing system of grants. Likewise, membership in the main provincial interest group and electoral competition are beneficial to private school authorities.Résumé.Plusieurs provinces canadiennes financent partiellement l'éducation privée. Le montant de ce financement est déterminé au moyen d'une formule statistique. Cet article se base sur divers travaux d'économie politique afin de relier les subventions publiques allouées à l'éducation privée à des facteurs non inclus dans les formules. Plus précisément, nous nous attendons à observer un impact significatif de variables organisationnelles et électorales. L'analyse de régression quantile montre que les écoles privées catholiques et protestantes de même que les écoles privées membres de l'association provinciale de représentation des intérêts sont avantagées du point de vue de la subvention et que la compétitivité électorale est positivement et significativement liée au montant de subventions reçues par les autorités scolaires privées.
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Traub, Ross E., and Leslie D. McLean. "A Survey of University Policy Makers' Preferences and Expectations for Provincial Examinations." Canadian Journal of Higher Education 15, no. 3 (December 31, 1985): 9–21. http://dx.doi.org/10.47678/cjhe.v15i3.182973.
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A survey was conducted of persons responsible for making undergraduate admission policies at Ontario universities to ascertain their preferences and expectations for provincial examinations. Fifty-eight individuals, at least two from each university, responded to a series of questions by telephone interview or questionnaire. Strong support was expressed for the reintroduction of provincial examinations for mathematics and first language (English or français) courses in the final year of the secondary school program. Most respondents rejected the use of scores on province-wide examinations for rating secondary schools and adjusting school marks. Instead, they expressed a preference for having applicants report both teacher-assigned course marks and provincial examination scores.
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Nunn, Jill. "Provincial Art Schools in the Republic of Ireland." Circa, no. 24 (1985): 12. http://dx.doi.org/10.2307/25557295.
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Miguez, Daniel Pedro, and Andres Hernandez. "LOS SENTIDOS DE LA DEMOCRACIA Y LA PARTICIPACIÓN. UN ESTUDIO DE CASO SOBRE LA TOMA DE ESCUELAS EN CÓRDOBA DURANTE 2010 / The Meanings of Democracy and Participation. A case study on school take overs in Cordoba during 2010." Revista del Museo de Antropología 9, no. 1 (June 22, 2016): 95. http://dx.doi.org/10.31048/1852.4826.v9.n1.11830.
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<p>En los meses finales de 2010 grupos de estudiantes de nivel medio de la provincia de Córdoba ocuparon sus establecimientos. Demandaban mejoras edilicias en escuelas que y también reclamaban mayor participación en la elaboración de una reforma educativa promovida por el Poder Ejecutivo provincial. En este artículo indagamos en base a un estudio de caso sobre los sentidos que diversos grupos le asignaron a la participación y la democracia en el contexto de las ocupaciones y los efectos que estos diversos sentidos tuvieron en la configuración sectorial del conflicto en un establecimiento de nivel medio de la provincia. Si bien los resultados del estudio de caso no pueden generalizarse, al menos permite formular hipótesis sobre la forma en que se estarían transformando los vínculos inter-generacionales y las formas de participación en la escuela media.</p><p><br /><strong>Abstract</strong></p><p><br />During the final months of 2010, high school students took over their establishments in the province of Córdoba. They demanded improvement in school infrastructure and more participation in the elaboration of a provincial educational reform promoted by the provincial executive power. Based on a case study, this paper investigates the meanings that various groups assigned to participation and democracy in the context of the school take overs and the effects they had in the configuration of internal conflicts within occupied schools. While the results of the case study cannot be generalized, it does provide basis to formulate hypothesis about the way in which intergenerational relationships and participation are currently changing in secondary education.</p>
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Dwyer, John J. M., Kenneth R. Allison, Karen N. LeMoine, Edward M. Adlaf, Jack Goodman, Guy E. J. Faulkner, and Daria C. Lysy. "A Provincial Study of Opportunities for School-based Physical Activity in Secondary Schools." Journal of Adolescent Health 39, no. 1 (July 2006): 80–86. http://dx.doi.org/10.1016/j.jadohealth.2005.10.004.
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Aizatullova, Alsu Shamilievna. "Public authorities’ role in public education organization in the Simbirsk province in the second half of the 19th century." Samara Journal of Science 6, no. 2 (June 1, 2017): 144–49. http://dx.doi.org/10.17816/snv201762211.
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This paper examines public authorities role in public education organization in the Simbirsk province in the second half of 19th - beginning of the 20th century. The state structures, the Russian Orthodox Church and other confessions managed the state-religious education in the country. The author examines the role of public authorities in the organization of state-religious education of people. The Ministry of National Education and the Holy Synod were responsible for it on the state scale. In the provinces this work was coordinated by the guardianship of the school districts, directorate of education and provincial and district councils. In secular educational institutions educational work was organized by the directorate of public schools, who controlled the educational work of school teachers and effective forms and methods use. The main responsibility of the national education directorates was joint Russian-Tatar schools opening, Russian classes opening in Islamic schools and compulsory Russian language study in Tatar schools. An important goal was to tighten control over the school activities. There was Orthodox missionary fraternity. These organizations were responsible for the same questions. Provincial directorates of national education had to coordinate all state-religious activities done by teachers, religious priests and missionaries. Thus, the system of the state-religious education management was complex, diverse; its parts copied each other, so it led to its activity efficiency decrease.
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Nunik, Retno H., and Yuwanto. "Regional Autonomy Dynamics in The Reformation Era: Transitioning the Authority of Environment Policies in Central Java Province." E3S Web of Conferences 73 (2018): 09001. http://dx.doi.org/10.1051/e3sconf/20187309001.
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Based on Law 23 of 2014 on Regional Government, there is a change in the distribution of affairs in the management of education. Secondary education (SMA / SMK) previously administered by regency / municipality government based on the law is the authority of its management to switch to provincial government. This article will discuss how the process of execution of transfer of authority of secondary education from regency / municipality government to Central Java Provincial Government. Using qualitative research, this article will provide a critical analytical understanding of the transition process or the delegation of secondary education authorities in the areas of Asset, Human Resources (HR) and Finance from the Regency / City government to the Provincial Government in Central Java. The research findings show that the delegation of authority at the level of the Provincial Government actually makes the model of government farther away from idealism to provide services closer to the community. Because the implementation of this policy impact on local government policy, which has been eliminating education for 12 years, ie from elementary school to high school. As a result of the transfer of management function to the province, now the free education policy for SMA and SMK had to stop as well as happened in Kudus, Sukoharjo, Karanganyar. The community hopes the Central Java Provincial Government still holds a commitment to free education, both for public and private schools for high school / vocational high school level. In addition, there is hope from the community for the Provincial Government to implement a commitment not to withdraw fees, levies or donations after the transfer of education authority to the Central Java provincial government.
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Ririhena, Ribka Lemy, and Zainuddin Notanubun. "Organizational Development and Change Along with the Reinventing in Education." JURNAL PENDIDIKAN PROFESI GURU INDONESIA (JPPGI) 1, no. 1 (February 8, 2021): 21–27. http://dx.doi.org/10.30598/jppgivol1issue1page21-27.
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The purpose of organizational development, especially educational organizations, is the formation of an educational organization in the provincial and district/city governments, so that education units at all types and levels are open and generate trust for educators and their communities. Organizational open and generate trust for educators and their communities. Organizational development interventions tend to emphasize the application of collaborative or interpersonal and group strategies in inter-organizational actions in a coordinative or vertical manner, in accordance with the spirit of reinvention. In restructuring educational organizations or reinventing education to increase the activities and programs of the Provincial, Regency and City Education Offices in carrying out routine activities, they must be changed, no longer using a bureaucratic approach with a participatory approach. The paradigm of education officials must be changed, so that in accordance with the spirit of the implementation of school-based management in schools. By giving a large role to schools in the spirit of change, the school has a high creativity to compete in improving the quality and quality of education in the school
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Gravett, Sarah, and Coert Loock. "Towards a governance and management model for teaching schools in South Africa." South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 18. http://dx.doi.org/10.4102/sajce.v4i3.237.
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This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible models for governance of teaching schools. The article recommends two models that fit the mandate of teaching schools as envisioned in the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011–2025: 1) a model that provides for teaching schools as a school type at national (not provincial) level, and 2) the independent school model
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Tee, J., F. Lebatie, K. Till, and B. Jones. "Injury incidence and characteristics in South African school first team rugby: A case study." South African Journal of Sports Medicine 29, no. 1 (October 24, 2017): 1–7. http://dx.doi.org/10.17159/2078-516x/2017/v29i1a2931.
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Background: Despite its apparent popularity, participation in the sport of rugby union is accompanied by a significant risk of injury. Concerned parties have recently questioned whether this risk is acceptable within school populations. This is difficult to assess within the South African schools’ population as no recent longitudinal injury studies exist.Objectives: To determine the training habits, rugby-related exposure and injury risk within a population of South African high school first team rugby players.Methods: Training and match exposure in both school and provincial competition were examined and the resultant injuries were longitudinally observed for the duration of a South African high school rugby season.Results: Match (79, 95%CI 52-105 injuries/1 000 h) and training (7, 95%CI 3-11 injuries /1000h) injury incidences were demonstrated to be greater than previously reported incidences in similar populations in England and Ireland. Weeks where players were exposed to both school and provincial competition (34, 95%CI 19-49 injuries /1 000 h) had significantly (p<0.05) greater injury incidences than during school competition alone (19, 95%CI 12-26 injuries /1 000 h).Conclusion: The injury risk demonstrated was greater than expected and represents reasons for concern. Possible reasons for the high injury incidence recorded may be the frequency of games played within the season, and the overlap of school and provincial competitions. It should be noted that these results were taken from one school over one season and might not be representative of the incidence of school rugby injuries overall. However, this research demonstrates the need for a multischool longitudinal study within South African schools rugby to determine the overall risk.
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Colorado, Cara, and Melanie D. Janzen. "A Critical Discourse Analysis of School-Based Behavioural Policies: Reconceptualizing Understandings of Responses to Student (Mis)Behaviours." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 64–78. http://dx.doi.org/10.7202/1075673ar.
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Students who have been labeled as having “behaviour problems” in the school system have some of the worst academic and social outcomes of any student group. In most Canadian provinces, responses to students who misbehave are legislated through Safe Schools policies intended to guide districts and individual schools in responding to student misbehaviour. In this research project, we conducted a critical discourse analysis of Manitoba’s Safe and Caring Schools documentation in order to analyze the ways in which provincial policies construct school-based responses to behaviours. Based on our analysis, recommendations for policy-makers to better support studentsinclude revising policies to reflect reconceptualized views of children, non-deficit understandings of behaviour, and ethical responses to student behaviour.
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Sweet, Robert. "A Profile of Private Vocational Training Schools." Canadian Journal of Higher Education 23, no. 3 (December 31, 1993): 36–63. http://dx.doi.org/10.47678/cjhe.v23i3.183171.
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This paper outlines the salient features of private vocational training schools in four major regions of Canada. Schools are further described in terms of their operating principles and practices, the range of training programs offered and, finally, the regulatory and governance structures of federal and provincial governments and of the industry itself. This profile outlines the market-oriented nature of the proprietary school industry and is presented with reference to the community college and institute system where, to a limited degree, similar entrepreneurial features are found. On the basis of this comparison, some observations are made as to the potential contribution of proprietary schools toward current government efforts at improving training provision in Canada.
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Doherty, Jo-Anne A., and A. Gordon Jessamine. "STD Training in Canadian Medical Schools." Canadian Journal of Infectious Diseases 3, no. 3 (1992): 118–21. http://dx.doi.org/10.1155/1992/419108.
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OBJECTIVE: The emergence of the acquired immune deficiency syndrome in 1981 and the consequent publicity surrounding sexual behaviour has increased the likelihood that patients will seek medical advice. Sexually transmitted disease (STD) teaching and postgraduate medical programs in Canadian schools of medicine have not been adequately documented. Accordingly, the Laboratory Centre for Disease Control. Department of National Health and Welfare, sought to determine the magnitude and scope of STD training in these schools. DESIGN: A four page questionnaire sought information on preclinical, clinical and residency training in terms of the number of classroom and laboratory hours of instruction, the subspecialty responsible for providing the training, and the clinical ‘hands on’ experience of the teachers: each respondent was also asked to assess the quality and scope of instruction provided at his/her medical school. SETTING/PARTICIPANTS: The questionnaire was mailed to the Dean of each of the 16 schools of medicine in Canada: it was requested that the questionnaire be forwarded to and completed by the person responsible for STD training at the university. RESULTS: Thirteen schools (81%) completed the questionnaire. Each school indicated that some STD instruction was provided at the undergraduate level: the mean number of hours of classroom instruction was 6.1. Physicians with STD clinical ‘hands on’ experience were responsible for teaching in 12 schools. Infectious disease residents spent 4 to 80 h on STDs, while those from other residency programs where STD was not an elective spent 2 to 8 h. Each medical school was asked to provide an evaluation of its program. Only three respondents considered their STD training program adequate. The majority of schools responded that infectious disease residents received sufficient training but the training offered medical students and residents in other programs was less than adequate. The quality of teaching was considered ‘excellent’ in three schools, ‘good’ in nine, and ‘poorly co-ordinated’ in one. CONCLUSIONS: There is no simple solution to ensure that every physician in Canada receives sufficient clinical training in STDs. Collaborative and cooperative efforts by federal, provincial and local governments, professional societies, licensing bodies, medical schools, residency programs, STD clinical directors and provincial and territorial directors of STD control, should be encouraged.
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Febrianty, Febrianty, Hendra Hadiwijaya, and D. Tri Octafian. "E-Schools Development In Filial Schools As A Solution To Improve Teaching And Learning Activities And The Effectiveness Of School Administration." JPI (Jurnal Pendidikan Indonesia) 9, no. 3 (September 4, 2020): 468. http://dx.doi.org/10.23887/jpi-undiksha.v9i3.24276.
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Lembaga Pembinaan Khusus Anak (LPKA) Class I Palembang is a pilot LPKA throughout Indonesia that has successfully implemented distance learning / filial schools with the same standards as the main schools (technical learning management schools) in collaboration with the Palembang City Education Office, Palembang City Government and Provincial Government of South Sumatra. LPKA Class I Palembang organizes formal education (filial schools) starting from elementary, middle, and high school levels. The purpose of this study is to build an e-school system as an alternative in overcoming problems in the teaching and learning process and academic administration of schools. The system development method used in this study is the Rapid Application Development (RAD) method, with the following stages: Requirements Planning, RAD Workshop Design, and Implementation. The results of this study are children's e-school systems so that it becomes a solution for LPKA Class I Palembang in implementing learning and improving the quality of children's learning.
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Arwildayanto, Arwildayanto Arwildayanto. "Assessing The Contribution of The People’s Education Program (Prodira) Policy Toward Senior High School Education Performance in Gorontalo Province." JKAP (Jurnal Kebijakan dan Administrasi Publik) 22, no. 1 (July 24, 2018): 20. http://dx.doi.org/10.22146/jkap.29976.
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The purpose of the study is to assess the effectiveness of people’s education program (PRODIRA).The study used a mixed research methods approach with concurrently embedded, combinationmodel of the qualitative and quantitative methods. The data were collected using interview,documentation and observation techniques from respondents who included headmasters, teachers,exchequers, students’ parents and school committee members in senior high schools, vocationaland Islamic senior high schools (SMA/SMK/MA) in Gorontalo Province. The results indicated thatthe implementation of PRODIRA program by the Provincial Government of Gorontalo has beeneffective in enhancing quality of performance of Senior High School Education (SLTA ) in GorontaloProvince as reflected in the increase of knowledge index, increased availability of SMA/SMK/MAinstitutions, percentage of schools that are categorized as being in good condition and a declinein school dropout rates.
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Ilham, Refani, Yulianto Yulianto, and Rahayu Sulistyowati. "Implementasi Kebijakan Pemerintah Daerah Tentang Bantuan Operasional Sekolah Daerah (BOSDA) Bagi Siswa yang Kurang Mampu Studi pada SMA Negeri 16 Bandar Lampung." Administrativa: Jurnal Birokrasi, Kebijakan dan Pelayanan Publik 3, no. 2 (May 3, 2021): 137–49. http://dx.doi.org/10.23960/administrativa.v3i2.74.
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BOSDA is a program of lampung provincial government in the form of direct funding to the Secondary Education Unit both public and private in the city of Bandar Lampung where the amount of grants received in schools is calculated based on the number of students unable to each school and the unit cost (Unit Cost) assistance. According to Lampung Governor Regulation Number 29 Year 2017 concerning Technical Guidelines for Operational Assistance of Lampung Provincial Schools in 2017. Schools that received Bosda Assistance in Lampung Province are Bandar Lampung City, West Lampung Regency, North Lampung Regency and Way Kanan Regency. Researchers want to find out the implementation of BOSDA policy in SMA Negeri 16 Bandar Lampung, because in the pre-survey stage there is some disagreement between the residence and the income of parents of BOSDA recipient students. The purpose of this research is to find out the implementation of BOSDA policy and to know the factors that hinder BOSDA in SMA Negeri 16 Bandar Lampung. The research method used is descriptive qualitative with data collection techniques derived from observation, documentation and based on the results of in-depth interviews. The results of this study were described using Charles O. jones toeri namely 1). The organization has an organizational structure issued in accordance with the Decree of the Provincial Education Office ranging from supervisors, persons in charge, chief executives, secretaries, treasurers and survey teams, 2) Inteprertasi the school conducts socialization of the implementation of BOSDA with the announcement and dissemination of information to the community directly, so that the implementation and implementation of BOSDA can be heard by the community directly, 3) Application that the implementation of BOSDA in accordance with technical guidelines and verify prospective BOSDA students with home surveys , facilities owned, parental work, ownership of KIP cards, as well as information from neighbors around the house, BOSDA funds expenditure is also issued according to the RKS submitted to the Provincial Education Office. Bosda implementation is in response by students is very good but needs to be added again quota while the inhibition factor is the disbursement of funds at the end of the semester makes the school have to find loan funds to finance students BOSDA
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Graham-DeMello, Anna, Joshua Yusuf, Margaret Kay-Arora, Camille L. Hancock Friesen, and Sara F. L. Kirk. "Understanding the Environment for Health-Promoting Schools Policies in Nova Scotia: A Comprehensive Scan at the Provincial and Regional School Level." International Journal of Environmental Research and Public Health 18, no. 7 (March 25, 2021): 3411. http://dx.doi.org/10.3390/ijerph18073411.
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The World Health Organization has identified the school community as a key setting for health promotion efforts, laying out its priorities in the Health-Promoting Schools (HPS) framework. This framework offers a comprehensive approach that has been adopted in countries around the globe, with defining characteristics focused around the school curriculum and environment. Nova Scotia (NS) adopted the HPS framework at a provincial level in 2005, but it has been variably implemented. We aimed to identify, categorize, and broadly describe the environment for HPS policies in NS. Four iterative steps were employed: (1) a scan of government and regional school websites to identify publicly available policies; (2) consultations with provincial departments with respect to policy relevance and scope; (3) cross-comparison of policies by two reviewers; (4) compilation of policies into an online database. Seventy policies at the provincial level and 509 policies across eight public school regions were identified. Policies focusing on a ‘safe school environment’ were most common; those addressing mental health and well-being, physical activity, nutrition and healthy eating, and substance use were among those least commonly identified. This scan provides a comprehensive overview of HPS-relevant policies in NS, along with relative proportions and growth over time. Our findings suggest areas of policy action and inaction that may help or hinder the implementation of HPS principles and values.
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Holmes, Shawna. "Food procurement in English-language Canadian public schools: Opportunities and challenges." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 6, no. 1 (January 12, 2019): 75–99. http://dx.doi.org/10.15353/cfs-rcea.v6i1.265.
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This paper examines the changes to procurement for school food environments in Canada as a response to changes to nutrition regulations at the provincial level. Interviews with those working in school food environments across Canada revealed how changes to the nutrition requirements of foods and beverages sold in schools presented opportunities to not only improve the nutrient content of the items made available in school food environments, but also to include local producers and/or school gardens in procuring for the school food environment. At the same time, some schools struggle to procure nutritionally compliant foods due to increased costs associated with transporting produce to rural, remote, or northern communities as well as logistic difficulties like spoilage. Although the nutrition regulations have facilitated improvements to food environments in some schools, others require more support to improve the overall nutritional quality of the foods and beverages available to students at school.
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Barış, Ali Erkan, and Gülsün Atanur Baskan. "Adaptation of internal audit system to supervisory system in the provincial directorate of national education and a model proposal." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (January 4, 2020): 103–46. http://dx.doi.org/10.14527/pegegog.2020.005.
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The aim of this research is to provide a supervision model for provincial directorates of national education in accordance with contemporary audit approaches. The study is designed as a mixed research method. The participants of the study include 4082 people; 3576 teachers, 452 administrators (10 provincial/district national education directors and assistant directors, 11 branch managers, 431 school principals and assistant principals) and 10 education supervisors working in public schools and institutions in Nevşehir in 2017 and 44 education supervisors working in the ministry of education. Data collection tools were developed by the researcher. The quantitative data were collected by the Adoption and Applicability Scale of the Internal Audit System (AASIAS). Qualitative data were collected through semi-structured interview form. Results of the study showed that the participants adopted the internal audit system to a great extent and found it applicable in provincial directorates of national education. In addition, the opinions of the participants were integrated into the internal audit system and a supervision model was developed for the purpose, structure and process dimensions of provincial directorates of national education.
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Godin, Katelyn M., Ashok Chaurasia, David Hammond, and Scott T. Leatherdale. "Examining associations between school food environment characteristics and sugar-sweetened beverage consumption among Canadian secondary-school students in the COMPASS study." Public Health Nutrition 22, no. 11 (May 21, 2018): 1928–40. http://dx.doi.org/10.1017/s1368980018001246.
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AbstractObjectiveTo examine associations between Canadian adolescents’ sugar-sweetened beverage (SSB) consumption and several school food environment characteristics, and to investigate differences in these characteristics between schools in provinces with voluntary (Alberta) v. mandatory (Ontario) provincial school nutrition policies.DesignWe used a questionnaire to assess the number of weekdays participants consumed three SSB categories (soft drinks, sweetened coffees/teas, energy drinks) and various sociodemographic and behavioural characteristics. We examined the in-school water fountain accessibility, vending machines’ contents and presence of various food outlets within schools’ 1 km buffer. We developed hierarchical Poisson regression models to identify associations between student- and school-level characteristics and students’ SSB outcomes.SettingAlberta and Ontario, Canada.SubjectsAdolescents (n 41 829) from eighty-nine secondary schools.ResultsCompared with their Ontarian counterparts, Albertan participants had a significantly higher rate of SSB intake across all drink categories and SSB availability was significantly greater in Albertan schools’ vending machines. Availability of sweetened coffees/teas in school vending machines and access to restaurants within the school’s 1 km buffer were associated with increased SSB intake in three of the final models. Overall, the school food environment-level characteristics examined had a modest to negligible impact on student days of SSB intake.ConclusionsWe identified that the school food environment characteristics examined here had little impact on adolescents’ days of SSB consumption. While schools should adopt or maintain a comprehensive policy approach to discourage students’ SSB intake, population-level interventions focusing on other contexts (e.g. home and community) are needed to complement existing school-based interventions.
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Bernal, Marcelo, and Valeria Bizarro. "Relaciones intergubernamentales y gestión pública de salud: Argentina y el caso de la Provincia de Córdoba / Intergovernmental relations and health public management: Argentina and the case of Córdoba." Revista Derecho y Salud | Universidad Blas Pascal, no. 3 (October 30, 2019): 19–32. http://dx.doi.org/10.37767/2591-3476(2019)02.
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Las relaciones intergubernamentales resultan esenciales a la hora de examinar y definir los mecanismos de cooperación y de articulación entre los diferentes niveles de gobierno de un Estado federal, como es el caso argentino. En nuestro país podemos identificar dos fuertes movimientos descentralizadores de los aparatos de educación y de salud, el primero en los 70, y el segundo en los 90 del siglo pasado. Dicha descentralización se caracterizó por una escasa planificación, lo que implicó grandes complicaciones para las provincias que debieron gestionar y administrar miles de hospitales y escuelas sin una adecuada dotación de recursos, como así tampoco se tuvieron en cuenta mecanismos y agencias encargadas de coordinar esta trascendental reforma estatal. El principal objetivo de este trabajo es describir y analizar las relaciones intergubernamentales (RIGS) existentes en materia de políticas de salud en el eje Nación - provincias, sus principales características y las debilidades identificadas, con un anclaje específico en el caso de la Provincia de Córdoba. Para ello, se analizarán normas, instituciones y mecanismos de coordinación existentes en políticas de salud entre los gobiernos nacional y provinciales, con un especial acento en el caso de la Provincia de Córdoba.
Intergovernmental relations are essential when analyzing and defining the mechanisms of cooperation and articulation between the different levels of government of a federal State, such as the Argentine case. In our country there were two strong decentralizing movements of education and health apparatuses, the first in the 70s, and the second in the 90s of the last century. The main characteristic of this decentralization was a poor planning, which resulted in complications for the provinces that received thousands of hospitals and schools without adequate resources, as well as mechanisms and agencies in charge of coordinating this transcendental state reform. This paper specifically analyzes norms, institutions and mechanisms of coordination existing in health policies between the national and provincial governments, with a special accent in the case of the Province of Córdoba.
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Ivanova, Tatyana N., and Andrey A. Baev. "THE DIARY OF K.A. BEREZKIN AS A SOURCE ON THE HISTORY OF GYMNASIUM EDUCATION IN VOLOGDA IN THE MIDDLE OF THE XIX CENTURY." Vestnik Chuvashskogo universiteta, no. 2 (June 25, 2021): 71–77. http://dx.doi.org/10.47026/1810-1909-2021-2-71-77.
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The article gives an assessment of gymnasium education in Vologda in the middle of the XIX century based on the analysis of the diary written by Kirill Antonovich Berezkin, one of the students of Vologda provincial men’s gymnasium, and other archival documents. The article provides as well a brief description of the archival funds on the history of education kept in the State Archive of the Vologda Region. The role of sources of personal origin in studying the interior life of educational institutions is shown. Biographical information about K.A. Berezkin and the history of finding the diary are described. The plot lines of the diary are analyzed: descriptions of the events of Vologda life, famous personalities of Vologda, assessments of gymnasium teachers. It is interesting that the new source makes it possible to supplement the description of a prominent figure of Russian education, Fedor Nikolaevich Fortunatov, who in 1833–1852 was a teacher and, at the same time, since 1838, an inspector in Vologda gymnasium. The evidence enables to assess the level of the provincial educational system development. By the middle of the XIX century on the territory of Vologda province there was a seminary in Vologda, men’s and women’s uyezd and parish schools, vocational schools, rural and private schools for men, schools of the State Property department, but among them the central place was occupied by Vologda provincial men’s gymnasium.
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Darmadi, Hamid. "Impact of Management Authority Transfer of SMA/SMK from Regency/City Government to Provincial Government in West Kalimantan." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 30, 2019): 244. http://dx.doi.org/10.26737/jetl.v4i1.1095.
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The purpose of this study is to obtain objective information and clarity regarding the impact of management authority transfer of senior high school (SMA)/vocational high school (SMK) from regency/city government to the provincial government in West Kalimantan Province. The benefit of the results theoretical and practical for teachers, school principals, education and culture services and regional governments. The population in this study were SMA/SMK teachers, SMA/SMK principals, regency/city education office and the provincial education office of West Kalimantan. This study uses direct communication techniques, direct observation techniques, and documentation techniques. The results of this study indicate that: (1) Management of SMA/SMK by the regency/city government and school activities run smoothly before the authority transfer of SMA/SMK to the Provincial Government Staffing. There is no separation between elementary school, junior school, high school and vocational school by Regency/City Education Service; (2) Management of SMA/SMK after the transfer of authority by the provincial government is obtained data and information there is a tendency for SMA/SMK to be abandoned by Regency/City Education Services because they are not responsible anymore to take care of SMA/SMK, while the Provincial Education Service which has the mandate to take care of SMA/SMK is difficult to reach schools, especially SMA/SMK far in remote areas, outermost, disadvantaged and remote areas; (3) The workload of the Head of Regency/City SMA/SMK Court MKKS after the transfer of management of SMA/SMK to the province is felt to be increasingly heavy. Because the duties of the School Supervisor that should be handled by the SMA/SMK Supervisor cannot be implemented properly due to the limited budget of the visit, the location of the SMA/SMK is too far away. Finally, the task of the School Supervisor was forced to be taken over by the Chairperson of the Regency/City MKKS. Even to the extent that the selection of selected SMA/SMK principals is conducted by the Chairperson of the MKKS.
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Endang, Endang. "MANAGEMENT OF LABORATORY SCHOOLS BY THE STATE UNIVERSITY OF THE FORMER EDUCATIONAL PERSONNEL EDUCATION INSTITUTE (LPTK / IKIP) (Studies in Legal Perspective)." Sosiohumaniora 23, no. 2 (July 3, 2021): 197. http://dx.doi.org/10.24198/sosiohumaniora.v23i2.30959.
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The aim of this research is to look into the legal perspective on laboratory management by the State University in Indonesia, the former The Educational Personnel Education Institute (LPTK / IKIP). The site that becomes the object of this study is “Universitas Pendidikan Indonesia” (UPI, Bandung) which organizes a Laboratory School in the form of a formal school which includes primary and secondary education. UPI laboratory school strives to provide educational services to students according to their expectations (vision and mission of the laboratory school), becoming a forum for the development of various professional teachers and educational practices. In addition, schools can also become models for creative and innovative learning practices by professional teacher candidates in collaboration with the relevant LPTK (Educational Institutions) and Provincial, Regency / City Education Offices. The results of the study concluded that the authority to manage formal education units - at the levels of PAUD / TK, SD, SMP, and SMA, rests with the regency / city government and the provincial government or the community as the organizing institution, not the authority of higher education. If the UPI Laboratory School is a formal school, then UPI must establish an organizing legal entity.
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Bergeron, Glen L. "Incidence, Awareness, and Reporting of Sport-Related Concussions in Manitoba High Schools." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 46, no. 04 (July 2019): 443–50. http://dx.doi.org/10.1017/cjn.2019.58.
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ABSTRACT:Background and Objectives: Federal and provincial governments in Canada are promoting provincial legislation to prevent and manage sport-related concussions (SRCs). The objective of this research was to determine the incidence of concussions in high school sport, the knowledge of the signs, symptoms, and consequences of SRC, and how likely student athletes are to report a concussion. Methods: A cross-sectional survey of athletes (N = 225) from multiple sports in five high schools in one Manitoba school division was conducted. Results: Participants in this study were well aware of the signs, symptoms, and consequences of SRC. Cognitive and emotional symptoms were the least recognized consequences. SRC is prevalent in high schools in both males and females across all sports. Of the 225 respondents, 35.3% reported having sustained an SRC. Less than half (45.5%) reported their concussion. Athletes purposely chose not to report a concussion in games (38.4%) and practices (33.8%). Two major barriers to reporting were feeling embarrassed (3.4/7) and finding it difficult (3.5/7) to report. There was, however, strong agreement (Mean 5.91/7, SD 0.09) when asked if they intend to report a concussion should they experience one in the future. Conclusions: The results suggest that high school athletes would benefit from more SRC education. Coaches and team medical staff must be trained to be vigilant for the mechanism, signs, and symptoms of injury in both game and practice situations. This study will also inform the implementation of pending legislation in Manitoba and perhaps other provinces in Canada.
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McIsaac, Jessie-Lee D., Julia C. H. Kontak, and Sara F. L. Kirk. "Moving from Policy to Practice: A Report of School Nutrition Policy Adherence in Nova Scotia." Canadian Journal of Dietetic Practice and Research 79, no. 4 (December 1, 2018): 196–99. http://dx.doi.org/10.3148/cjdpr-2018-017.
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Purpose: School food and nutrition policies have the potential to encourage healthier eating among children and youth to address rising concerns of poor diet quality. Despite their widespread implementation, there is little reported monitoring of policy adherence. This short report describes adherence to the provincial school food and nutrition policy in Nova Scotia (NS) that was implemented in 2006. Methods: An online survey was distributed to NS public schools in 2014–2015 to assess adherence to the directives and guidelines of the policy. Descriptive information was obtained for schools and indicators for policy adherence were explored. Results: A total of 242 schools completed the survey (73% response rate) and policy adherence was variable across the different components. Few schools adhered to the policy standard related to the sale of unhealthy foods and there was inconsistency in school adherence reported for other policy indicators. Conclusions: This research suggests that further action is need to ensure “minimum nutrition” food and beverages are not available in schools and that healthy eating is reinforced through prioritizing key policy actions like pricing strategies, discontinuing fundraising with unhealthy food, and ensuring food programs are available in a nonstigmatizing manner.
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Rahman, Abdur, Arshad Ali, and Alam Zeb. "An Assessment of School-Community Relationship in the Public Secondary Schools of Khyber Pakhtunkhwa, Pakistan." journal of social sciences review 1, no. 1 (June 30, 2021): 28–45. http://dx.doi.org/10.54183/jssr.2021.1.1.28.
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Human relationships directly influences the success of educational organization and therefore, constructive partnership of instructors, administrators, heads, and students is required to ensure the efficient achievement of academic goals. Keeping in view the significant influence of school-community relationship on schools’ performance, the study investigated school-community relationship in secondary schools of Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to explore school-community relationship in secondary schools and recommend strategies for effective school-community relationship. The study used mixed methods explanatory sequential design. The population of the study were all the 361 heads of secondary schools in KhyberPakhtunkhwa. A sample of 65 heads was selected with simple randomly, while for qualitative data 10 heads were selected. Data were collected with self-developed questionnaires and semi-structured interview guides. Quantitative data were analyzed with percentages and chi-squaretest while qualitative data were analyzed thematically. The study found that school-community relationship was not friendly as didn’t collaborate with school administrators and teachers, parents, community, PTCs, and BOGs were not cooperative for schools,educational authorites at district and provincial level didn’t satisfy the needs of the school and political leaders and their influence destroyed the environment of school for learning. The study recommended active community participation in affairs of the school, friendly attitude of authorities and supportive role of policy makers for the betterment of school-community relationship in secondary schools.Keywords: assessment, Khyber Pakhtunkhwa, Pakistan,relationship, secondary schools
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Gleason, Mona. "Families Without Schools: Rurality, Correspondence Education, and the Promise of Schooling in Interwar Western Canada." History of Education Quarterly 57, no. 3 (July 19, 2017): 305–30. http://dx.doi.org/10.1017/heq.2017.14.
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Using a collection of settler family letters to the Elementary Correspondence School (ECS) in British Columbia, the first provincial government–supported “schooling by mail” arrangement of its kind in Canada, I highlight the efforts of rural families to secure an education for their children in the period between the First and Second World Wars. The settler families who took advantage of correspondence schooling did so without the benefit of a professional teacher or a dedicated schoolhouse. This arrangement proved onerous for many settler families. In their letters to the ECS, adults and young people articulated the belief that the provincial government needed to do more to provide educational services for them. Families were acutely aware of their contributions to the prosperity of the province and, in return, they demanded schools for their children. Given the unique perspectives reflected through this collection of letters, my examination is situated in the interstices between rural schooling and correspondence schooling.
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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "Immigrant Students Navigating Canadian Schools: A Longitudinal View." TESL Canada Journal 29 (October 3, 2012): 142. http://dx.doi.org/10.18806/tesl.v29i0.1114.
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Findings are presented from studies of the academic and language achievement of 1,307 young immigrant students whose educational history was traced from their arrival in Canada and entry into primary education in the early 1990s until their graduation from secondary schools. Five major findings are reported: school mobility, disappearance and dropout rates, success in provincial examinations, eligibility for postsecondary education, and ethnolinguistic differences in academic success. Findings reveal distinct differences in academic success related to immigrant class, gender, and first language (L1), whereas differences related to age on arrival (AOA) are less apparent. These and other findings are reported and described, and implications for pedagogical policy are presented.
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Gorostiaga, Jorge M. "The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies." education policy analysis archives 15 (January 25, 2007): 2. http://dx.doi.org/10.14507/epaa.v15n2.2007.
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This article analyses some of the main school management reforms implemented at the provincial level from the mid-1980s in Argentina, and relates them to the national policies and to global trends regarding the governance of educational systems. It is argued that democratic and participatory proposals, which responded to a great extent to the return of the country to political democracy, began to give ground as the provinces focused on administrative rationalization and as the national government promoted a concept of school autonomy based on educational quality and efficiency criteria defined at the central level. On the other hand, participatory policies and programs faced various obstacles that originated in a context of social inequality, the prevailing institutional cultures, and the lack of a clear idea about the requirements and implications of implementing democratic practices at schools.
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Gulløv, John, and Eva Gulløv. "Mobility and belonging – A case from provincial Denmark." Journal of Pedagogy 11, no. 1 (June 1, 2020): 107–26. http://dx.doi.org/10.2478/jped-2020-0006.
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AbstractYoung people in rural areas are gradually convinced that they have to leave their homes for education. They move, and hereby amplify the problem of local economic and demographic decline. The article explores the role of education as well as the social dynamics behind this process in a minor community in Denmark. Drawing on children and young people’s perspectives, the article examines how children gradually come to doubt on the local opportunities and become alienated to local lifeforms. Based on an anthropological fieldwork, the authors show how day-care institutions, schools and youth education play an important role in this process.
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Orava, Taryn, Steve Manske, and Rhona Hanning. "Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation." Health Promotion and Chronic Disease Prevention in Canada 37, no. 9 (September 2017): 303–12. http://dx.doi.org/10.24095/hpcdp.37.9.05.
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Introduction Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). Methods We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school’s support for healthy eating was classified as either “initiation,” “action” or “maintenance” along the Healthy School Continuum in both time periods, and as “high/increased,” “moderate” or “low/decreased” within individual CSH pillars from Time I to Time II. Results Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the “action” category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Conclusion Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments.
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Ariyadi, Dwiyono, Hendrik Kusbandono, and Indah Puji Astuti. "Rekomendasi Perbaikan Infrastruktur TI di SMK Berdasarkan Evaluasi Tingkat Kematangan dengan Framework Cobit 4.1." J-SAKTI (Jurnal Sains Komputer dan Informatika) 3, no. 1 (March 4, 2019): 80. http://dx.doi.org/10.30645/j-sakti.v3i1.90.
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The transfer of management from SMK(SMK) in 2017 by the East Java Provincial Government has an impact on many things. One of them is the need for media for communication. Information technology (IT) infrastructure in Vocational Schools is a connecting between Vocational Schools and the East Java Provincial Education Office. IT facilities can streamline and streamline communication between the Office of Education and Vocational Schools in various regions. To find out the state of IT infrastructure in Vocational Schools in Madiun Regency, there is a need to measure the maturity level of IT infrastructure in SMK. One popular IT governance evaluation framework used is COBIT. With the COBIT framework guidelines can assess current conditions, as well as expectations of what will be achieved. The results of the gap will be used as a basis for recommendations for improvements to what stages have not been in line with expectations. The results of the maturity level of management of IT infrastructure in Vocational High Schools at each school on average at AI3 sub domain are at level 2, while AI5 sub domains are at level 1. As for the situation in AI3 sub domains, there are still some who care about the importance of IT infrastructure policy, responsibility for infrastructure management is still limited to individual intuition, as well as the absence of measurement of the results of the objectives whether it has been achieved. While AI5 sub domain is management has begun to identify procedures for collaboration with IT infrastructure suppliers, there are standard criteria for the selection of IT infrastructure suppliers, and there are fundamental objectives for IT infrastructure supplier contract management.
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Ascolani, Adrián. "La huelga de profesores en las escuelas normales: los directores, entre la adhesión y la denuncia (Santa Fe, Argentina, 1921)." Revista Educação e Emancipação 12, no. 3 (September 30, 2019): 13. http://dx.doi.org/10.18764/2358-4319.v12n3p13-37.
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RESUMENLa huelga ocurrida en la provincia de Santa Fe, en 1921, fue la experiencia más intensa de acción directa del sector docente durante la primera mitad del siglo XX, en la Argentina. La posición de los profesores y directores de las seis Escuelas Normales provinciales fue heterogénea, con particularidades propias de cada institución y ciudad. En este artículo se reconstruye esa diversidad, en base a fuentes oficiales reservadas. Se explican los motivos institucionales y sociales que incidieron en las conductas y acciones de los profesores. El trabajo busca hacer un aporte al estudio de las identidades y prácticas de los directores escolares, así como a su relación con las asociaciones gremiales.Palabras clave: escuela normal - huelga de profesores – sindicalismo docenteA greve dos professores nas escolas normais: os diretores, entre adesão e denúncia (Santa Fé, Argentina, 1921)RESUMOA greve ocorrida na província de Santa Fé, em 1921, foi a mais intensa experiência de ação direta do setor docente durante a primeira metade do século XX, na Argentina. A posição dos professores e diretores das seis Escolas Normais provinciais foi heterogênea, com características específicas em cada instituição e cidade. Neste artigo, essa diversidade é reconstruída, tendo como base fontes oficiais reservadas. Os motivos institucionais e sociais que influenciaram os comportamentos e ações dos professores são explicados. O trabalho busca contribuir para o estudo das identidades e práticas dos diretores das escolas, bem como sua relação com as associações sindicais.Palavras-chave: escola normal - greve de professores - sindicalismo de professoresThe strike of teachers in normal schools: the directors, between adhesion and complaint (Santa Fe, Argentina, 1921) ABSTRACTThe strike occurred in the province of Santa Fe, in 1921, was the most intense experience of direct action of the teaching sector during the first half of the twentieth century, in Argentina. The position of the professors and directors of the six provincial Normal Schools was heterogeneous, with specific Characteristics of each institution and city. In this article, this diversity is reconstructed, based on reserved official sources. The institutional and social reasons that influenced the behaviors and actions of the teachers are explained. The work seeks to make a contribution to the study of the identities and practices of school directors, as well as their relationship with trade union associations.Keywords: normal school - teachers strike - teacher unionism
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Kombo, D. K., J. M. Kalai, and A. K. Sang. "Secondary School Principals’ Perceptions of the Influence of KEMI Programmes on Leadership Competence Levels in Two Counties in Kenya." Msingi Journal 1, no. 1 (August 2, 2018): 40–71. http://dx.doi.org/10.33886/mj.v1i1.58.
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Adequate preparation and professional development is imperative for institutional leaders and managers particularly those in the education sector with a view to equipping professionals with requisite knowledge, skills and attitudes to function to the required competency levels. The Ministry of Education (Kenya) has been spending large amounts of money on development of educational managers,through its management training agency Kenya Education Management Institute (KEMI). For instance, in 2006 the annual management training budget was KShs. 250million (Kenya Education Staff Institute, 2006). The budget is likely to have gone up owing to inflation rates and escalating living standards. This study sought to analyse the influence of KEMI management training on secondary school principals‟ management practices in their administrative task areas in Kenya. The study also sought to determine whether significant differences existed in principals‘ management practices scores between principals exposed to management training and those who had not been exposed to KEMI management training. The study also sought to determine whether principals‘ management practices scores differed significantly based on school categories (provincial and district schools). The findings indicated significant differences in principals‘ management practices based on exposure to management training by KEMI, and those not exposed to such training programmes. In particular, principals exposed to KEMI management training exhibited higher scores in all administrative tasks while all principals cited challenges in financial management, legal aspects in education and resource management. Principals in provincial schools indicated having more of the best practices in management than their counterparts in district and private schools.
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Winardi, Winardi. "Decentralization of Education in Indonesia—A Study on Education Development Gaps in the Provincial Areas." International Education Studies 10, no. 7 (June 27, 2017): 79. http://dx.doi.org/10.5539/ies.v10n7p79.
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Decentralization is acknowledged as the handover of government from central government to local government, including giving broader authority to local governments to manage education. This study aims to discovering education development gap between regions in Indonesia as a result of decentralization. This research method uses descriptive analysis that is supported by a combination of time series data and cross section data. Time series data used is the year 2014-2015, and the cross section data of 34 provinces in Indonesia. Gaps were revealed on the resources (including budgets, school facilities, and teachers), school participation, and the population that is illiterate in the area. The results showed that the persistence of the education development gap between regions. Gaps school facilities and number of teachers between regions still exists. The number of existing school facilities in some areas did not meet to accommodate all students. The ratio of the number of schools with teachers is still not meet. School participation rates in the provincial area still tend to be low, especially for the age group 16-18 and 19-24 years. There is gap between regions to reduce the population is illiterate, there are areas have a number of illiterates is still high despite the provincial area having income that is quite large. The study also found that, overall, the decentralization of education in Indonesia increase in the number of school participation and decrease the number of illiterate population in the provincial area.
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Bartlett, Nadine Alice, and Taylor Floyd Ellis. "Physical Restraint, Seclusion, and Time-Out Rooms in Canadian Schools: Analysis of a Policy Patchwork." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 31–48. http://dx.doi.org/10.7202/1075671ar.
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The intended purpose of physical restraint, seclusion, and time-out rooms in schools is to intervene in a crisis when the behaviour of a student poses an immediate or imminent, and significant threat to physical safety. While the use of physical restraint, seclusion, and time-out rooms is intended to provide protection from immediate physical harm, there is increasing concern that these practices are being used more broadly and that individuals with disabilities are disproportionately subjected to their use. In spite of the importance of this issue, there is a dearth of research analyzing the policy landscape of physical restraint, seclusion, and time-out rooms in Canadian schools. In order to explore this issue, a comparative analysis of publicly available provincial and territorial education documents was conducted. The analysis revealed that in many Canadian provinces and territories, policies and accountability structures on the use of physical restraint, seclusion, and time-out rooms in schools are inconsistent or non-existent. Further, the terminology used to describe seclusion is variable and often conflated with time out, and the conditions under which such practices may be used in some instances are subjective, which may contribute to a broad interpretation of what is deemed acceptable practices in schools. This analysis draws attention to the need for the development of clearly articulated provincial and territorial standards for the use of physical restraint, seclusion, and time out, as well as the need for regulatory and enforcement mechanisms at the school, division, and ministry levels in order to ensure the emotional and physical well-being of all.
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Kazantseva, Svetlana Genrihovna. "Samara and Simbirsk nobility role in education promotion and support at the turn of XIX-XX centuries." Samara Journal of Science 6, no. 1 (March 1, 2017): 120–23. http://dx.doi.org/10.17816/snv201761208.
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The paper deals with the nobility charity of the Samara and Simbirsk provinces at the end of XIX - beginning of the XX centuries. The provincial nobles because of their privileged class status sacrificed their money to promote and support education among both the nobility and other classes. Donations were sent to the noble educational institutions such as school, cadet corps, universities, as well as to schools for the lower classes: teachers schools, peasant schools and colleges, vocational schools, training workshops. The paper analyzes the main forms of support for students - establishment and payment of nominal scholarships to students of high schools, universities, military schools, content of education both for the nobility and for students from other classes. Students of such institutions were often on full board basis at the expense of the nobility. In addition the nobles were initiators of charitable societies, which were engaged in material support of students as well as led boards of trustees at various educational institutions. The study of pre-revolutionary Russian education support experience helps us to find ways to develop and encourage students nowadays.
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Kalinina, Elena. "At the cradle of gymnasium education: provincial grammar schools under Alexander I." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 1 (February 2011): 13–17. http://dx.doi.org/10.15688/jvolsu4.2011.1.2.
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Park, Soojung, and JeongWoo Park. "An Analysis of Innovation Schools Policy of Municipal and Provincial Educational Authorities." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 9 (May 1, 2020): 621–45. http://dx.doi.org/10.22251/jlcci.2020.20.9.621.
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Mthiyane, Siphiwe, and Sipiwe Mudadigwa. "The causes of ethical turpitude in schools: Evidence from four schools in Gauteng, South Africa." Interdisciplinary Journal of Education Research 3, no. 2 (May 4, 2021): 1–9. http://dx.doi.org/10.51986/ijer-2021.vol3.02.01.
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This article reports the findings of a qualitative study that explored the causes of ethical turpitude in the four schools in Gauteng Province of South Africa. Semi-structured interviews were held with each school principal, eight heads of department and sixteen teachers. Thematic analysis was used to analyse the generated data. The findings suggest that most participants had pedestrian knowledge of ethical leadership and failed to demonstrate an appreciation of their agency role in promoting an ethical culture both in leadership and teaching despite the prescripts of the SACE Code of Professional Ethics and other laws governing their profession. Despite these negative findings, a minority of participants indicated how they promoted an ethical culture, integrity and honesty in their interactions with their learners. Amidst all the ethical challenges at the school level, the findings further suggest that there was minimal support by the Provincial Department of Education, SACE and teacher unions to equip the school management teams and teachers on ethical leadership and teaching. While numerous ethical turpitudes were unearthed, this study posits that the school management teams have agency and direct responsibility to address ethical challenges in their schools. While outside role-players have a supportive role to play, school management teams cannot give up and solely blame them for internal ethical turpitudes.
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Malheiro Gutiérrez, Xosé M. "La modernización educativa en España en un escenario de cambio social y de apertura democrática. Conversaciones con Pedro Caselles Beltrán, Director General de Educación Básica (1976-1982)." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 695. http://dx.doi.org/10.5944/hme.14.2021.30053.
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This text is an extract from several conversations held with Pedro Caselles Beltrán (1937), a primary school teacher with a degree in Philosophy and Humanities, specialising in Pedagogy, and an education inspector. Pedro Caselles occupied the provincial education offices in Lugo, Cádiz and A Coruña (1970-1976); later he was Deputy Director General of Non-State Schools and General Director of Basic Education (1977-1982). The text deals with his professional career, a summary of administrative management and political action, with particular emphasis on his time as a provincial delegate and later as a senior official in the Ministry of Education and Science (MEC). Under his mandate, several initiatives were carried out, including the promotion of the General Education and Financing of the Education Reform Act (LGE) of 4 August 1970 through the renewal of the Basic General Education Programmes.
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Carlsson, Liesel, Patricia L. Williams, Jessica S. Hayes-Conroy, Daphne Lordly, and Edith Callaghan. "School Gardens: Cultivating Food Security in Nova Scotia Public Schools?" Canadian Journal of Dietetic Practice and Research 77, no. 3 (September 2016): 119–24. http://dx.doi.org/10.3148/cjdpr-2015-051.
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Purpose: A small but growing body of peer-reviewed research suggests that school gardens can play a role in building community food security (CFS); however, to date little research exploring the role of school gardens in supporting CFS is available. This paper begins to address this gap in the literature. Methods: A qualitative, exploratory, single-case study design was used. The focus of this case study was the school food garden at an elementary school in the River Valley, Nova Scotia, school community. Results: Results provide useful information about potential CFS effects of school gardens in addition to the environmental effects on school gardens important to their effectiveness as CFS tools. Findings suggest children gained food-related knowledge, skills, and values that support long-term CFS. A local social and political landscape at the community, provincial, and school board level were key to strengthening this garden’s contributions to CFS. Conclusions: We support Dietitians of Canada’s nomination of school gardens as an indicator of CFS with theoretical and practical evidence, underscore the importance of a supportive environment, and need for further research in this area. Health professionals and community organizations provide critical support, helping to weave gardens into a greater movement towards building CFS.
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Özdoğan Özbal, Ece. "Cooperation with local administrations of primary school principals in solving economic problems of schoolOkulun ekonomik sorunlarının çözümünde ilkokul müdürlerinin yerel yönetimler ile işbirliği." Journal of Human Sciences 14, no. 4 (December 9, 2017): 4041. http://dx.doi.org/10.14687/jhs.v14i4.5012.
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In this research, it is aimed to find out whether being in cooperation with local administrations of the primary schools affects the solution of economic problems of the school, and if so, what kind of contribution it has. Survey design model was used in the research. Interview technique from qualitative research methods, was used in the collection of data. Determination of the study group of research, easily accessible sampling method of purpose sampling model is used. The study group subject to the research is determined as the primary school principals who can give information in a willing manner to understand the study problem and limited to 20 primary school principals, serve in different socio-economic regions within the province of Ankara, where the researcher could easily access it. Local governments within the scope of the research have been limited to municipalities, because the schools in the survey are schools located in the central districts and removal of the Ankara Special Provincial Administration through Law No:6360. The collection of data was carried out “Interview Form for the Primary School Administrators on Cooperation with Local Governments” created by the researcher. Descriptive analysis was performed in the analysis of data.As a result of the research, it is concluded that the primary schools are in cooperation with the local administrations; however this cooperation is not completely helpful in solving economic problems of the school. In addition, either local administrations or other institutions that the schools cooperate with can only support the schools in certain expenditure items. This situation can only help to solve the limited problem, or not at all. It has been determined that all of the school principals want to cooperate with the Provincial and District National Education Directorate in solving the economic problems of the school and that the school principals also want to cooperate with the Ministry of National Education, the parents and the local administrations. In this context, it may be suggested to increase cooperation with the Provincial and District Directorates of National Education, to give schools a budget, and to increase the cooperation of schools with local administrations can be suggested to solve their own economic problems.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada ilkokulların yerel yönetimlerle işbirliği içerisinde olmalarının okulun ekonomik sorunlarının çözümüne katkılarının olup olmadığı, katkıları oluyor ise ne tür katkılarının olduğunun çözümlenmesi amaçlanmıştır. Araştırmanın modeli tarama modelidir. Verilerin toplanmasında nitel araştırma yöntemlerinden görüşme tekniği kullanılmıştır. Araştırmanın çalışma grubunun oluşturulmasında, amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Çalışma grubu çalışma probleminin anlaşılmasına yönelik istekli olarak bilgiler verebilecek olan ve araştırmacının kolay ulaşabileceği Ankara ili içerisindeki farklı sosyo ekonomik bölgelerde görev yapan 20 ilkokul müdürü ile sınırlandırılmıştır. Araştırmada Ankara il merkezinde bulunan ilkokul müdürleri ile görüşülmesi ve 6360 sayılı yasa ile Ankara İl Özel İdaresi’nin kaldırılmış olması nedeniyle araştırma kapsamında yerel yönetimler olarak belediyeler ifade edilmiştir. Verilerin toplanması, araştırmacı tarafından oluşturulan “Yerel Yönetimler ile İşbirliği Konusunda İlkokul Müdürü Görüşme Formu” aracılığı ile gerçekleştirilmiştir. Verilerin çözümlenmesinde betimsel analiz yapılmıştır.Bu araştırmada, ilkokulların belediyeler ile işbirliği içerisinde olduğu ancak bu işbirliğinin okulun ekonomik sorunlarını çözmeye tam olarak yardımcı olmadığı sonucuna ulaşılmıştır. Ayrıca okulların işbirliği yaptığı gerek belediyeler gerekse diğer kurumlar okullara yalnızca belirli gider kalemlerinde destek olabildiğinden yapılan destekler sınırlı çözümler sağlamakta ya da hiç çözüm olamamaktadır. Araştırmada okul müdürlerinin tamamının okulun ekonomik sorunlarının çözümünde İl ve İlçe Milli Eğitim Müdürlüğü ile işbirliği yapmak istedikleri, bunun yanı sıra Milli Eğitim Bakanlığı, veliler ve yerel yönetimlerle de işbirliği yapmayı istedikleri belirlenmiştir. Bu kapsamda okulların ekonomik sorunlarının çözümünde öncelikli olarak İl ve İlçe Milli Eğitim Müdürlükleri ile işbirliğini artıracak, okullara bir bütçe verilmesini sağlayacak, okulların yerel yönetimler ile işbirliğini artıracak yasal düzenlemeler yapılması önerilebilir.