Decentralizing education expenditures: primary school community grants in Niger

2016 ◽  
Author(s):  
Elise Huillery ◽  
Keesler Welch
Keyword(s):  
Primary School ◽  
School Community ◽  
Education Expenditures

EVALUATION OF THE EDUCATION-RELATED ACHIEVEMENTS OF PRIMARY SCHOOL PUPILS – BETWEEN SUPPORTING AND EXCLUSION

2019 ◽  
Vol 20 ◽  
pp. 219-231
Author(s):  
Michał Kowalewski
Keyword(s):  
Primary School ◽  
Social Exclusion ◽  
Primary Education ◽  
School Community ◽  
The Other ◽  
School Practice ◽  
Potential Source ◽  
Other Hand ◽  
The One ◽  
Primary School Pupils

It is expected that today’s school shall, on the one hand – to the greatest extent possible, support a pupil in his or her development and education-related activities, on the other hand – prevent exclusion, so easy to occur in today’s, structurally diversified society. The factor which poses a potential source of social exclusion is the evaluation of education-related achievements of pupils, present in the education-related school practice in the form of a grade. The system of evaluating the education-related achievements, in view of the diversity of results, often introduce stereotypical divisions into “better” and “worse” pupils, resulting in school setbacks, implicating negatively perceived competition as well as distorting the relations within the school community. In view of the aforementioned circumstances, the considerations over the evaluation of education-related achievements seem to be well-founded, particularly in the context of primary education of pupils.

scholarly journals Designing an outdoor learning environment for and with a primary school community: a case study in Bangladesh

2019 ◽  
Vol 45 (1) ◽  
pp. 95-110 ◽  
Author(s):  
Matluba Khan ◽  
Simon Bell ◽  
Sarah McGeown ◽  
Eva Silveirinha de Oliveira
Keyword(s):  
Learning Environment ◽  
Primary School ◽  
School Community ◽  
Outdoor Learning

scholarly journals Pupils’ Experience of Social Participation in Finnish Primary Schools

2020 ◽  
Vol 40 (4) ◽  
pp. 323-342
Author(s):  
Heli Ketovuori ◽  
Sanna Hirvensalo ◽  
Päivi Pihlaja ◽  
Eero Laakkonen
Keyword(s):  
Primary School ◽  
Social Participation ◽  
Primary Schools ◽  
Age Groups ◽  
Active Role ◽  
School Community ◽  
School Life ◽  
Personal Experiences ◽  
Primary School Pupils

Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the participatory role of the teacher. The results show that pupils’ experiences vary, and there are differences between schools in terms of pupils’ social participation.

Strengths-based Learning in a Kenyan Primary School Community

2019 ◽  
Vol 21 (1) ◽  
pp. 35-44
Author(s):  
Meghan Gowan ◽  
Claire Fialkov ◽  
David Haddad
Keyword(s):  
Primary School ◽  
School Community

Becoming a health promoting school: key components of planning

2012 ◽  
Vol 19 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Elizabeth Senior
Keyword(s):  
Primary School ◽  
Community Health ◽  
Local Community ◽  
Health Centre ◽  
School Community ◽  
Community Health Centre ◽  
Community Needs ◽  
Whole School ◽  
Health Promoting School ◽  
Health Promoting

This article looks at the practicalities of implementing the health promoting school (HPS) framework, including conducting a whole school audit, to enable a primary school to successfully adopt the HPS principles. A partnership agreement was signed, between EACH Social and Community Health which is a local Community Health Centre and a primary school in the Eastern suburbs of Melbourne, in Australia. An audit was conducted of the school community with four follow up focus groups of students from grades 3 to 6. Qualitative data was gathered from 20 teachers at the school at a professional development day facilitated by the health promotion staff of the Community Health Centre. The results of the school audit identified that students in grades 3 to 6 and parents valued the outside environment of the school most highly. The staff valued staff attributes most highly. Suggestions from students to improve the school included improving the canteen and outside environment. Staff were most concerned about fitness of both the staff and the students. Parents also identified lack of healthy eating as a concern. The school community sees the value of adopting the HPS framework, however on-going structured support is required if the school is to successfully adopt the HPS approach. The school community needs to understand that the move toward cultural and environmental change is slow. Successful adoption of the HPS model requires time and collaboration. The emphasis needs to be on supporting teachers to change their school from within. Relationships are important.

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