A Conceptual Framework for Specialized Senior Secondary Education in Mongolia

2015 ◽  
Author(s):  
Deborah Hurley
Keyword(s):  
Secondary Education ◽  
Conceptual Framework ◽  
Senior Secondary

NETWORKING OF TEACHERS AT SENIOR SECONDARY LEVEL

2020 ◽  
Author(s):  
Awinash Pandey
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary Level ◽  
The Other ◽  
Positive Direction ◽  
Indian School ◽  
Certificate Examination ◽  
Time And Energy ◽  
Senior Secondary ◽  
Central Board

The study attempts to develop the notion that networking among the teachers can influence the academic achievement of the students in a positive direction along with the smooth implementation of the curriculum at senior secondary level in the schools. In the current study, the syllabus of different subjects of Grade XI and XII has been overviewed and compared with each other on the basis of contents. The curriculum issued by Central Board of Secondary Education, Council for the Indian School Certificate Examination, Cambridge International Examination and some of the State Boards has been undertaken to review the syllabus of various subjects. It has been found that many topics are similar in the syllabus of two or more subjects. It has also been noticed that the teachers face challenges to complete the syllabus in the allotted numbers of classes throughout the year. If one teacher can teach effectively a topic which is being repeated in the other subject then such networking and coordination can save the time and energy of both the teachers as well as the students which in turn removes the other challenges in routine curriculum.

scholarly journals Secondary Education in COVID Lockdown: More Anxious and Less Creative—Maybe Not?

2021 ◽  
Vol 12 ◽  
Author(s):  
Timothy J. Patston ◽  
JohnPaul Kennedy ◽  
Wayne Jaeschke ◽  
Hansika Kapoor ◽  
Simon N. Leonard ◽  
...  
Keyword(s):  
Secondary Education ◽  
Classroom Environment ◽  
Self Efficacy ◽  
School Attitudes ◽  
Independent Learning ◽  
School Subjects ◽  
Positive Attitudes ◽  
The Social ◽  
Using Data ◽  
Senior Secondary

Secondary education around the world has been significantly disrupted by covid-19. Students have been forced into new ways of independent learning, often using remote technologies, but without the social nuances and direct teacher interactions of a normal classroom environment. Using data from the School Attitudes Survey—which surveys students regarding the perceived level of difficulty, anxiety level, self-efficacy, enjoyability, subject relevance, and opportunities for creativity with regards to each of their school subjects—this study examines students' responses to this disruption from two very different schools with two very different experiences of the pandemic. This paper reports on the composite attitudinal profiles of students in the senior secondary levels at each school (Years 10–12, n = 834). The findings challenged our expectation that the increased difficulty and anxiety caused by the disruption would reduce perceived opportunities for creativity. Indeed, our analyses showed that the students at both schools demonstrated generally positive attitudes toward their learning and strongly associated opportunities for creativity with other attitudinal constructs including enjoyability, subject relevance, and self-efficacy. These complex associations made by the students appear to have buffered the impacts of the disruption, and they may even have supported creative resilience.

scholarly journals Fundaciones privadas en la educación media pública de Uruguay

2019 ◽  
Vol 27 ◽  
pp. 150
Author(s):  
Cecilia Pereda
Keyword(s):  
Secondary Education ◽  
Public Education ◽  
Conceptual Framework ◽  
Formal Education ◽  
The State ◽  
Welfare Regimes ◽  
High State ◽  
Social Organizations

Foundations are one of the actors that currently participate with the State in public education in different countries. This article studies the participation of three foundations in public secondary education in Uruguay, a country with a high state presence in formal education. A conceptual framework is proposed that articulates approaches to educational privatizations (Ball Junemann, 2012; Ball Youdell, 2007; Bellei Orellana, 2014; Verger Bonal, 2012) and to welfare regimes (Adelantado, 1999; Esping Andersen, 1998; Razavi, 2007), from which three analytical dimensions emerge: strategic, spatial and relational. After interviewing some of their directors, reading different documents, and considering participant observations, this article examines the meaning of “public” in education according to the kind of work that these foundations are developing, the relationships they establish with companies, with social organizations, and with the State, the type of connections they promote with students and teachers, as well as the consequences of all the above. Results show diversity in business dependence as well as its integration with public education in Uruguay. They also highlight some tensions that the State must resolve so that the work of the foundations extends and does not hinder the promotion of common and collective values associated with the integration of all students to secondary education.

scholarly journals Spatial Disparities of Senior Secondary Educational Attainment in Haryana

1970 ◽  
Vol 2 (2) ◽  
pp. 131-137
Author(s):  
Anita ◽  
Vijay Wanti
Keyword(s):  
Secondary Education ◽  
Educational Attainment ◽  
Gender Gap ◽  
Action Plan ◽  
Full Potential ◽  
Human Beings ◽  
Gis Technology ◽  
Spatial Disparities ◽  
The Government ◽  
Senior Secondary

For development of human resources of a nation and to harness their full potential throughout their life, education of all human beings is of great importance. It is the process of teaching, learning and training skills which prepares them for successful life. Secondary Education though not “fundamental right” of people, yet government and society understand it important for prosperity and good health of its people. It is a link between secondary and higher education after which specialisation in the fields of education starts. It is a post-Secondary education. To provide it, a number of schemes, policies, programs have been framed from time to time by the government. Action plan included gender sensitisation to minimise the gender gap in educational attainment spatial disparities and in sequence monitored at various levels from time to time with the help of public and private agencies. Nonetheless, gender disparities are nearly universal in terms of educational attainment at each level. In the present study, Senior Secondary education has been selected as focus. It is a micro level study based on census 2011 data. Maps are prepared using GIS technology to analyse patterns of Senior Secondary education attained total population and in males and females separately at district level of Haryana.

scholarly journals La Validez Predictora del Examen para el Certificado de Secundaria en el Estado de Osun (Nigeria)

2017 ◽  
Vol 3 (7) ◽  
Author(s):  
B.A. Faleye ◽  
E.R.I. Afolabi
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Senior Secondary School ◽  
School Certificate ◽  
Junior Secondary ◽  
National Examinations ◽  
Certificate Examination ◽  
Senior Secondary

Introducción: El Junior Secondary Certificate Examination (JSCE, examen estandarizado) es un examen acumulativo que hacen los candidatos al final (tercer curso) del primer ciclo de educación secundaria (Junior Secondary Education) en Nígeria El examen tiene dos versiones: (a) la que realizan las delegaciones de educación de los estados (State Ministries of Education, MOE), y (b) la versión Federal que realiza el Consejo Nacional de Exámenes (National Examinations Council, NECO). Había preocupación creciente entre los implicados sobre la validez predictora de la versión estatal de la JSCE con respecto al Senior Secondary Certificate Examination (SSCE, examen paralelo administrado al final del segundo y último ciclo de educación secundaria). Se realizó este estudio para averiguar si hay relación significativa entre el rendimiento global de los estudiantes en el JSCE y su rendimiento en el Senior School Certificate Examination (SSCE).Método: Los institutos del estado de Osun (de Nigeria) constituyeron la muestra para este estudio. A través de procedimientos de análisis correlacional, se compararon las puntuaciones de los estudiantes en sus exámenes finales del primer curso del segundo ciclo (Senior Secondary School, SSS 1), del segundo curso (SSS 2), y sus puntuaciones en el SSCE en seis asignaturas principales con sus puntuaciones correspondientes del JSCE.Resultados: Se demostró que el JSCE del estado de Osun no predice el rendimiento de los estudiantes en el SSCE. Sin embargo, se encontró que la Lengua y las Matemáticas del JSCE tenían mayor capacidad para predecir el rendimiento en Lengua y Matemáticas del SSCE, en contraste con las demás asignaturas (r =0.32, p<0.05 y r =0.22 p<0.05 respectivamente).Conclusión: Rendimiento global en el JSCE para las seis asignaturas investigadas es mal predictor del rendimiento en el SSCE (con la excepción de Lengua y Matemáticas). Esta tendencia puede deberse a las limitaciones a las que se enfrentan las delegaciones (MOE) que desempeñan el papel de un organismo de exámenes.

scholarly journals RELASI AKTOR DALAM IMPLEMENTASI KEBIJAKAN PENDIDIKAN MENENGAH DI KOTA MATARAM

2020 ◽  
Vol 6 (1) ◽  
pp. 53-66
Author(s):  
Muhammad Ali
Keyword(s):  
Secondary Education ◽  
Education Policy ◽  
Policy Implementation ◽  
Education Policies ◽  
Business World ◽  
Policy Objectives ◽  
Bureaucratic Structure ◽  
The Government ◽  
Senior Secondary ◽  
The City

Abstract, Secondary education policy needs to be improved by a process which is a strategic alternative to improve the quality of education. This paper examines the relation of actors in the implementation of secondary education policy in the city of Mataram which focuses on senior secondary education as an education sub-system by formulating and implementing education-related policies that are trademarks for the achievement of policy objectives. The Key to Policy Implementation uses a participatory approach in public policy making in education supported by 4 (four) factors as a driver of successful policy implementation. But in reality there are causes of the implementation of policies that have not optimally reached their objectives, namely: a). Communication b). Resources (Resources), c). Implementor Attitudes (Dispositions), and d). Bureaucratic Structure (Bureaucratic Structure). Then, on the other hand, the Government's relation with actors outside the government is not yet optimal, where the government has not effectively built relationships with the community and the business world so that governance has not been created in the implementation of secondary education policies. This condition requires improvement of aspects of policy implementation and improvement of coordination between actors and organizational culture towards the achievement of secondary education policy objectives in supporting governance in the city of Mataram. Keywords: Policy Implementation, Secondary Education, Governance  Abstrak, Kebijakan pendidikan menengah perlu ditingkatkan dengan suatu proses yang merupakan alternatif strategis untuk meningkatkan kualitas pendidikan. Tulisan ini mengkaji relasi aktor dalam implementasi kebijakan pendidikan menengah di kota mataram yang menitikberatkan pada pendidikan menengah atas sebagai sub sistem pendidikan dengan merumuskan dan melaksanakan kebijakan terkait pendidikan yang menjadi trademark unttuk tercapainya tujuan kebijakan. Kunci Implementasi kebijakan menggunakan pendekatan partisipatory dalam pengambilan  kebijakan publik  bidang pendidikan yang ditopang oleh 4 (empat) faktor sebagai pendorong  keberhasilan implementasi kebijakan. Namun secara realitas adanya penyebab implementasi kebijakan yang belum secara optimal mencapai tujuannya yaitu: a). Komunikasi b). Sumber Daya (Resources), c). Sikap Implementor (Dispositions), dan d). Struktur Birokrasi (Bureaucratic Structure). Kemudian pada sisi yang lain relasai Pemerintah dengan aktor di luar pemerintah yang belum optimal, dimana pemerintah belum secara efektif membangun relasi dengan masyarakat dan dunia usaha sehingga belum tercipta governance dalam implementasi kebijakan pendidikan menengah. Kondisi ini memerlukan pembenahan terhadap aspek-aspek implementasi kebijakan dan peningkatan koordinasi antar aktor  dan budaya organisasi ke arah pencapaian tujuan kebijakan pendidikan menengah dalam mendukung governance di kota Mataram. Kata Kunci: Implementasi Kebijakan, Pendidikan Menengah, Governance

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