scholarly journals Pedagógusminősítés a gyakorló minősítési szakértő szemével

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Ilona Hafner
Keyword(s):  
Public Education ◽  
Education System ◽  
Practical Implementation ◽  
Quality Factors ◽  
Research Results ◽  
The People ◽  
Career Model ◽  
Life Career

2013. szeptember elsején bevezetésre kerülő Pedagógus Életpályamodell jelentős változásokat hozott a köznevelésben. A bemutatott kutatás a minősítési rendszer gyakorlatban történő megvalósulására, ennek a változásnak az elemzésére irányul, a leginkább érintettek véleménye alapján. A szakértői munka során szerzett tapasztalatokat, kiegészíti a kutatás során kapott adatokkal. Feltárásra kerülnek azon tényezők is, amelyek a minősítő vizsgák és minősítési eljárások során még hatékonyabbá tehetik a folyamatot.  A vizsgálati eredmények és szakértőként szerzett tapasztalatok alapján megállapítható, a bevezetett oktatási változások kiemelten kezelik a pedagógus hivatás megerősítését, általa erősítve az oktatási rendszer valamennyi minőségi tényezőjét.The Teachers’ Life Career Model, which was introduced on September 1st 2013, brought about considerable changes in public education. The research introduced here was aimed at the practical implementation of the system and the analyzation of the changes, building on the opinions of the people most concerned. My experiences gained during expert work were completed with the data gained during the research. The paper reveals the factors that might make the process even more effective in terms of the qualification exams and the qualification processes. According to the research results and the experiences gained as an expert, I can state that the changes introduced in public education represent outstanding endeavours to strengthen teachers’ vocation, improving by this all the quality factors of the education system.    

Zum Verhältnis von Pädagogik und Politik bei Schleiermacher

2020 ◽  
Author(s):  
Annika Münzel
Keyword(s):  
Public Education ◽  
Education System ◽  
Political Education ◽  
Democratic Institutions ◽  
Public Education System ◽  
The People ◽  
Democratic State

It was clear to Schleiermacher that, long before each modern democratic state, whose self-understanding is based on their citizens being able to participate in them politically, is able to develop, the provision of democratic institutions alone is not enough. Historically, the development of inner stability in modern democratic states can only occur if a public education system, which caters equally to the needs of all the people living in them, is established nationwide. As a new addition to the system of education, which was originally conceived as a purely private concept, the particular contribution of public education has been to initiate a process of political education stemming from schools.

Pluralism and the General Will: The Roman and Spartan Models in Rousseau's Social Contract

2019 ◽  
Vol 81 (4) ◽  
pp. 573-596
Author(s):  
Alexandra Oprea
Keyword(s):  
Public Education ◽  
Interest Groups ◽  
Social Contract ◽  
Education System ◽  
Social Engineering ◽  
General Will ◽  
Public Education System ◽  
The People ◽  
Electoral Reforms ◽  
Roman Model

AbstractHow should institutions be designed so that the votes of the people reflect the general will and not the corporate will of the politically powerful? Rousseau's Social Contract provides us with two mutually exclusive solutions. The first is the more commonly discussed Spartan model where an encompassing public education system eliminates pluralism through social engineering. The second is the often overlooked Roman model of organizing the population into multiple overlapping electoral divisions and checking the power of various interest groups. Rousseau's discussion of Servius's electoral reforms anticipates Madison's arguments about controlling the effects of factions. By distinguishing these two institutional solutions, the article challenges the dominance of Sparta in readings of the Social Contract and supports the broader antiutopian turn in Rousseau scholarship.

Re-Defining and Re-Designing Public Education in Pakistan

2021 ◽  
pp. 291-315
Author(s):  
Khushbakht Suhail
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Public Education ◽  
Education System ◽  
Primary Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Capital Theory ◽  
The People ◽  
Thinking Disposition

The purpose of this chapter is to offer a re-conceptualization of education in Pakistan, rooted in its unique context, that might maximize progress for the country and its citizens. Attempts at reform in the public education system of Pakistan are examined and parallels with foreign trends in reform largely driven by the popular ‘Human Capital' theory are found. This chapter identifies a form of education based in the cultural and historical legacy of the people of Pakistan, especially focused on development of critical-thinking skills of students. While it is teachers' responsibility to facilitate critical-thinking in students, they cannot do so if their own critical-thinking is not well developed. A critical-thinking disposition assessment of public primary teachers found that teachers have low scores. Therefore, this chapter concludes that the teacher-education system in Pakistan should be revamped to enhance critical-thinking of teachers as well as students. Policymakers in Pakistan are recommended to collaborate with IB for development of such a teacher-education system.

scholarly journals “We have never been public:” Continuity and change in the policy production of “the public” in education in England

2021 ◽  
pp. 147490412199047
Author(s):  
Matthew Clarke ◽  
Martin Mills
Keyword(s):  
Public Education ◽  
Progressive Education ◽  
Central Government ◽  
First Century ◽  
Government Control ◽  
The Public ◽  
Continuity And Change ◽  
The People ◽  
Future Potential ◽  
Education And Society

Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between “traditional” and “progressive” education. Instead, we note how, despite the mobilisation of the rhetoric of the public and public education, schooling in England has never been public in any deeply meaningful sense. We develop a genealogical reading of public education in England, in which ideas of British universalism – “the public” – and inequality and exclusion in education and society have not been opposed but have gone hand-in-hand. This raises the question whether it is possible to envisage and enact another form of collective – one that is based on action rather than fantasy and that is co-authored by, comprising, and exists for, the people. The final part of this paper seeks to grapple with this challenge, in the context of past, present and future potential developments in education, and to consider possibilities for the imaginary reconstitution of public education in England in the twenty-first century.

No Child Left Behind: The Ongoing Movement for Public Education Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 461-473 ◽  
Author(s):  
ROD PAIGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Academic Skills ◽  
Public Education System ◽  
Left Behind ◽  
Public Education Reform ◽  
Original Goal

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

SOCIAL STRUCTURE AND EDUCATIONAL LEVEL OF TEACHERS OF THE UZBEKISTAN SSR

2021 ◽  
Vol 4 (7) ◽  
pp. 34-43
Author(s):  
Muysin Dusaliev ◽  
Keyword(s):  
Public Education ◽  
Education System ◽  
Educational Level ◽  
Primary Schools ◽  
Current Problem ◽  
Educational Institutions ◽  
Religious Schools ◽  
Soviet Government ◽  
Public Education System ◽  
The Impact

The article highlights the problems and needs of the population for education as a result of the concentration of the Soviet government on the formation of a public education system in the spirit of its socialist ideas by creating new Soviet schools and increasing their number.In November 1918,the Soviet government of Turkestan decided to separate church from state and school from church. Although the existing private old religious schools were not completely banned by this decision, the creation of new Soviet schools and the increase in their number became more and more important. It is clear that this is a sign that the system is completely politicized. The schools were divided into two levels: the first level educational institutions included the first three classes, and the second level consisted of four classes. There was also a high school with three classes. Under the conditions of that time, more primary schools were opened in the country.This article discusses the current problem in the Soviet-era public education system under the Soviet government from 1994 to 1991, as well as the impact of this problem on today's education system

THE ROLE OF WOMEN IN THE PUBLIC EDUCATION OF THE SURKHAN OASIS(ON EXAMPLE IN THEYEARS OF INDEPENDENCE)

2021 ◽  
Vol 4 (6) ◽  
pp. 62-66
Author(s):  
Sabohat B. Radjabova ◽  
Keyword(s):  
Public Education ◽  
Education System ◽  
Statistical Data ◽  
The State ◽  
Work Activities ◽  
The Public ◽  
Role Of Women

It is scientifically analyzed information about the activity of women in the education system of Surkhandarya region in the period of independence years and their achievements in this field through statistical data with examples over the years in this article. It is emphasized that the state pays attention to the work activities of selfless women, who have been awarded many medals and medals in this region, such as the Medal of “Shukhrat”, the Order of “Saglom avlod uchun”, the title of "Xalk ta`limi a`lochisi", is also mentioned separately

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