Evaluation of the Implemented and Adopted Curriculum in Health Education in the Czech Republic with an Emphasis on the Drinking Regimen

According to the Framework Education Programme for Elementary Education in the Czech Republic, part of Health Education is nutrition and food intake, including the drinking regimen. This paper’s objective is to analyse that using the results of two extensive curricular studies performed at the Faculty of Education, Palacký University Olomouc. Both studies used data from representative samples of pupils in grade nine from elementary schools in the Czech Republic. The research instruments were designed according to applicable documents of the state-level implemented curriculum and showed good reliability. The results of the subjective evaluation of the implemented curriculum in health education suggest that in the area ‘healthy lifestyle and health care’, the subtopic ‘nutrition and health – healthy diet principles, drinking regimen, eating disorders’ was most dominant. The testing of the level of the adopted curriculum regarding fluid intake revealed a problematic level of pupils’ knowledge (the average percentage of task achievement was around 46%). Conclusions and recommendations for practice: nutrition and food intake (including the drinking regimen) is a very important topic in health education in elementary education in the Czech Republic, which is consistent with other research studies. However, the cognitive dimension of the pupils’ curriculum is inadequate. Qualitatively and quantitatively, the recommended drinking regimen may support natural health determinants, while an inappropriate or insufficient regimen may result in medical complications. The issue of adequate nutrition and diet and drinking regime must be taught by professionally and didactically competent teachers. Students should not only be taught cognitively, but their affective and behavioural abilities should also be formed.

ECOLOGICAL EDUCATION IN “FLOATING UNIVERSITIES” EXPEDITION IN VOLGA REGION (FIELD SEASON 2020)

An extensive thematic environmental program was implemented during the 2020 field season of the «floating universities» expedition. Work of the expedition is based on «learning through research» and «enlightenment through research» principles. The expedition worked through several thematic blocks: bioecological, geoecological and urban-ecological, paleoecological, and one dedicated to life safety and a healthy lifestyle. Each direction has the implemented curriculum: a set of field lectures (on the shipboard and in field camps), master classes (on natural and natural-anthropogenic objects), practical classes and laboratory mini-workshops. Scientific and methodological innovations were tested within each event. At the same time, profound impact on collection samples gathering for planned paleoecological and ecological-urban researches was implemebted for the youth participated in the expedition and the local population. Also, the intermuseum exhibitions organization was furnished assistance.

IMPLEMENTING THE PATHWAYS COMMISSION RECOMMENDED FIRST ACCOUNTING COURSE: A PROFILE OF EARLY ADOPTERS

The primary purpose of the current research is to explore the extent to which schools and colleges of business have adopted Pathways Commission recommendations for a new first accounting course. This paper explores the extent to which schools of business and accounting programs have implemented curriculum revisions made by the Pathways Commission, as well as provide a profile of the early adopters of one of these recommendations. This study investigated common traits and characteristics of colleges and schools that had adopted the curricular changes. Specifically, the research focuses on the fourth recommendation from this list, which calls for a new first accounting course to be integrated into business and accounting programs. For the study, 68 faculty members from a cross-section of universities and programs answered questions about their institutions and the Pathways Commission recommended a new first course in accounting. Results indicate some ambivalence toward the curricular changes but also allowed for a profile of the early adopters of this specific change. Thus, the secondary purpose of the research is to identify environments in which the changes have been implemented and to provide a foundation for further research into best practices for implementing these types of curricular revisions. JEL Classification Codes: M40, M41, M49, I20.

Impact of Teachers’ Beliefs on Teaching Phonetic Aspects: the Case of Czech as L1

Cultivated speech with correct pronunciation and adequate prosody is important from a social, communicative and also didactic point of view. It can be regarded a “universal quality” of one’s self-presentation. Even though the Czech curriculum sets the development of phonetic aspects as one of the important elements of L1 teaching, various sources show that the educational reality in school differs. Based on a sample of 148 teachers of all educational levels from across the Czech Republic, the study analyses the teachers’ stated beliefs and pedagogical content knowledge of teaching phonetic aspects of Czech, and attempts to give at least an assumption of the actual classroom practices of teaching phonetic aspects in Czech classes and through that the extent of the mismatch between the intended and implemented curriculum. The results show that phonetic aspects are not treated with as much attention as they ought to and that teachers’ beliefs about the actual process of teaching and learning phonetic aspects seem to influence the implemented curriculum more than the intended curriculum and other formal requirements given by the government do.

IMPLEMENTASI KURIKULUM 2013 DINTINJAU DARI KOMPETENSI PEDAGOGIK GURU SMA NEGERI DI KECAMATAN ILIR BARAT 1 PALEMBANG

This study aims to find out the implementation of the Curriculum 2013 interms of pedagogic competence of biology teachers in SMA Negeri Kecamatan Ilir Barat 1 Palembang. This was a survey study and the data were collected from principals, teachers of biology class XI, and grade XI students of the science program of senior high schools in Ilir Barat 1 Palembang District, that have implemented Curriculum 2013, in the academic year of 2014/2015. The research instruments were questionnaires, interviews, observation guides, and documentation. The data were analyzed by using the qualitative descriptive analysis. The results of the analysis are as follows. Biology teachers’ readiness level to implement Curriculum 2013 in terms of pedagogic competence in state senior high schools in Ilir Barat 1 PalembangDistrict is that one teacher is in a very prepared category with a percentage of 83% and three teachers are in the ready category each having a percentage of 81%, 71%, and 71% subsequently.

EVALUASI IMPLEMENTASI KURIKULUM 2013 DI MADRASAH

The Ministry of Religion in 2014 conducted apilot implementation of the 2013 curriculum for thesubjects of Islamic Education and Arabic. This studyfocuses on the policy of implementation and implementation of Curriculum 2013 in Madrasah Aliyah (MA) of West Java. This study uses quantitativeapproach. The research subjects were madrasahhead, teacher, learner, supervisor, and madrasahcommittee. The instruments used were questionnaires, interview guides, and documentation. Thedata was analyzed using quantitative descriptivetechnique. The results show that most respondentsunderstand the purpose of the implemented curriculum 2013 and the scientifc approach used. Inthe implementation of the 2013 curriculum, mostof the respondents also stated that PAI teachersalready have the ability to learn in the 2013 curriculum. The 2013 Curriculum Implementationalso has a positive impact for students, teachersand Madrasah Aliyah. Nevertheless, there are stillsome problems that arise related to infrastructure,teacher training, teacher and student handbooks,and the absence of monitoring and evaluationmonitoring from the government towards the implementation of Curriculum 2013. AbstrakKementerian Agama pada tahun 2014melakukan uji coba implementasi kurikulumm2013 untuk mata pelajaran Pendidikan AgamaIslam dan Bahasa Arab. Studi ini memfokuskanpada kebijakan implementasi dan penelahaanterhadap implementasi Kurikulum 2013 diMadrasah Aliyah (MA) wilayah Jawa Barat.Penelitian ini menggunakan pendekatankuantitatif. Subjek penelitian adalah kepalamadrasah, guru, peserta didik, pengawas, dankomite madrasah. Instrumen yang digunakanyaitu lembar angket, pedoman wawancara,dan dokumentasi. Analisis data menggunakanteknik deskriptif kuantitatif. Hasil penelitianmenunjukkan bahwa sebagian besar respondenmemahami tujuan dari diimplementasikankurikulum 2013 dan pendekatan saintifk yangdigunakan. Dalam implementasi kurikulum 2013,sebagian besar responden juga menyatakan yakinbahwa para guru PAI sudah memiliki kemampuandalam pembelajaran dengan kurikulum 2013.Implementasi Kurikulum 2013 juga memilikidampak positif baik bagi peserta didik, guru, danKepala MA. Namun demikian masih ada beberapapermasalahan yang muncul terkait dengan saranaprasarana, pelatihan guru, buku pegangan untukguru dan siswa, serta tidak adanya evaluasi danmonitoring monitoring dari pemerintah terhadapimplemntasi Kurikulum 2013.