Search results

1

Constructing Social Cohesion in Vietnamese Public Schools: The Methods, and Students’ Forgotten Identities

100%

Truong T. T., Underwood J.

Kultura i Edukacja

|

2020

|

issue 4(130)

25-42

EN

There are four main areas through which education can foster social cohesion, these are: curriculum design; an appropriate classroom climate of dialogue and respect; equal opportunities for all learners; and diverse school programmes that encompass the interests and experiences of the learning community. In this paper, by intersecting these concepts with the lead author’s experiences as a student in Vietnam’s primary and secondary public schools, we explore how social cohesion in constructed within the Vietnamese school system and the impact this has on student identity. Further focus is provided by analysing in-depth three fundamental aspects of the Vietnamese education system. These are: moral education; Vietnam’s national rite of saluting the flag; and didactic, teacher-focused teaching. The latter section of the essay then critically evaluates some shortcomings associated with the teaching of social cohesion in Vietnam. The purpose of this paper is to add meaning to those cultural features of schooling that have been taken for granted by Vietnamese people and also to highlight the need to find a balance between social cohesion and individuality in the Vietnamese educational system, so that in future current flaws can be erased. This paper is a conceptual paper informed by research literature. However, it also embraces an auto-ethnographic approach and in doing so extends the parameters of academic writing within a Vietnamese context.

2

ДАНІЯ. СИСТЕМА ОСВІТИ ДАНІЇ

67%

Процай Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 8(42)

41-50

EN

The educational system of Denmark is unique. The first thing you notice, exploring this problem is the existence of an absolutely unique education for children and adults. Denmark is able to prove that in fact no matter what is taught at schools, it is important what knowledge they have after finishing them. Back in 1814, the Danish monarchy first adopted the Education Act, according to which all children have the right to get 7-year education. It should be noted that law free boarding schools began to open all over the country in all cities. In addition, the colleges for teacher training were established. The purpose of schooling was to prepare a worthy and useful member of the society. The students studied religion, reading, writing and mathematics. The Education Act changed several times, but when making the last edition in 1993, the Danish Parliament has considered more than 800 projects submitted from various schools of the country. This indicates that the law was passed with the requirements of that society put forward the education system. And this approach to the election of the new directions of the system of education in the country made it possible to provide the knowledge and skills that will enable the students to become a full member of the society in future. According to the law all have to be educated from 7 to 16 years. It does not matter where the child receives education – at a state («traditional») school or at a private school or even at home. The only criterion is that you need to learn some compulsory subjects in accordance with the standards of education. It means that children should gain knowledge but not to go to school. Most children attend public schools («Folkeskole»). «People’s School» is a public school, which includes kindergarten and grades from the 1st to 10th form. In addition, the school has a group of extended day for primary school children. Danish «public schools» are very diverse. The Education Act defines the purpose of education, certain requirements and local authorities, together with the management of the school and parents are choosing not only the objects but also the teaching methods and means to achieve an aim. The students automatically, regardless of success in learning are transferred from form to form. All students have the opportunity to receive the same knowledge till the 9th form, and the last 2 years they can learn in another - an alternative school («Efterskole») or in the youth schools or high folk schools. The law defines the following tasks to help the students to gain knowledge, skills, the ways of expressing themselves and comprehensively promote the personal development of each student and create the conditions for the realization of usefulness of studying, make it possible to believe in their own strength for further active and independent participation in the society. They learn the history, culture and traditions not only of their own people and other nations as well. They get good knowledge about the relationship and interaction between man and nature. The schools teach the basics of democracy in order to prepare decent citizens. The teachers teach the students to be responsible members of the society, the rights and duties of each to society based on democracy. That is why education is based on freedom, equality and democracy.

3

Organizacja pracy nauczycieli w szkołach publicznych - konieczna zmiana statusu kadry pedagogicznej

67%

Tomaszczyk-Pacuła K.

Kontrola Państwowa

|

2021

|

vol. 66

|

issue 6/I (401)

41-51

EN

The audit conducted by NIK in 2020 on the organisation of works of teachers was the first in-depth study of the kind. The results of the audit provide an added value to the public debate on the work of teachers, its conditions and the way it is paid for. One of the issues indicated by schools managers is recruitment of qualified teaching staff, especially in scien ces (mathematics and physics). The audit also showed that classrooms were frequently insufficiently equipped (e.g. IT classrooms with insufficient number of computers), and that schools lacked appropriate stationary. In addition, during the pandemic schools had problems with providing teachers with equipment necessary for remote teaching (ma inly fast internet connection) and with training on how to operate IT programmes in the area. While teachers complained about difficulties with objective assessment of students’ knowledge and presence at classes. The main conclusion of the audit is the need to update (in cooperation with teachers) the organisational standards of teaching. There is a risk that negative tendencies (such as the high average age of teachers, difficulties in recruiting te achers in sciences and foreign languages) will continue. What is more, managers of schools have been obliged to ensure better equipment in classrooms and better organisation of the teaching process (including online classes) so as to guarantee safety of work.

PL

Do najbardziej drażliwych elementów debaty publicznej związanej z pracą nauczy cieli należą ich wynagrodzenia oraz kwestia pensum, które w szkołach podstawowych i średnich wynosi 18 godzin. W praktyce pedagodzy pracują znacznie dłużej, ponieważ ich obowiązki nie ograniczają się do prowadzonych lekcji. Sprawy organizacji pracy w szkołach i jej warunków powróciły w publicznej dyskusji w związku z epidemią COVID-19, która spowodowała konieczność prowadzenia zajęć zdalnie, na co większość placówek nie była odpowiednio przygotowana. W podjętej w 2020 r. kontroli NIK kompleksowo zajęła się tymi zagadnieniami. Głównym wnioskiem jest konieczność aktualizacji przyjętych rozwiązań dotyczących standardów organizacyjnych i statusu nauczyciela, aby odpowiadał wymogom współczesności.

Refine search results

1 Kontrola Państwowa

1 Kultura i Edukacja

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Tomaszczyk-Pacuła K.

1 Truong T. T.

1 Underwood J.

1 Процай Л.

1 2021

1 2020

1 2014

Constructing Social Cohesion in Vietnamese Public Schools: The Methods, and Students’ Forgotten Identities

ДАНІЯ. СИСТЕМА ОСВІТИ ДАНІЇ

Organizacja pracy nauczycieli w szkołach publicznych - konieczna zmiana statusu kadry pedagogicznej