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An International Comparison of Educational Systems: the Columbian, Iraqi and Kurdish cases
110-120Views:246As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to demonstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.
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Horizontal Segregation as a Consequence of Hidden Curriculum in Primary School
112-119Views:212Much of the special literature deals with examining textbooks, and during their analyses the underrepresentation of women in the world of teaching aids always comes out. The National Curricula (1995, 2003, 2007, 2012, and the new draft of the NC) serve as the basis for writing textbooks, thus it would be worth starting the examination of horizontal segregation according to gender here. In the current study, the goal is to identify and to map theoretical dimensions. This research introduces female education and stereotypes of women in Hungary, their theoretical background as regards horizontal segregation according to gender, and also introduces „hidden curriculum”. Horizontal segregation according to gender in higher education is easily seen, the goal of this study, however, is to examine its presence in primary school education through the teaching of three subjects: music, history, and physics. This dissertation is the first step in the research which furthers the mapping of the theoretical background.
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Curriculum Changes in the Visegrad Four: Three Decades After the Fall of Communism by Tomáš Janík, Štefan Porubský, Magdolna Chrappán, Kinga Kuszák
144-146Views:156Bibliography of the reviewed book: Janík, T., Porubský, Š., Chrappán, M., & Kuszák, K. (2020). Curriculum changes in the Visegrad Four: three decades after the fall of communism. Waxmann.
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College Begins in Kindergarten: A Path to Higher Education Through Family-School Partnerships in a K-5 School
1-12.Views:64As income inequality rises in the United States, students from low-income backgrounds and other excluded identities are likelier to remain in the lower income percentile, especially if they do not have college degrees (Kochhar & Cilluffo, 2018). Therefore, a critical approach is to focus on what happens before middle and high school, realizing that early childhood is prime for students to learn about college and their future. This study explored the practices influencing college-going aspirations for marginalized students in a K-5 school that engages teachers and families. The exploration extends the literature on how schools prepare elementary-aged students to develop college-going aspirations. The case study design collected data from observations, an administrative interview, and a document review. Findings revealed social and environmental practices influencing students and families regarding college-going attitudes and aspirations. The results have implications for curriculum and school culture to redefine the postsecondary conversation.
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Elementary Art School of Folk Dance and Music in the Context of Regional Culture-Oriented Schools in Slovakia
16-26Views:275In the study, we present the basic goals, content, strategies and organisational forms of education of the Elementary Art School of Folk Dance and Music in Ružomberok. The basic information about the school is supplemented with the ideas of its founder and the school principal, as well as the photo documentation of this school environment. We analyse this school model in the broader context of elementary regional culture-oriented schools, which began to develop in Slovakia after 1989. In connection with the school reform in 2008, the educational content of such schools was transformed and defined in the State Education Programme in the subject of Regional Education and cross-cutting topic Regional Education and Folk Culture. In addition to other alternative and innovative educational programmes in Slovakia, the regional culture-oriented school represents a domestic model of education, which is based on the historical and cultural peculiarities of individual regions of Slovakia. Despite the uniform name, each school with this orientation can have a unique character expressed in its school curriculum.
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The International Comparison of the Educational Systems of Iran, Myanmar and Ethiopia
84-94Views:111Education systems usually fall into two main types: the Continental and Atlantic systems of education. Countries
belonging to the third world often follow after the characteristics of the continental system, however, the
specificities of the country may overwrite some characteristics of the original concept. This article aims to
introduce some specific aspects of the educational systems of Iran, Ethiopia and Myanmar through the
comparison of these systems. According to the data analysis, centralisation is relevant, but decentralisation
tends to be strengthened in each country. Concerning their structure, similarities in the division of levels were
identified, along with differences in duration and focus. Unsurprisingly, the curriculums are different in each
country; however, the basic subjects are almost the same. Finally, the grading systems use similar categories,
although the underlying points providing the basis for the grades significantly differ. Comparing them can
contribute to their evaluation and further development. -
The Concept and Practice of Family Life Education
55-61Views:246This theorethical article outlines the development of family life education in Hungary. In the early 20th century, as a result of civic initiatives, this specific educational area as an independent professional and scientific field was organized in the United States and Western Europe. In Hungary, however, much like other Central and Eastern European states, institutional education became available much later. A government decree issued in the early seventies draws attention to the fact that "the biological, health, ethical, moral knowledge necessary for harmonious, desirable human relations is not sufficiently widespread among the general public, especially among young people, to create a well-balanced family life and to achieve a broad range of modern family planning. Therefore, measures should be taken to prepare for family life in all forms of public education and in the dissemination of information to the general public” (Mihalec et al 2011, 90) Komlósi points out, however, that despite the first governmental initiative on family life education, for decades there has been no significant change in practice. (Komlósi 1995) ” In Hungarian secondary education, the pedagogical knowledge that can be chosen as subject matter for graduation examinations in pedagogical vocational secondary schools includes a growing proportion of topics related to education for family life.
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Children’s Literature in Transcarpathian Schools for Teaching English as a Foreign Language
108-120Views:288Since the origins of formal foreign language teaching, literature has always played an important role. Currently, modern language teaching trends suggest starting foreign language learning as early as possible; thus, the use of children’s literature in foreign language teaching is undergoing a revolution. This situation encouraged us to examine the use of children’s literature and the attitude of foreign language teachers to it. This article focuses on primary and secondary school English language teachers in a western county of Ukraine (N = 118). The results of the qualitative research revealed that the teachers’ general attitude to the use of children’s literature is positive; they are aware of their advantages but still avoid using these materials. Most teachers do not apply children’s literature in their foreign language teaching because the school curriculum is too congested and fast-paced, they do not have access to appropriate authentic children’s literature, or they were not taught how to utilize authentic children’s literature during their university years. Results suggest that teachers should be encouraged to use children’s literature, though there is no universal solution. The first suggestion is for schools themselves to support teachers, but it would be a significant step forward if this approach were also to be taken in in-service training.
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Hidden Curriculum in Teacher Education Programs
121-124Views:201Bibliography of the reviewed book: Mazawi, A. E., & Stack, M. (Eds.) (2020). Course Syllabi in Faculties of Education. Bodies of Knowledge and their Discontents, International and Comparative Perspectives. Sydney: Bloomsbury Publishing. ISBN 9781350094253