Basic Education

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This article presents the responses given in several schools of the 1st Cycle of the Basic Education Level (children aged 6 to 10 years) of the Metropolitan Area of Lisbon relating to the issue of integration of immigrant children and children of immigrant descent. The goal was to establish the relationship between the geographical context where the school is located

RESUME Les défis pour une gestion durable des eaux pluviales urbaines dans les pays en dévéloppement sont considérables par rapport aux pays dévéloppés. Cet article utilise l´exemple de la ville de Porto Alegre pour analiser cette situation. Les principales difficultés sont ...

The Constitution provides the ground rules to create obligations on the state and to transform the education system by introducing human rights in line with the best developed democracies. This article is not about state-compelled school attendance, but rather the ...

This article investigates the possibilities of implementing global education in national education by means of an often referred-to social learning theory ‘communities of practice’. The argumentation is supported by research conducted in Finnish comprehensive schools lower level (the first six years of education). The research findings suggest that at the moment in Finland, global education is perceived as a real challenge for practitioners. In conclusion, it is argued that the use of communities of practice as a basis to implement global education perspectives in basic education has good potential to succeed in developing national education policies and in finding best practices for global education.

Tämän raportin tarkoituksena on kuvata perusopetuksen luokka-asteiden 6–9 oppilaanohjauksen tilaa syksyllä 2008 opetusministeriön rahoittaman oppilaanohjauksen kehittämisen käynnistyessä.

Oppilaanohjauksen kehittäjätahoille (f = 148) toteutettiin e-lomakkeella lähtötilannekartoitus, johon vastasi 442 henkilöä. Kyselyaineistoa täydennettiin kolmella kuntavierailulla.

Kolmasosa vastaajista tuli joko Lapin, Oulun tai Itä-Suomen läänistä, ja runsas kolmannes EteläSuomen läänistä. Vastaajista 71 % oli naisia, ja 38 % oli 46–55-vuotiaita. Runsaalla kolmanneksella ei ollut mitään oppilaan ja opinto-ohjauksen alaan liittyvää koulutusta, mutta 31 % oli suorittanut opinto-ohjaajan kelpoisuusopinnot. Puolet toimi hankkeen käytännön kehitystyössä, ja yhdeksän kymmenestä edusti kasvatus- ja opetusalaa. Noin 38 %:lla vastaajista oli aiempaa hankekokemusta.

Parhaiten toimiviksi ohjauskäytänteiksi arvioitiin seuraavat: työelämään tutustuminen, alakoulun oppilaiden yläkouluun tutustuttaminen, peruskoulun oppilaiden toisen asteen koulutukseen tutustuttaminen, luokkamuotoinen ohjaus ja ohjaukseen liittyvät infotilaisuudet. Huonoiten
toimivia olivat perusopetuksen päättävien jälkiohjauksen toimintamallit, oppilaanohjauksen käytäntöjen dokumentoiminen, toisen asteen koulutuksen ulkopuolelle jäävien ohjauskäytännöt, eri hallintokuntien keskinäinen vastuunjako ja sopimuskäytännöt sekä julkisten organisaatioiden ulkopuoliset ohjausjärjestelyt.

Tapauskunnista Tampereen kaupungin, Jyväskylän seudun ja Sallan kunnan ohjauskäytänteissä oli selviä eroja, koska niiden koko ja konteksti sekä niiden myötä ohjauksen kehittämishaasteet ovat varsin erilaiset. Kaikissa oli pyritty löytämään hyviä käytänteitä ja paikantamaan kehittämistä kaipaavia teemoja. Aineenopettajien ohjaus värittyi heidän opettamansa oppiaineelle ominaisista sisällöistä ja menetelmistä, ja haasteet liittyivät erityisesti työn- ja vastuunjakoon koulun eri
toimijoiden kesken. Oppilaat odottivat ohjaukselta erityisesti tietoa ja kannustusta ja huoltajat toimivaa kodin ja koulun välistä viestintää.

Kehittämistyötä ajatellen eniten kohdistui odotuksia ohjauksen näkyvyyden parantamiseen, ohjauksen arkikäytänteiden ja -työvälineiden karttumiseen sekä  erilaisen yhteistyön ja verkostoitumisen paranemiseen. Myös ohjaustaitojen ja henkilökohtaisen ohjauksen laadun kohenemista haluttiin saada aikaiseksi. Eniten epäiltiin ajan ja voimavarojen riittävyyttä, projektin tuloksellisuutta sekä toimijoiden aitoa sitoutumista. Näkökulma ohjauksen kehittämiseen oli selvästi aikuiskeskeinen, asioiden tarkastelu nuorten kannalta oli vähäistä.

This literature review explores the extent of integrating educational technology in contemporary classroom environment among the ASEAN Member States focusing more on the undeveloped and developing countries. It describes the profile of the countries under study in terms of the total population, gross national income (GNI), literacy rating and ICT development index (IDI) and to determine the barriers for educational technology integration; and test the correlation among the profile variables. Results showed that some of the identified probable causes of educational technology integration in most developing countries are: inadequate financial support and infrastructure, human capital, management support, as well as behavioural and environmental aspects. Gross National income is considered a factor that can directly or indirectly influence the Literacy rating and ICT Development Index value of the country while the total population based on ranking of countries has nothing to do with the ranking of GNI, Literacy Rating and IDI value of each country.

This research has studied the teachers employed at Basic Education according to their perceptions of their behavioural-instructional class management. In addition, their class management perceptions of the basic education teachers were examined according to independent variables such astheir gender, educational background, student population, and volunteering in-service trainings. Descriptive survey model was used in this study. The universe of the research consists of 2613 basic education teachers employed at independent nursery schools, kindergartens and primary schools in Izmit, Golcuk and Gebze in the province of Kocaeli. The sample of the research consists of 289 randomly chosen basic education teachers from the universe of the research. Simple Random Sampling was conducted to determine the sample of the research.As the data collecting tool of the research, 'The Scale of Behavioural-Instructional Management' was conducted to evaluate the behavioural and instructional class managements of the teachers. This scale was first improved by Martin and Sass (2010) and later it was adapted to Turkish by Akin et al.(2013).The data was collected from the participants online.The data of the research was analysed with the SPSS 18 program. In the analysis of the data, ‘‘arithmetic average and standard deviation’’, ‘‘independent samples t-test’’, ‘’one-way analysis of variance (ANOVA)’’ and ‘’LSD importance test’’ were used. It was found at the end of the research that the behavioural management perceptions of the basic education teachers were more interventionist than their instructional management. Instructional
management perceptions of the basic education teachers were more interactionist. Instructional management perceptions of the teachers were a significant difference in terms of independent variables such as “their gender”, “their student population” and “volunteering in-service trainings”. However, the behavioural management perceptions of the teachers were a significant difference in terms of “their educational background.
Keywords: Basic education, classroom management, behavioral management, instructional management

This paper was set out to assess the implementation of access to free and compulsory education in Nigeria. The issue of access to free and compulsory basic education as a right being the third attempt in the Nigerian democratic system of governance compared to the first and second efforts with the nature of implementation by the federal government is still questionable. Nigeria as a democratic nation unlike other African nations considered free and compulsory education as a right to every child of school age as a step forwards towards eradicating poverty among parents who cannot withstand imposed levies by public and private school system nationwide. With this latest development in Nigerian education, several bills were sponsored which was equally signed into laws directing both federal and state governments to make education at every tiers of education tuition free. This implies that the quality of free and compulsory education depends on the political systems that are tied with the responsibilities to developed education system within her strength. Base this assessment, this research paper identified some basic elements that served as obstacles to the implementation of free and compulsory education in Nigeria. These include, education imbalance between urban and rural areas, differences in levels of learners intelligence, unreliable education statistics, under funding of education matters, poor control and management or scarce resources to be shared among schools, inadequate teaching personnel's and so forth. This paper finally concludes with some workable steps towards realizing the goals of increasing access to free education nationwide.

This article analyzes the meanings of social justice as found in three plans of study for basic education (preschool 2004, secondary school 2006, and elementary school 2009). The selection of academic material is related to two issues. First, the World Education Forum ratified the Framework for Action for the Americas, a document that considers basic education to be fundamental human right, with social justice as its mainstay. Second, and as a consequence of the Forum, the curriculum of Mexico’s basic education was renovated during the first decade of the 21st century. Due to the priorities of this article, analysis excludes the revision of the 2011 plan of study, which is still in effect in the nation’s educational system. The article’s underlying argument is that in the indicated plans of study, social justice acquires meaning in a reductionist manner with regard to social multiplicity and complexity. In organizational terms, the article begins with a conceptual genealogy of social justice, followed by an analysis of its meanings based on certain categories (of theory and argumentation), and closes with analytical statements.

Organizadores: Manoel Augusto Polastreli Barbosa, Michele de Oliveira Sampaio

A obra coloca em evidência a necessidade de se refletir sobre o ensino e a educação básica neste período de instabilidade política. Os estudos aqui abordados trazem diferentes perspectivas teóricas e metodológicas sobre o currículo, a formação docente e as práticas escolares e não-escolares que emergem como caminhos para a reflexão diante das dificuldades e das possibilidades de desenvolvimento do processo educativo brasileiro.

Editora: Pimenta Cultural (2020)

ISBN:
978-65-86371-14-7 (eBook)
978-65-86371-15-4 (brochura)

DOI: 10.31560/pimentacultural/2020.147

A educação básica no Brasil, desde a Constituição de 1988 e, com mais ênfase, nos últimos oito anos, vem sofrendo grandes mudanças. Analisá-la implica considerar determinadas preliminares como o pacto federativo, a desigualdade social, as ligações internacionais e a própria noção de educação básica a fim de contextualizar as políticas de avaliação, focalização, descentralização, desregulamentação e financiamento. Tais alterações evidenciam uma forte focalização no ensino fundamental na idade legal apropriada, o mesmo não acontecendo com as outras etapas tão importantes quanto o ensino fundamental.

A new workbook for Senior High School in the Philippines

From the back cover:

"More than ever, religion has become an important issue in the world today. It affects much of our everyday and public life. Whether we are conscious of it or not, religion in fact informs a range of choices from the values that we live by to the leaders we elect.

But much about religion is also misunderstood. To some it engenders conflict and suffering throughout the world.

In this innovative worktext, students are exposed not just to the rich history, beliefs, and practices of various religions in the world today. By drawing insights from philosophy and the social sciences, students can reflect on contemporary religious issues affecting Philippine society. Using specific case studies and other activities, the worktext bravely confronts such issues as religious violence, the decline of religion, and the peace process. It invites students to a world of deep thought with massive consequences on life, both optimistic and unsettling."

Authors:

Jayeel Serrano Cornelio, Mark Joseph T. Calano, and Manuel Victor J. Sapitula

For review copies of the book, please contact Rex Publishing:
http://www.rexestore.com/senior-high-school-books/1600-introduction-to-world-religions-and-belief-systems.html

The paper assesses the perception of the stakeholders on the integration of basic education into the curriculum of islamiyyah and ma'ahad schools in Nasarawa State. The research design used for this study was a survey research design, which involves the collection of data from random sample of the target population. The population of the study is made up of all Almajiris, their teachers and parents in Five (5) wards of Akwanga Local Government Area of Nasarawa State. The instrument used in conducting this study was an interview questions designed by the researcher, which has a definite set of questions and predetermined order of asking. The data for the study which were derived from the responses of the Almajiris, the teachers and parents to the interview items were analyzed, using simple percentages and mean scores. The hypotheses were tested by Kruskal-Wallis (H) statistics at 0.05 level of significance. The paper found that the major problems that may affect the integration of Almajiri system into formal education are lack of appropriate curriculum and lack of comprehensive integrated school structure that would address the need to merge the two systems into holistic integrated system. The paper recommended that food supply to the integrated school should be adequate, regular and the school environments should be made more convenient and conducive for learning. There is a need for training and retraining of the Almajiri teachers to enhance their performance and to able to suit in the demands of the models of integrating Almajiris system into the formal system of education.

El escrito esboza un análisis sobre la perspectiva filosófica o de las finalidades del curriculum de la educación básica, en aras de abrir la discusión sobre la trascendencia del diseño curricular, de cara a la discusión sobre el derecho a la educación en el ámbito del curriculum.
Cuando se alude a las finalidades, se asume a éstas como la direccionalidad de los principios que organizan el currículo de la educación básica, se hace referencia a sus fundamentos, y aunque éstos son una categoría clásica en los estudios sobre el currículo, en esta investigación no se abordan desde los esquemas tradicionales que proponen a los principios como la suma de los aspectos filosóficos, epistemológicos y pedagógicos, etcétera. Sino como fuerzas que configuran-constituyen al modelo educativo más allá de la retórica declarativa, de ahí que se aleje de los esquemas ya mencionados.

Escrito en el que se resaltan las aportaciones principales del material pensado para este tipo educativo en tres país países del mundo.

FORMA DE CITACIÓN:
-Segura, M. (2014). Presentación del libro Educación rural en Finlandia, Cuba y Colombia. Experiencias para México. Evento organizado por la BECENE, San Luis Potosí. Texto inédito. Recuperado el (día, mes y año de consulta), de https://independentresearcher.academia.edu/MarthaSeguraJimenez

Motorik halus adalah kemampuan untuk mengkoordinasi pengunaan gerakan mata dan tangan. Kegiatannya melibatkan gerakan secara halus yang melibatkan otot-otot kecil seperti mengambil benda kecil dengan ibu jari dan telunjuk, menggambar, dan menulis. Hasil observasi di TK ABA Nur’aini Unit 1 Ngampilan menunjukan bahwa kemampuan motorik halus anak di kelompok A masih belum cukup berkembang sesuai harapan, perlu adanya peningkatan capaian kemampuan motorik halus anak dengan menyediakan permainan yang menarik untuk anak. Tujuan penelitian ini untuk mengetahui pengaruh permainan tradisional dakon terhadap capaian perkembangan motorik halus anak usia dini kelompok A di TK ABA Nur’aini Unit 1 Ngampilan Yogyakarta.
Penelitian ini menggunakan jenis penelitian eksperimen dengan desain One-Group Pretest- Posttest Design. Teknik pengumpulan data menggunakan lembar observasi dan dokumentasi. Sampel penelitian ini yaitu anak kelompok A2 dan A3 di TK ABA Nur’aini Unit 1 Ngampilan yang berjumlah 31 anak. Teknik analisis data menggunakan uji normalitas dan uji t-test dengan taraf signifikan 5%. Hasil penelitian menunjukan ada peningkatan kemampuan motorik halus anak melalui permainan tradisional dakon. Peningkatan tersebut dapat dilihat berdasarkan peningkatan nilai rata-rata hasil penelitian. Rata-rata posttest (31,23) lebih baik dibandingkan rata-rata data pretest (23,23). Berdasarkan hasil tersebut dapat disimpulkan ada pengaruh dan peningkatan kemampuan motorik halus anak kelompok A melalui permainan tradisional dakon di TK ABA Nur’aini Unit 1 Ngampilan Yogyakarta.

Kata kunci: Motorik Halus, Permainan Tradisional Dakon

The K to 12 Basic Education program uses standards and a competency-based grading system. These are found in the curriculum guides. All grades will be based on the weighted raw score of the learners’ summative assessments. Senior High School Students have been graded on three categories the written work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping teachers in the progress, communication, application, and grading of assessment tasks. The correlational aspect aims to establish the degree to which the variables of on the level of compliance of the developed application affects and influences the level of acceptance of the system as perceived by the respondents. From the level of acceptance of the system when it comes to its performance efficiency is directly affected by the level of compliance of the system in its compatibility and reliability. This means that changes on the identified variables may directly affect the variables on the l...

The Constitutions of India and Pakistan guarantee justiciable human rights and incorporate the Directive Principles of State Policy. Fundamental rights are justifiable through courts, while the principles of policy enjoy immunity from judicial interference. Right to education was constitutionally recognized as one of the principles of policy, not as a fundamental right in both countries. Although its status was earlier elevated from the directive principles of state policy to a fundamental right, owing to judicial activism, however, it was incorporated by a Constitutional Amendment in the Indian Constitution under Article 21-A. While in Pakistan, it was the 18th Amendment of the Constitution which elevated it to the status of a fundamental right. Resultantly, now it is subject to judicial review, under newly inserted Article 25-A. Now, the governments are obliged for its provision to all children, aging from five to sixteen years. Learning a lesson from the Indian recognition, Pakistan must cover its distance more swiftly and smartly, instead of wasting time in litigation or enactment of supportive legislation.

Life Sciences have always been a fundamental area of science. The exponential increase in
the quantity of scientific information and the rate, at which new discoveries are made, require
very elaborate, interdisciplinary and up-to-date information and their understanding. This
fourth edition of Life sciences, Fundamentals and practice includes extensive revisions of the
previous edition. We have attempted to provide an extraordinarily large amount of information
from the enormous and ever-growing field in an easily retrievable form. It is written in clear
and concise language to enhance self-motivation and strategic learning skill of the students
and empowering them with a mechanism to measure and analyze their abilities and the confidence
of winning. We have given equal importance to text and illustrations. The fourth edition
has a number of new figures to enhance understanding. At the same time, we avoid excess
details, which can obscure the main point of the figure. We have retained the design elements
that have evolved through the previous editions to make the book easier to read. Sincere
efforts have been made to support textual clarifications and explanations with the help of
flow charts, figures and tables to make learning easy and convincing. The chapters have been
supplemented with self-tests and questions so as to check one’s own level of understanding.
We hope you will find this book interesting, relevant and challenging.

Arnis is a national sport, and learning about it is an excellent way to foster patriotism among students and teachers. Further, Arnis should remain an essential subject/lesson taught among Filipino learners despite the pandemic. The study examined how experts validated the researcher-made Arnis module and how learners could use and provide feedback successfully. The study employed a descriptive design and included three (3) experts in Physical Education, Languages, and Learning Resource Development and twenty (20) grade 7 learner-users. Findings revealed that the module met the content, language, layout, and design validity standards. The learners' feedback included the following: (1) appropriate activity selection, (2) clear and useful illustrations, (3) new knowledge acquired, (4) organized lessons, and (5) difficulty in performance task assessment. Additionally, the module highlights feature that motivate learners to learn and guide learners to become independent, which is one of the Self-Learning Modules' objectives. The module is consistent with the Physical Education curriculum guide and the Department of Education's Most Essential Learning Competencies. It complies with the mandate of Republic Act 9850 and the Department's core values, which include "Makabansa," which promotes patriotism among students. Physical Education teachers are strongly encouraged to utilize the developed module for Grade 7 Physical Education.

Cambodia has struggled to promote the access and quality of education in responding to the local needs and international mainstream of education goals. In general, there are number of positive progresses being made in term of enrollment rates and gender parity; however, there are still major issues for Cambodia to cope with such as the equal access, dropout, survival, lack of teacher resource, quality of learning, study materials and so on. The current issues need the country to invest more input in term of financial and human resource such as teacher resource and infrastructure in order to achieve the education goals. The education in Cambodia has its long way to go and this cannot be solved with one single dimension but the whole system and dynamic resource working dynamically to develop itself under time and available budget.

Mémoire de Master, Expertise en Coopération Internationale en Education et Formation sur le thème "Le suivi-évaluation du Plan Décennal de Développement de l'Education de Base; Diagnostic et perspectives" Dispositif de monitoring d'un plan de développement du système éducatif dans le cadre de la mise en oeuvre des Objectifs du Millénaire pour le Développement. Poursuite des objectifs de l'Education Pour Tous en Afrique subsaharienne dans le cadre multipartenarial.

Background
Due to the electronic media the amount of time that children spend in nature has declined in the recent time. However, it is important for children to learn about nature and it is also healthy for children to spend time in nature (Kuo, 2010). An empathic relation to nature (Palmberg & Kuru, 1998), nature sensitivity (Nykänen & Kinnunen, 1992), environmental awareness, attitudes, and conceptions can be fostered by repeated nature experiences (Gilbertson, 1990) and long-term nature education (Palmberg, 1989). Students who have had a meaningful experience in nature are more likely to prefer spending time outdoors, express concern about environmental issues, consider themselves strong environmentalists, and express interest in studying the environment or pursuing an environmental career (The Nature Conservancy, 2011).
Pupils’ knowledge can be built up by concrete experiences, interests, emotions, and values through outdoor education (OdE) (Bogner, 1998). OdE includes the study of both natural and artificial environments (Knapp, 1996). Gair (1997) defines the concept as all activity that includes education in the outdoors. McRae (1990) has divided OdE into knowledge focused outdoor teaching and learning, ecologically focused outdoor EE and outdoor leisure education focusing on personal growth. Advantages with OdE are its deductiveness (Dahlgren & Szczepanski, 1997) and hands-on activities (Kolb, 1999). Nundy (2001) explains activation of different senses as reinforcement between the affective and the cognitive domain where one influences the other and provides a bridge to higher learning. First hand experiences and interactive learning situations are important in forming of personal opinions, attitudes, and values (Balschweid, 2002). The benefits of OdE include improved interpersonal and intrapersonal skills; environmental awareness and stewardship ethics; physical, mental, and social health; and ability to learn and concentrate (Cottrell & Raadik-Cottrell, 2010). Positive attitudes of pupils toward environment have also been found to increase in OdE (Mittelsteadt et al., 1999).
In order to encourage the promotion of Environmental Education (EE) and
Sustainable Development Education (SDE) in Finland, a national strategy for EE (A National Strategy for…, 1991) has been created, as well as a strategy for SDE (Loukola et al., 2002). EE, SDE and OdE take place in a large variety of applications in formal (schools and universities) and informal educational institutions in youth work and social services in the public and private sectors.
Next we will first explain how EE, SDE and OdE are arranged at schools. After that the description of nature and environmental schools and universities will follow.

E-book ini merupakan tutorial Perintah Dasar Linux (Basic Command Line), biasa disebut juga Text Mode. E-book ini cocok buat Anda yang sudah mengenal Linux (menginstall, mengoperasikan) dan ingin mempelajari penggunaan perintah-perintah dasar di Linux. Semoga apa yang ada dalam E-book ini bisa membantu Anda. Dalam proses penyusunan mungkin masih ada kekurangan, kami akan berbesar hati menerima kritik dan saran dari Anda.

In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development . Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.

The drive to improve basic education delivery in Nigeria has been given tremendous impetus in recent years. The goal of basic education can only be realised through provision of inclusive, equitable and quality education; several indicators have shown that authorities jettison quality to focus in increasing access. This paper, therefore, reviews the provision and delivery of basic education in Kano state. Specifically, the paper revealed how increasing enrolment in affects the efforts to improve the quality of education in the state. While the government initiatives made significant differences by increasing access to education of children who would have been denied schooling, quality indicators which include teachers-pupil ratio, students' academic achievement, attrition and completion rates have stagnated at best or dropped. Efforts to ensure and maintain quality education in the state are reported to face serious challenges, including mainly inadequate funding that will ensure provision of essential teaching and learning facilities and insufficient trained and competent teachers. Finally, the paper recommends among others that, adequate funding and ensuring judicious management of the funds, competent teachers should be engaged and their welfare be adequately improved, as well as the supply and maintenances of teaching and learning facilities. Sincerity in the implementations of these and other recommendations would positively affect the over 3.5 million children in basic education, encouraging further enrolment and improving the quality of education they receive.