Search

Despite the global rise of alternative education as a response to the limitations of standardised methods, little attention has been given to how these systems coexist with mainstream education, particularly in non‐Anglophone contexts. This article addresses this gap by examining a distinctive primary school in Guangzhou, China, where alternative and mainstream education coexist on the same campus. Utilising the framework of spaces of prescription and negotiation, the study explores how alternative educational spaces navigate the constraints of China's centralised educational system while maintaining their distinctiveness. The findings reveal that T School strategically adapts mainstream educational spatial forms to support its elite education philosophy, thereby underscoring the fluid boundaries and dynamic interplay between alternative and mainstream education. This research advances the understanding of the spatial and temporal strategies that alternative education employs within standardised systems, offering insights into the adaptability of educational boundaries. Furthermore, the study illuminates the flexibility of spaces of prescription and negotiation within overlapping and interconnected power geometries. By adopting a critical and poststructuralist approach, the framework could enrich the understanding of the fluidity and negotiation of educational boundaries globally. The study's findings carry significant implications for policymakers and educators, guiding the development of more inclusive and responsive educational policies worldwide. [ABSTRACT FROM AUTHOR]

The exploration of the impact of educational reforms on teacher performance is a topic that has gained unusual relevance in recent decades. By analyzing these reforms through the prism of Plithogenic statistics, a window opens to a new approach that allows us to understand the inherent complexity of contemporary educational systems. Plithogenic statistics, which integrate heterogeneous and multivariate data, provide a powerful tool for unraveling how educational policies affect teacher performance. In this study, a multifaceted approach has been employed, ranging from longitudinal data analysis to qualitative evaluation of teacher perceptions, revealing an intricate interconnection between the reforms implemented and the results observed in the classrooms. The conclusions derived from this analysis are revealing and, in a certain sense, paradigmatic. Educational reforms, far from being mere administrative interventions, emerge as agents of dynamic change that influence the motivation, professional development and, ultimately, the performance of teachers. However, this impact is not homogeneous; varies significantly depending on the institutional context and the individual characteristics of educators. Through the application of Plithogenic methods, it has been possible to capture the subtle interaction of these factors, providing a more nuanced and holistic vision of educational reality. In summary, this study not only expands the understanding of educational reforms, but also highlights the importance of using advanced statistical approaches to capture the complexity of modern educational phenomena. [ABSTRACT FROM AUTHOR]

The Saudi government's educational reforms aim to align the system with market needs and promote economic opportunities. However, a lack of credible data makes assessing public sentiment towards these reforms challenging. This research develops a sentiment analysis application to analyze public emotional reactions to educational reforms in Saudi Arabia using AraBERT, an Arabic language model. We constructed a unique Arabic dataset of 216,858 tweets related to the reforms, with 2000 manually labeled for public sentiment. To establish a robust evaluation framework, we employed random forests, support vector machines, and logistic regression as baseline models alongside AraBERT. We also compared the fine-tuned AraBERT Sentiment Classification model with CAMeLBERT, MARBERT, and LLM (GPT) models. The fine-tuned AraBERT model had an F1 score of 0.89, which was above the baseline models by 5% and demonstrated a 4% improvement compared to other pre-trained transformer models applied to this task. This highlights the advantage of transformer models specifically trained for the target language and domain (Arabic). Arabic-specific sentiment analysis models outperform multilingual models for this task. Overall, this study demonstrates the effectiveness of AraBERT in analyzing Arabic sentiment on social media. This approach has the potential to inform educational reform evaluation in Saudi Arabia and potentially other Arabic-speaking regions. [ABSTRACT FROM AUTHOR]

Since the 1990s, there has been a global trend in the search for quality in school systems that have materialized in the educational policies of the most developed countries. This article analyzes the treatment given to the concept of quality in the educational reforms approved in the last fifty years in Spain. The objectives of this study were: (a) to analyze the presence and recurrence of the term 'quality' in each of the laws and (b) to identify the factors associated with quality in these laws. To respond to these objectives, a bibliographic study was carried out using a content analysis approach to the texts of the different laws, as well as a review of the existing literature on the subject in question. It was, therefore, an eminently qualitative research approach. Among the findings found, it is worth highlighting the high presence of the term 'quality' in the legislative texts analyzed since the beginning of the new millennium, as well as a continuity in the educational reforms of evaluation policies of the educational system in coherence with the demands produced by supranational organizations at a global level. [ABSTRACT FROM AUTHOR]

The implementation of the Fundamental Reform Document of Education (FRDE) has been one of the significant issues of the education system in our country in the last decade. FRDE, similar to all educational policies and reforms, is affected by the adaption process and is not necessarily implemented according to policymakers’ intentions.The aims of this study is to understand and explain the meaning made by school principals of their role during the implementation of FRDE and investigates how to implement the transformation document. This qualitative study was conducted using the phenomenology method and based on the cognitive framework of sensemaking. Data was gathered through semi-structured and in-depth interviews with 8 public high school principals in four district 3, 6, 7, and 13 of Tehran. Participants were selected using purposive sampling. Data analysis method of Miles et al. (2014) led to the formation of three main theme categories “ambiguty”, “documentary”, and “individual and situational factors”. Finding illuminates, the ambiguity of FRDE’s text and how it is transitioning to practice. The requirement to act in such a situation leads principals to make another sense of their role and they perceive themselves as documenters. In light of the findings, forming this meaning was affected by individual factors including same-old and to-no-avail attempts, as well as situational factors including the extent of applying, rules and regulations, and value position. According to the findings, despite the efforts made to implement the FRDE in schools, the main purpose of the implementation of it has not been achieved. The attention of policymakers to the factors that shape sensemaking can help in designing educational policies and more effective implementation.

The study deals with the important question of how educational reforms affect healthcare competitiveness, especially when it comes to medical education. The primary study goal is to investigate the connection between improvements to the educational system and the calibre of medical care. To provide a thorough examination of trends over previous ten years, the study focusses on a dataset of 2,646 articles published between 2013 and 2023, taken from the WoS and Scopus databases. The necessity to record current and pertinent advancements in medical education and healthcare justifies the selection of this time frame. The CiteSpace and Biblioshiny programs were applied to conduct a bibliometric analysis, enabling the identification and visualisation of significant patterns and trends in the literature. The research hypothesis was verified by the analysis, which showed a strong association between educational changes and increases in healthcare quality. According to the report, health literacy, health disparities, and medical education are the most important topics. Improving healthcare competitiveness depends on these areas. Policymakers, educators, and healthcare administrators can benefit from the research findings because they offer evidence-based perspectives that can direct future medical education reforms to enhance healthcare outcomes and system competitiveness. The results also point to potential prospects for future investigation, especially when evaluating the long-term effects of educational reforms on international healthcare systems.

Early Islamic scriptures mention the use of corporal punishment parenting strategies to rectify behaviour in children. However, many Islamic scholars strongly warn against employing corporal punishment as a discipline strategy. This discussion paper aimed to examine the misconceptions surrounding the use of corporal punishment as a parenting strategy in religious teachings and explores the sociocultural norms that act as a barrier to effective Islamic parenting practices. This discussion asserts that parenting practices engaging corporal punishment discipline strategies are not an inherent part of Islamic doctrine and both historic and contemporary Islamic scholars endorse alternative, peaceful parenting strategies in line with Islamic values. Dissemination of a holistic understanding of religious teachings regarding parenting strategies within the Muslim population is needed. It discusses the recommendations for educational opportunities to encourage and promote effective parenting strategies, which aim to avoid the use of corporal punishment in Muslim communities and nations. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mental ill-being among children and adolescents have increased in many high-income countries. The causes for this development are still unclear, but due to the scale of the problem, broader societal changes are likely to contribute. One of the societal level hypotheses – the “educational stressors hypotheses” – suggests that the transformation in many high-income countries from industrial to knowledge economies makes a well-educated workforce increasingly important. Hence, performance monitoring and performance pressure increase. This article investigates 50 years of educational reforms to analyse whether they introduce increased structural performance pressure. Document analysis of policy documents in Danish primary and lower secondary education constitute the empirical data material. As a least likely case it contributes with knowledge about the extent of formalised performance pressure in education. During the investigated period two shifts emerge. The first introduces tests and examinations as technologies that produce external knowledge about the pupils’ performance. Hence, the performance of each pupil becomes highly visible and comparable in an external panopticon-like gaze. The second shift introduces mandatory self-evaluation and career-planning. It adds a mirror like self-gaze where the pupils are to see and monitor their own performance in accordance with their future wishes. The current performance measures in Danish education are in line with many high-income countries, adding to the hegemony of structural performance pressure in education and qualitatively substantiating the educational stressors hypothesis. [ABSTRACT FROM AUTHOR]

Purpose: This study provides an overview of the changes and developments of the sociology of education in China as it enters the new era as well as its future outlook. Design/Approach/Methods: This study combed and analyzed research in the field of the sociology of education in China during the period from 2012 to 2022 on three issues—educational fairness, rural education, and educational reform—to clarify the field's research characteristics and trends. Findings: In the new era, scholarship on the sociology of education has shifted to focus on achieving high-quality education, modernization, and digitization as new avenues for promoting educational fairness, rural education, and educational reform. As a result, research on the sociology of education in China has employed broader perspectives, adopted a more reflexive approach toward research objects, and embraced more humanistic values. Originality/Value: This study compiles research on the sociology of education in China in the new era and identifies that the field is moving toward a highly integrative approach. The findings provide useful references for learning and understanding the sociology of education in China. [ABSTRACT FROM AUTHOR]

Objective: This study examines the impact of e-learning on India's education system by comparing the National Education Policy (NEP) 2020 and the National Policy on Education 1986 (NPE 1986). The objective is to understand how technological advancements and digital education have influenced educational strategies and outcomes across these two policies. Methods: A comparative analysis approach was used to evaluate the key features of NEP 2020 and NPE 1986, focusing on their approaches to technology integration, educational accessibility, and inclusivity. The study relied on policy documents, relevant literature, and educational statistics to assess the impact of e-learning in the context of both policies. Results: The analysis reveals that NEP 2020 marks a significant shift towards technology-enhanced learning, with initiatives like DIKSHA and the National Educational Technology Forum (NETF) fostering digital literacy and blended learning models. In contrast, NPE 1986 primarily focused on expanding primary education and vocational training but faced challenges due to inadequate infrastructure and regional disparities. The study finds that NEP 2020's emphasis on e-learning has the potential to address some of these long-standing issues, particularly in terms of accessibility and equity. Conclusions: While NEP 2020's technology-driven approach offers promising avenues for reform, it also highlights the critical need to bridge the digital divide to ensure its success. The comparative study underscores the transformative potential of e-learning but also calls for sustained efforts in building robust digital infrastructure and providing comprehensive teacher training. Significance: This study contributes to the broader understanding of the evolving role of technology in education and its implications for future educational policies in India. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

South Korea implemented many-pronged educational reforms, notably to transition from heavy reliance on a high-stakes standardised test to more diversified assessment for university admissions. Nonetheless, this effort created another arena of competition towards meritocratic credentials—such as academic publications. The South Korean government, in 2014, prohibited high schools from documenting students' extracurricular accomplishments earned outside schools. This paper analyses the impacts of these reforms. We queried large-scale bibliographic databases with prestigious high schools' names in South Korea and retrieved publications where high school students were granted authorship between 2001 and 2021. We examine associations between school types, research topics, and the status of scholarly venues. We also show the number of papers from Korean high schoolers rose until the mid-2010s but declined after the 2014 intervention. Our findings suggest that diverse adaptive strategies can evolve as long as meritocratic ethos persists. We discuss further implications beyond the context of South Korea. [ABSTRACT FROM AUTHOR]

The study deals with the important question of how educational reforms affect healthcare competitiveness, especially when it comes to medical education. The primary study goal is to investigate the connection between improvements to the educational system and the calibre of medical care. To provide a thorough examination of trends over previous ten years, the study focusses on a dataset of 2,646 articles published between 2013 and 2023, taken from the WoS and Scopus databases. The necessity to record current and pertinent advancements in medical education and healthcare justifies the selection of this time frame. The CiteSpace and Biblioshiny programs were applied to conduct a bibliometric analysis, enabling the identification and visualisation of significant patterns and trends in the literature. The research hypothesis was verified by the analysis, which showed a strong association between educational changes and increases in healthcare quality. According to the report, health literacy, health disparities, and medical education are the most important topics. Improving healthcare competitiveness depends on these areas. Policymakers, educators, and healthcare administrators can benefit from the research findings because they offer evidence-based perspectives that can direct future medical education reforms to enhance healthcare outcomes and system competitiveness. The results also point to potential prospects for future investigation, especially when evaluating the long-term effects of educational reforms on international healthcare systems. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goal 4 has commenced a global mandate to provide equitable access to quality education for everyone. In the Philippines, SDG 4 inaugurates the No Child Left Behind (NCLB) Policy. This brief argues that while the NCLB has ensured equal access to quality literacy education, it poses socioeconomic-based challenges, declining rate of parental involvement in their children's schooling, overemphasis on standardized tests, and the lack of community involvement towards literacy programs. The Holistic Literacy Enhancement Program (HLEP) is proposed in this paper to help address these challenges to NCLB. HLEP presents policy implications that could assist the NCLB in more efficient and effective implementation: equitable resource allocation, parental and community engagement, and culturally and linguistically relevant assessment tools. [ABSTRACT FROM AUTHOR]

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Comparative Education is the property of Chinese Taipei Comparative Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Drawing on ecological perspectives, this study investigates changes in the bilingual education of ethnic Koreans in China in the context of globalization. Focusing on two Chosonjuk (ethnic Korean in China, 중국조선족, 朝鲜族) schools in Northeast China that experienced challenges due to declining enrollment as a result of the increasing popularity of attending Han (ethnic Han Chinese, 汉族) schools, this study discusses the ways in which these two schools repositioned their bilingual programs to leverage the Korean (Chosonmal, 朝鲜语) and Mandarin (Putonghua, 普通话) languages as linguistic capital and the ways in which such repositioning affected the school choices of Chosonjuk families and other student families. Our findings show that these two schools implemented a series of changes, including the provision of individualized instruction to students to meet their specific needs and the enrollment of Han students and international students from South Korea who were interested in learning the Korean or Mandarin languages. These practices increased the attractiveness of the two schools to families with a variety of needs and concurrently created an inclusive educational environment for the students. [ABSTRACT FROM AUTHOR]

This paper provides an in-depth exploration of the historical factors shaping Greek elementary education and the contemporary pedagogical approaches and curriculum implemented in Greek elementary schools. Beginning with a historical analysis, the paper examines influential factors and developments spanning ancient times to the present day, including the legacy of ancient Greek education, Byzantine educational traditions, and modern educational reforms. By synthesizing historical insights with contemporary educational practices, this paper offers a holistic understanding of Greek elementary education. It underscores the enduring influence of historical legacies on present-day educational philosophies and methodologies while highlighting the innovative approaches adopted to meet the needs of modern learners. Ultimately, this comprehensive overview aims to contribute to scholarly discourse and inform ongoing efforts to enhance elementary education in Greece. [ABSTRACT FROM AUTHOR]

The Saudi government’s educational reforms aim to align the system with market needs and promote economic opportunities. However, a lack of credible data makes assessing public sentiment towards these reforms challenging. This research develops a sentiment analysis application to analyze public emotional reactions to educational reforms in Saudi Arabia using AraBERT, an Arabic language model. We constructed a unique Arabic dataset of 216,858 tweets related to the reforms, with 2000 manually labeled for public sentiment. To establish a robust evaluation framework, we employed random forests, support vector machines, and logistic regression as baseline models alongside AraBERT. We also compared the fine-tuned AraBERT Sentiment Classification model with CAMeLBERT, MARBERT, and LLM (GPT) models. The fine-tuned AraBERT model had an F1 score of 0.89, which was above the baseline models by 5% and demonstrated a 4% improvement compared to other pre-trained transformer models applied to this task. This highlights the advantage of transformer models specifically trained for the target language and domain (Arabic). Arabic-specific sentiment analysis models outperform multilingual models for this task. Overall, this study demonstrates the effectiveness of AraBERT in analyzing Arabic sentiment on social media. This approach has the potential to inform educational reform evaluation in Saudi Arabia and potentially other Arabic-speaking regions.

This study explores the perceptions of government officials, teachers, and parents in Scotland regarding the use of Programme for International Student Assessment (PISA) results to evaluate national education performance. International large-scale assessments (ILSAs) such as PISA have been increasingly influencing education policymaking worldwide, but there is limited understanding of how education actors perceive these assessments. This study uses Scotland's recent declining performance in PISA after the implementation of the Curriculum for Excellence (CfE) reform in 2010 as a case study. Interviews with key officials involved in implementing the CfE, and parents' and teachers' representatives reveal their doubts about the validity of PISA as a means of assessing Scottish education performance. This is because PISA data lack comparability and accountability, as students' academic performance is not impacted by PISA scores and teacher evaluations are not based on them. They do not consider that the PISA results reflect the effects of the CfE reform. These views contradict the Scottish government policy that PISA, among other assessments, is meant to inform policymakers and evaluate reform effects. Our findings have implications for countries that routinely use PISA to assess their educational performance and do not consider the views of education actors. [ABSTRACT FROM AUTHOR]

The article analyzes the legislative and curricular history of the Analytical Geometry course in secondary education in Colombia. The importance of this subject in the development of spatial and temporal thinking is highlighted. The article seeks to understand the international context that gave rise to this subject and its evolution in Colombia. The general objectives of the course, the principles and standards established by the NCTM are mentioned, and the approach of mathematical education in Colombia is compared with the standards proposed by the NCTM. The lack of a consistent approach in the teaching of Analytical Geometry in Colombia is also mentioned, and possible areas of future research are proposed. Additionally, the importance of spatial thinking and geometry in scientific and technical education is emphasized, and the inclusion of analytical geometry in the secondary education program in Colombia is mentioned. The document compiles a list of bibliographic references related to the teaching of mathematics in Colombia and other countries. [Extracted from the article]

During the Sui and Tang dynasties, trade in Central Asia was frequent, and cultures merged. As an alien ethnic group, Sogdian integrated into the Central Plains during the Sui and Tang Dynasties and impacted the dance and vocal culture of the Central Plains. The research on Sogdiana is mainly reflected in the connotation and history, and there is little research on the characteristics of its musical instrument combination and performance methods. This paper analyzes the Sogdian culture in the Sui and Tang dynasties and studies its achievements in dance and its influence on contemporary teaching. The results show that the Sogdian instrument arrangement focuses on percussion, especially drums, flutes and other instruments. However, the frequency of use of different instruments is the same. At the same time, it was found that Sogdian instruments contained rare elements such as lead, tin, and manganese, which also explained the reason why drum and flute percussion were dominant. In terms of performance methods, Sogdian mainly performs Huxuan dance, Huteng dance and Zhezhi dance, focusing on body language and space performances, such as vacating to show the softness and tenacity of the dance, as well as the style of soaring and rotating. Sogdian musical instruments and dances have an enlightening effect on contemporary music education, mainly integrating various dance styles, developing national dances, and rationalizing musical instrument arrangements. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goal 4 has commenced a global mandate to provide equitable access to quality education for everyone. In the Philippines, SDG 4 inaugurates the No Child Left Behind (NCLB) Policy. This brief argues that while the NCLB has ensured equal access to quality literacy education, it poses socioeconomic-based challenges, declining rate of parental involvement in their children’s schooling, overemphasis on standardized tests, and the lack of community involvement towards literacy programs. The Holistic Literacy Enhancement Program (HLEP) is proposed in this paper to help address these challenges to NCLB. HLEP presents policy implications that could assist the NCLB in more efficient and effective implementation: equitable resource allocation, parental and community engagement, and culturally and linguistically relevant assessment tools.

The National Education Policy (NEP) 2020 is a comprehensive agenda that goals to transform the Indian education system to meet the challenges of the 21st century. It introduces several innovative approaches to enhance the quality and inclusivity of education. This research article explores the awareness of first year students in India regarding the NEP 2020. This research article investigates the awareness of students in India belonging undergraduate regarding the National Education Policy 2020 (NEP). The study aims to understand the level of awareness, perception, and engagement of students, who are the stakeholders in these respective groups with the NEP 2020. Primary data was collected by using a structured research instrument through Google forms & analysis was done through basic percentage analysis, bivariate U test keeping in mind the results of data normality along with Association and Reversion analysis. The findings provide insights into the awareness gaps and varying levels of engagement across the different educational levels, offering valuable implications for policymakers and educators to effectively implement the NEP 2020 reforms at each stage of education. This article presents the exact structure of NEP2020 for degree student, awareness about the NEP2020 in first year students and difficulties faced by students while accepting NEP2020. [ABSTRACT FROM AUTHOR]

Teaching is a demanding profession and maintaining teacher wellbeing is significant in ensuring educational quality. However, teacher wellbeing is easily affected by educational reforms, and systematic research on this topic is still relatively rare. In China, with the enactment of the Double Reduction Policy in 2021, the job characteristics of primary and secondary school teachers have undergone various changes. Thus, the current study examined the new job characteristics that China's Double Reduction Policy imposed on the wellbeing of school teachers and their relationships with teachers' inner world (i.e., emotional regulation and mindset). A cross-sectional study was carried out from June to October 2022 across China, employing self-reporting questionnaires for data collection and analysis. With a random sample of 902 teachers, we investigated the associations between teacher wellbeing, job characteristics, emotional regulation strategies, and mindset. The results indicated that teachers showed a lower level of wellbeing after the educational reform. Higher job resources contributed positively to predicting teacher wellbeing, while higher job demands contributed negatively. Genuinely expressing had positive impacts on teacher wellbeing while surface acting had negative impacts and deep acting none. Mindset was found to affect emotional regulation strategies and teacher wellbeing simultaneously. These findings shed light on how teachers can appropriately regulate emotions and maintain wellbeing in the wake of educational reforms. [ABSTRACT FROM AUTHOR]

In the middle of the 19th century, along with the widespread political, economic, and social changes, new and different forms of organization and organization around education gradually emerged in different parts of Iran. However, the what, why, and how of education are generally taken for granted in the historiographies surrounding this issue; It is as if there is only one correct way to define them, and the historical course of the emergence of what we call schools today has also been an inevitable movement from wrong methods of education to “modern,” “new,” and “correct” methods of education. Based on this assumption, it is as if new school education is completely different from the old one (Maktab), and our current schools, with a slight change, are the continuation of the same new education and training method and the legacy of Rushdieh school, resulting from the process of “translation” of Western models in local conditions. Despite this, contextual reading of the documents of this period does not indicate such a dividing line between traditional schools and modern schools. According to this issue, this article aimed at finding the relationship between modern schools and traditional schools during the years 1897 to 1901 as the years of the beginning of educational reforms. This article claims that contrary to the seemingly obvious distinction between old schools and modern schools, early modern schools are similar to “traditional schools” in many ways, and the decline of traditional forms of education and the emergence of new forms did not happen all at once; Rather, it has been the result of decades of trial and error in various forms in educational spaces all over the country. [ABSTRACT FROM AUTHOR]

This text, brings a historical overview of the educational policy initiatives involving Brazilian high school education, emphasizing those that led to curriculum reformulation. The period chosen for the analysis spans from the approval of the 1996 Law of Directives and Bases of National Education (LDBE) to the present day. Emphasis is placed on the current reform, currently known as the New High School. The study analyzes normative documents of the legislative and executive branches, forming a set of curricular policies that do not always align, along with programs or actions of the federal executive branch. To interpret the material collected and analyzed, the context of expanding access to the final stage of basic education was considered. The conclusions highlight evidence of an intense period of disputes over the meanings, purposes, and organization of high school in Brazil. [ABSTRACT FROM AUTHOR]

Initial teacher education is one of the most relevant areas of educational research given its impact on the processes of design and implementation of public policies related to education overall. In methodological terms, the design of this research includes qualitative techniques, among which the normative legal analysis and the consequent generation of comparative typification of the sources considered stand out. Data collection was carried out through various strategies, which included a survey of normative documents (educational legislation, resolutions, regulations, curricular designs) at the national and subnational levels and also from the university institutions referring to teacher education and/or to the dimensions considered. Definitions related to initial teacher education for the primary school (from an international comparative perspective), federalism, and its implications in terms of curricula, in light of the reform processes, are discussed. It is noted that, although Argentina has had a profuse normative regulation in this area, the results of the reforms have not led to a comprehensive teacher education policy. This is due both to the federal form of the Argentine State (and the autonomy of the provinces) and to the binary nature of higher education (with the particularity of the autonomy of the national universities). [ABSTRACT FROM AUTHOR]

Copyright of Humanities Studies is the property of Zaporizhzhe State Engineering Academy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mahmud II came to the throne in 1808 after very difficult processes. Afterwards, he carried out many reforms within the State. Mahmud II implemented many reforms, especially in the western style, and followed the developments in the West closely. One of the most striking features of this period is the opening of western-style and secular education institutions in contrast to the traditional education that has existed in the state for hundreds of years. The aim of these educational institutions is both to save the State from collapse and to modernize the society. Especially in this period, it is possible to see that the Ottoman state elite followed and implemented all kinds of developments in the west. These developments emerged especially in the field of education.