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There have been dramatic changes in the concepts of democracy in European countries and throughout the world, which have led to the changes in attitudes between a person and a society. Globalisation has brought the culture of stereotypes, multicultural society, migration – these are only some aspects that indicate the growth of importance of civic education at every level of education in the modern world. To choose the most effective methods and forms of civic education, it is essential to analyse world experience and cultural traditions of every country, which are based on the ideals and values, and are the fundament of educational traditions. The aim of this article is to analyse the presence of civic education elements in the lower-secondary school curriculum, and to evaluate the possibilities of possible improvements.

The paper performs an efficiency analysis of the lower secondary school sector in Norway. The efficiency potential is calculated to 14 percent based on a DEA analysis with grades in core subjects (adjusted for student characteristics and family background) as outputs. The analysis of the determinants of efficiency indicates that a high level of municipal revenue, a high degree of party fragmentation, and a high share of socialists in the local council are associated with low educational efficiency. The negative effects of the share of socialists and party fragmentation seem to reflect both higher resource use and lower student performance.

Despite scores of studies that have shown that tracking and ability grouping perpetuate the academic achievement gap that exists in the United States, the practice continues. The reason for this persistence is a confluence of educational, social, and political factors. As tracking will continue as practice for the foreseeable future, research must help to identify the best and worst of tracking practices so that its negative effects are minimized and positive effects maximized. Oakes (2005) has identified five common elements of tracking policies and practices: extent, pervasiveness, flexibility, mobility, and locus of control. Of these elements, it is my contention that mobility is most important. A tracking system that does not allow for movement among tracks is not only morally unjust, but also unfit educational practice in a democratic country based on a capitalist, free-market economic system that aims to reward individual effort and accomplishment. This study analyzes the effect that mobility has on the achievement gap and post-secondary outcomes by examining a group of high school graduates and how their curricular mobility in high school affected their post-secondary plans. Results showed that there is no relationship between overall track mobility in high school and post-secondary outcome. There was, however, a significant association between negative mobility in English and post-secondary outcomes and a moderate association between negative mobility in math and those outcomes.

Master i samfunnsernæring ; Background: The organization of school meals is of importance for adolescent dietary health and psychosocial learning environment, for the sustainable development of food systems and for reducing social inequities. In Norway, there is no mandatory provision of food in schools at the state level. However, local programs are common, differing in content and organization. As debates concerning a potential mandatory implementation reoccur regularly on the political agenda, knowing more about the experiences of schools could provide valuable information for policymakers. Objectives: This thesis has been part of the Norwegian Institute of Public Health project "Development of a national model for school meals". The purpose has been to explore the experiences of staff involved in organizing school food programs in Norwegian lower secondary schools in a systematic way. Design: Basic qualitative method. Personal interviews with strategically chosen key informants (n=14). A semi-structured interview guide was the main instrument and thematic analysis was applied for analysis. Results: Some key elements are emphasized by informants as essential for successfully organizing programs, such as enough resources, physical facilities, adapting to the local context, the right staff, student involvement, and student acceptance. Nutrition and sustainability strategies applied by informants have also been identified. Commonly perceived benefits of programs were positive impacts on the psychosocial learning environment and social inequity. Environmental sustainability and long-term health were less in focus. Conclusions: Providing school meals is highly dependent on local context and available resources. Plans for the implementation of a state-wide school food program ought to consider these local variations. Greater alignment of the program's content would be beneficial, in order to provide an adequate meal that is both nutritious and sustainable and responds to the students' social, cultural, and religious needs. ; publishedVersion

In this study, we investigate the association between a school's ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools suggest that teachers in schools with more ethnic minority pupils, teachers in vocational education, and ethnically unprejudiced teachers implement more MCT. These findings highlight the need for more research into the relationship between school features, the sociopsychological characteristics of teachers, and their involvement with MCT.

The article presents and analyzes part of research outcomes, which was conducted in two lower secondary school in Poland. It rises issue of the level of respect the children's right to self-expression at school as a key element of development democratic environment in education and create empowerment among students Giving children the opportunity to exercise their right is a key element in a democratic society. ; El artículo presenta y analiza parte de los resultados de la investigación, que se llevó a cabo en dos escuelas secundarias de Polonia. Se plantea la cuestión del nivel de respeto del derecho de los niños a la autoexpresión en la escuela como un elemento clave del desarrollo democrático en la educación y el empoderamiento entre los estudiantes Darles a los niños la oportunidad de ejercer sus derechos es un elemento clave en una sociedad democrática.