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The present article is a reflection upon certain aspects of the Romanian educational system and the imprints left upon it by the totalitarian political system before 1989. In this sense it shows how the perpetual changes and mutations to which Romanian education was subjected in the latter years are eroding the fundamental values constituting the background of the free development of human beings. At the same time, the paper constitutes a mode of action, being part of the official documentation for the accreditation of a Master program to be offered by the Faculty of Psychology and Sociology, The West University of Timisoara. (DIPF/Orig.) ; [Der Beitrag] ist eine Synthese, [die als] Resultat einer bestimmten Wahrnehmung einiger Aspekte des rumänischen Unterrichtssystems nach 1989 angesehen werden [kann]. Diese Aspekte sind eine natürliche – [wenn auch] unerwünschte – Folge der Zustände eines Unterrichtssystems, [das] von den Unbeholfenheiten und Abweichungen eines totalitäres Systems [gezeichnet] ist. […] Geleichzeitig [ist der Artikel] Teil einer ofiziellen Masterstudiengangakreditierung der Universität des Westens Temeswar. [Der Autor berichtet über Lehrerfahrungen an] Waldorfschulen in Deutschland und - im Rahmen des Projektes Alternative Pädagogik - in Rumänien (1990-1998). (DIPlF/Orig.)

Intro -- Mentoring: Program Development, Relationships and Outcomes -- Contents -- Preface -- Analysis of Mentee Factors in Learning Minimal Access Surgery in Relation to Retroperitoneal Renal Surgery in Children -- Abstract -- Introduction -- Part 1 - Trainer's Perspective -- Acquisition of Surgical Skills -- Part 2 - Trainee's Perspective -- References -- Mentoring in Context: A Sociological Approach to the Study of Mentoring Relationships -- Abstract -- Introduction -- Life Course Perspective -- Formal Versus Informal Mentoring -- Selection Versus Causation -- Inequality -- Sociological Concepts -- Multiple Sources of Mentoring -- Social Network Analysis -- Mentoring in Comparative and Historical Perspective -- Conclusion -- References -- Developing the Spectrum of Supportive Relationships Including Mentoring -- Introduction -- Background -- When is Mentoring Really Mentoring? -- The Spectrum of Supportive Relationships -- Conclusion -- References -- Mid-career: The Proper Period for the Mentoring of Newly Appointed Principals -- Abstract -- Introduction -- The Career-Stage Approach -- Mid-career: The Most Suitable Stage for Taking on Mentorial Tasks -- Implications for Further Research on Mentoring -- References -- Effective Mentoring of Student Teachers: Attitudes, Characteristics and Practices of Successful Associate Teachers within a New Zealand Context -- Abstract -- Introduction -- Findings -- Conclusion -- References -- Author Note -- Faculty Mentoring at a Distance: Coming Together in the Virtual Community -- Abstract -- Introduction -- Mentoring in the Virtual Institution of Higher Education -- A Study of Virtual Mentoring -- Mentoring Practices -- References -- Supporting Future Teachers Learning to Teach Through an Integrated Model of Mentoring -- Abstract -- Introduction -- Teacher Education Reform of Taiwan.

Education is regarded as a cross-cutting issue for disaster risk reduction (DRR) through reviewing the Sendai Framework for DRR (SFDRR) 2015-2030. Mainstreaming Disaster Risk Reduction (DRR) in the education sector is one of the important efforts to enhance resilience in a community. DRR in the education sector not only focuses on provision of disaster education, but also includes securing a safe school environment, developing school disaster management plans, and building the capacity of school teachers and local educational officers. Japan, with its wealth of experience in DRR, has developed a good resilient system in its education sector, which has been tested and revised through experiences of past disasters. This book reviews the evolution of DRR in the education sector in Japan, including some of the recent developments after the 2011 Great East Japan Earthquake, focusing on DRR governance and practices in national policies, curriculum development and teacher training, community linkage, and international cooperation, to enhance resilience in the education sector. The primary target groups for this book are students and researchers in the fields of disaster management and DRR studies. Another target group comprises practitioners and policy makers, who will be able to apply the collective knowledge from this work to policy and decision making. The book provides an overview of the current research trends and furnishes basic knowledge on this important topic.

En este artículo, se parte de una selección de definiciones y de algunas clasificaciones de las competencias básicas o clave, con objeto de profundizar en un análisis de las competencias básicas de la escolarización obligatoria en el sistema educativo español, que proceden de competencias consensuadas en la Unión Europea. Estas competencias básicas, que deben adquirir los estudiantes, las vinculamos con el trabajo de los docentes, partiendo del supuesto de que no se puede propiciar el aprendizaje de competencias en los estudiantes, si el profesorado no las posee. De esta forma esas competencias básicas se convierten en un referente de las competencias para el profesorado europeo de enseñanzas obligatorias en el siglo XXI. ; In this article, are based on a selection of definitions and some classifications of basic or key competencies in order to deepen in an analysis of the basic skills of compulsory schooling in the Spanish educational system, coming from powers agreed in the European Union. We link these basic skills that students should acquire the work of teachers, based on the assumption that not is can promote the learning of skills in students, if the teacher does not possess them. Thus these basic skills become a benchmark of skills for European teachers of compulsory teaching in the 21st century.

This book shares with English readers Chinese theoretical and practical explorations of moral education curriculum for primary schools within the basic education curriculum reform project since 2001.The book expounds this moral education curriculum reform and focuses on three main ideas: The curriculum's aim is to enrich children's experiences and reflect their own lives; the curriculum's content is originated from children's lives; the curriculum's structure is developed from children's learning approach in their morality and social study. In this book, light is also shed on how to construct moral education textbooks, direct moral instruction, and moral teacher identity in the perspective of moral learning; how to knit law education and Chinese traditional culture education in moral curriculum. This is the first comprehensive book focusing on Chinese moral education curriculum reform. It will appeal to researchers, research students, and writers of moral education textbooks. It is also suitable for teacher training programs to help future teachers learn about moral education curriculum and help them effectively design and organize it for children's morality study.

Schools as a formal educational institutionsthat aimed at shaping the human personality, in developing the intellectual learners in order to achieve the life of the nation. The principal as a leader role is very important to help teachers to improve the quality of education, a school principal should be able to improve the performance of teachers or the subordinate. Given the importance of the role of a leader in supporting the accomplishment of it, authors are encouraged to conduct research on leadership style Headmaster of the Teacher Performance SDN 07 district Pontianak City. The purpose of this study was to examine and analyze the effect Otokritas leadership style, leadership of the Liberal and leadership of the Demoktaris to performance of teachers at SDN 07 district Pontianak City. In this study, the population was all teachers at SDN 07 district. Pontianak City as many as 30 people but does not include the principal. Methods of data collection are using questionnaires, interviews and document methods while the techniques of sampling is using census techniques. The analytical method used in this research is descriptive and Causality. The results of this study can be concluded that variable autocratic leadership style, democratic and liberal simultaneously does not affect to performance of the State Primary School Teachers 07 District of Pontianak City. While partially independent variables autocratic leadership style, democratic and liberal does not have any significant effect on fixed variable then Ho is accepted and Ha rejected. Keywords: Leadership Style, Principal and Teacher Performance

In the development of this article, a reflection of ethical and moral education is made through a historical trajectory that brings together several aspects that support the direction and make sense of these categories aimed at social action. as a strategy of great importance in academic processes. For this, a review is made of the ethics chair and its teaching-learning strategy in basic and secondary education or even university in Colombia in relation to cases of the principles that identify it applied at the international level. However, to implement as an educational strategy it is necessary to understand the pedagogical use of the elements that the different types of this thoughtcontain.Inaddition, it delves into factors such as the accompaniment of the learner, which acts as a mediator between teaching and learning so that not only remain in the flat transmission of values but to act in different contexts both sociocultural, as in political and economic processes, Finally, a reflection on the subject is proposed, highlighting the need, the advantages and the understanding of ethics and the moral. The above, focused on the analysis of the proper use of this educational chair and suggestions on how to implement it in the classroom. ; En el desarrollo del presente artículo, se hace una reflexión de la educación ética y moral a través de una trayectoria histórica que reúne varios aspectos que dan soporte a direccionar y darle sentido a estas categorías encaminadas a la acción social. como estrategia de gran importancia en los procesos académicos. Para ello, se hace una revisión de la cátedra de ética y su estrategia de enseñanza aprendizaje en la educación básica y secundaria o incluso universidad en Colombia con relación a casos de los principios que la identifican aplicada a nivel internacional. Sin embargo, para implementar como estrategia educativa es necesario comprender el uso pedagógico de los elementos que contiene los diferentes tipos de este pensamiento, Además, se ahonda en factores como el ...

It is no secret that history education in many parts of the world is facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary and high schools. The result in the case of Lesotho is that the subject is very unpopular in secondary and high schools as the number of schools teaching the subject has dwindled drastically over the years. The situation is exacerbated by poor Junior Certificate (JC) examination results for the few schools that teach the subject.Against this backdrop, this article engages the discourses around the status of history education in the context of Lesotho from a student teacher's perspective. While many studies have focused on the role of students, government departments and school administrations in explaining the negative position of history education, the stance in this article is that the role of the history teacher is as vital and cannot be undermined. Teachers' understanding of the objectives of history teaching and their attitudes towards the discipline has important implications for the way the discipline is perceived by students and the public. As a result, this article presents findings ofa study conducted with some novice history teachers in Lesotho on their understandings of the objectives of history teaching especially in a Lesotho context. Such understandings are then used as a basis to theorise the status of the discipline, but also to reflect on the future of history education in Lesotho.

Indonesia, as a large country with a wealth of natural resources and abundant human resources, should be a nation that plays a great role in the development of science and technology. STEM education can be used in other scientific fields by utilizing the principles of science, technology, engineering, and mathematics as a basis for learning and developing potential students. This study is aimed at examining the teachers' perceptions on STEM education in Indonesia including the understanding of STEM definition more deeply. The subjects in this study consist of 117 science teachers from Indonesia. A set of questionnaire which comprises open-ended and closed-ended questions about teachers' perceptions and understanding regarding STEM education and the 21st century skills preparation were developed and applied. Responses from the science teachers were analysed through interpretive methods in which the participants' own meanings and points of view were sought. The results indicate that STEM education is quite well understood by the teachers. It is important that we focus on the teachers because they play a critical role in the success of new reforms. The implication is that there is a great need for awareness raising at both government and teacher levels to embrace STEM education.

This study aims to determine how to strengthen character education at SDN 008 Samarinda. The data analysis technique for closed questionnaire data and interviews used descriptive qualitative analysis. The implementation of character education at SDN 008 Samarinda runs by the school's vision, mission and goals. There are eight-character values developed at SDN 008 Samarinda, namely religious, honest, tolerant, disciplined, democratic, national spirit, love for the homeland, and responsibility. Character education can be implemented through the learning process, school rules, and extracurriculars. The method used in implementing character education at SDN 008 Samarinda is by lecturing or giving examples directly because with this method, students can better understand what the teacher is saying.

As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de ntervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does the programme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning, such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore, two cornerstones of teacher learning for diversity were absent: teachers' critical reflection on students' inclusion/exclusion; and learning from/with students, families, and communities. Additionally, most professional development opportunities were organised around and measured by students' academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transforming education for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities' and students' voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe. (DIPF/Orig.)

This article introduces the special issue on Hip Hop and Critical Pedagogy and outlines some of the pertinent issues confronting contemporary Hip Hop scholar-activists.

From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as 'the science of the difference' (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers' beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today's university system.

The decline in learner performance in science education in South Africa is a perennial problem. Resource paucity in government schools is ubiquitous and reflects inherent challenges that pervade science classrooms. Scientific resources are imperative to the success of content delivery; however, South African government schools need help in procuring these standardised instruments and resources. Therefore, educators must innovate by employing improvised resources. This study illuminates the relationship between improvised resources and learner performance. A quasi-experimental design is adopted. A local school in Gauteng was used for this study, with 40 Grade 11 Life Science students and 1 Life Science educator participating in the project. A pre-test and post-test were administered to evaluate the effect of improvise resources comparatively. The ANOVA two-factor analysis tool demonstrated significant results of performance between the experimental and controlled groups as a statistical difference is seen in the mean scores, further accentuating the invaluable use of improvised resources.

This Country Status Report (CSR) for Liberia is part of an ongoing series of country specific reports being prepared by the World Bank in collaboration with governments and development partners. The series aims to enhance the knowledge base for policy development. This report is intended to help engage a diverse audience on issues and policies in the education sector and to develop a shared vision for the future of Liberia. It is the first sector-wide report produced on the education system in Liberia since the end of the war. A policy options matrix follows the executive summary, which will provide government and partners with guidance on the key priorities to tackle. Besides consolidating information in a policy-relevant manner, this CSR makes a unique contribution to the education knowledge base by documenting not only traditional and basic indicators, such as gross enrollment rates and retention, but also examining the performance of the education system in terms of access, quality, equity, and resource allocation and utilization. The report also includes chapters on education governance and teacher management. This report highlights the country's significant education progress since the end of the 14-year civil war in 2003 and the challenges that need to be addressed.