Suchergebnisse

peer-reviewed ; Teaching is considered a highly regulated profession in Ireland. Teachers employed in state-funded secondary schools are required to be registered with the Irish Teaching Council, while the Department of Education and Skills is responsible for the coordination of teachers' employment (Heinz et al, 2017). Employment relations within the sector are regulated by legislation and collective agreements reached between this government department and the main trade unions, the Association of Secondary Teachers of Ireland (ASTI), and the Teachers Union of Ireland (TUI) (Murphy et al, 2019). As a profession, teaching is viewed as one which has many advantages from a work-life balance (WLB) perspective, though research indicates that there is a need to introduce greater WLB policies and programmes for the teaching community (Miryala and Chiluka, 2012). International research argues that the commodification of education is contributing to the intensification of work and to greater performance management around teachers' work in other contexts (Fitzgerald et al, 2019; Frederickson, 2009; Merceille and Murphy, 2017). As such, the nature and context of work has changed and now shares more similarities with the private sector, in particular in relation to demands around working time, and the development of an "always on" culture (MacDowell and Kinman, 2017). The drivers for this can be viewed as symptomatic of broader societal changes brought about through enhanced technology (Mullan and Wacjman, 2019; Moore, 2017). ; PUBLISHED ; Peer reviewed

The importance of investing and promoting secondary education in any developing country cannot be overemphasised. Secondary education plays a crucial role in ensuring economic growth, creating a pool of people that promote national growth, thereby reducing poverty levels and, reinforcing gender development and equality. However, despite such positive outcomes, the importance of secondary education has been neglected in India. Available statistics on the growth of secondary education and the performance of states in terms of enrolment and educational attainment paint a dismal picture. Many key concerns in this area have not even received the attention of educational planners and policymakers. Against this background, the Council for Social Development organised an international seminar, 'Universalisation of Secondary Education' to discuss critical policy issues and the practical problems hindering the development of secondary education. This is a brief summary of the proceedings of the seminar.

"Serial no. 101-M." ; "February 1990." ; At head of title: Committee print. ; Mode of access: Internet.

Presented to Parliament by command of Her Majesty. ; I. Report of the commissioners.--II-IV. Minutes of evidence taken before the Royal commission on secondary education.--V. Memoranda and answers to questions.--VI. Reports of the assistant commissioners on the counties of Bedford, Devon, Lancaster (the Hundreds of Salford and West Derby), Norfolk.--VII. Reports of the assistant commissioners on the counties of Surrey, Warwick, and Yorkshire ; and on certain features of secondary education in the United states of America, and in Canada.--VIII. Summary of, and index to Minutes of evidence taken before the Royal commission on secondary education.--IX. Appendix. Statistical tables. ; Mode of access: Internet.

Education is the basis upon which economic, social and political development of any nation is founded. Thus despite its high cost, goverments and households invest heavily in all forms of education. However, little is known about educational policies that promote equity in schooling across age and gender. This paper sheds light on the associations between gender, age, enrolment and the cost of secondary education using data from one county in Eastern Kenya. The results show that the cost of girls' school uniform is12% higher than that of boys, and there is a strong correlation between the cost of uniform and gender of the student (p<0.05). The cost of uniforms may be one source of observed differences in enrolments between girls and boys. We also show that costs differ by school types. In boarding schools, the unit cost of educating girls is higher than that for boys (the average cost in girls' schools is Ksh 52, 474 versus Ksh 49, 194 in boys'). However, the situation is reversed in day schools where the unit cost for boys is higher than that of girls (Ksh 31,323 versus Ksh 29,863). Further, although the cost of uniforms is lower for younger pupils, the cost for children aged 14-18 is the same but older children receive more pocket money from parents and guardians – a pattern observed in other countries. Generally, the unit cost of education negatively correlates with secondary school enrolment, suggesting that school fees may be a barrier to middle level education in countries where the burden of educating children is borne disproportionately more by households than by governments. Establishment of gender-and age-based subsidies for secondary education may be an effective mechanism for promotingequity in secondary education in Africa

Holocaust Education in Egyptian Seconday Schools is a thesis completed by Marisa Claire Jones under the supervision of Dr. Joel Bein in at the American University in Cairo. The aim of this project was to determine how the Holocaust is taught in Egyptian secondary schools, with a focus on materials, textbooks and instructional style used in this process. To gain data and information for the thesis, background information was collected on the phenomenon of Holocaust denial and on the topic of Holocaust education in Germany, Israel and Egypt, involving the role played by political and ideological currents dominant in these societies at certain junctures in shaping the way school curriculums portray the Holocaust. I determined through the course of textbook analysis, teacher interviews and classroom surveys that students enrolled in private schools where the curriculum, textbooks and teaching staff are partially or totally separated from the national history curriculum have a greater understanding and more open recognition of the Holocaust than children who attend public, or "national" schools, as I commonly refer to them. This may be due in large part to the inaccurate and distorted image of Jews and Jewish history depicted in the national curriculum's history, which culminates in an open denial that the Holocaust occurred. The pattern of increased Holocaust coverage in schools removed from the government's curriculum and standards was pronounced although not absolute. My research rested on the data I gathered and the interviews I conducted from six different Cairo schools, including a private Islamic school, several prestigious private schools, a German school following the German national curriculum, a school teaching the content of the Egyptian national history curriculum and from a thorough examination of the national system's history lessons as presented in two commonly-used textbooks. I followed these interviews with a survey of freshman students at the American University in Cairo which looked at the relationship between the type of secondary school they had attended and their grasp and opinions on the Holocaust.