Suchergebnisse

I Structural and Educational Developments in the Primary School -- 1. Aims of Education -- 2. Innovations in the Structures of Primary Education -- 3. Progress in Educational Psychology -- 4. Personality, Family and Social Factors of Achievement -- II The Curriculum in the Primary School -- 5. Mathematics -- 6. Social Studies -- 7. Artistic and Creative Activity -- Biographical Notes.

This doctoral study examines assessment in primary education in the Republic of Ireland. The nature and purpose of assessment offer an insight into the values which are prioritised by an education system. In 2011, in the Republic of Ireland, the Department of Education and Skills (DES) published a strategy aiming to improve standards of literacy and numeracy. The document, entitled, Literacy and numeracy for learning and life: the national strategy to improve literacy and numeracy for children and young people 2011-2020, contains improvement targets as measured by standardised tests. It also mandates the increased use of standardised tests in primary education, and directs that aggregated scores should be reported to both Boards of Management and the DES. The study is framed by the theoretical perspectives of Michel Foucault and Pierre Bourdieu. Both of these commentators examine social policy and practice in an effort to provide insight into the history and operation of social institutions. This study is especially influenced by Foucault's archaeology and genealogy of knowledge, and his notion of governmentality. It is also particularly cognisant of Bourdieu's thoughts on habitus, doxa and capital. The study contains reviews of literature in the areas of assessment, assessment policy, and assessment policy in Ireland. These reviews highlight current debate in each of these areas while also grounding this debate in an historical context. The dissertation contains four empirical sections. 1) It analyses policy documents prepared in the development of the published strategy as well as investigating the strategy itself. In so doing it is aware of the burgeoning influence of pan-national bodies on policy development. 2) A number of high profile policy makers were interviewed as part of the study and their views are interpreted in light of the findings of the literature reviews. 3) The perspective of teachers was sought through a questionnaire survey. This gathered data on these teachers' views on the purpose of assessment as well as their actual practice. 4) Finally, children were also included as participants in this study. They were interviewed in focus groups and encouraged to contribute drawings as well on their views of assessment in primary school. Literacy and numeracy for learning and life is seen as a seminal document in Irish education. This study is significant in its analysis of original data from high profile policy makers, including two Ministers for Education and Skills. It is also significant in its inclusion of the perspectives of primary school pupils. Finally, the study considers the nature and role of assessment in a holistic manner by including the views of policy makers, teachers and pupils. The study notes that policy development in Ireland underwent a change in the preparation of Literacy and numeracy for learning and life and that international influences, while present, are also mediated to suit the local context. It also highlights a lack of clarity in the definition of assessment in primary education and argues that there is a lack of balance in the approaches that are prioritised. The study demonstrates that teachers are impacted by the strategy but that they also change it by focusing on their own concerns while using assessment tools. The children provide compelling evidence of the impact of assessment on the learner. The study shows how assessment tools (and school subjects) are valued with differing levels of importance by a variety of stakeholders.

Review of the Primary Education Project in Bhutan. Background information is provided on the education system. The project will support the government's development plan for primary education and will raise the quality of education and student achievement and lower unit costs of primary schooling. Specifically, it will: 1) increase the number and quality of primary schools; 2) increase the number and effectiveness of primary teachers; and 3) strengthen administrative and educational support services of the Department of Education. Project costs and financing. Procurement arrangements. (Economische Voorlichtingsdienst)

The author donated a part of his money from the Nobel Prize, awarded to him 1998, to establish Pratichi Trust 1999 in India and Bangladesh. The general aim of the Trust is to work towards removal of illiteracy and ignorance, the lack of basic health care and gender-disparity. The Trust has presented a report on primary education, based on an empirical research in three districts of West Bengal. Though the results are not representative even for the federal state, there are some striking similarities with the results of other studies, writes the author in the introduction. This article ist a slightly abridged version of Sen's initiating article. (DIPF/Orig.) ; Der Autor, Träger des Nobelpreises für Ökonomie im Jahr 1998, hat mit dem Preisgeld eine Stiftung gegründet, die sich die Ziele gesetzt hat: "Beseitigung des Analphabetismus und der Unwissenheit, Aufhebung der Benachteiligung von Frauen und Sicherung einer gesundheitlichen Grundversorgung. . Die Stiftung hat den ersten Bericht über den Zustand der Grundschulbildung 2002 vorgelegt. . Der Autor zeigt in der Einleitung [zu diesem Beitrag], worin die zentralen Probleme der Grundschulbildung in Indien liegen und er macht konkrete Vorschläge, wie die Mängel beseitigt werden können." (DIPF/Orig./Kr.)

Reform changes in primary education cover areas that are relevant from an upbringing, educational, whole society, and social aspect. It is especially significant to review the students' place in primary education in order to constantly initiate certain changes in terms of improving the quality of their role and participation in the upbringing and education, as well as in building their personality. Student participation in primary education is an issue determined by multiple factors and it covers certain aspects of legal, pedagogical, and social nature. The successful functioning of the factors and aspects regarding the stated issue is based on the modern views and opinions on the primary education mission. The essence and need for student participation in primary education is perceived in the development and respect of individual potentials and needs of the student, as well as in the promotion of tolerance, respect of diversity and individual, family, and civil responsibility, all of which contributes to the development of democracy and civil society. Student participation is an opportunity for enhanced achievement of inclusion in primary education and development of a culture of living and an awareness of lifelong learning. Keywords: student participation, primary education, partnership, values, skills