Suchergebnisse

Gegenstand des Artikels sind die (quantitative und qualitative) Entwicklung der technischen und berufsbildenden wie der allgemeinbildenden Schulen Chinas in den 80er Jahren sowie die ihnen im Rahmen der chinesischen Bildungspolitik zufallenden Aufgaben. Im Blickpunkt stehen die Schulsituation im ländlichen Raum und das Problem der mangelnden berufsspezifischen Qualifizierung der Absolventen weiterführender Schulen. (BIOst-Hml)

New models of education are being developed both in the European educational systems and in Latvia. Specialized education is one of them. Specialized education is a democratic and humanistic model of education due to the fact that in this model learners are offered a free choice concerning their specialization; besides, within the framework of this model the character of the relationships between the teacher and learners changes on the basis of the dialogue and cooperation. The research object: specialized education. The research subject: the development of professional self-determination among senior secondary school students. The aim of the research: to analyse the possibilities of specialized education in the development of professional self-determination, to determine the criteria and indicators for the development of professional self-determination. Research methodology: there were used approaches: the humanitarian approach and the personal-practical approach; research methods: the analysis, the experiment, a survey, a conversation and mathematical statistics.

This paper examines violence in Ugandan secondary schools in the past, at present and in the future. It starts by identifying the different forms of violence, before dealing with each of the forms holistically, arguing that the concept has several dimensions which collectively limit school and student educational achievement. The paper thus suggests efforts to be made to curb violence in Ugandan secondary schools. The paper brings out the fact that violence in Ugandan secondary schools has a long history. Efforts have been put in place to prevent violence though it remains a mountainous task that schools have to grapple with lest it spreads into the future. The paper ends by calling upon Government and other stakeholders to constantly make efforts towards the elimination of all forms of violence in all Ugandan secondary schools.