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Organizacija islamskog obrazovanja, koja se razvila u tokovima uobličavanja klasične islamske kulture, predstavlja jedan od najraširenijih i najdjelotvornijih sistema odgoja i obrazovanja historijskog čovječanstva. Islamski obrazovni sistem je vjerski zasnovan i usmjeren a njegov bitni sadržaj je vjera i vjerska spoznaja, dok mu je cilj uzdizanje pojedinca u vrlini i zajednice u pravednosti kako bi se postiglo Božije zadovoljstvo i osigurao ovostrani i onostrani život èovjeka.
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Sixty years of the existence (1956 – 2016) of the Department of Mathematical Statistics makes a long period of time. The activity of this department begins with the very beginning of functioning of the Higher Agricultural School in Krakow that is from the year of 1953. This school is based on the foundations of the employees of the Jagiellonian University. This is also the mother university of the founder and creator of this Department, Prof. Stefan Schmidt. The subsequent Head of the Department is the Assistant Professor Jan Pociej (1964 – 1987). Since 1992 up to now the Head of the Department has been Prof. Karol Kukuła. Within this period many original scientific works have been written – monographs, articles and textbooks spread out throughout the country. Since 2015 the name of the Department has been changed into the Department of Statistics and Econometrics.
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In this study, 435 Turkish 8th grade High School Entrance Examination (LGS), Level Determination Examination (SBS), Middle Schools Selection and Placement Examination (OKS), and Transition From Elementary to Middle School (TEOG) mathematics examination questions of the years 1998-2015 are classified and compared in terms of TIMSS-2015 cognitive domains. Document analysis is used in order to collect and evaluate the data. Findings reveal that, of the items between years 1998-2015, 29% are in knowing, 58% in applying and 13% in reasoning cognitive domain. The results are discussed in the light of Turkey’s performances in the past years’ TIMSS technical reports. Due to the dramatic changes in cognitive domains of the questions year by year, it is concluded that there was no framework that is followed by the high stakes test developers concerning 8th graders in Turkey, but there must be.
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This text presents the opportunities given by the “Nikolay Haitov” Vocational School for education and integration to students from different ethnic groups and with different educational needs. The text shares school’s experience in education and training of pupils from minorities and those with special educational needs.
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Higher education, including “universities”, began in Hungary at the beginning of the 14th century. That system was disrupted by the Ottoman invasion in the first half of the 16th century. The present university system was launched by founding of a Jesuit university in Nagyszombat (1635), which later became the royal, then the state university of Hungary, and today is the Eötvös Loránd University in Budapest. There from about 1784 we can register teaching activity, which we understand today as directed towards folklore, ethnography, and later even towards cultural anthropology. From 1872 the “second” Hungarian state university was opened in Kolozsvár, which fled from there at the end of the First World War (and operated in Szeged from 1921 on), came back for some years during the Second World War, and was divided after the war again. By 1910 other state universities were created in Hungary, which work today in Debrecen and Pécs. Ethnography and folklore are now regularly represented there, in Debrecen from 1949 on, in Pécs from 1989 on. (But, of course, with some anteceding activities.) In Szeged the first professorship in ethnography (practically in folklore) was established in 1929, and after many years of interruption today there is a university institution of ethnography, folklore and cultural anthropology. A university chair for visual anthropology exists at the Miskolc university from 1982 on. At the recent ecclesiastical universities in Hungary there is no regular teaching on those topics.
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In the post-DESD (Decade of Education for Sustainable Development) era spearheaded by the United Nations, evidence of the progress of Education for Sustainable Development (ESD) integration across disciplines have been recorded. Developed nations have made substantial progress in reorienting their educational systems to reflect ESD. Some developing nations have also begun to integrate ESD into their education systems. Malaysia is one of such nations who has pledged commitment towards the ESD goal and has taken some steps to develop a general philosophy with which higher education institutions can begin to model best practices for ESD. Irrespective of this pledged commitment towards ESD by the Malaysian government through its Ministry of Education, evidence of the extent of ESD integration in Technical and Vocational Education (TVE) teacher training programs have not been reported. As a result, it is difficult to ascertain whether TVE programs were preparing future teachers for ESD. Therefore, this study explores through a Qualitative Documentary Analysis approach, the extent to which ESD is reflected in the TVE program curriculum using a university of education in Malaysia as a case study for the analysis. Findings revealed that some elements of ESD were minutely reflected in the TVE program. Meanwhile, several opportunities to embed ESD content and principles were identified through existing course offerings in the program. Hence it was recommended that TVE institutions begin to model best practices used by western universities in their attempt to embed ESD into TVE programs.
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This study aims to analyse work education as a characteristic symptom of socialist pedagogy, especially via the introduction of a new subject: “Practical activities”. The so-called school-reform was initiated by the Soviet Union; Khrushchev came up with the official slogan for the change: “A closer tie between education and life”. Preparation for practical life was an important claim made for this, while other reasons for education based work came from the labour market and ideological voluntarism. The political discourse formed by the leaders of the Party was “translated” by the education sciences into the language of pedagogy. The first half of the study reviews the decision-making mechanisms and some data relating to implementation; the second part points to the clash between intentions and arising problems – though further study will be needed to analyse the whole of the process.
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The definition of what is considered a disease is a social product, just as much as what needs to be done to prevent one from getting it. Essentially, the phenomenon of a healthy school emerged during the period of Enlightenment in the 18th Century, at the same time as when the institutional system of public health and public education was simultaneously being established. At the beginning, the focus of medicine was upon hygiene issues i.e. so that one could avoid epidemics; and educational experts were thinking in terms of health education and the treatment of sick students. The conflict arose when school doctors received health education-related tasks in the 19th and 20th Centuries. The competition-based new public educational system created new problems, including an ‘overload’ of pupils. Many doctors saw a correlation between the degree of workload at schools and students’ illnesses. Psychologists tended to view damage suffered by the spirit in a similar vein; while teachers then saw the possibility of creating therapy-based schools. At the beginning of the 20th century, the ideology which was critical of schools became in turn a criticism of society, with the argument that a sick society makes sick schools.
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Although the Kadar regime still used official statistics to boast about the economy and society, the regime started to decline at the turn of 1970s/1980s. The ‘School of the Future’ movement that started in the mid-70s served partly as a sign of the vitality of the regime, and partly as a facade of the decline. Two actors took the leading roles in the movement: the National Planning Office and the Hungarian Academy of Sciences. The article points out that there was also a third party, which has been almost forgotten: educational researchers under the umbrella of the Academy. The latter tried to combine two standpoints: that of the Planning Office (more efficient vocational training) with that of the Academy (a more academically based curriculum for schools). Though the researchers did not succeed in combining the opposite approaches, their efforts to create a compromise between more effective vocational training and more successful general training is still an unsolved question today, and offers many lessons.
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The paper would like to examine some aspects of the cultural and social functions of education in different historical contexts. By emphasizing the significance of a culture in the construction of social reality I wanted to call the attention to the importance of the socio-cultural background of this construction. Culture, as a system, that is to say a kind of toolkit; which enables us to become parts of it, to play our roles according to its norms, values and rights, together with the given power-relations of a society constitute the „playground" for social actors. The socio-cultural and historical dependence of understanding our world and expressing ourselves in it through „meaning making" (giving meanings to objects and phenomena), is a crucial factor in interpreting and constructing social and historical „realities". This „meaning making" however is not, was never an arbitrary process. Culture, defining the general criteria of „right" and „wrong", facilitates and legitimates some meanings while suppressing others. Changes in the structure of a society often have cultural consequences as well: people see and interpret their world and themselves in it differently (like the bourgeoisie in 18th and 19th century Europe.) Education (in the family and at school) is of primary importance when speaking about the mediation of the above mentioned toolkit. Comparing two basic models, the estate-society and bourgeois society it becomes clear that education could not be context-free: the given norms and power relations always influenced the ways of understanding the role and significance of education.
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The institutionalization of Hungarian secondary school teacher training was characterized by the so-called ’dual system’. In parallel with the formation of modern European Nations there was also the development of a profession or ’craft’ – for secondary school and elementary school teachers – which created two different types of pedagogical knowledge. The professionalization of teaching professions and a dual system of teacher training showed similar traits. This process occurred under the influence of national traditions but additionally took on board Central European tendencies. The professional ‘socialization’ of teachers for different types of school was also differentiated on the basis of the same sort of rationale. The institutionalization of various types of school was characterized by there being a separation of management and organization of state schools, an elite system and mass education. This talk, one concentrating on the type of elite schools (secondary school) and teachers, will analyze what established secondary school teachers’ training was like – and it will also look at a new type of teachers’ profession; I will be focusing on this complex process and analyzing the events of the 19th and early 20th centuries.
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Eyes, exactly speaking the vision was the most important subject of pedagogical texts in Bosnia and Herzegovina from 1878 to 1918. We hold that two factors influenced it. Firstly, they recommended visual education (Zorna obuka) as a right way to educate the character, according to which our acquiring the unquestionable knowledge starts from the all-sided observance of everything around us. Secondly, they held that the vision is one of various factors for creating the loyalty to Habsburg Monarchy, for example, through people’s participation on Emperor Franz Joseph’s visit to Bosnia and Herzegovina in 1910 as its spectators. It is therefore well-known that the visual representation was important to create loyal, pious, national character etc. Nevertheless, the scholarship has not analysed how the vision itself was understood in Bosnia and Herzegovina at that time. In this paper we investigate what kind of image of “observer” was re/produced by means of discourse on vision. As a starting point we analyze a book School bench of Luka Karaman (1910) that firstly discussed the school benches and myopia in the visual way. Besides it, we research the various texts in Bosnian and Croatian pedagogical periodicals and monographs that discuss the vision, especially myopia. In Bosnia and Herzegovina in the early twentieth century, the concept of cost effectiveness became increasingly prevalent in the educational sphere, depending on the progress of mechanization in society. We demonstrate that the correct vision in this context was considered as an economically rational approach to the nerves. Furthermore, psychosomatic activities encompassed the energy circulatory system, involving neural networks and blood flows. Thus, myopia functioned as one moment to normalize the “observer”, that is, human who sees correctly in Bosnia and Herzegovina under the Habsburg regime according to mental and physical rational economy.
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The goal of the paper is to explore the social history of the teaching of German language and literature in secondary schools in a period in which the German language was necessary for intellect-based careers and in elite education (1895–1945). The researcher’s interest is in comprehending what was specific to humanities education and to the profession of teaching in a secondary school. The most relevant social factor motivating someone in a choice of German studies was ethnic provenience. The marker of being “German” identified in one’s personal name was less decisive in this respect than the ethnic character of the socializing environment of graduates of humanities. A further factor refers to the religious denomination of graduates – Jews, Lutherans and Unitarians can be said to have had more of an affinity for German studies; while the attitudes of Calvinists to German studies were negative. With an obvious over-representation of women, German studies graduates had usually descended from affluent families – and this was also reflected in study results. The most typical occupational areas where the parents of students pursuing German studies usually occur are those of the armed forces (soldiers, security and police), and professions associated with the intelligentsia where the German and Jewish middle-class were over-represented (doctors, physicians, lawyers, bankers, businessmen etc.). Surveys taking on board regions show that the most important environmental factor here was everyday utilization of the German language; thus, members of the German-speaking minority, Hungarians living in German-speaking areas of the Dualist Monarchy and also foreigners who utilised the German language in Hungarian-speaking areas as a “lingua franca” were all keen to choose German studies.
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In my paper I analyse the question of the demonstration of language variation in Hungarian textbooks of first language intended for primary and secondary schools in Slovakia. This time I only deal with aspects and methods of treatment of language dialects and contact varieties in these textbooks. Summing up the experiences of the research, we can determine that the examined textbooks transmit almost exclusively theoretical information on language dialects, while most of the study-aids convey negative stereotypes about the contact varieties.
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Abby Leach (1855-1918)
Abby Leach (1855-1918) was a seminal figure in American education. A pioneer in women’s higher education, she persuaded professors at Harvard to deliver their lectures to girls assembled in “The Annex” in Cambridge, Massachusetts. “The Annex” eventually became Radcliffe College. Leach went on to become a professor of Classics at Vassar, where she played a leading role in developing curriculum for women’s colleges at their formative stage, and she was the first woman president of the American Philological Association. The basic data about Abby Leach are presented in the Database of Classical Scholarship, a project of the Society for Classical Studies, housed at the University of South Carolina.
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The views of Sándor Karácsony about religious education can be clearly discerned from his writings. The main task of reformed pedagogy is to activate continuously the divine notions in this continuously changing world. Protestant teachers must accomplish their daily work according to the Gospel of Christ. The Hungarian Reformed Church was a so-called “church of schools” for hundreds of years. This means that even between WWI and WWII it owned more schools than churches. The number of Reformed schools is significant even today. Sándor Karácsony claims that only Reformed people and communities are able to maintain Reformed schools by people who “are ready to serve and sacrifice themselves” for this cause (Karácsony, Sándor: A magyarok Istene. Széphalom Könyvműhely, Budapest 2004, 172).
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This paper facilitates the comparative analysis between two histories of higher education. Those interested in the 160 years-old ideas of university in Romania and Japan will find in this study details on the historical, social and political conditions from which they grew, the first locations, purposes and organizational structures, legal frameworks, commonalities and peculiarities. The nature of higher education is grasped through many contrasts: public and private, free and not, masses and elites etc. By revisiting the beginnings and major developments of higher education in these two very distinct countries, this study promises to identify points that are central to a mature understanding of its origins. It mainly addresses the question: What are the main grassroots differences and similarities between Romanian and Japanese higher education? The answer unfolds in the light of events and characteristics, intertwined with explanation and reasoning. A tangential intention is to counterbalance scholarly efforts invested in comparative higher education research, excessively fashioned on present and recent times, or on biases built on the developed/developing notion of a country. This work is marginally international in scope, as it defends in-depth study and rigorous research against algorithms used by university rankings in attempts to compare institutions of higher education around the world, taking no account of the distant but relevant past, and promoting the idea that such a comparison can be made possible with several clicks.
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