The thesis focusses on the English higher grade schools of the later nineteenth century. It originated in a concern about the relevance of educational institutions to Britain's unique decline from world dominance to acute economic difficulties. The Introduction identifies the turn of the century as a time of gathering tensions in English public education, when the development of a popular and self-contained network of institutions was mounting a real challenge to the established system. The first Chapter surveys the common verdicts about higher grade schools --- a focus of those tensions --- in existing work; Chapter 2 identifies the characteristics of a 'typical' higher grade school --- locally conceived, offering a broad curriculum, and accessible to all social classes. The next two Chapters are a case study, tracing the optimistic development of higher grade schools in Bristol in the 1890s and then their battle for survival after 1902. Chapter 5 demonstrates that Bristol's experiences were duplicated in other parts of the country, as a secondary school system of a very different nature --- centrally controlled, attached to literary studies, and selective on the basis of cost --- was formulated. Amongst a number of unexpected findings was clear evidence that the egalitarian experience of girls in higher grade schools fits none of the existing interpretations of the history of women's education, a discovery which is explored in Chapter 6. Chapter 7 examines the educational principles which guided the resolution of tensions outlined in the Introduction, and finally the perspective broadens to reassess the higher grade school movement in the wider social, economic and cultural context. The conclusion reached is that the emergence of the higher grade schools represented an important example of a recurring alternative educational and cultural tradition in England. Their suppression constituted a major victory for traditional values, and a wasted opportunity of great and lasting significance.

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According to such methodical regulations as the theory of socialization, A.H. Maslow`s theory of hierarchy of needs, the European dimension of the education, from the systemic point of view the person and from and from the multi-disciplined point of view to the deviantical behavior, I looked through the P.D.Į.Š.S. of Lithuania nowadays. I used the analysis of main methods-scientific literature, documents (local and international acts of law, which regulate Educational System of Penitentiary Institutions of Lithuania) also the comparative analysis and the completed questionnaires of the convicts. Wanting to reach the basic goal of this work-to form and prove the modern E.S.P.I..- I put up some aims: 1. To analyze the educational system of P.I. of Lithuania nowadays, the documents which regulate it and compare this system with the models of E.S.P.I. of the chosen countries (Sweden, Danmark, Canada, Russia and Estonia), the realization and the experience of the social-educational decisions and directions that are formed by EU. 2. To search the needs for education of people who are convicted. 3. To show and prove the model of E.S.P.I. in Lithuania and offer the ways and possibilities how to make it true, also show the recommendations for sowing the realization and social-educational problems of improvement in these institutions at the beginning of the work I had some hypotheses; 1. The solution of social-educational problems of convicts, matches the... [to full text]

The study is concerned with the education system of Botswana after independence. This period starts from the 30th September 1966, when Botswana became independent up to the present moment. Since then the education system has undergone many changes. Consequently the focus is on the nature and impact of these changes. The study identifies changes which took place with regard to the Education System of Botswana since independence as far as meeting the minimum requirements of education of developing countries are concerned. The minimum requirements that the education systems of developing countries, must meet are discussed according to the four central components of the education systems, viz. the education system policy, education system administration, structure for teaching and support services. After introducing the problem statement and background in the introductory chapter, the minimum requirements of education systems in developing countries are discussed in Chapter 2. Chapter 3 then deals with a historical perspective on the education system of Botswana before independence, concentrating on the different historical periods associated with educational development up to independence day. The study then discusses the determinants of the education system of Botswana after independence in Chapter 4, focussing on the particular factors influencing the Botswana education system. Finally, Chapter 5 evaluates the level to which the education system policy and education system administration of the education system of Botswana meet the minimum requirements of the education systems of developing countries, while Chapter 6 evaluates the level to which the structure for teaching and support services meet the minimum requirements of the education systems of developing countries. In general, the evaluation indicates that the education system of Botswana has undergone many positive changes and that the Botswana education system compares favourably with the minimum requirements expected of the education systems of developing countries. / Skripsie (MEd (Vergelykende Opvoedkunde))--PU vir CHO, 1997

The study is concerned with the education system of Botswana after independence. This period starts from the 30th September 1966, when Botswana became independent up to the present moment. Since then the education system has undergone many changes. Consequently the focus is on the nature and impact of these changes. The study identifies changes which took place with regard to the Education System of Botswana since independence as far as meeting the minimum requirements of education of developing countries are concerned. The minimum requirements that the education systems of developing countries, must meet are discussed according to the four central components of the education systems, viz. the education system policy, education system administration, structure for teaching and support services. After introducing the problem statement and background in the introductory chapter, the minimum requirements of education systems in developing countries are discussed in Chapter 2. Chapter 3 then deals with a historical perspective on the education system of Botswana before independence, concentrating on the different historical periods associated with educational development up to independence day. The study then discusses the determinants of the education system of Botswana after independence in Chapter 4, focussing on the particular factors influencing the Botswana education system. Finally, Chapter 5 evaluates the level to which the education system policy and education system administration of the education system of Botswana meet the minimum requirements of the education systems of developing countries, while Chapter 6 evaluates the level to which the structure for teaching and support services meet the minimum requirements of the education systems of developing countries. In general, the evaluation indicates that the education system of Botswana has undergone many positive changes and that the Botswana education system compares favourably with the minimum requirements expected of the education systems of developing countries. / Skripsie (MEd (Vergelykende Opvoedkunde))--PU vir CHO, 1997

This study focuses on illuminating Kenya's urban high school teachers' perceptions of students' diversity and how these differences influence their curriculum implementation, pedagogy, and students' classroom interactions in the learning process. Located within theoretical frameworks of intersectionality and critical pedagogy, the study shows how multiple layered identities and differences identified by teachers interplay and intersect to influence their performance and students' academic success. The theoretical debate over critical pedagogy in diverse contexts shows how Kenya's high school teachers effectively develop classroom environments that address differences and acknowledge arrays of factors that create inequalities. Findings also show that teachers' work continue to be informed by government and institutional policies that favor uniformity and conformity creating contradictions and dilemmas for them. The study applies a mixed qualitative methodology based on interpretive and descriptive phenomenology to inform the study. Participants were selected based on purposive sampling from urban high schools in western Kenya. Data for the study were generated through baseline questionnaires, field interviews, classroom observations, and analysis of archival documents. Findings highlighted arrays of factors identified by participants as contributing to students differences in their specific context. Differences identified by teachers that were common across institutions were academic abilities, entry behavior, primary education backgrounds, proficiency in English language, socio-economic status, and students' motivational status. Some of the factors perceived to influence teaching and learning differed across disciplines, gender of the participants, and the nature of the schools. It was concluded that the impact of these differences on teaching and learning needs to be addressed if high school access, quality, and subsequent academic performance is to be realized for all students in Kenya's high schools.