DOCSLIB.ORG

Teaching and Learning in General Lower Secondary Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teaching and Learning in General Lower Secondary Education Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) Curriculum, subjects, number of hours Compulsory secondary education is divided into two cycles: first cycle: 1st, 2ndand 3rd (ISCED 2) second cycle: 4th (ISCED 3). It has a preparatory and guiding nature for either general or vocational education. Curriculum refers to the regulation of the elements that determine the teaching and learning processes for each type of provision. It comprises the following elements: objectives of each type of provision and educational stage competences or skills to implement the contents of each type of provision and educational stage in an integrated manner, in order to achieve the proper performance of activities and the effective solving of complex problem contents, that is, the set of knowledge, abilities, skills and attitudes which contribute to the achievement of the objectives of each type of provision and educational stage as well as to the acquisition of the competences teaching methodology, which comprises the description of teaching practices as well as the organisation of teachers’ work assessable learning standards and outcomes criteria to assess the degree of acquisition of the competences and the achievement of the objectives of each type of provision and educational stage. The curriculum for compulsory secondary education establishes the same key competences as in primary education: linguistic communication mathematical competence and basic competences in science and technology digital competences learning to learn social and civic competences sense of initiative and entrepreneurship cultural awareness and expression. Regarding the competences: their effective acquisition and integration into the curriculum is achieved through the design of integrated learning activities that enable learners to progress towards the learning outcomes in several competences at the same time, as many of them overlap and interlock there is not a one-to-one relationship between the teaching of certain areas or subjects and the development of some specific competences. Each area or subject contributes to the development of different competences and, in turn, each competence is achieved as a result of the work in various areas or subjects. Regarding the design of the curriculum: in order to ensure common training for all students, it is the responsibility of the government, through the Ministry of Education and Vocational Training [1], to design a basic curriculum that guarantees that certificates are official and valid throughout the country the education authorities complete the curriculum for their respective regions. For more information, see Administration and governance at central and/or regional level [2] educational institutions also play an active role, developing and completing the curriculum in order to adapt it to their context and pupils. For more information, see Administration and governance at local and/or institutional level [3] teachers draw up the teaching plan for each class-group. Organisation of the first cycle of compulsory secondary education (1st, 2nd and 3rd year) The Act on the Improvement of the Quality of Education organises compulsory secondary education into subjects, which are in turn divided into three sets: core subjects, specific subjects and subjects that are freely structured by the Autonomous Communities. The organisation of the first cycle of compulsory secondary education (1st, 2nd and 3rd year) is the following: core subjects: 1st and 2nd year: biology and geology (1st year) physics and chemistry (2nd year) geography and history (1st and 2nd year) Spanish language and literature (1st and 2nd year) mathematics (1st and 2nd year) first foreign language (1st and 2nd year) 3rd year: biology and geology physics and chemistry geography and history Spanish language and literature mathematics (students can choose between mathematics for the academic subjects or mathematics for the applied subjects) first foreign language specific subjects (studied every year): physical education religion or ethical values (to be chosen by the student’s family or legal guardian) students take at least one and a maximum of four (depending on the offer of the educational institutions, in accordance with the regulation and programming of the offer established by each educational administration): classical culture plastic, visual and audio-visual education introduction to entrepreneurship and business activity music second foreign language technology religion or ethical values, whichever that has not been previously chosen subjects that are freely structured by the Autonomous Communities: co-official language and literature, in those Autonomous Communities that have such co- official language. It is handled in the same way as the area of Spanish language and literature. The regional regulations may exempt students from studying or undergoing an evaluation on this subject subject areas from the set of specific subjects that have not been taken by the student or subject areas to be determined by the education authorities of the Autonomous Communities. They may be different in each year. Only in the first year of ESO, in order to facilitate the transition of students between Primary Education and ESO, the educational authorities and, where appropriate, the schools, may group the subjects in areas of knowledge. The minimum number of teaching hours corresponding to the set of core subjects, calculated globally for the first cycle of compulsory secondary education, cannot be less than 50% of the total number of teaching hours generally established by each education authority for the first cycle. Organisation of the second cycle of compulsory secondary education (4th year) The second cycle of compulsory secondary education also organises subjects into three sets. Due to the preparatory nature of this year, students can choose one of the following options: 1. academic subjects as an introduction to Bachillerato, with the following organisation: core subjects: all students have to take them: geography and history Spanish language and literature mathematics for the academic subjects first foreign language. students take at least two of the following options: biology and geology economics physics and chemistry Latin specific subjects (studied every year): physical education religion or ethical values (to be chosen by the student’s family or legal guardian) students take at least one and a maximum of four (depending on the offer of the educational institutions, in accordance with the regulation and programming of the offer established by each educational administration): performing arts and dance scientific culture classical culture plastic, visual and audio-visual education philosophy music second foreign language Information and Communication Technologies religion or ethical values, whichever that has not been previously chosen a subject from the core subject group which has not been previously chosen. Subjects that are freely structured by the Autonomous Communities: co-official language and literature, in those Autonomous Communities that have such co- official language. It is handled in the same way as the area of Spanish language and literature. The regional regulations may exempt students from studying or undergoing an evaluation on this subject. subject areas from the set of specific subjects that have not been taken by the student or subject areas to be determined by the education authorities of the Autonomous Communities. 2. applied subjects as an introduction to vocational training, organised as follows: core subjects: all students have to take them: geography and history Spanish language and literature mathematics for the applied subjects first foreign language students take at least two of the following options: science applied to professional activity introduction to entrepreneurship and business activity technology specific subjects: physical education religion or ethical values (to be chosen by the student’s family or legal guardian) students take at least one: performing arts and dance scientific culture classical culture plastic, visual and audio-visual education philosophy music second foreign language Information and Communication Technologies religion or ethical values, and a maximum of four (depending on the offer of the educational institutions, in accordance with the regulation and programming of the educational offer established by each educational administration) subjects that are freely structured by the Autonomous Communities: co-official language and literature, in those Autonomous Communities that have such co- official language. It is handled in the same way as the area of Spanish language and literature. The regional regulations may exempt students from studying or undergoing an evaluation on this subject. subject areas from the set of specific subjects that have not been taken by the student or subject areas to be determined by the education authorities of the Autonomous Communities. The education authorities and, where appropriate, educational institutions may establish pathways in order to help students choose among the different options within core subjects. The minimum number of teaching hours corresponding to the set of core subjects is established in the same way as in the first cycle of the stage. Percentage of teaching hours per subject in ESO (2019) Language, Writing and Literature 16,6 Mathematics 12,8 Natural Sciencies 11,5 Social Studies 10,2 Second Language 11,5 Physical Education and Health 6,6 Religion/Ethics/Ethical Values
Load more

Recommended publications
  • Understanding Iqbal's Educational Thought
    Understanding Iqbal’s Educational Thought Fareeha Nudrat ∗ & Muhammad Saeed Akhtar ∗∗ Abstract The paper presents an overview of Iqbal’s philosophy and its application to educational process. His philosophy has tremendous significance not only for Pakistan educational system, but for the entire world. The nucleus of Iqbal’s philosophy on which the whole educational process builds, is the concept of self-identity (khudi) that strengthens the individual’s innate powers to realize his full potentials towards goodness. His theory of education is subordinated to his fundamental philosophical thought rooted in Islam that (i) ultimate reality is Allah (swt); (ii) ultimate source of knowledge is revelation (wahi); and (iii) ultimate value is unconditional surrender before the will of Allah (swt). As the paper is aimed to provide only some glimpses of Iqbal’s educational thought in an outline form, it warrants a comprehensive and detailed study on the reconstruction of educational thought in the context of Iqbalian philosophy. Key words: Philosophy, Educational Theory, Educational Process Introduction Iqbal is not only a renowned thinker on education; he, in fact, practiced his thought. He taught in the institutions of higher learning both in the sub-continent and European world. His contribution as an active member of All India Mohammadan Educational Conference, ‘ Anjaman-e-Himayat-e-Islam’ , Punjab Educational Conference, and other educational forums further established him as an eminent educationist. 1 Saiyidian, an eminent educationist and a pioneer researcher on Iqbal’s educational philosophy rightly observed that, “I do hope that educationists in India and Pakistan, who are seriously exercised about the problem of educational reconstruction in their countries will give thoughtful consideration to rich contribution which Iqbal can make to our ∗ Fareeha Nudart, PhD Scholar (Education), Institute of Education and Research, University of the Punjab, Lahore.
    [Show full text]
  • Science Education at the Stage of Compulsory Education in Japan
    Science Education at the Stage of Compulsory Education in Japan Introduction What is required of us is to more reliably cultivate the competencies in children which will allow them to live independently in this unpredictable future society and to participate in the formation of this society. Since 1945, after the end of World War II, Japanese education has faced changes in the times, has incorporated these changes while paying close attention to the situation, and has constantly striven for improvement. While “Japanese-style school education”, which nurtures children’s knowledge, morals, and physical well-being in an integrated manner, has been steadily producing results according to international surveys, there have also been some issues. Focusing on science education at the stage of compulsory education in Japan, we will describe the changes in the courses of study, the current state of children’s academic ability and awareness, and the future direction as seen from the new courses of study. 1. Changes in the courses of study The Ministry of Education, Culture, Sports, Science and Technology (MEXT) 1 sets the “courses of study” – the standards based on which the schools organize their curriculum pursuant to the School Education Act and other laws so that no matter where a child receives education in Japan, he or she will be able receive a certain level of education. The courses of study are revised about once every 10 years, and they set the objectives and overall educational contents for each educational stage at elementary school and lower secondary school2. In addition, the Ordinance for Enforcement of the School Education Act stipulates the standard number of class hours per year for subjects taught in elementary and lower secondary schools3.
    [Show full text]
  • Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)
    http://wje.sciedupress.com World Journal of Education Vol. 7, No. 1; 2017 Analyzing ICT Policy in K-12 Education in Sudan (1990-2016) Adam Tairab1 & Huang Ronghuai1,2,* 1School of Educational Technology, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China 2Smart Learning Institute, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China *Correspondence: School of Educational Technology, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China. E-mail: [email protected] Received: December 3, 2016 Accepted: January 7, 2017 Online Published: February 17, 2017 doi:10.5430/wje.v7n1p71 URL: http://dx.doi.org/10.5430/wje.v7n1p71 Abstract The aim of this study of ICT policy in K-12 education in Sudan is to investigate the status of planning for technology in education and then determine how the advantage of ICT can best serve the educational system and improve educational outcomes. The study examined two plans for ICT in education, addition to an interview with the educational planning manager, and information center of federal ministry of general education, and other documents from the ministry of education, as well as recommendations of previous studies which emphasized the need for policy to be compatible with other countries may face semi conditions of Sudan, and importance of compatible with UNESCO declarations (Incheon& Qingdao, 2015). The results of this study showed the need for policy emphasis on using technology in education, K-12 education in Sudan requires better technology equipment, inclusive ICT policy includes primary and secondary education need to formulate. The study also suggests that evaluation and assessment are required in order to get more effective solutions and cope with the international educational progress of ICT in K-12 education.
    [Show full text]
  • The Principles, Philosophy of Change and Action Lines in Preschool Education Core Curriculum Guidelines in Poland
    INTERNATIONAL JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES Volume 13, 2019 The Principles, Philosophy of Change and Action Lines in Preschool Education Core Curriculum Guidelines in Poland Anna Klim-Klimaszewska University of Natural Sciences and Humanities in Siedlce, Poland preschool education accounted for in preschool education Abstract—The core curriculum (curriculum guidelines) is a legal curricula and during class-time with teachers. document issued by the Minister for National Education in the form 3. Conditions and methods of implementation of the core of a regulation. Preschool education core curriculum is developed curriculum. following the definition resultant from the law on education. It comprises the following: obligatory goals of education and II. THE GOALS OF PRESCHOOL EDUCATION educational contents, including but not limited to skills described in general and specific requirements pertaining to knowledge and The general goal of preschool education includes a synthetic abilities students should possess upon completion of a given approach to the nature of organization of the process of child educational stage; educational and preventive tasks of preschool; development in the context of the phenomenological human conditions and methods of implementation of the core curriculum. being concept. The objective of preschool education is to The field of education and learning set forth therein must be extended support comprehensive child development. This assistance is and made more precise on an ongoing basis in individual preschool delivered in the form of care, upbringing and teaching-learning education programs. The structure of the core curriculum for preschool education has a direct reference to three main sources: the processes, which allow the child to discover his/her potential, nature of integrated teaching begun by the 1999 reform which learn the logic behind actions, and gain experience on its road supplements the document with a relevant paradigm; the model of to the truth, goodness and beauty.
    [Show full text]
  • The Implementation of the Epstein's Model As a Partnership Framework
    Journal of College Teaching & Learning – November 2019 Volume 16, Number 2 The Implementation Of The Epstein’s Model As A Partnership Framework At Saudi Kindergartens Nahla M. Gahwaji, King Abdulaziz University, Saudi Arabia ABSTRACT The aim of the study is to reveal the implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model which is considered from the perceptions of Kindergartens’ female teachers. Analytical descriptive methodology was employed, and the study sample included 48 public kindergartens’ teachers and 44 private kindergartens’ teachers in Jeddah city, Saudi Arabia. The study tools included a questionnaire that was related to the six fields of Epstein’s Model including; parenting, communicating, volunteering, learning at home, decision making, and collaBorating with community. The results revealed that implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model were overall average. There were no statistically significant differences between the means of implementing partnership’s frameworks in Saudi AraBian kindergartens with its six fields, which attributed to the specific type of Kindergarten (PuBlic – Private). The significant recommendation of the study is formulating partnerships Between community institutions and kindergartens to arrange recreational, educational and social programs after school hours, which would be beneficial for children and their families. Keywords: Implementation; Partnership Framework; Saudi Kindergartens; Epstein’s Model INTRODUCTION he kindergarten phase is an important educational stage in the life of a child that requires combined efforts of the kindergarten teachers and families to provide proper education to the child. The child’s T education is a basic process that is not only school’s responsibility as an educational institution, but the family also plays an important role in it (Peters, 2015).
    [Show full text]
  • Teaching and Learning in Primary Education
    Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) Curriculum, subjects, number of hours Curriculum refers to the regulation of the elements that determine the teaching and learning processes for each type of provision. It comprises the following elements: objectives of each type of provision and educational stage competences or skills to implement the contents of each type of provision and educational stage in an integrated manner, in order to achieve the correct execution of activities and carry out effective and complex problem solving contents, that is, the set of knowledge, abilities, skills and attitudes which contribute to the achievement of the objectives of each type of provision and educational stage as well as to the acquisition of competences teaching methodology, which comprises the description of teaching practices as well as the organisation of work by the teaching staff assessable learning standards and outcomes criteria to assess the degree of acquisition of the competences and the achievement of the objectives of each type of provision and educational stage. The European Union's guidelines stress the need for citizens to acquire key competences as an essential condition for ensuring that each individual achieves full personal, social and professional development in line with the demands of a globalised world and makes knowledge-linked economic development possible. Following these recommendations, in Spain these key competences were incorporated into the non- university education system under the name of basic competences. The Organic Law on Education (LOE) [1], in 2006, already referred, in its explanatory memorandum, among other things, to the need for social cohesion, lifelong learning and the knowledge society, and introduced the term basic competences for the first time into educational regulations.
    [Show full text]
  • An Outdoor and E/M-Learning Experience in the Museum
    future internet Article The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum Daniel Abril-López 1,* , Hortensia Morón-Monge 2 , María del Carmen Morón-Monge 3 and María Dolores López Carrillo 1 1 Departamento de Geología, Geografía y Medio Ambiente, Universidad de Alcalá, 19001 Guadalajara, Spain; [email protected] 2 Departamento de Didáctica de Ciencias Experimentales y Sociales, Universidad de Sevilla, 41013 Sevilla, Spain; [email protected] 3 Departamento de Didácticas Integradas, Universidad de Huelva, 21007 Huelva, Spain; [email protected] * Correspondence: [email protected] Abstract: This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor Citation: Abril-López, D.; experience was assessed through a system of categories adapted from the European Commission. Morón-Monge, H.; Morón-Monge, The results show a certain improvement in this competence in Early Childhood Preservice Teachers. M.d.C.; López Carrillo, M.D. The Learning to Learn Competence in Additionally, this outdoor experience shows the insufficient educational adaptation of the museum Early Childhood Preservice Teachers: to the early childhood education stage from a social sciences point of view.
    [Show full text]
  • Building a Scale for the Trends of Kindergarten Teacher Towards Kinetic Education As an Educational Requirement
    World Journal of Sport Sciences 3 (S): 1060-1076, 2010 ISSN 2078-4724 © IDOSI Publications, 2010 Building a Scale for the Trends of Kindergarten Teacher Towards Kinetic Education as an Educational Requirement Hala Yehia Hegazy Kindergarten Department, Faculty of Education, Benha University, Egypt Abstract: The research aims to build a scale to measure the trends of kindergarten teacher towards kinetic education as an educational requirement and its relationship with her years of experience, with regard to the social - psychological - cognitive - physical - health and fitness - educational - aesthetic aspects. T he researcher used the descriptive approach with the survey method. The sample reached 300 teachers of the total number of the original sample (418), 200 teachers have been drawn to perform the pilot experiment and 100 teachers have been drawn to be the main sample of the research. The researcher has reached the following conclusions: building a scale for the trends of kindergarten teacher towards kinetic education as an educational requirement, the scale consists of 56 phrases divided into 7 axes (social - psychological - cognitive - physical - health and fitness – educational and aesthetic). The scale has an assessment scale 5-4 - 3 - 2-1 for the positive phrases and 1-2 - 3 - 4-5 for the negative phrases. The maximum degree of the scale is 280. The minimum degree of the scale is 56. Key words: Trends Kindergarten Kinetic education INTRODUCTION Kinetic Education is one of the most important activities carried out by child in the kindergarten stage, The attention to upbringing and education of not only because of the value of education to assist in the child are among the most important topics that development and the formation of his character, but one are of great importance with the emergence of social, of the favorite activities and through which he can satisfy economic and educational changes in the modern his love of the movement, by which he is characterized in communities.
    [Show full text]
  • Dialogue and Interaction in Early Childhood Education: a Systematic Review
    Instructions for authors, subscriptions and further details: http://remie.hipatiapress.com Dialogue and Interaction in Early Childhood Education: A Systematic Review Rocío García-Carrión1, Lourdes Villardón-Gallego1 1) University of Deusto, Spain Date of publication: February 15th, 2016 Edition period: February 2016 - June 2016 To cite this article: García-Carrión, R., & Villardón-Gallego, L. (2016). Dialogue and Interaction in Early Childhood Education: A Systematic Review. REMIE –Multidisciplinary Journal of Educational Research, 6(1), 51- 76. doi:10.17583/remie.2016.1919 To link this article: http://dx.doi.org/10.17583/remie.2016.1919 PLEASE SCROLL DOWN FOR ARTICLE The terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY). REMIE – Multidisciplinary Journal of Educational Research Vol. 6 No. 1 February 2016, pp. 51-76 Dialogue and Interaction in Early Childhood Education: A Systematic Review Rocío García-Carrión Lourdes Villardón-Gallego University of Deusto University of Deusto Abstract There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high- quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE.
    [Show full text]
  • Public Vs Private Quality Education at Primary Level in Pakistan
    ISSN: 1300 – 915X IOJPE www.iojpe.org International Online Journal of Primary Education 2017, volume 6, issue 2 PUBLIC VS PRIVATE QUALITY EDUCATION AT PRIMARY LEVEL IN PAKISTAN Dr. Muhammad Sabil Farooq-PhD Scholar*, Nazia Feroze-Masters Student, Professor Dr. Yuan Tong Kai Department of Sociology, Nankai University94 Weijin Road, Tianjin, P.R. China 300071 [email protected]*, [email protected], [email protected] ABSTRACT Pakistan is an ethnically and religiously diverse country of over 190 million people. There are 22.6 million boys and girls out of school that’s nearly half (44%) of all children in the country. This study was designed to assess comparative quality measures of primary level education at both public and private institutions of Pakistan. This study based on secondary data specially focused on ASER Pakistan Survey Report 2015 that was conducted in 146 rural districts of Pakistan, covering 83,755 households in 4,217 villages throughout the country. Detailed information was collected on 258,021 children (59% males, 41% females) aged 3-16 years. Out of these 219,609 children aged 5-16 years were tested for language and arithmetic competencies. It was found that Public schools lacking with trained teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good infrastructure and self-motivation. It was recommended that the Government needs to realize this situation and to equalize the standards of public and private sector to achieve vigorous quality education at this level. Key words: Primary education, Quality measures, Public vs private, Realize situation, vigorous education INTRODUCTION Pakistan, officially known as the Islamic Republic of Pakistan appeared on the map of the world on 14 August 1947.
    [Show full text]
  • European Academic Research
    EUROPEAN ACADEMIC RESEARCH Vol. II, Issue 1/ April 2014 Impact Factor: 3.1 (UIF) ISSN 2286-4822 DRJI Value: 5.9 (B+) www.euacademic.org Factors Affecting the Secondary Education in Pakistan KHUSHBAKHT ALYA EPPSL Department Allama Iqbal Open University, Islamabad Pakistan Abstract: Since the establishment, number of problems and challenges are always there to surround the smooth functioning of every sector in Pakistan. Education is one of the sector where immense planning has been done throughout but numerous factors have affected the planning itself and then its implementation so far. This research study is to find out the extent to which various factors affect the secondary education in particular. Secondary education is vital for a strong character and personality building of the teenagers who enter the adulthood. These individuals not only become the input of higher education rather many have to join the work force and participate in the economy of the country. Therefore this educational stage is considered to be very crucial. The data of this study has been collected from the heads and teachers present at the secondary education level. Key words: Education, Secondary Education, Factors, Pakistan Introduction Education transforms the social animal into civilized human being. According to the concept of Education for All, education is a basic human right. It is a significant factor in the development of children, communities and the nations. This is an era of globalization and technological revolution, therefore 268 Khushbakht Alya- Factors Affecting the Secondary Education in Pakistan education is considered as a first step for every human activity. For the purpose of the development of human capital, education is essential.
    [Show full text]
  • The Study of the Development of Urban and Rural Preschool Education in Justice—Orientation
    International Conference on Education Reform and Modern Management (ERMM 2014) The Study of the Development of Urban and Rural Preschool Education in Justice—Orientation Wenfei Jiang Huansong Yang* Lihua Xu Hangzhou normal university Hangzhou normal university Hangzhou normal university Zhejiang province, china Zhejiang province, china Zhejiang province, china [email protected] [email protected] [email protected] *Corresponding author Abstract—The unbalance development of Preschool Education and the state education resources are configured according to in Urban and Rural is the main restraint to the development of it. On the macro, education fairness refers to all school-age Preschool Education. With the development of society, children to enjoy equal education opportunities and developing Justice Preschool Education is becoming the education resources and obtain reasonable education results. essential value appeal. Preschool Education in the Justice— On the microscopic, it means to treat every student equally orientation includes the Justice of educational starts, the [3]. Education justice is divided into three levels in general, Justice of educational process, the Justice of educational results. including the starting, middle and ending in education, as the Via educational laws, finical assistance, building the high level fairness of educational starts, the fairness of educational teachers, we can build the Preschool Education in Urban and process the fairness of educational results. Rural in Justice — orientation, which can prompt the development of Preschool Education in our country. III. THE CONNOTATION OF THE PRESCHOOL EDUCATION IN FAIR—ORIENTATION Keywords-justice; urban and rural; preschool education; balance; development At present, the severe opposition between urban and rural dual structure is the main contradiction in China.
    [Show full text]