Comparison education composition

France has a highly organized educational program, which is divided into primary, supplementary and tertiary (college) education. Primary and secondary education is usually imparted at general public schools although a strong network of private educational institutions also exists. All educational programs in France are regulated by Ministry of National Education. Schooling in France can be mandatory as of age 6, the first year of primary college while second education includes college pertaining to the first four years after principal school as well as the lycee for three years.

The baccalaureat is the end-of-lycee diploma that students must attain and is also comparable to English A-Levels and American SATs. Students include a choice of sitting for the baccalaureat general which is broken into 3 avenues of study, the baccalaureat technologique or perhaps baccalaureat professionnel. Higher education is funded by state and fees are very low. Students coming from low-income families can also sign up for scholarships.

Educational councils named academies are responsible for supervising all areas of University education in a offered region.

ANALYSING TECHNOLOGY EDUCATION THROUGH THE CURRICULAR ADVANCEMENT AND THE INVESTIGATION THEMES England Twenty years ago, many of them began with the brand new concept: presenting technology education (TE) inside our curriculum. From this level, we designed many project implementing the brand new subject area and that we built progressively meaningful to the area.

The goal of this paper is to present this evolution from the French viewpoint which includes interest to compare with overseas experiences. All of us present this evolution through two perspectives: the curricular evolution as well as the place ofinvestigation. Briefly, we can observe through the French countrywide curriculum a phase of Epistemological delimitation, followed by a phase of activities definitions, arriving, lately, to a phase of activities defined as techniques without poor link to your initial epistemological description.

Over these truthful dimensions, we could analyze this kind of evolution as the weak point of the understanding meaningful portrayed in the national curriculum, weakness that enhance the weak spot of the TE in front of other subjects while math, books, foreign language¦ Many functions tried to analyse this particular strategy but their target audience never really get out the tiny sphere of TE researchers. A birthday is more the occasion to open perspective and project ideas and the experience taught all of us that the location of TE is more a question of social positioning through the knowledge compared to a question of purposed activities’ interest.

1 . CURRICULUM ADVANCEMENT IN PORTUGAL The aim of this kind of paper should be to present you some elements about Technology Education inside the French school. French training has two levels. Principal school begins at the age of 3 and will last until the associated with eleven, in three periods: the initial learning cycle (children three to five years old), the standard learning circuit (five to eight years), and the important learning routine (eight to eleven). Supplementary school is divided into two main cycles: middle college (ages 12 to fifteen) and high school (fifteen to eighteen intended for general education or 20 to 19 for business training).

Technology education was implemented at each of these two levels in the early eighties. 1 . one particular THE 1ST CURRICULUM 1 . 1 . 1 Some factors about the general background The primary idea of French schooling is the progressive decoration of the distinct school subject matter. Understanding the world of children moves hand in hand with organizing that world in several knowledge areas, from the general view to the particular information given by different subjects. Technology education, that way of technology, history, or geography, shows up as a school subject certain to the midsection school level (Ginestie, 2001a).

The second concept of French schooling is the concept of project pedagogy. The introduction of this pedagogy in the Eighties was a departure coming from a traditional concept that the academic and dogmatic tranny of knowledge is a sole method of teaching. Under the pressure of any massive rise in number students in middle and excessive schools, project pedagogy was presented just as one solution to getting together with the needs of the variety of students, addressing their particular individual needs, and developing pupil autonomy (Ginestie, 2002).

It was in this context, in 85, that technology education was introduced in France as a part of science and technology education in general schools, like a new subject matter for all learners in middle section schools so that as an optionally available subject in high universities. We can be aware four levels of corporation of technology education between 1985 and today. 1 . 1 . 2 1985-1991: the implementation of the initial curriculum Technology education was conceived of as a fresh subject and took the place of MTE (manual and technical education) in terms of several hours, classrooms, and teachers.

The curriculum stressed the industrial environment, leaving small room for home economics and craftsmanship (COPRET, 1984). It had two several elements that made these references plain. On the one hand, the overall part of the course described the entire goals, context, and aims of technology education in France. The aims had been in terms of pupils’ attitudes to technology (as related in many papers, at the. g.

de Vries, year 1994; Jones, 1997; Compton & Jones, 98; Gardner & Hill, 99; Dugger, 2000) and in terms of the social and professional associated with industrial creation (this idea can also be found in many papers across the world, e. g. Kantola ou al., 1999). It provided a broad perspective to prepare students for professional training. At that time, the middle university became the intermediate pattern where students had to generate their own personal plan for school, and technology education was responsible for implying possible opportunities. On the other hand, general goals were broken down in concepts and skills.

This kind of second element of the curriculum described the business of principles based on several domains of reference: physical construction, electric powered construction, and economics managing and computer system science. Plainly, the selected references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of sector towards electro-mechanical production, for the exclusion of other choices (Ginestie, 2001b). The main injury in introducing the TE program has been to link the general aims to the precise fields (Sanders, 1999; Ginestie, 2004).

These difficulties appeared with in-service teacher training programs. Previous, the French Ministry of Education strongly confirmed the theory that TE was not a compendium of your little mechanics, a little gadgets, and an enterprise management with different aspects of pc science being a binder. To link these kinds of subjects with each other, teachers had to connect standard aims and specific principles into a general pedagogical job (Ginestie, 2005). Many in-service teacher teaching programs develop this positioning rather than seeking simply for the acquisition of specific knowledge.

The implementation of technology education has not been lowered to the straightforward substitution of cooking or handicraft lessons by lessons in mechanics, but the accurate construction of a “new world (Ginestie, 2003). Many original curriculum experiments were done at the same time to formulate new instructing approaches (differential pedagogy, independent work, cooperative work, personal projects, etc . ) and integrate the modern references to industry, the industry economy, and new labor organizations if you take into account the needs, design, production, advertising, use, and rationale of business methods.

The plan was to combine the pedagogical task with a theoretical industrial job method (IPM). We can note comparable endeavours in the UK at the same time (e. g. Hennessy & Murphy 1999). 1 . a couple of THE PROGRAM EVOLUTIONS 1 . 2 . one particular 1992-1999: Advantages of the Industrial Project Technique (IPM) At the outset of the Nineties, IPM seemed to be a good solution pertaining to implementing TE in the middle universities. Certainly, IPM has considered an overwhelming put in place TE leaving no other alternatives to get organizing technology education training.

This position was made official with different additions and modifications for the initial programs. The main decision to use IPM was posted in 1992 by the People from france Ministry of Education. This process allows for the simultaneous definition of content and method for organizing the instructing learning process in TE. Everything was done so that every TE tutor plans and organizes a fresh project annually for each group of pupils. 1 ) 2 . two 1999-2004: The 2nd curriculum 3 problems came about that reduced the part of the project in TE.

First, tasks were primarily single production projects without the real advancement from one 12 months to the next. Secondly, the teachers’ profile developed considerably during this period, with a huge increase in fresh graduates from the advanced scientific universities. Thirdly, the union of industrial science and strategy, with instructors exerting pressure to open the curriculum to new technologies and fresh patterns of labor organization. The setup of the fresh curriculum had taken four years, from mil novecentos e noventa e seis until 1999.

These improvements tried to organize the relationship involving the respective roles of the job and the concepts. For the first three years of midsection school, pupils have to make different quests of the complete project, nevertheless they do not have to make all of it. The teacher’s process is to emphasis the attention from the pupils on specific factors. During the last year, the students have to do a total project (Ginestie, 2001c). The IPM is often a very solid frame of reference intended for TE in middle school (Ginestie, 2002). 1 . 2 . 3 june 2006: And so very long, another alter.

There is basically a new stage of program change. The Ministry of Education desires to promote the pupils specific choices about their future and by consequences the analysis they have to do. We can watch a real lowering of the TE as standard and Jacques Ginestie Studying Technology Education Page three or more cultural subject. The general aspects are more plus more developed because applications of savoir; the general technique is not the process of design and technology nevertheless more and more the observation and experimentation (as we can think it is in savoir education).

The primary knowledge correctly identified as technical knowledge is definitely banished as well as the first draft of this new curriculum promote the links with the scientific know-how. The IPM is still a reference point but it is more an object to examine more than a solution to use with pupils. 2 . CONDITIONS OF STUDY IN TECHNOLOGY EDUCATION As we can easily see briefly, the TE subjects is unstable as we may note through these major changes since the first publishing.

These alterations are not associated with the technical evolution nevertheless mainly as a result of lack of understanding about the area of TE in the general systems and also to the disbelief about the aims on this subject and the knowledge taught. This lack of knowledge’s description is obvious when we observe the structure of the curriculum. This kind of question expertise is not so easy to fix. Entry through analysing situations of research about TE’s knowledge supposes, in terms of queries for exploration, a strong arrangement with two points: o There exists some thing to analyze in technology education;

u There would be multiple study conditions, perhaps several. These two items don’t make evidence. Most of opinion is the fact TE is simply a kind of mixture between handicraft activities and elements to highlight vocational teaching choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). Through this posture, each of the knowledge originates from sciences and TE is merely a question of activities or perhaps applications. Evidently, this kind of entrance weakens the position of TE as college subject plus the recent French evolutions must be understood like this.

It is the revolutionary opposite we choose to work in our laboratory. First orientation we choose should be to understand the relevance of the anthropological approach. installment payments on your 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering expertise in a theory of the activity and in a social field identified. The articulation among task and activity is usually incomplete if we do not talk about the manner for making. The manner to make relieves in the technique employed by the person to grasp the task, that it must be appointed by the situation or perhaps by him.

The assemblage between the process and the technique defines a know-how that expresses the manner to realise a determined activity type (Ginestie, 1995). To get off this kind of private business either to account for the experience, or to simplify the manner to create, supposes the utilisation of language mediation. To tell the way to make necessitate proceeding to a extraction individuals praxis to elaborate a praxeological enterprise, significant in the manner to grasp the type of duties and the circumstance in which these kinds of tasks are registered.

In fact , it concerns to give the detects in the typical articulation between tasks and techniques by simply elaborating an area of meaning in connection with a technology, probably with a theory. It is this kind of elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This method allows rendering account organisations of knowledge as relationships among praxis, ingested in the senses of the activity oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c).

The epistemological access is enthusiastic about the nature of understanding (well naturally in the evoked anthropological perspective above) also to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow thinking these areas, objects to find out that are fixed there as well as the manner of that they can are or perhaps been able getting, taken into account inside the framework of your technology education: i. The field of technical items, their function of lifestyle and sociable organizations simply by and in order that these objects exist so as to register the technological education in the human being and sociable activity field;

ii. The articulations between functioning, function, structure, type in the feelings of a lighting of interdependences and the distinct manners to describe an object; iii. The articulation design, creation, utilisation especially for signifies given upon process set at stake in each of terms, although equally, of a more global manner, either in a particular approach with an object, or from an evolutionist perspective, in a perspective of an great technical activities; iv.

The articulation subject, activity, language in an ergonomic inscription (from the thing to the object, the object to the tool, the device to the instrument) as revealers of the provides between gestures and tactics, techniques and technologies. The report to methods is thought in this framework as a demarcation; the report to languages realises the elaboration of signs (in a relationship that means, meant) but equally tools to think the world of technical items and to act in this world.

Well obviously, this kind of qualification of fields is coarse, it needs to be specific, notably if we want to be able to read existent curricular organisations, probably to offer evolution of the organizations. The curricular approach is one way to comprehend the knowledge’s organizations pertaining to teaching uses. The problem is not the transposition of übung but the transposition of praxeological organizations. It is not necessarily difficult to inquire to learners making something, but it is usually difficult letting them construct the meaningful in what they produce.

Certainly, the key instability of our curriculum is based on this problems to intricate this significant. Furthermore, the curricular access is envisaged here as one of the stages from the didactic changement process: the fact that placement in text of teaching objects in an prescriptive aimed that has to plan the educating activity, to the breadth with the production of those teaching things in the platform of the category to sophisticated some objects of study for learners, objects of study that are going to determine actions of learners.

This location in text message defines the matter to teach and induces the way to teach it. 2 . two SCHOOL INSTITUTIONALIZATION We can hence notice the specification and id work that operates in this process of educational institutionalisation. Institution institution is definitely characterized because the placement of interactions, absolutely tensions, between three poles: the pupil, the professor and the know-how. As soon as we all wish to identify these relationships, we are confronted with a problem of methodology, strategy that derives of course the framework by which place our study.

Therefore, analysing situations of the research is going to concern us about what the school institution puts to the study and the manner gowns this research functions. This crossing of analysis rests on the articulation between task and activity: to The task is definitely significant towards the knowledge put at stake in the elaborated situation by the educator in the structure that is set (curricular businesses, conditions of exercises, particular constraints, etc . ); u The activity is usually significant towards the work taken on by the scholar to progress inside the task that is certainly appointed that by the instructor and associated with the knowledge’s learning process.

Jacques Ginestie Analyzing Technology Education Page 5 That concerns to define a framework of analysis that allows searching the functioning of a educating situation (Ginestie, 1992). Your initial framework, developed by these kinds of analyses approach, does not prejudge of: to Knowledge set at stake, their presence or perhaps not and the school type; o Organizations elaborated by teacher to be able to organize circumstances of the study of these understanding; o Activities developed by the pupil which have been induced by the organization place in game for this study.

The two of these cross analyses, task and activity, characterize the connections between 3 complementary existing logics nevertheless that can likewise appear since rival: the logic of subject, the logic training and the common sense of learning. The first one employs from knowledge organisation and requires an epistemological study; the other one takes in account the professional process of the tutor considering his organisation, his style, his manner to do, the specialist gestures this individual develops; the final one can be highlight by the learning hypotheses, specifically the viewpoint of socio-constructivism theories.

Many works have shown the incidence of the logics on the school situations and how they are really inscribed in various references and different temporality. Actually stressing these three logics in a institution institution could be looked of numerous manners. But , for themselves, we are actually interested by what it happens in a class; especially, we try to analyze the end results produced by this kind of placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and strength elements that act and interact along the way of teaching-learning.

In this perspective, the task looks as the preferential manifestation of the teaching’s logic. It express concurrently what is on the line, the circumstance in which it truly is situated, what it is waited and what it is important that the pupil makes to own task. Through this senses, the work is a targeted expression of a totality of values, models, elements of hypotheses, knowledge that bottom the subject’s references which identify the teacher in a teaching population. The examination of the activity is therefore significant how curriculum can be implemented, inside the particular intimacy of a particular class.

It truly is equally significant activities that this induced in pupils. Additionally it is characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the verse to the actual supposes to do stake a great analysis with the activity of the pupil. His perusal in the task, the manner he needs to organize the activity and to orient it is actions, what it takes in consideration and how it works not discover even, allow characterising his learning procedure.

In this perspective, we can recognize difficulties that he fulfills, the manner whose he operations them, used strategies plus the planning of his several actions (Ginestie, Andreucci, 1999). Reading activity through the description of the task allows proceeding pupil’s activity with some exact characteristic portions of the task. We can value issues met by the pupil and identify that are relevant to the context (the formulation of the task, the organization of circumstances of the analyze, the use of types, materials, and so forth ) and which realises obstacles towards the learning (Amigues, Ginestie, 1991).

3. SCHOOL ORGANISATION AND PUPIL’S JOB Organizations integrated at institution, in the classroom and by the tutor have an immediate influence for the work of the pupil and the result of this kind of work. Regarding the technology education (but it is not specific for the subject), it is important to identify and to specify what is continued to wait from the pupil, recourses this individual disposes to get there, the way in which whose he gets presently there.

Therefore , we have to understand the evaluation the Jacques Ginestie Examining Technology Education Page 6 nature with the goal, the way in which to arrive there but also the breach of the objective; everything that allows to bring in front side understanding about the process of knowledge’s transmission-appropriation. From this level, we are not really in a curricular approach that has for thing to specify contents of teaching and to determine goals to reach; we talk about goals fixed by the establishment, their institutional pertinence, all their coherence within a scholastic firm datum.

Of course , the attraction is great to trust that we could have act on health professional prescribed as to decrease these gaps. The progression of program shows that these kinds of actions is limited because it goes in in sociable negotiations the research can easily illuminate to defect to inspire all of them, even to affect them. 3. you TASK EXAMINE Our admittance by the scenarios is a great analytic standpoint to provide real situations of sort or in a possible perspective to believe possible advancement. For that, the crossed research task-activity gives a good construction.

The task’s analyze gives some understanding about the placement in textual content (or the placement in word) of the subject of research. This position in text constitutes one of the last phases of the didactical transposition, stage in the course of which the teacher anticipates and executes the production of the object of study it makes go back in its class. Many signals allow characterising some substances of the enterprise that it is important to put in place:

o The size of knowledge that this individual exhibits, o The screen of the effect expected by the end of the sequence, o The spatial and temporal corporation type that he places in act, o The strategies that he provides to orchestrate the activity of pupils, o The different degrees of evaluation on what he is important to trim (evaluation his activity, the progress of his collection, the activity of pupils, the breach of results), u The gadgets of mediation and remediation that he envisages, to etc . Other folks indicators enable to notice direct or implied models that he purposes of the organization of the production:

o model of the logic of pupil learning organized about acquisition of proficiency noticed for the breadth of significant visible behaviours vs a constructivist approach based upon the decoration of knowledge; u Model of the experience of pupils according into a logic of smooth aside difficulties versus a reasoning of conflict to road blocks; o Type of the teaching organisation according to a common sense of assistance of the action of the scholar versus a logic of problem-solving;

um Model of the organization of knowledge recommendations that one can caricature in a binary alternative: in technology education, there is nothing to know vs . there is simply knowledge. The development of these types supposes the elaboration of any strong assumptive reference in which we can forecast the appearance of the objects of study and how they become in school organisations.

Of course , we front 3 different viability risks: is an instant risk about what’s happen together with the course that is going to unfold right here, at this hour, in thisclassroom, with this teacher and these learners; second is a progression risk about what happen in the duration of the class, the articulation of the different lessons and their sequence; third can be durability risk about the permanency of your teaching by such level, in such class, in such context, according to evolution, development, interaction while using other themes as a kind of general educational ecology. Jacques Ginestie Inspecting Technology Education Page six. 3.

a couple of ACTIVITY EVALUATE The review of the activity, as for this, tries to understand the logic of pupils inside their evolution to achieve the task that may be confided these people and the manner of which they conform conditions organized by the instructor. Retained indications refer straight to theories in the apprenticeship, notably through: um The approach they take up, o The way to organize all their actions, to The manner to notice and to predict difficulties and to overcome these people or to prevent them, o The way to notice or perhaps not limitations imposed by the situation also to take into account these people or no, o etc .

Analysing the activity of pupils can be described as powerful instrument that allows to note, to meet the criteria and to valorise gaps between what the instructor waits these people, what they obtain really plus the manner that they can use to reach this result. It issues, on the one hand, to provide indicators of efficiency of any device concerning learning and, on the other hand, symptoms on the method to conceive plan.

To adopt a criterion of efficiency of plan applied by professors is not easy. That supposes to put the question from the acquisition of expertise by pupils to the center of the educational act, precisely what is not with out consequences in TE. This kind of challenge is important if we want to boost the position as well as the role with the TE being a general education subject. Through our France experience, nevertheless also through some related experiences in various countries, we have change of period. The first time of creativity and setup is definitively done.

A large number of countries find out a reduce period with disaffection pertaining to TE: decrease of budget, lowering of school time devoted to this issue. At the same time, a growing number of teams develop investigation in TE. Could possibly be, we have to diffuse the outcomes of these inspections and to develop the support that we provides to the tutor but also to the curriculum designers, this can be our problem to bring each of our contribution to TE. ICT and Education in Philippines Harina Yuhetty I.

IntroductionIn the beginning the positive effect is completely believed to be in a position to lead to better economic expansion in the sense of greater marketplace scale, which in turn will increase the gross countrywide product. So people believed that poor countries or third world countries will develop quicker, thus the economic space between the rich developed countries and the under developed countries can diminished. Nevertheless , facts demonstrate contrary. It truly is true which the gross nationwide product of countries will increase, however the gap between the income in the rich and poor countries is also getting wider.

The reason for this difference is the extra-ordinary growth of data as a result of the introduction of communications and information technology in northern developed countries which have complete control of these technologies. This information boom enables multinational businesses to compete with changes in industry demands, new products and fresh technologies, which often can boost the economy of your country, enhance its efficiency and get global dominance.

On the other hand, in third world countries which are also known as southern hemisphere countries, they may have difficulties to find, to receive, to process and also to produce info. The lack of suitable information with the right time will result in low productivity, low quality study works, and waste of time to pursue information and even to perform research which actually was done by other folks or far away.

Indonesia being a third world country has a great concern more than this deficiency and believe the digital divide needs to be reduced so that there will be an economic recovery. The Indonesian authorities is determined to use the information technology effectively to support efforts to increase the countrywide competitiveness. This kind of aspiration is usually reflected inside the Indonesian President Decree Number 50 year 2k about the establishment with the Coordination Group of Telemathics of Indonesia. This staff consists of each of the ministers in the cabinet like the Minister of Education.

Its tasks will be among others to define the federal government policy in regards to telemathics; to decide the levels and priorities of advancement in the area of telemathics and its uses in Indonesia; to screen and control the rendering of telemathics in Indonesia; and to survey the development of telemathics in Dalam negri to the Director. The government realizes that the achievement of the creation and usage of telemathics will depend on mostly around the infrastructure which can provide easy access, and also guarantee availability of data and subject matter.

To meet these types of three procedures, a competent human resources is a requirement. That is why the preparation of qualified recruiting is given top priority, because it requires hard work and takes time. Meanwhile, we likewise know that scarcity of and low quality recruiting in the area of Info and Marketing communications Technologies may delay competence of connection and information technology. As such, the us government through the Ressortchef (umgangssprachlich) of Efficiency of Express Apparatus since Head in the Coordination Staff of Telemathics of Dalam negri in his notice number 133/M.

PAN/5/2001 got drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Systems (ICT) in Indonesia. This course of action among others has a plan for the implementation in the use of telemathics in the area of education starting from 2001 until 2005, which includes: 2. Develop effort between ICT industry and ICT language schools through training and Ur & Deb collaboration, and found a network for skill and potential development * Develop and implement Curricula of ICT.

* Employ ICTs while an essential section of the curricula and learning tools in schools/universities and training centers * Establish distance education programs which includes participation in Global Creation Learning and other networks * Facilitate the usage of internet for more efficient educating and learning From this action plan we can see that the emphasis of human resources top quality improvement is very geared around the provision and expansion of education of human resources in ICT region.

Besides that, utilization of ICT for instruction purposes, since an effort to fill digital divide, which in turn is hoped to be able to increase the national competition to revive the economy is another emphase. II. ICT in Dalam negri As mentioned above, the achievements of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of websites facilities as well as the use of internet.

In general the development of ICT in Indonesia at present is less pushing compared to the produced countries, or maybe compared to neighboring countries such as Singapore, Malaysia, Thailand yet others. To give an over-all picture of the ICT condition in Indonesia allow us to consider the information quoted from your Center pertaining to Research and Application of Info and Digital Technologies of the Office to get the Research and Application of Solutions, 2001 as follows.

A. Public Telephone Lines for 203, 456, 005 populace 1 ) The number of Phone kiosks 228, 862 installment payments on your The number of Mobile phone booths 345, 307 3. Telephone clients 6, 304, 798 M. Internet 1 ) Internet Service Suppliers 40 2 . General Get Speed level of ISPs 15 KBPS 3. Clients of ISPs 511, 000 with you, 980, 1000 users ( < 1% of Indonesian population).

one particular

Tweet