Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary

Hungary has experienced significant political, economic, demographic and social changes since the end of Soviet domination in the 1990s. The gradual move towards liberal-democracy has been accompanied by growing emphasis on individualism, choice and diversity. Universal kindergarten provision for 5-6 year olds is a long established feature of the Hungarian education system, but little is known about parental choice (Török, 2004). A case study (Yin, 2004) of factors influencing parental choice and satisfaction was undertaken in one Hungarian town. This was based on a survey of 251 parents of children attending both mixed-age and same-age groups across 12 kindergartens. Parents suggested that the most important influences were geographical location and the individual pedagogue(s). Given that traditionally each pedagogue follows ‘their’ cohort from kindergarten entry to primary school, their influence appears heightened. Although generally satisfied with their chosen arrangement, parents from same-age groups expressed significantly more confidence and satisfaction, particularly in relation to cognitive development and preparation for school. Parents appear less convinced about the trend towards mixed-age groups and questions are raised about sufficiency of evidence of their benefits in a Hungarian context and the driving factors behind change

Evaluation of the food safety training for food handlers in restaurant operations

This study examined the extent of improvement of food safety knowledge and practices of employee through food safety training. Employee knowledge and practice for food safety were evaluated before and after the food safety training program. The training program and questionnaires for evaluating employee knowledge and practices concerning food safety, and a checklist for determining food safety performance of restaurants were developed. Data were analyzed using the SPSS program. Twelve restaurants participated in this study. We split them into two groups: the intervention group with training, and the control group without food safety training. Employee knowledge of the intervention group also showed a significant improvement in their score, increasing from 49.3 before the training to 66.6 after training. But in terms of employee practices and the sanitation performance, there were no significant increases after the training. From these results, we recommended that the more job-specific and hand-on training materials for restaurant employees should be developed and more continuous implementation of the food safety training and integration of employee appraisal program with the outcome of safety training were needed

Re‐conceptualization of scientific literacy in South Korea for the 21st century

As the context of human life expands from personal to global, a new vision of scientific literacy is needed. Based on a synthesis of the literature and the findings of an online survey of South Korean and US secondary science teachers, we developed a framework for scientific literacy for South Korea that includes five dimensions: content knowledge, habits of mind, character and values, science as a human endeavor, and metacognition, and self‐direction. The framework was validated by international science educators. Although the names of these dimensions sound familiar, the framework puts a new perspective on scientific literacy by expanding and refining each dimension, stressing integrated understanding of big idea and the importance of character and values, adding metacognition, and emphasizing global citizenship. Twenty‐first century citizens need integrated understanding of the big ideas of science and habits of mind such as systematic thinking and communications. They also need to realize that science is a human endeavor that changes, as new evidence is uncovered. However, these aspects of scientific literacy provide only a partial picture. Scientific literacy should also emphasize character and values that can lead learners to make appropriate choices and decisions to ensure a sustainable planet and provide all people with basic human rights. Individuals will also need to develop metacognitive skills in order interpret new complex scientific information and know when they need additional information. Although this framework was developed primarily for South Korea, a new vision of scientific literacy that is applicable for K‐12 has the potential to spur the development of new standards, curriculum materials, instructional practices, professional development and assessments, and dialog across nations. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 670–697, 2011Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87123/1/20424_ftp.pd

Quality of education for all young people

노트 : National report of the Republic of Korea by Ministry of Education and Human Resources Developmen

Korea-OECD 10th anniversary international seminar

노트 : Korea-OECD 10th Anniversary International Seminar Theme : Evaluation of National Education and Human Resource Development Policies and Practices Venue: COEX InterContinental Hotel Diamond Hall Date: December, 7th, 200

The partnership between school leaders and parents: views of Solomon Islands parents

Effective communication and the building and sustaining of a positive relationship on trust and respect are important aspects influencing the nexus between the school and the parents. It is, therefore, very important that schools create an atmosphere in which parents feel valued and respected. This study investigated the views of parents regarding the partnership between themselves and the school leaders of their children’s primary schools in Solomon Islands. The research was conducted qualitatively by the use of a semi-structured interview guide to facilitate discussion with the participants. The research fieldwork was carried out in Solomon Islands with six parents from six different primary schools in Honiara city and Guadalcanal Province. The parents of this study highlighted some factors that inhibit the building of relationship and of trust between schools and the parents. These include the lack of on-going communication from schools about children’s learning progress and school developments and a lack of transparency from school leaders about the use of school funds and parents’ financial constraints. Parents of this study also suggested recommendations that they want to see their school leaders implement, to include sharing in decision-making, greater transparency, and effective communication between the school and parents