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The European Social Fund,

The European Social Fund,. the Czech Republic State Budget,. the UJEP Faculty of Natural Sciences and. the Pedagogical Faculty of UJEP. present . General Educational Programmes in the Czech Republic. School Educational Programmes. QUO VADIS?. PhDr. Jiří Škoda, Ph.D. 1

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The European Social Fund,

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  1. The European Social Fund, the Czech Republic State Budget, the UJEP Faculty of Natural Sciences and the Pedagogical Faculty of UJEP present

  2. General Educational Programmes in the Czech Republic School Educational Programmes QUO VADIS? PhDr. Jiří Škoda, Ph.D.1 Vice-Dean for Science and Foreign Relations of PF UJEP TFPC Project: PhDr.Vladislava Heřmanová, Ph.D.2 PF UJEP Department of Pedagogy1 PF UJEP Department of Psychology2

  3. Paradigms of Natural Science Education ? Looking for Alternatives to Positivism Scientistic Model Scientific Materialism Positivism Dialectics Polytechnical Model

  4. Abstraction Generalization Scientistic Model Matematisation Atomisation

  5. Scientistic Model -Strictly Rigid Curricula -Mass Teaching -Transmissive and Instructive Educational Procedures -Cognitive Goals -Utilitarian Teaching Strategy -Uniform Approach to Pupils -Unification of Information Sources Decline of credibility of natural science education

  6. Do you not believe? A few results of the ROSE project (The Relevance of Science Education)

  7. Do you not believe? A few results of the ROSE project (The Relevance of Science Education)

  8. Don´t you believe?.. A few results of the ROSE Project (The Relevance of Science Education)

  9. Natural Sciensis – Problem Solving Country Country Average Research in natural science literacy and abilities to solve problems in 15-year old pupils according to the OECD PISA 2003 Czech Republic

  10. Natural sciences…. …natural science subjects… …their didactics, as well as our understanding of their meanings, are gradually developing and changing

  11. Different Competences !!! GOAL Education in Natural Sciences MEANS

  12. A MEANS … but a means of what? What will man need to know in the course of the following 40-50 years of his professional career? What is school expected to prepare him for? ..And to equip him with?

  13. Keypurposes and keycompetensesaccording toGeneral Educational Programmes Competence to learning Competence to problem solving Communicative Competence Social and Personal Competence Civil Competence Working Competence

  14. Who meets competences given by General Educational Programmes?

  15. System of Curricular Documents National Educational Programmes (NEPs) State Level SPE NEPs Basic Edu NEPs Gvmt NEPs Other NEPs Pract Edu NEPs School Educational Programmes School Level Basic Edu SEPs Sec. Profes. Edu SEPs Pract. Edu SEPs Gvmt SEPs

  16. The White Paper - National Programme of Education General Ed. Programmes Ed. School Programmes Ed. sphere Branch of Ed. Subject Lesson Educational Programmes

  17. Schedule of the Startup Time of General Educational Programmes

  18. What are expected changes based on? • Concept of whole-life education • Concept of variability of educational programmes at the school level • Concept of the strengthening of pedagogical autonomy • Concept of developing individuality of each pupil • Concept of education for life • Concept of changes in the school climate

  19. Possibility of school profiling Possibility of wider specialisation of schools Implementation of the marketing strategy of schools COMPETITION BETWEEN SCHOOLS

  20. Expected demographic changes in the population aged 5-14 in the next decade

  21. Expected demographic changes in the population aged 15-19 in the next decade Age between 15-19 (Expected trends in numbers of pupils and graduates from higher Secondary Education

  22. Changes in expenses per student between the years 1995 and 2003 Changes: Expenses Numbers of students Expenses per 1 Students Primary, Secondary and Post-Secondary non-tercially Education

  23. Language and Language Communication (Czech Language and Literature, Foreign Languages) Mathematics and Its Applications (Mathematics and Its Applications) Information and Communication Technologies (Information and Communication Technologies) Man and His World (Man and His World) Man and Society (History , Education for Citizenship) Man and Nature (Physics, Chemistry, Natural Science, Geography) Art and Culture (Music Education, Art Education) Man and Health (Health Education, Physical Education) Man and the World of Work (Man and the World of Work) General Educational Programme for Basic Education (Basic Edu GEP)

  24. Social and Character/Personality Education Education of a Democratic Citizen Education Focused on Processes of Thinking in European and Global Implications Multicultural Education Environmental Education Media Education General Educational Programme for Basic Education (BE GEP ) Cross-Section Themes

  25. Language and Language Communication (Czech Language and Literature, Foreign Languages) Mathematics and Its Applications (Mathematics and Its Applications) Information and Communication Technologies (Information and Communication Technologies) Man and Society (Civil and humanitarian base, Story) Man and Nature (Physics, Chemistry, Natural Science, Geography) Art and Culture (Music Education, Art Education) Man and Health (Health Education, Physical Education) Man and the World of Work (Man and the World of Work) General Educational Programme for Grammar School(Secondary General ) Secondary Edu GEP Cross-Sectional Themes

  26. Social Skills Education Education to Thinking in European and Global Implications Multicultural Education Environmental Education Media Education General Educational Programme for Grammar School(Secondary General ) Secondary Edu GEP Cross-Sectional Themes

  27. 2nd degree 1st degree BranchesFields of Ed. Education Areas Society Man and Nature Culture Health Work Cross-Section Themes fixed free Total Obligatory time Endowment

  28. Total Number of Lessons in Pupils Aged 7-14 Czech Republic

  29. What new elements are brought to education by General Educational Programmes? Change of pupils´ key competences Freedom to create the thematic plan Making use of innovative and alternative methods of learning …and a POSSIBILITY OF INTEGRATING THE EDUCATIONAL PROCESS

  30. How far did the integration of teaching natural science subjects get in the EU countries?

  31. How far did the integration of teaching natural science subjects get in the EU countries?

  32. How far did the integration of teaching natural science subjects get in the EU countries?

  33. How far did the integration of teaching natural science subjects get in the EU countries?

  34. How far did the integration of teaching natural science subjects get in the EU countries?

  35. How far did the integration of teaching natural science subjects get in the EU countries?

  36. How far did the integration of teaching natural science subjects get in the EU countries?

  37. How far did the integration of teaching natural science subjects get in the EU countries?

  38. How far did the integration of teaching natural science subjects get in the EU countries?

  39. How far did the integration of teaching natural science subjects get in the EU countries?

  40. How far did the integration of teaching natural science subjects get in the EU countries?

  41. How far did the integration of teaching natural science subjects get in the EU countries?

  42. How far did the integration of teaching natural science subjects get in the EU countries?

  43. How far did the integration of teaching natural science subjects get in the EU countries?

  44. How far did the integration of teaching natural science subjects get in the EU countries?

  45. How far did the integration of teaching natural science subjects get in the EU countries?

  46. How far did the integration of teaching natural science subjects get in the EU countries?

  47. How far did the integration of teaching natural science subjects get in the EU countries?

  48. How far did the integration of teaching natural science subjects get in the EU countries?

  49. What is the approach of our teachers to the integration of education? Relative Frequency Rate Form of Integration of Teching Science Subjects at Primary School

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