Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum in citizenship education. The data in the qualitative study have been obtained employing documentary research. Three criteria with respective indicators have been chosen for the analysis of the mathematics curriculum: civic knowledge, civic skills, civic values and attitudes. The study analyses two curricula of teaching/learning mathematics that are effective in Latvia for basic school (Grades 1–9) and secondary school (Grades 10–12). The results of the analyses are represented in the comparison showing the data obtained in 2013 and data obtained in 2020. The mathematics curriculum has extensively incorporated skills for learning selfrespect and respect for others, developing the capacity to engage with each other, to contribute to a safe environment, as well as the skills to offer the opportunity to experiment practically with democratic principles, working alone, in small and bigger groups, listening to classmates’ opinions and giving arguments for their opinion. The innovation in the new mathematics curriculum is the inclusion of the transversal skills in the learning outcomes, including the civic participation.
Media literacy is important for life in the changing world. Media literacy is the ability to access, analyse, evaluate and communicate information in a variety of forms as well as the ability of individuals to access and understand information through different media tools and platforms, such as television, radio, print media, the Internet and digital technology. The aim of the paper is to analyse the planning of developing the media literacy in the basic education curriculum in Latvia. The study, using the document analysis, has selected the basic education curricula in the new education content project Competencebased approach in the teaching/learning content School 2030 in the following areas: Technologies, Social and civic area, Sciences area. Such criteria as the skill to find the information in the digital environment; the skills to analyse the obtained information; the skill to evaluate the credibility of the information were chosen in the research aspect of developing the media literacy. The study concludes that the skill to find information in different sources and the skill to analyse the found information are purposefully developed in the expected learning outcomes. The development of the skills of evaluating the credibility of the found information, however, needs more attention.
Digital technologies are rapidly changing our daily lives and work environment, encouraging the review of current curriculums in schools. The implementation of the new curriculum in Latvian schools begins on September 1st, 2020. As transversal skills as a term are included for the first time, teachers feel confused regarding the inclusion of such skills in the learning process and the implementation of experience in practice in the new context, simultaneously raising doubts about their professional capacity in practice, teachers are guided by the requirements of the curriculum. The study focuses on the analysis of 11 secondary school mathematics curriculums, using document analysis. The aim of the research is to analyse transversal skills and their development in secondary school mathematics curriculums, by analysing various mathematics curriculums in Latvia from 1940 to 2020. It is essential to accentuate the importance of transversal skills and content that has assisted in the development of transversal skills in earlier teaching practice, to aid teachers in choosing methods and activities that are applicable, as well as necessary changes to achieve new education goals. The research results indicate that transversal skills have been essential in previous mathematics curriculums. The most important transversal skills that have been highlighted in all analysed curriculums are thinking skills, skills that are necessary for individual work and career skills. The new challenges are related to transversal skills that are required for civic activity, the use of different learning methods and lifelong learning.
Despite the competencies acquired in study process, results of learning, diploma and provided guidance measures podologs as same as other young specialists often lack skills to create successful proffesional career in their field.At this moment in Latvia, specific proffesion, including podologs, career management skill set is not defined. For students of podology learning of mentioned skills is indirectly integrated in educational process, which is reflected by the study program aims, methods and expected results.The aim of the article is to analyse career management skills identification problems in study process of podologs and in this regard, by empirical research results on podologs career management skills in the study process.
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