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The role and significance of schooling in maintaining and renewing social disadvantage is particularly evident in upper secondary education, and especially so in the high- stakes final examination at the end of Year 12. This paper focusses on Senior English in this context, with specific regard to the Australian state of New South Wales. Building on a recent study of the outcomes of the Higher School Certificate (HSC) in 2017, it analyses what the data reveal about the relationship between Senior English and social inequality in this instance. It does so with reference to a brief account of the history of English teaching and senior secondary curriculum policy in New South Wales and also, comparatively, a now well-established comprehensive study of senior secondary schooling in Victoria. It concludes with some implications of this account for further investigations of Senior English and subject English more generally, as well as of the social meaning of senior secondary education in Australia, in particular with regard to the nexus between curriculum and assessment, knowledge, and power. [Author abstract]

This article considers differences and similarities in curriculum form between the senior secondary certificates offered across Australia, drawing on three different understandings of curriculum form, one focused on the grid or map of the curriculum and its core categories and levels of specification, one on the cultural assumptions underpinning significant policy reforms, and one on the internal relations between curriculum contents and the divisions evident in the curriculum assigned to particular groups of students. It highlights differences between these perspectives and the value of engaging them collectively to understand the various senior secondary systems operating across Australia, how they have changed over time and their equity implications. It shows that the certificates continue to be different in multiple ways despite decades of standardising reform but that shifts have occurred within states once defined as progressive, with practices changing to align with larger states’ conservative agendas. The differences which do continue are also shown to be in some respects arbitrary, with common patterns evident in relation to the knowledges valued and the distinctions enforced between university and non-university pathways which are obfuscated by the highly complex rules and requirements evident in each jurisdiction. Further research and analysis considering the enactment of these requirements within schools is needed to better understand the equity implications of different requirements and approaches and to think about what kind of curriculum form might be needed to enable an equitable educational system in Australia.

The global Covid-19 pandemic is testing the responsiveness of school systems. Extensive discourse about disruptions to the standardized examinations students take in their final year of secondary school is symbolic of their high-stakes status worldwide. The interruptions provide an opportune moment to question the efficacy of exams as a measurement of achievement. To explore these issues, this article shares some on-the-ground illustrations from Australian teachers about how high-stakes exams shape their enactment of senior secondary history curriculum. The presence of a discourse of exam alignment, which places a disproportionate emphasis on preparing students for exams, has implications for teachers’ curricular practices and wider equity issues. These issues resonate in other international settings, especially during the pandemic. The severity of the Covid-19 economic downturn means it is more important than ever to investigate the relationship between curricular practices and socio-economic structures, to ensure examinations do not compound educational disadvantage.

This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers’ emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers’ perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context.

PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.FindingsWhen comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/ValueThe elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.

هدفت الدراسة الحالية التوصل إلى سبل ترشيد الإنفاق الأسري على تعليم الأبناء في التعليم الثانوي العام والإفادة من أفضل الممارسات العالمية في مجال ترشيد الإنفاق الأسري، وتحليل الإنفاق الأسري على تعليم الأبناء المقيدين في التعليم الثانوي العام في مصر في العام الدراسي 2024/ 2025م. وقد قامت الدراسة الحالية برصد الإنفاق الأسري على مجموعة من العناصر مثل: المصروفات المدرسية، والإنفاق على الكتب الدراسية الرسمية، والكتب الخارجية، والكراسات والأدوات المكتبية، والمساطر والأدوات الهندسية والبراجل والمقالم والآلات الحاسبة، والزي المدرسي، والأحذية الجلدية والأحذية الرياضية، والدروس الخصوصية الجماعية (في السناتر) ، والدروس الخصوصية الفردية (في المنزل). وتم تطبيق الدراسة على عينة بلغ عددها ٢٤٢ معلما يعملون في ۳۳ مدرسة ثانوية عامة تقع في محافظات أسيوط وبني سويف والجيزة وموزعة على ١٦ إدارة تعليمية. وانتهت الدراسة بصياغة تصور مقترح لترشيد الإنفاق الأسري على تعليم الأبناء في التعليم الثانوي العام في مصر على مدي المستقبل المنظور وحتى عام ٢٠٣٠م.

In 2003, a curriculum reform of education was initiated in mainland China to improve the quality of senior secondary education. The major purpose of this reform was to move from a teacher-centred to a student-centred approach in teaching. In order to find out how teachers coped with the challenges of the reform and how their work was affected, an in-depth study was conducted at a senior secondary school in City B, Guangdong, using qualitative research. While the curriculum reform was found to offer teachers an opportunity for re-professionalisation, teacher development in the sample school was revealed as having changed towards an assigned professionalism. In addition, teaching research officers limited themselves to instruction on practical teaching techniques. Furthermore, the existence of teacher leadership on a subject panel was heavily dependent on the panel head's leadership style. On the whole, the tendency was for teachers to be explicitly instructed to partake in contrived collegiality and imposed reflection. Développement professionnel des enseignants dans la réforme curriculaire : étude de cas sur un établissement secondaire en Chine – En 2003 a été engagée une réforme curriculaire de l'enseignement en Chine continentale, dans le but d'améliorer la qualité de l'enseignement secondaire de deuxième cycle. Cette réforme poursuivait l'objectif principal de passer d'une approche pédagogique centrée sur l'enseignant à une approche axée sur l'élève. Afin de cerner la manière dont les enseignants relèvent les défis de la réforme ainsi que les incidences de celle-ci sur leur travail, une étude approfondie a été menée dans un établissement secondaire de deuxième cycle situé dans la cité B de la province du Guangdong, en appliquant une méthode de recherche qualitative. Si l'étude a établi que la réforme curriculaire donne aux enseignants une opportunité de reprofessionnalisation, le développement professionnel de ces derniers dans l'établissement sondé s'est avéré converti en un professionnalisme dirigé. En outre, les inspecteurs-facilitateurs d'éducation se sont limités à donner des instructions sur les techniques pratiques d'enseignement. Par ailleurs, l'animation du groupe thématique pour les enseignants dépendait fortement du style de direction du chef de groupe. De manière générale, la tendance consistait à donner aux enseignants l'instruction explicite d'afficher une collégialité de circonstance et de participer à une réflexion imposée. Lehrerentwicklung im Rahmen einer Lehrplanreform: Fallstudie einer Sekundarstule in Festlandchina – 2003 wurde in Festlandchina eine Lehrplanreform angestoßen, um die Bildungsqualität an der Oberstufe von Sekundärschulen zu verbessern. Die Reform sollte hauptsächlich den Wechsel von einem lehrerzentrierten zu einem schülerzentrierten Bildungsansatz bewerkstelligen. Eine eingehende qualitative Forschungsstudie an der Oberstufe einer Sekundärschule in der Stadt  in der Provinz Guangdong sollte ermitteln, wie die Lehrerinnen und Lehrer mit den Herausforderungen der Reform zurechtkamen und wie ihre Arbeit dadurch beeinflusst wurde. Es stellte sich heraus, dass die Lehrplanreform den Lehrkräften zwar Gelegenheit bot, ihr Berufsbild neu zu definieren, dass sich jedoch der Lehrkörper an der ausgewählten Schule in Richtung eines von oben verordneten Berufsbildes entwickelt hat. Zudem beschränkten sich die staatlichen Schulinspektoren auf die Unterweisung in praktischen Unterrichtstechniken. Ob Lehrkräfte in einem Fachkollegium Führungsaufgaben übernahmen, hing außerdem sehr stark vom Führungsstil des Kollegiumsvorsitzenden ab. Insgesamt ging die Tendenz dahin, dass die Lehrerinnen und Lehrer ausdrücklich dazu angehalten wurden, sich an einer gekünstelten Kollegialität und aufoktroyierten Reflexion zu beteiligen. Desarrollo docente bajo una reforma curricular: estudio de caso en una escuela secundaria de China continental – En 2003, en China continental se puso en camino una reforma curricular para mejorar la calidad de la educación secundaria de segundo nivel. La principal finalidad de esta reforma era cambiar el enfoque de la enseñanza, hasta entonces centrada en el docente, hacia una enseñanza centrada en el estudiante. Con el objetivo de comprobar cómo los docentes enfrentaron los retos de la reforma y cómo esta reforma afectó su trabajo, se ha realizado un estudio en profundidad en una escuela secundaria de segundo nivel en una \"ciudad B\" de Guangdong, mediante una investigación cualitativa. Si bien se comprobó que la reforma curricular ofrecía a los docentes una oportunidad de reprofesionalización, el desarrollo docente en esta escuela que ha servido de muestra reveló un cambio hacia un profesionalismo asignado. Además, los investigadores de la docencia se limitaron a impartir instrucciones sobre técnicas docentes prácticas. Y aparte de eso, la existencia de liderazgo docente en un determinado equipo de asignatura dependía fuertemente del estilo de liderazgo del jefe del equipo. En suma, la tendencia era la instrucción explícita a docentes para que tomen parte en una colegialidad artificial y en una reflexión impuesta. Профессиональное развитие учителей и реформа учебной программы: на примере средней школы в Китае (на материке) - В 2003 году в Китае (на материке) бьшо положено начало образовательной реформе учебной программы с целью улучшения качества среднего образования в старших классах. Основной целью данной реформы бьшо изменение в подходе к обучению, в цетре которого находится не учитель, а учащиЙся. для выявления того, как учителя справились с вызовом данной реформы, и какое влияние она оказала на их работу, в старших классах средней школы города Б в Гуандун бьшо проведено тщательное исследование с использованием качественного метода. В то время как реформа учебной программы предоставляла учителям возможность перепроф-ессионализации, на примере данной школы профессиональное развитие учителей изменилось в сторону заданного профессионализма. К тому же, изучение деятельности учителей ограничил ось исследованием процесса преп-одавания с точки зрения использования практических методов. Кроме того, сама руководящая роль учителей в предметной комиссии сильно зависела от стиля руководства главы данной комиссии. В целом, тенденция заключалась в том, что учителя должны были быть однозначно проинструктированы относительно прииятия участия в коллегиальной работе и установленных взглядов.

我國103學年度實施十二年國教時，高級中等教育暫維持現狀。本文分析政府文件與統計後，發現實施後高級中等教育已出現結構性變化。普高成為主流，技高及五專日漸萎縮；普通教育與技職教育占比各半；公立校數超過私校。因政府大力推動免試入學而獨大，考試分發入學日趨萎縮，致使部分家長轉選私校。有私校變革課程後趁勢興起，有私校一再轉型未成而停辦，遂出現兩極化。對於未來中等教育發展，政府應避免技職教育的萎縮與教育制度的雙軌化

'Developing Science, Mathematics and ICT in Secondary Education' is based on country studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature review. It reveals a number of huge challenges in science, mathematics and ICT (SMICT) education in sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.