Everlasting educational reforms on the road to quality and permanent knowledge or…
Journal
PoS / Proceedings of Science
Date Issued
2023-10-02
Author(s)
Lambe Barandovski, Vera Zoroska, Aneta Gacovska - Barandovska
DOI
DOI: https://doi.org/10.22323/1.427.0244
Abstract
The Macedonian educational system is under continuous reforms and changes made to the
syllabuses and methods of teaching. In the last two decades, almost every aspect of teaching mathematics and physics in primary school has been changed. The last three major changes cover different approaches: coordinated teaching in 2008, curriculum changes towards research methods and problem solving in learning and teaching - according to the Cambridge International Examinations Center in 2016, and the newest concept according to the European Strategy 2020 (based on six dimensions: quality, inclusion and gender equality, green and digital transitions, teachers, higher education, a stronger Europe in the world) and the new Action Plan for Digital Education 2021-2027 (with initiatives for high quality, inclusive and accessible digital education in Europe). Different opinions appeared in public, mostly among teachers and parents, for and against the „new ways” in education. Hereby some of the arguments for and against will
be presented, problems and questions will be stressed out and curriculum differences will be shown. Are we losing the chance for laying the foundations of mathematics and physics while walking on the road to digitalization? Are we ready as a country to embrace the new social challenges? Have we done enough research before introducing the new concepts, do we know if we are professionally, materially and mentally ready to let the „digital books“ and „interculturalism“ on a small door in the classrooms? Finally, yes, the freedom in finding personal creative ways of teaching and using open-source material is great, so is stimulating critical thinking among students. But is the majority of the population ready to trade the classical textbooks for digital ones? Has there been continuing professional education for teacher in the classroom
to be ready to grasp the new concept? Are we ready for this kind of transition in education as a way for a complete social transition?
syllabuses and methods of teaching. In the last two decades, almost every aspect of teaching mathematics and physics in primary school has been changed. The last three major changes cover different approaches: coordinated teaching in 2008, curriculum changes towards research methods and problem solving in learning and teaching - according to the Cambridge International Examinations Center in 2016, and the newest concept according to the European Strategy 2020 (based on six dimensions: quality, inclusion and gender equality, green and digital transitions, teachers, higher education, a stronger Europe in the world) and the new Action Plan for Digital Education 2021-2027 (with initiatives for high quality, inclusive and accessible digital education in Europe). Different opinions appeared in public, mostly among teachers and parents, for and against the „new ways” in education. Hereby some of the arguments for and against will
be presented, problems and questions will be stressed out and curriculum differences will be shown. Are we losing the chance for laying the foundations of mathematics and physics while walking on the road to digitalization? Are we ready as a country to embrace the new social challenges? Have we done enough research before introducing the new concepts, do we know if we are professionally, materially and mentally ready to let the „digital books“ and „interculturalism“ on a small door in the classrooms? Finally, yes, the freedom in finding personal creative ways of teaching and using open-source material is great, so is stimulating critical thinking among students. But is the majority of the population ready to trade the classical textbooks for digital ones? Has there been continuing professional education for teacher in the classroom
to be ready to grasp the new concept? Are we ready for this kind of transition in education as a way for a complete social transition?
Subjects
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