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The Relationship Between School and Family in Romanian Villages English

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The relationship between school and family in Romanian villages Ceaușu Anamaria-Elisabeta Abstract This study aims to analyze the relationship between school and family in the Romanian villages. Due to the fact that half of the population of Romania lives’ in the villages after the national statistics, and it is worrying that there are huge discrepancies between the level of the
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   The relationship between school and family in Romanian villages Ceaușu Anamaria -Elisabeta Abstract This study aims to analyze the relationship between school and family in the Romanian villages. Due to the fact that half of the population of Romania lives’   in the villages after the national statistics, and it is worrying that there are huge discrepancies between the level of the education of the children’s  who live in the city’s and those who live in villages. This study will enumerate the factors that underlie these discrepancies. The family, community and school are the three basic factors for the best development of a child. Keywords: family, school, village, education, poverty ,,Children whose parents are involved in their education have more positive attitudes toward school, higher attendance, better work habits and higher academic success then children whose parents are not involved (Hill et al.2004; Catsambis, 2007). However there may or may not have high or low levels depending on a number of factors: age of children, socioeconomic background, race/ethnicity, family experience, school policies, living conditions in the place he is living / neighborhood. ” 1   Background  if we look at the educational problem and analyze it historically, communist years have marked the development of the Romanian society. The change of the elites, the migration of the population from villages to city’s for getting better jobs, the start of the industrialization changed the thinking of the people. The more classes you take the higher was the chance to get a good job. So for those who live in the city’s it is very common to finish high school and after go to university, but those who live in villages the things are different. This article will enumerate the factors that contribute to the low participation of children from villages to the educational process, starting from the economic influence, and especially talking about the family and school cooperation to solve this problem. This article follows a contextual evaluation of the problem. For these we used as methodology some research of the existing documents like newspapers, official national dates 1  Voicu Bogdan, Marian Vasile ,,Inegalitățile rural - urban și masificarea educației superioare în Romania ”    Ed. Adrian Haitos , Iași, 2009, s.9;  and reports, analyze of documents and a SWOT analyzes. So this research is limited by the material available. The family is one of the basic pillars for the development of children. It is an important factor in completing the other two factors, school and community. 2  School in the same way as the family aims to educate children to prepare them , to become fully developed people .'' 3  As these two collaborate more the education process for children is easier , the learning process will be more intense. The family will be informed of the child's behavior and the extent to which they develop. And the school will inform the parent how much it helped to education , which is the child's behavior at home , which has examples of how their leisure time , common activities, etc. . In the current context, in which both parents are preoccupied with work and the daily , they can not allocate so much time to educate children so that schools today have a responsibility to inform parents of its evolution. Collaboration between teachers and families is beneficial for both parts: parents and school. Parents are informed of the progress of education, where the problems, the causes, etc. there are two theories in school-family relationship: 1.   Professionalism that supports the theory that the teacher does his duty without thought of personal interests. He is really passionate about teaching, and he does his work without thinking of the money he will receive. 2.   Exchange theory which claims that human action is taken to achieve a certain advantage. 4  According to a report by the European Community, based on some comparative research and documentation we can enumerate four reasons why it is important that the school and the family to have as close a relationship: - Parents are legally responsible for the child’s education  -School can not answer for the whole education of the child, but part of it is responsible for the education that is assigned outside the school -It has been shown that there is a great influence attitudes of parents in the learning process of the child, it can influence the child motivation -School management can be influenced by parents and teachers 2   Marc Marinela, Relația școală - familie comunitate în contextul schimbărilor legislative, 2012, Cluj, s.4.   3   Braghiș Maria, Strategii pedagogice de optimizare a parteneriatului școală -familie-comunitate în treapta  învățământului primar, Chișinău, 2013,  s.14. 4   Zăpârţan Marioara, „Eficienţa cunoaşterii factorilor de personalitate în orientarea şcolara şi profesională a elevilor”, Editura Dacia, Cluj, 1990 .     Parents can participate in many ways in the teaching activities of the school, some who can devote more time may be more involved in certain activities. Can be made a series of  programs for better collaboration between school and family, such as mutual visits, community of parents in school, community lunches or dinners, etc During these meetings  parents can set or may be involved in organizing some school projects. But sometimes parents refuse this collaboration because they feel they don’t have the capacity to do.  We can identify three stages in the family-school relationship: 1.   The stage where the school is self-sufficient: there is not too much cooperation  between school and family. Parents are not involved at all in school organization, associations, etc. 2.   Professional uncertainty stage: here the parents blame the school and teachers do the same to parents. Instead of cooperation both see the other party defects. At this stage could appear voluntary parents organizations. 3.   Stage of development of mutual trust: parents involved in school organization, they are part of the school decision-making process. It is the stage in which both cooperate in the interest of the education of children and know that both school and family has equal importance. 5  According to a report addressing the topic of school and family Member of the European Community, written by Professor Al. Macbeth in 1984 switch to those reasons that school and family should work better: the parents are legally responsible for the child's education, they should be aware that the school is only a part of child's education and that a good education happens outside the school, the school performance of children are greatly influenced by the education received at home. Parents sometimes err on the school and not involved enough in the child's education, like do not come to meetings announced assumes full responsibility just blame the teachers do not take the initiative in relation to the teachers for not fully know their responsibilities they have. Misunderstands the function they have in the education of the child, in some cases get in touch with the school only in exceptional circumstances and about new ideas they don’t have initiative, prefer to be  conservative. 6   The educational system in Romanian villages According to the National Ministry of Education in 2010, now is still a difference of 5   Rus Georgeta Nicoleta, Ş orobetea Saveta, Pop Sorina Teodora , Relația școală -familie, comunitate, 2012. 6   Florea Mihaela, Parteneriatul școală -familie, 2007.  over 20 percentage points of school attendance in rural and urban areas. Data refer to primary and secondary school. In high school this difference increases to a value of 30 pp. But vocational education gap is only 6 pp. 7  These data show that there is now a problem to education in rural areas. Some schools are closed because they do not have the necessary equipment, for example a school in Harghita County was closed after control of Public Health Department  because the school had no clean water, electricity network was antiquated, etc. conditions were poor . The 34 schoolchildren are forced to keep their class in the parsonage until the completion of the renovation work of the school. 8  Cigârleni village, Ialoveni the same reason children are going to school in kindergarten. The old school was torn down, but the bigger  problem is that there are no funds to fix this situation . Children learn in these conditions for over two years. 9  The situation is similar in the village Vintileanca where it has outraged parents that the school is in the same deplorable condition for many years . Children have to learn crowded  because classes are too small. At this school they have to teach 120 children from three villages, and funds to solve the problem of these children are not. 10  The education system in Romania is underfunded and therefore the quality of the education system is at a lower level than it should be. Underfunding mostly affects education in disadvantaged areas. There is no necessary equipment, buildings need renovation and teachers are often changing. At the national level, is made more and more programs that ,,school to provide equally indiscriminate training of the younger generation for active  participation in society , for social avoidance and social exclusion 11 . In recent years carried out a number of strategies for educational reform to reduce educational inequalities and social. It is desired to apply an educational system designed and helps greatly disadvantaged groups, leading to a modern education system in which there is no difference in level of education between the rural and the urban areas. Children in rural areas are much less prepared than those in urban areas. This is due to the conditions in which they need to learn and the teachers. Sometimes they have to teach 7   Raport asupra Stării sistemului național de învățământ, București, 2010, s.5.   8  I.R. ,, O școală dintr - un sat, închisă de Direcția de Sănătate Publică Harghita, se mută în casa parohială, 2013.   9   Zeci de elevi din Cigârleni merg la școală în grădinița din sat” , 2013. 10   ,,Părinți revoltați la debutul de an școlar în satul Buzoian Vitileanca”, 2013. 11   Laura Stoica, ,,Direcții de acțiune pentru creșterea accesului la educație al cop iilor provenind din medii defavorizate”, s .2.
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