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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In OECD country members, education policies tend to cut back funding and instructional time for music education at schools, even when supranational agencies advocate for universal access to music involvement and learning. The current study aims to explore music education inequities from the Chilean school system. The method is centered on multiple-case study design, focusing on three boundaries: the time, space, and place. The sample, which was chosen by criteria linked to maximum variation sampling, included participation from 30 music teachers. Results suggest that discrepancies in equitable opportunities are caused not only by the economic situation of schools, but are also provoked by Chile's centralized educational model. In conclusion, some educators live on a darker side than others, but all music teachers are able to see the sun daily because they overcome inequities. Some implications are proposed. [ABSTRACT FROM AUTHOR]

以往教育研究多注意國家太平時期的發展，較少關注政局動盪下的教育變革。1912年1月中華民國建立，但因民初政局未穩，為因應開學所需，新設教育部只得儘速修改前清癸卯學制後發布命令施行；之後再新頒教育宗旨、學校系統、各級教育令及課程標準。最初教育部曾想另訂新制，但後迫於復學時間緊湊，只能修改舊制。再者，新訂學校系統仍是以前清學 制為基礎而稍修訂。本研究旨在探討民初辛亥革命後至袁氏稱帝前（1912-1916年）教育制度的再造，採史學方法，根據政府檔案、法規、公報、教育報刊及時人文集等一手資料，經內、外部考證後，探討教育制度調整的原因、經過、實施狀況及影響因素。研究發現，當時地方未能完全落實新制，其原因除政局不穩、戰事迭起外，原仿日學制持續發揮影響力、中央及地方經費支絀、地方教育行政體制殘破及中央地方爭權，均影響新制改革與落實。最後，研究指出政治革命後，舊有教育制度不必然也遭推翻，政府往往仍沿用後再修改，策略上是「穿衣改衣」，而無法另起爐灶。此段國家動盪時期的教育變革經驗，值得今後欲採革命式教育改革策略決策者關注。 The state of education during tumultuous times has often been overlooked by educational historians. However, such periods warrant attention because educational opportunities can be severely limited during these times. The fall of the Ch’ing dynasty in October 1911 led to the establishment of the Republic of China. Although a provisional Republican government was inaugurated in Nanking on January 1, 1912, the new democracy remained divided. A new Ministry of Education was established, and Dr. Yuan-Pei Tsai became its first minister. Tsai endeavored to replace the Ch’ing dynasty’s existing K’uei Mao School System, instituted in 1904, with a new educational framework for the Republic. Because the government urgently wished to resume academic sessions by March of that year, a provisional general education regulation was promulgated through telegrams by the new ministry. The Republic was forced to adapt the Chi’ing dynasty’s educational system, implementing emergency modifications such as renaming schools and principals, implementing a two-semester academic year, permitting coeducation in primary schools, removing the distinction between general and vocational secondary schools, revising primary and secondary school textbooks, and shortening the duration of secondary and normal school to 4 years. The effectiveness of the new regulations remained unclear because of ongoing conflicts between China’s southern and northern governments. Reconciliation between the two factions led to superficial national unity in April. Subsequently, the Ministry of Education convened the Provisional Education Meeting in Peking, the new capital, in July 1912. President Shih-Kai Yuan announced new educational objectives and a reformed school system in early September, 2 months after the meeting. The revised educational goals emphasized moral, military and national, and aesthetic education. The new system comprised five educational stages: 4-year junior elementary school, 3-year senior elementary school, 4-year secondary school, 3-year prep-school, and 4-year university. This structure, although similar to the Ch’ing dynasty 4-5-4-3-3-4 model, had been streamlined to a 4-3-4-3-4 model; completing one’s education from elementary school through university required a minimum of 18 years. A series of educational codes, regulations, and curricula were systematically introduced between 1912 and 1913, culminating in the establishment of the Jen Tzu K’uei Ch’ou School System. Regarding the historical narrative of educational reforms in early Republican China, the literature provides only a cursory overview of the new system; it does not delve into the complexities of the reform process or offer critical commentary. Employing a historical method, this study used first-hand sources, including documents from government archives, statutes, regulations, official gazettes, journals, and newspapers. This study employed both internal and external criticism to explore how the new central government sought to reconstruct China’s educational system between 1912 and 1916; to analyze the causes, process, practices, and factors influencing these educational reforms; and to draw conclusions and implications. The major findings are as follows. The primary motivations for reforming the Ch’ing dynasty’s educational system included its inefficiency, shortcomings, excessively long duration, improper curricula, and inconsistencies or redundancies across educational levels. Empirical evidence indicates that only 6 out of 18 provincial governments adopted the new statutes and regulations to implement the new educational system; the status of the remaining provinces remains unknown. Four major factors influenced these reforms. First, the Ch’ing school system, which was modeled after the Japanese system, continued to exert a considerable influence. Although the number of students who had graduated from Western countries increased after 1912, most had not focused on educational studies and consequently had limited understanding of Western educational systems. Second, ongoing political turmoil from 1913 to 1916, involving the rapid failure of the Second Revolution, the dissolution of China’s parliament, the abolition of the constitution, the ascent and rapid descent of President Yuan as Emperor, the fleeting restoration of the Ch’ing dynasty, and the outbreak of civil wars among various warlords, severely hampered reform efforts. Third, the financial resources allocated to education by local governments were consistently inadequate, primarily due to the diversion of educational funds to military activities. In addition, the limited educational funds were often squandered by local educational agencies and schools. Finally, administrative disorganization and power struggles among provincial, local, and central governments negatively affected the implementation of the new system. The lessons from China’s modern history indicate that completely abolishing an existing educational system is not strategically necessary for a new regime. In China, some revisions were made, and the old system continued to function. In understanding these reforms, consideration must be given to the fact that numerous provincial and central government officials visited Japan to gain educational insights after 1894. Additionally, a substantial number of Chinese students were studying in Japan at that time. These factors may have influenced the subsequent introduction of the Japanese education model into China. In the development of comparative education, modern China transitioned from what can be termed the “traveler’s tale” stage to a stage of “educational borrowing.” A comparison of the number of Chinese students studying in Japan and the US between 1906 and 1912 revealed that more students were in Japan. Moreover, these students displayed a deeper understanding of the educational system they were immersed in. During the Provisional Education Meeting of 1912, the participants who had received Japanese education outnumbered those of US and therefore likely had a greater influence on the final decisions. Notably, Hsi-Kuang Yau and Yi Chen, who were sent by Hu-Kuang Governor-General Chih-Tung Chang to inspect Japanese education in the late Ch’ing dynasty, played influential roles. Chen had even translated Japanese educational laws and drafted a framework for the K’uei Mao School System. Both individuals were official delegates, and therefore, their influence was substantial. Since 1922, the educational system established between 1912 and 1913 has been replaced by what is known as the New School System, which was modeled after the US 6-3-3-4 educational structure. In conclusion, the educational reforms of early Republican China offer valuable lessons for modern educational reformers. Adopting an evolutionary strategy rather than a revolutionary one, China reformed its education system during a period of political instability. Modern China’s experience serves as an insightful case study for those considering revolutionary strategies for educational reform in the future.

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introducing critical and evaluative thinking into the school system requires patience, systematic approach and support from all stakeholders that may be encountered with a few problems. The introduction of critical and evaluative thinking requires well a chosen and systematic approach that takes into account the needs of pupils, teachers and the school environment. Effective introduction of these skills can provide students with tools for better understanding and solving complex problems in their life and work. The conditions for quality in education are a high-quality school system with a model of standard European financial security, high-quality teachers, modern content of education, but also a favorable climate in society for education, wisdom and creativity. School systems, which tend to permanently monitor the status of their success and efficiency, have set models of permanent monitoring of the main performance indicators of the system and mechanisms of flexible response to stagnant elements. [ABSTRACT FROM AUTHOR]

The article discusses the issue of access to Classical education in general and Greek and Latin language in particular currently experienced by working-class students in the UK, both at high school and at University level. It then focuses specifically on the provision of Classical languages in the Liverpool region, traditionally an area of deprivation and a focal point of Classics poverty. The article details the results from a survey conducted on 68 students of the Department of Archaeology, Classics and Egyptology of the University of Liverpool, which shows that even when the cohort is not predominantly middle class, feelings of marginalisation and estrangement continue to be felt by students. Finally, it suggests a number of recommendations to address these concerns, tackle elitism, and promote inclusion.

Often considered dumping grounds for those who cannot function in mainstream schools, alternative education providers are seen as outliers in the provision of schooling. With schools as relatively stable workplaces, alternative education provision makes for a rich laboratory to further our understanding of the causal impact of schooling on a range of outcomes. They are naturally occurring experiments in schooling through interventions in instruction, curriculum and student cohort. Montessori school-based education in Australia is one such case. Experiencing a 31% growth in enrolments since 2009, they offer useful insights for different measures of education. A pre-requisite to such insights is a situational analysis of current provision. Drawing on an interview-based study with 20 Montessori school leaders, this investigation identified three problems and possibilities for schools working on the margins: i) clarity about what is their distinctive form of education; ii) building the collective; and iii) evidencing quality of provision. [ABSTRACT FROM AUTHOR]

In this paper, I show that there is a bidirectional relationship between gender-based social norms and gender-segregated education policies that excludes girls from knowledge production within the Iranian school system. I argue that gender segregation in education reproduces hermeneutic inequality through the reinforcement of epistemic segregation as a form of epistemic injustice. In particular, I focus on gender-based instructional epistemic injustice, which refers to a set of epistemic practices that actively exclude a student or an education professional in their capacity as a knower from the process of knowledge production within an education system based on gender dynamics, roles, norms, or expectations. This, in addition, has an impact on schoolboys through the reproduction of active ignorance. I conclude that in societies such as Iran, where highly gendered norms play out in the school system and are further reinforced by that system, the result is not limited to gender segregation itself, but extends beyond it to a form of epistemic injustice that wrongs students by reproducing and reinforcing those highly gendered norms. [ABSTRACT FROM AUTHOR]

After the Second World War, the Scandinavian countries grew closer, with improving their education systems a common ambition. There are striking similarities in the change processes that occurred in the design of schooling in these countries. Sweden led the way to an expanded comprehensive school system where differentiated instruction became undifferentiated, with Norway following after. Denmark underwent a similar but delayed evolution. Despite certain fundamental problems faced by lower secondary schools, this model shows path-dependent characteristics. The present study examines why this model, which has been referred to as the Nordic model of education, has enjoyed such an enduring influence.

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prilozi za Istrazivanje Hrvatske Filozofske Bastine is the property of Institut za Filosofiju and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the practices of transformational leadership of headmasters in government secondary schools of Sindh. Qualitative research methodology based on semi structured online interviews was conducted in order to answer the research questions. The research adopted purposive sampling to get interviews from thirty schoolteachers who were teaching in government secondary schools in district Larkana. The qualitative raw data were transcribed, categorized, and themes were generated for the understanding of research. The findings of the data revealed that the practices of the transformational leadership play an important role in changing the school system if practiced in these government schools. Mostly, the government secondary schools of Sindh suffer due to lack of transformational leadership, who can work effectively and efficiently for the success of the school system. Headmasters lack the fundamental qualities like motivation, mentoring, inspiration, and intellectual consideration to transform the school culture for achieving the desired educational goals. Only few schools run smoothly and achieve success due to the presence of transformational leadership. The study recommends that the role of transformational leadership should be enhanced by recruiting and placing efficient and capable headmasters in such schools for accomplishing the educational goals. [ABSTRACT FROM AUTHOR]

The curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their elements. In this article, through a review of national and international evidence, we reflect on curriculum management during the pandemic, focusing on primary school education. Tensions and challenges are addressed using the indicative performance standards currently in force in Chile as a reference. The analysis reflects the accumulation of administrative functions and responsibilities carried out by the management staff. Likewise, the analysis highlights an overloaded curriculum, lack of clarity in the use of non-instructional time, and problems in the understanding and treatment of evaluations and their link with learning objectives. We present three proposals to move forward: 1) educational policies aimed at greater curricular decentralization, based on a limited set of learning objectives at the national level and flexibility to incorporate objectives at the regional level; 2) professional development coherent with curricular design and implementation in regional teams; and 3) specific spaces for school principals to analyze pedagogical practices that allow for relevant curricular implementation.

This article analyses the results of the school system of the Basque Autonomous Community in terms of Basque language competence. Based on the study carried out by the Basque Institute of Evaluation and Educational Research, which is part of the Ministry of Education, it tries to highlight the contribution and the limits of the school system of this territory to the learning of the Basque language by the pupils. The result is that, although this teaching has been responsible for 200,000 additional Basque speakers since the beginning of the 1980s, it has not fully achieved its mission of making all pupils bilingual by the end of compulsory education.

California law states that “all children in the United States are entitled to equal access to a public elementary and secondary education without regard to their or their parents’ actual or perceived national origin, citizenship, or immigration status,” (U.S. Department of Education). If the previously stated law is true, why are immigrant students isolated in English Learner Development (ELD) classrooms? Why is it difficult to reclassify English learner students as English proficient? Why are teachers not properly trained to teach immigrant students? Why do foreign-born students perform poorly and drop out of school? My goal is to answer these questions as well as elucidate the prejudices, injustices, and corrupt enforcements that are inflicted upon immigrant students in the Los Angeles Unified School District (LAUSD). The presence of these unjust principles is exemplified by my internship experience during the fall of 2017 at a LAUSD high school located in the San Fernando Valley; the school has asked to remain anonymous for legal reasons. Despite this anonymity, the obstacles and situations these immigrant students face should be known and addressed by the public.

A reflection on the concept of environmental health is presented in this research. Together with this, contents on this subject appearing in Natural Sciences textbooks of Primary and Secondary Education are summarized. The analysis was implemented with 36 textbooks of three important Spanish publishers. Usefulness and limitations to carry out it are discussed. Results show the interest of publishers to include Environmental Health contents. However, examples on certain topics are more common than others. Those contents of lower complexity level appear more than the most complex ones. Human health is not considered as much as food, physical exercise, and personal hygiene. [ABSTRACT FROM AUTHOR]

Aim. The aim of the paper was to point out that the hierarchy of values is considered the most reliable prognostic sign that expresses whether a person can behave in accordance with his environment. The author identifies the causes of the current crisis of value orientations, discusses the influence of family and school on the creation and transformation of values in the lives of young people. Methods. Through analytical-synthetic and inductive methods, the author identifies the influence of consumer society and family on the creation of value systems of children and youth. It points to the pedagogy of free time and its connection to the theories and functions of free time. Results. The author provides a summary of theoretical meanings, summaries and theories in the field of value orientation of children and youth, discovered factors that influence the development and formation of value orientation, discovered the share of family, peers and free time in the creation of a value ranking. Conclusions. Any changes in society brought a wider spectrum of information, freedom of speech, opportunities for social mobility and education, but also deepening of social inequality, deterioration of interpersonal relations, moral relativism and value chaos. Current problems of society's development and their solution also affect the way of life of young people, the process of its quantitative changes, including attitudes to life and value orientation. [ABSTRACT FROM AUTHOR]

The article presents the problems of education, school system and upbringing discussed in the Warsaw magazine „Izraelita", an organ which supported the processes of assimilation of Jews, in the last 10 years of its existence, falling for the years 1905-1915. It was a time of dynamic political, social and cultural changes, which to a large extent also affected the scope and form of the Editorial Staff's approach to pedagogic issues. Apart from the general directions of the pedagogic interests of „Izraelita", the article draws attention to several key issues for the analysed period, such as: growing manifestations of anti-Semitism in schools and the forms of responding to this phenomenon, discussion about the language of teaching, the beginnings of diverse discussions about the upbringing and education of women, and the necessity of taking into account the problems of upbringing and education of children with special needs. [ABSTRACT FROM AUTHOR]

Copyright of GENDER: Zeitschrift für Geschlecht, Kultur und Gesellschaft is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article focuses on anthropologists' analyses of decolonization struggles in relationship to past and present movements for self-determination. We begin by highlighting the relevance of Georges Balandier's model of the "colonial situation" for the understanding of these struggles. Next, we show that, as Pierre Bourdieu, following Balandier, suggested, the analysis of these struggles cannot forego an analysis of the position of the researchers themselves in the situation. This brings to light the difficulty of constructing one's "atopic position" as a researcher in decolonization processes. We aim to show that the theoretical precepts which anthropologists adopt (and the precepts' moral underpinnings) lead them to minimize or overlook the political aspects of decolonization processes. This involves a certain blindness to the concrete conditions—economic, social, and political—that have led to the situation in question. We explore in detail the example of "critical" analyses of the "Kanak People's School System" (École populaire kanak, EPK)—a nationalist Kanak project, aimed at decolonizing the New Caledonia school system in the mid-1980s. We also briefly look at "critical" interpretations of a recent initiative undertaken by a segment of the Kanak population involving the establishment of a written "customary law" in civil (and potentially criminal) matters, which tends to distance itself from the nationalist strategy. [ABSTRACT FROM AUTHOR]

The objective of the article is to analyze the implementation of public educational policies, Preferential School Subsidy and the Program of Accompaniment and Effective Access to Higher Education, in the context of the articulation with the National Curriculum Policy (PCN) in public settings, every time implemented, no evidence is observed about its articulation with PCN at the micro level. The study had a qualitative approach, in four schools of the Metropolitan Region. As a result, each case presents different levels of implementation, likewise there are no evidence of previous articulating mechanisms in the design of each policy at the micro level. [ABSTRACT FROM AUTHOR]

Leaders recognize that digital transformation is required for efficiency and effectiveness of the information, services, and personal experiences vital among stakeholders. A global pandemic is reshaping society, demonstrating that agility with digital technologies is advantageous. Education leaders and policymakers have felt pressure to adopt a systematic approach to transformation enabled by digital innovation. Decision-makers across sectors seek clarity about digital transformation in complex systems. This article examines economic, political, social, and technological trends affecting primary and secondary education. It acknowledges that school system leaders and policymakers want to transcend siloed digital innovations and embrace a transformation mindset, leveraging technology as an enabler. This article defines digital transformation for learning organizations and identifies critical components required for successful digital transformational change. Critical components are informed by thematic analysis of digital transformation frameworks. This paper is recommended as a conversation starter that aims to inform strategic thinking and reflection on digital transformation in school systems for contemporary challenges.

There are rural schools in all countries, with peculiarities that make them unique, while sharing substantive aspects. We present a bibliometric study in which 32 studies on rural school in the period 2015-2019 taken from the Web of Science and Scopus are analyzed. They have been filtered based on some parameters and analyzed according to these indicators: impact, subject matter, territory, objective, type of study, research techniques, subjects, type of school, results, conclusions and limitations. The results show that local, qualitative studies predominate, focused on curricular issues and developed with teachers. It is necessary to have studies published in the first quartiles, to use more than one data collection technique, to mention the characteristics of rural schools, to bet on large samples and to avoid accessory studies.

Presented text is an account of Krzysztof Koszlaga, a teacher with over 50 years of experience and one of the leading activists of the NSZZ “Solidarity” Education and Upbringing, with a scholarly commentary. The narration presents the functioning of education in the People’s Republic of Poland in the years 1969–1989, as well as the impact of the socio-political changes occurring during this period on the work of teachers and their relationships with students. The text is based on an in-depth interview with a witness to history, accompanied by an introduction containing biographical data of the author and a description of the research project within the framework of which the interview was conducted, including the research methods.

The article examines from various points of view the role of the Spanish language in the Russian system of primary and secondary education, both public and private, paying special attention to the experience of schools participating in the Bilingual Sections program of the Spanish Ministry of Education and Training. The article compares Spanish with other foreign languages in the Russian school system, and considers its evolution in the timeline and the impact on its status of migration movements in connection with political events, commercial and student exchange, tourism; as well as the impact of certain measures taken both in Russia and in Spain. Institutions in both countries have established links to promote mutual development in terms of learning Spanish and Russian, and the diplomatic corps has become the catalyst and manager of this dynamic. Despite the fact that the reactions of educational actors (institutions, civil society, students and teachers) are varied, they reinforce different mechanisms to gain access to Spanish culture and business, as well as to other Spanish-speaking countries. The article also demonstrates the current statistics and describes the trend that the teaching of Spanish may follow in the coming years due to positioning of Spanish among the main foreign languages studied in Russian schools.

The curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their elements. In this article, through a review of national and international evidence, we reflect on curriculum management during the pandemic, focusing on primary school education. Tensions and challenges are addressed using the indicative performance standards currently in force in Chile as a reference. The analysis reflects the accumulation of administrative functions and responsibilities carried out by the management staff. Likewise, the analysis highlights an overloaded curriculum, lack of clarity in the use of non-instructional time, and problems in the understanding and treatment of evaluations and their link with learning objectives. We present three proposals to move forward: 1) educational policies aimed at greater curricular decentralization, based on a limited set of learning objectives at the national level and flexibility to incorporate objectives at the regional level; 2) professional development coherent with curricular design and implementation in regional teams; and 3) specific spaces for school principals to analyze pedagogical practices that allow for relevant curricular implementation. [ABSTRACT FROM AUTHOR]

Aim. The aim of the research is to determine what role management and schools play in the organisation of students" free time, and what activities it undertakes to educate for leisure time. Methods. This study used methods of theoretical analysis, survey research methods, and questionnaires, in which 1410 subjects such as principals, teachers, parents and students from 150 primary schools in Bosnia and Herzegowina (B&H) participated. Results. The results show that principals and teachers have positive attitudes about the rational use of students' free time in order to prepare them for continuing self-education with the use of various sources of knowledge. Conclusion. Conclusions show that for a better understanding of the role of school management it is necessary to do more research about this issue on the territory of B&H, because the proper organisation and implementation of students' free time can be successful if all participants in education work together. Research restrictions. Since it is not possible to make comparison with results of the previous research on this topic on the territory of B&H, the study compares results with results from other countries. Practical application. The practical goal is to examine the education and to increase the understanding and awareness of the free time of young people. Originality. This study is original and creative, and it contributes to better understanding of the role of management in leisure activities on students' emotional, social, cognitive and work competencies. [ABSTRACT FROM AUTHOR]

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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