Formation of agricultural education in high schools was a milestone in the early 20th-century history of Zionist education, and in the Jewish society in Mandatory Palestine in general. Agricultural education was a means of changing the character of the Jewish people by imparting agricultural knowledge and training. Candidates came from agricultural settlements, but mainly – and this was its uniqueness – they also came from the towns. In addition, agricultural education provided a framework for absorbing immigrant youth. This educational framework was, among other things, ideological because those who joined it were usually motivated by a desire to change the character of the Jewish society, return to the land and work it. The cost of funding agricultural schools was high for the local Jewish community, and therefore these schools remained dependent on private initiative and philanthropy. In spite of the widespread ideological support, not many students actually took part in agricultural education due to the high cost of tuition on the one hand, and the need to help support their own families on the other. It can also be said that during this period, parents who had the means to provide their children with higher education, favoured the “Gymnasium” high school model, which could lead to them engaging in other professions.

This study seeks to: 1) to generate a product of a living values-based authentic assessment model in civic learning in high school; 2) to test the effectiveness of the model on the character development of students. Research and Development design was employed. Data were collected through questionnaires, attitude scales, interviews, and focus group discussions. An interactive analysis model, quantitative descriptive, and the two-difference test mean were utilised to analyse the data. Participants in the study were Students and Civics Education teachers in ten high schools in Bandung, Indonesia. Results reveal: 1) the model product comprised attitude assessment, self-assessment, and peer assessment which integrates the values of life into the assessment aspects of learning material according to the curriculum; 2) The results of model trials indicate that significant differences arise in the character development of students before and after the application of the model.

present a theoretical and empirical perspective of life perception in the context of young people from two types of schools: primary school (13–15 years old pupils) and high school (16–18 years old students). Theoretical framework based on two theories: cognitive-experiential self-theory of personality by S. Epstein (1985, 1991, 1994, 2003) and Urie Brofenbrenner’s ecological theory (1979) and Polish condition for development in local environment described by many authors (Bańka, 2002; Mendel, 2005; Pilch, Lepalczyk, 1995, Theiss, 2001 and others). I was looking for dependencies between the image of life and interpersonal relations, dependencies between interpersonal relations and the sense of effectiveness and the differentiation of living conditions depending on the size of the place of residence (big city/medium sized cities/small town and rural environment). The image of life was analysed as beliefs about the ability to control events in it and personal effectiveness vs helplessness is a phenomenon mostly determined by learning experiences (reactions of the environment to the individual’s actions), although in part they are developmental in nature, being related to cognitive, emotional and social development. The results of the research, provided by diagnostic survey method, show that in adolescents aged 13–15, the image of life correlates significantly (p˂0,05) and positively (r˃0) with total interpersonal relationships and all its subscales (prosociality, non-aggressiveness, self towards others, support, no threat, others against me). In adolescents aged 16–18, I note significant correlations only in a few parameters – prosociality, self towards others, support and together with the category of interpersonal relations. I did not notice any statistically significant differentiation of living conditions depending on the size of the place of residence among young people aged 13–15 (all of them p>0,05). For the oldest group – among adolescents aged 16–18 – I find lower levels of self-efficiency in students in large cities. It is significantly lower than among adolescents from medium-sized cities and significantly lower than among adolescents from small towns and rural areas among adolescents aged 16–18. It confirmed that social ties, relationships in medium size cities, small towns and rural environments are more close and significant, and offer more opportunities for supporting personal development than big cities for adolescents at their 16–18 years of age.