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The Pedagogical Congresses of Portuguese Secondary Teaching : the participation of female teachers (1927-1928)

Cavadas, Bento; Mimoso, Anabela
Fonte: Universidade Lusófona :Instituto de Ciências da Educação Publicador: Universidade Lusófona :Instituto de Ciências da Educação
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
46.12%
This paper was written within the context of the research project “The development of teacher’ associative organizations and unionism (1889-1990)” funded by the Fundação para a Ciência e Tecnologia (Foundation for Science and Technology). Five important congresses about secondary education were organized in Portugal between 1927 and 1931. These congresses served to claim the rights of teachers and the consolidation of the class, as well as to promote the discussion of scientific and pedagogical problems. In these congresses, the presence of female teachers was residual. However, the few teachers who participated had a significant contribution to the definition of secondary education during the following decades. Among other issues, it contributed to the discussion of female education and to analyze the importance of Biology and Physical Education in high schools. This paper presents the analysis of the minutes of the 1927s and 1928s Congresses. This analysis allowed the assessment of the important role played by a group of teachers to define, at the end of the first third of the 20th century, the future guidelines of Portuguese secondary education. It also reported that these teachers were pioneers who opened the way for the increasing number of teachers in secondary education during the 20th century.

La formation continue à distance des enseignants du secondaire au Bénin : réalités et perspectives

Akouété épouse Hounsinou, madoué Florentine
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
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Cette recherche porte sur la pertinence et la faisabilité d’un programme de formation continue à distance des enseignants qualifiés de l’enseignement secondaire général public du Bénin. Elle a deux objectifs spécifiques : l’identification et l’analyse des besoins de formation continue des enseignants du secondaire du Bénin et l’étude des modalités administratives, pédagogiques et techniques de mise en place d’un tel programme dans le contexte béninois. Les recherches sont effectuées sur la base de la mise en œuvre de la technique du groupe nominal (TGN) qui a permis de générer un premier questionnaire soumis à un échantillon de 278 enseignants représentatifs des 1 488 enseignants qualifiés de l’enseignement secondaire général public du Bénin et trois autres questionnaires, basés sur la technique Delphi, adressés à 13 experts du système éducatif béninois. Il apparaît qu’un futur programme de formation continue à distance des enseignants du secondaire devrait comporter, principalement, les trois thèmes ci-après, classés par ordre de priorité : «Technologies de l’information et de la communication »; «Méthodes pédagogiques» et « Matière de spécialité ». L’utilisation de la technique Delphi a permis d’établir une liste de 23 items correspondant aux modalités administratives...

Assessment Testing Can Be Used to Inform Policy Decisions : The Case of Jordan

Abdul-Hamid, Husein; Abu-Lebdeh, Khattab M.; Patrinos, Harry Anthony
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
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Over the past two decades, the Jordanian education system has made significant advances. Net enrollment in basic education increased from 89 percent in 2000 to 97 percent in 2006. Transition rates to secondary education increased from 63 to 79 percent in the same period. At the same time, Jordan made significant gains on international surveys of student achievement, with a particularly impressive gain of almost 30 points on the science portion of the Third International Mathematics and Science Study. Changes in test scores over time are presented and analyzed using decomposition analysis. The trends are related to policy changes over time. It is argued that benchmarking education systems and constant feedback between researchers and policymakers contributed to this achievement.

Survey of ICT and Education in Africa : Nigeria Country Report

Tutu Agyeman, Osei
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
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This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The Federal Republic of Nigeria has no specific policy for ICT in education. The Ministry of Education created its ICT department in February 2007, notwithstanding several government agencies and other stakeholders in the private sector having initiated ICT-driven projects and programs to impact all levels of the educational sector. The challenge is the lack of electric power and telecommunications infrastructure in a substantial part of the country. Mobile telecommunication currently covers 60 percent of the national territory, but mobile telephone companies generally power their base stations using electric power generators since the Power Holding Company of Nigeria (PHCN) is unable to supply them with power. This phenomenon is prevalent nationwide and constitutes the bottleneck to effective countrywide deployment of ICT in education. It is projected that Nigeria will be a net supplier of electric power by the end of 2007 when its massive cross-country electric power grid construction and interconnection projects are completed. It is hoped that mobile operators will introduce technologies that permit Internet access on their networks across the country to facilitate the implementation of e-learning programs.

Survey of ICT and Education in Africa : Republic of Congo (Congo-Brazzaville) Country Report

Fall, Babacar
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
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This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The Republic of Congo has recently developed an official ICT policy co-ordinated by the Committee for the Promotion of Information Technologies in Congo (COPTIC). One of the priorities is to set up a national plan for ICT infrastructure, the lack of which, along with the high cost of computer products and services, is hindering the development of ICT applications in several social sectors, including education. A recent lowering of custom fees has helped to alleviate the problem somewhat. Several distance education initiatives are being developed to provide students and businesses in the Congo with an opportunity to access advanced quality training.

Survey of ICT and Education in Africa : Egypt Country Report

Hamdy, Amr
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.14%
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Egypt faces significant challenges in harnessing its education system to promote its development plans. The government has articulated a vision of an information society in which widespread access to technology can nurture human capital, improve government services, promote Egyptian culture, and support economic growth, and the ICT sector has been targeted as a vehicle for this growth and social development. A national ICT policy has been adopted and is managed by the Ministry of Communication and Information Technology, of which education is one priority. The Egyptian education initiative, launched by the first lady, is a prominent result.

Survey of ICT and Education in Africa : Benin Country Report

Tutu Agyeman, Osei
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.14%
This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Benin was the first country in West Africa to connect to the internet, which it did in 1995. However the weak legal and investment framework stalled progress and development of its ICT sector. Currently, deployment and integration of ICTs in education are at their lowest from the primary to the tertiary levels. While donor support helped realize some amount of meaningful connectivity to the internet, the necessary contribution from ministerial and government agency sources that should have contributed to advance the cause failed because they were inept at delivering on their assigned roles. Connectivity to the Third Semi-arid Tropics (SAT-3) submarine cable has made permanent connection to the internet via Asymmetrical Digital Subscriber Line (ADSL) a possibility and has reduced service charges considerably. This may provide a way forward from a seemingly intractable situation.

Survey of ICT and Education in Africa : Malawi Country Report

Isaacs, Shafika
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.14%
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. A highly impoverished country, Malawi has a dedicated national ICT policy that includes the promotion of ICTs in education. It also has a few innovative initiatives in this area, committed largely to the promotion of ICT access in schools and integrated library and information services and networks.

Closing the Gap in Education and Technology

De Ferranti, David; Perry, Guillermo E.; Gill, Indermit; Guasch, J. Luis; Maloney, William F.; Sanchez-Paramo, Carolina; Schady, Norbert
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
46.13%
This report focuses not only on the gaps facing Latin America in both education and technology, but especially on the interactions between the two. The central premise of the report is that skills and technology interact in important ways, and this relationship is a fundamental reason for the large observed differences in productivity and incomes across countries. This report argues that skills upgrading technological change, and their interaction are major factors behind total factor productivity growth. Skill-biased technological change is indeed being transferred today at faster speeds to LAC countries, as elsewhere. Technological change has been complementary with skill levels in Latin America in the last two decades. It is further estimated that firms have substantially increased the demand for educated workers in the region, particularly workers with tertiary education. This technological transformation appears to be intimately related to patterns of integration in the world economy. Firms in sectors with higher exposure to trade are subject to more competitive pressures. Adopting and adapting more advanced technologies and hiring and training more educated workers is one way to respond to this pressure to become more productive. The increased potential demand for education offers the possibility to accelerate productivity growth in the economy by closing the educational and technological gaps that Latin American countries exhibit with respect to their peers.

Immigrant versus Natives? Displacement and Job Creation

Ozden, Caglar; Wagner, Mathis
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
46.14%
The impact of immigration on native workers is driven by two countervailing forces: the degree of substitutability between natives and immigrants, and the increased demand for native workers as immigrants reduce the cost of production and output expands. The literature so far has focused on the former substitution effect, while ignoring the latter scale effect. This paper estimates both of these effects using labor force survey data from Malaysia (1990-2010), a country uniquely suited for understanding the impact of low-skilled immigration. The instrumental variable estimates imply that the elasticity of labor demand (3.4) is greater than the elasticity of substitution between natives and immigrants (2.5). On average the scale effect outweighs the substitution effect. For every ten additional immigrants, employment of native workers increases by 4.1 in a local labor market. These large reallocation effects are accompanied by negligible relative wage changes. At the national level, a 10 percent increase in immigrants...

Survey of ICT and Education in Africa : Libya Country Report

Hamdy, Amr
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
46.14%
This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Libya boasts the highest literacy rate in the Arab world, and the United Nations (UN's) Human Development Index, which ranks standard of living, social security, health care and other factors for development, places Libya at the top of all African countries. Government reform plans in developing ICT infrastructure in Libya and incorporating ICT in education as key components in its overall development plans. Libya has intentions to be seen taking a leadership role on the African continent through sponsorship of major initiatives and projects, including those in the neighboring countries of Chad, Niger, and Rwanda. That said, the challenges of poor existing infrastructure and a lack of skilled and ICT-equipped teachers is a great challenge to the current reform process.

Survey of ICT and Education in Africa : Rwanda Country Report

Farrell, Glen
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
46.14%
This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. ICT is central to Rwanda's Vision for 2020, and ICT in education is one of the core pillars of the country's national information and communications infrastructure policy and plan, adopted in 2000. Tremendous progress has been made since then and the country continues to receive plaudits and support from its development partners. The pace of development of a national ICT infrastructure is remarkable as is the progress within the education system on disseminating computers and providing connectivity and teacher training. Moreover, there is a nationwide effort to provide universal access to both infrastructure and the Internet in order to facilitate ICT4D in the broadest sense.

Public-Private Sector Wage Differentials and Returns to Education in Djibouti

Anós Casero, Paloma; Seshan, Ganesh
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
46.13%
Do public sector workers earn a wage premium in Djibouti and are the returns to education different across the sectors? The authors estimate private and public sector wage earnings using 1996 household survey data, while controlling for selectivity using Heckman's two stage approach. They find that Djiboutian public sector employees earn a wage premium, independent of their personal attributes and human capital endowments, and are more likely to be males and have parents in the public sector. Workers in the public sector earn higher private rates of return to education than do private sector workers with post-secondary schooling. These results raise concerns about current government hiring and wage-setting practices that generate distortions in the labor market and are not efficiently allocating labor and public resources.

The Gambia Education Country Status Report

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Education Sector Review
ENGLISH
Relevância na Pesquisa
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Many countries in Africa have placed education at the center of their social and economic development strategies. Although much has been achieved across the region, some challenges remain: millions of children are still not enrolled in primary school; girls, children from poor families, and those from rural areas are at a distinct disadvantage when it comes to schooling; and learning outcomes are weak. In addition, secondary schools are struggling to accommodate children who complete primary school, while institutions providing higher education and technical and vocational education and training often lack labor market relevance, jeopardizing future economic growth. Deeper analytical work to inform education policy is becoming increasingly important. This first Country Status Report (CSR) for The Gambia is part of an ongoing series of country specific reports being prepared by government teams technically supported by the World Bank, United Nations Educational, Scientific and Cultural Organization (UNESCO) and other development partners. These reports aim to help engage a diverse audience and to develop a shared vision for the future of the education sector...

On the Use of Transparent Formulae to Allocate Federal Education Transfers

Paqueo, Vicente; Lopez-Acevedo, Gladys; Parandekar, Suhas
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.13%
One of the key questions that arise in discussions of education decentralization, is how federal education resources should be allocated among the various states, and within states, among communities or schools. In general, there are two approaches: (1) bilateral negotiations between the federal government and states with little transparency as to the rules, and (2) formula-based distribution. The authors show that, based on econometric analysis on federal education transfers data in Mexico, the former approach can lead to allocation results that appear contrary to stated policy objectives like equity improvement and greater social inclusion in education. The authors then argue that contrary to common belief, the use of capitation, or per student allocation can improve not only efficiency but also equity. They present a theoretical model to analyze this hypothesis. The authors discuss several variations of the capitation formula, and present an analysis of the characteristics of the winners, and losers of their application...

Estimating the Causal Effects of Conflict on Education in Côte d'Ivoire

Dabalen, Andrew L.; Paul, Saumik
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
46.14%
This paper estimates the causal effects of civil war on years of education in the context of a school-going age cohort that is exposed to armed conflict in Cote d'Ivoire. Using year and department of birth to identify an individual's exposure to war, the difference-in-difference outcomes indicate that the average years of education for a school-going age cohort is .94 years fewer compared with an older cohort in war-affected regions. To minimize the potential bias in the estimated outcome, the authors use a set of victimization indicators to identify the true effect of war. The propensity score matching estimates do not alter the main findings. In addition, the outcomes of double-robust models minimize the specification errors in the model. Moreover, the paper finds the outcomes are robust across alternative matching methods, estimation by using subsamples, and other education outcome variables. Overall, the findings across different models suggest a drop in average years of education by a range of .2 to .9 fewer years.

Social Exclusion and the Gender Gap in Education

Lewis, Maureen; Lockheed, Marlaine
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
46.14%
Despite a sharp increase in the share of girls who enroll in, attend, and complete various levels of schooling, an educational gender gap remains in some countries. This paper argues that one explanation for this gender gap is the degree of social exclusion within these countries, as indicated by ethno-linguistic heterogeneity, which triggers both economic and psycho-social mechanisms to limit girls' schooling. Ethno-linguistic heterogeneity initially was applied to explaining lagging economic growth, but has emerged in the literature more recently to explain both civil conflict and public goods. This paper is a first application of the concept to explain gender gaps in education. The paper discusses the importance of female education for economic and social development, reviews the evidence regarding gender and ethnic differences in schooling, reviews the theoretical perspectives of various social science disciplines that seek to explain such differences, and tests the relevance of ethnic and linguistic heterogeneity in explaining cross-country differences in school attainment and learning. The study indicates that within-country ethnic and linguistic heterogeneity partly explains both national female primary school completion rates and gender differences in these rates...

Trends in Private Sector Development in World Bank Education Projects

Sosale, Shobhana
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.15%
Emerging trends in education show the private sector to be playing an increasingly important role in financing and providing educational services in many countries. Private sector development has not arisen primarily through public policy design, but has of course been affected by the design, and limitations of public policy. The author traces trends in private sector development in eleven of seventy World Bank education projects in 1995-97, asking two questions: What has been the rationale for Bank lending in education? And, in countries where there is both privately financed, and publicly financed, and provided education, how has the Bank encouraged the private sector to thrive? The eleven country samples reveal that the Bank's interest in private sector development is basically in capacity-oriented privatization, to absorb excess demand for education. This is crucial to the Bank's general strategy for education lending: promoting access with equity, focusing on efficiency in resource allocation, promoting quality...

Ethnic Minority Parents' Involvement in Education: Exploring and Understanding Their Experiences

Palermo, Sofia
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
46.13%
Lopez, Scribner and Mahitivanichcha (2001) discuss the limited volume of literature that directly addresses ethnic minority parents' involvement in their children's education and they call upon researchers to fill this gap in the literature. This study is one such positive step with its focus on exploring how ethnic minority parents of secondary school students in southern Ontario understand their involvement in their children's education. Participants in the study included three ethnic minority parents recruited from a local adult education centre, and my parents who, as ethnics minority parents, also faced challenges trying to support their children as we progressed through the Ontario educational system. Primary data were collected through in-depth, open-ended interviews approximately one hour in length. Each of the five participants was interviewed twice. Secondary data included Ontario Ministry of Education documents that addressed programs, policies, and supports for ethnic minority students in Ontario secondary schools. Fieldnotes and a research journal also provided secondary data. The findings highlight, among other things, the challenges the participants faced as ethnic minority parents with a deep desire to support their children's education...

Extension of Compulsory Schooling: characterization and analysis of the students’ profiles of the science and technology course

Verdasca, José; Cid, Marília; Oliveira, Manuela; Monginho, Ricardo
Fonte: IATED Digital Library, ICERI2015 Proceedings Publicador: IATED Digital Library, ICERI2015 Proceedings
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
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Since the school year of 2012/2013, school education in Portugal rose to compulsory up to 18 years of age or until the completion of secondary education (Law no. 85/2009 from august 27th and Decree-Law no. 176/2012 from august 2nd) for students from that school year entered it. This article is within the scope of a study on the scientific-humanistic courses (CH) and the extension of compulsory education, contracted between the General-Directorate for Education (DGE) and the Centre for Research in Education and Psychology from University of Évora (CIEP-UE) and aims to contribute to the deepening of knowledge about the different profiles of students accessing the Science and Technology course (CT), one of the four courses of scientific and humanistic path of secondary education, traditional and preferable in access to higher education. To identify the CT students' profile was built and applied a online questionnaire to a random sample of 4676 students of the 10th year of secondary school CH courses of public school of Portugal, which allowed the establishment of a set of sociodemographic attributes, territorial and other elements related to the socio-cultural and economic family context of students with their previous academic itinerary...