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MATERIALS EDUCATION AND INNOVATION: GLOBALIZATION OPENS NEW FRONTIERS, OPPORTUNITIES AND CHALLENGES

MASCARENHAS, Sergio
Fonte: INT COUNCIL MATERIALS EDUCATION Publicador: INT COUNCIL MATERIALS EDUCATION
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
45.86%
In this paper we consider evolutionary pressures that will influence materials education and its role in the present scenario of Globalization: Challenges, Opportunities and needs. The main evolutionary pressures are related to some major control variables: increase of global population, new emerging technologies such as nanotechnology, alternative energies related to climate change, multimedia convergence in global communications, health, hunger, economic asymmetries and violence. Of course, many other factors could be identified, but this paper considers these as an adequate minimum basis for strategic considerations related to current materials education planning for the 21st century. In conclusion, we propose an International Network Program for Materials Education Strategy, thinking globally but acting regionally.; National Research Council of Brazil; National Research Council of Brazil

Perceived effectiveness of alternative programming : a case study /

Nickerson, Kate.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.05%
The topic of this research was alternative programming in secondary public education. The purpose of this research was to explore the perceived effectiveness of two public secondary programs that are aJternative to mainstream or "regular" education. Two case study sites were used to research diverse ends of the aJtemative programming continuum. The first case study demonstrated a gifted program and the second demonstrated a behavioral program. Student needs were examined in terms of academic needs, emotional needs, career needs, and social needs. Research conducted in these sites examined how the students, teachers, onsite staff, and program administrators perceived that individual needs were met and unmet in these two programs. The study was qualitative and exploratory, using deductive and inductive research techniques. Similar themes of best practice that were identified in the case study sites aided in the development of a teaching and learning model. Four themes were identified as important within the case study sites. These themes included the commitment and motivation of teachers and the support of administration in the gifted program, and the importance of location and the flow of information and communication in the behavior program. Six themes emerged that were similar across the case study sites. These themes included the individual nature of programming...

Narratives of Experience in Education: Living and Working Through Poverty in a Rural Community

Grenville, Heather
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
45.88%
In this study, I use my own experiences in education as a former elementary student, research assistant, and as a current secondary school teacher, to examine how living in a marginalised rural community challenged by poverty affected my formal education. The purpose of this study was to use stories to: (a) explore my formative elementary education growing up in a community that was experiencing poverty, and; (b) to examine the impact and implications of these experiences for me as a teacher and researcher considering the topic of poverty and education. This study used narrative inquiry to explore stories of education, focusing on experiences living and working in a rural community. My role in the study was both as participant and researcher as I investigate, through story, how I was raised in a marginalised, rural community faced with challenges of poverty and how I relate to my current role as a teacher working in a similar, rural high school. My own experiences and reflections form the basis of the study, but I used the contributions of secondary participants to offer alternative perspective of my interpretation of events. Participants in this study were asked to write about and/or retell their lived stories of working in areas affected by challenging circumstances. From my stories and those of secondary participants...

Addressing Educational Disparity : Using District Level Education Development Indices for Equitable Resource Allocations in India

Jhingran, Dhir; Sankar, Deepa
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
46.06%
The challenge of development work in the social sector in India today is one of bridging huge disparities across regions of the country, gender and social groups. Unless national and state policies specifically target resources to address these disparities, achieving higher level outcomes in an inclusive manner, which is the real goal for human development in education and health, will be a distant dream. This paper takes up the case of the Indian government s Elementary Education for All Mission to understand how this flagship program relates investments to spatial and social disparities. For identifying the most deprived districts in terms of educational inputs, outputs and overall development, the authors estimate district level education development indices for 2003-2004. The contribution of the largest investment program is measured by "per child allocations" and expenditures at the state and district levels for 2005-2006. An analysis of comparing the ratio of allocations to expenditures with the ratio of district level indices to sub-dimensional indices shows that there is an apparent disconnect between the "real investment needs" of the districts...

Changing the Trajectory : Education and Training for Youth in Democratic Republic of Congo

Bashir, Sajitha
Fonte: World Bank Publicador: World Bank
Relevância na Pesquisa
56.17%
This report, Changing the Trajectory: education and training for young people in the Democratic Republic of Congo, provides an analysis of the current educational attainment and current school enrollment of youth in the 12 to 24 years age group and the educational opportunities and training available to them in the formal and informal sectors. Using the results of a simulation model that incorporates enrollment in alternative education programs and the educational level attained by out-of-school population, the report explains the various scenarios for the development of the post-primary sector. The results of each scenario are evaluated according to their impact on the human capital accumulation of young people and sustainability of public expenditures. The report offers various options for rapidly raising the educational achievements of young people who will enter the labor market in the next two decades, including expanding opportunities for alternative education and training for school children, extension of the primary cycle and the reorganization of secondary education and technical/vocational education to reduce early specialization. This study is of interest to other African countries...

The Knowledge Economy and Education and Training in South Asia

Riboud, Michelle; Savchenko, Yevgeniya; Tan, Hong
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
45.95%
How education and training systems respond to the sweeping changes brought about by globalization and the knowledge economy can have far-reaching implications for developing countries in terms of sustainability of growth, competitiveness, job creation, and poverty reduction. This issue is especially pertinent to the countries of South Asia, which are currently growing at a rapid pace and are gradually becoming more integrated into the world economy. This regional study is a first attempt to address these questions. Its main objective is to document and compare trends in education and training in the countries of South Asia, as well as the associated changes in earnings and employment. It draws upon household, labor force, and firm-level surveys from 1990 to the most recent year available. The analysis focuses on Bangladesh, India, Pakistan, and Sri Lanka (countries with well-developed surveys), with some references to Bhutan, the Maldives, and Nepal, along with comparisons with countries in East Asia and with other regions.

The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography

Pane, Debra Mayes
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
46.06%
Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations...

Shifting Our Gaze to the Strengths of Alternative Education Students

Pane, Debra M.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
56.05%
This study addresses the need for educators to understand what matters for alternative education students. Three male alternative education students were interviewed about their educational memories, realities and aspirations. Results revealed family influences prevailed over inhospitable socioeconomic factors in students’ educational choices. Findings supported recommendations for alternative education teacher development.

The Social Movement of Spiritually Engaged Alternative Education in Thailand Agains the Background of Reform and Globalization.

Jones, Michael Ernest
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
66.18%
Thesis (Ph.D.) - Indiana University, School of Education, 2008; The establishment of alternative education, private foundations, and networks linked to socio-political and spiritual advocacies distinguishes the Thai social movement in this research. This research is a qualitative study that has made use of historical accounts to associate with data gathered from extensive interviews and case studies in order to inquire as to whether alternative education represents an historical spiritual tradition of opposition to reform hegemony, and whether it has had an impact on state reform efforts. Also investigated was whether there are some historical patterns associated with the manner in which the state of Thailand has dealt with the forces of globalization and whether the collective action by informal movements of Thai people also has the same predictable pattern of response to the global. Analysis and comparison of these issues contribute in determining the values associated with people in the alternative education movement and the motives and intentions associated with state-initiated reforms. A further related aspect explored is the degree of "Thai-ness" and the embedded historical pattern of both the alternative education movement and education reform. These inquiries were answered through the collection of data from three different trips to Thailand over a four-year period...

Movimento docente, insurreição popular e propostas coletivas de educação alternativa em Oaxaca; Teachers movement, popular Insurrection and collective projects of alternative education in Oaxaca

Branco, João Francisco Migliari
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 18/05/2015 PT
Relevância na Pesquisa
66.03%
Essa pesquisa relata os acontecimentos em Oaxaca durante o ano de 2006, quando uma onda de protestos populares levou à tomada da capital do Estado pelos manifestantes, à dissolução do poder político e à violenta ação de desocupação imposta pelo Governo Federal do México. Segundo relatos, o papel que os professores da rede pública de Oaxaca, por meio da Seção XXII do Sindicato Nacional dos Trabalhadores da Educação do México (SNTE,) desempenharam antes e durante a revolta popular de 2006 foi fundamental para nascer a Comuna de Oaxaca. A partir de uma análise crítica dos acontecimentos e das atividades políticas conduzidas pelos professores de Oaxaca nas duas últimas décadas, período de forte efervescência política no Estado e de destacada atuação sindical docente, pretende-se localizar e descrever quais as práticas pedagógicas propostas pelos docentes da Seção XXII. Seu objetivo é compreender, a partir desse levante popular, as concepções de Educação Alternativa e Autônoma que nasceram no Estado de Oaxaca e a elaboração coletiva de uma proposta de gestão comunitária das políticas educativas, caracterizadas pelo envolvimento dos trabalhadores da Educação na construção dessas políticas. Para tanto...

Effects on No Child Left Behind Act of Special Education Regarding Standardized Testing

Gensler, Rebecca
Fonte: Theresa A. Ochoa, School of Education, Indiana University Publicador: Theresa A. Ochoa, School of Education, Indiana University
Tipo: Artigo de Revista Científica Formato: 306704 bytes; application/pdf
Relevância na Pesquisa
45.86%
Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; The No Child Left Behind Act (NCLB) has been the cause of much controversy sinct its enactment by President bush in 2001. NCLB requires schools to be held accountable for all their students to meet the state standards for their grade level. The controversy over NCLB lies in the fact that all students, regardless of their race, ethnicity, socio-economic background, native language, or disabilities are assessed on whether or not they have learned the state standards through one standardized test. In this article, the author will discuss how NCLB has affected special education positively by offically raising expectations fot all students and negatively by providing little flexibility for alternate assessment, often resulting in inaccurate measures of special educatin students' progress. The author will then present a solution to the single-test strategy that would include providing alternate exams and alternative forms of assessment based on the individual student's needs as reported in the student's IEP.; Dean of Faculites and School of Education, Indiana University

The feeling function and education: Differentiated relationships and ethics of the teacher

Matthews, R.
Fonte: University of California Press, Journals Division Publicador: University of California Press, Journals Division
Tipo: Artigo de Revista Científica
Publicado em //2009 EN
Relevância na Pesquisa
45.86%
There are two countering forces that have historically proven an anathema to the individuated personality as educator: First, the historical one-sided embrace of logos as all important in the learning process, and second, the tendency to systematize education into mass-minded institutions. The best intentions of educators are sorely tested by these two forces and need to be considered in any broad reclaiming of the feeling function. Responding to von Franz's challenge, this paper seeks to loosen up some of the cultural bedrock that pushes authentic relation to the sidelines of teacher training programs and to the institutional fringe of alternative education establishments. We need to move beyond the practice of education as a collective recapitulation of one-sided logos and allow eros its place. The pedagogic relationship needs to relate both meaning making and feeling evaluation if the academe is to foster ethical development. The paradox our mass educational institutions face is to support the value of the individual experience and personality collectively, in contrast to its homogenizing management through statistical standards. The balancing restorative is to engender our education communities with relationships that support a degree of autonomy and the individuation of personality.; Robert Matthews

The Former Yugoslav Republic of Macedonia : Toward an Education Strategy for the Twenty-First Century

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
45.95%
This note identifies major challenges now facing the Macedonian education system and suggests policies and programs for addressing them. Its primary function is to inform the representatives of the Government as well as other political leaders and stakeholders, in a continual dialogue with the World Bank, about the Bank team's position on the main challenges and policy options, which Macedonian education policy makers may consider. Given the past ethnic conflict and current political situation, Macedonia likely will require a significant increase in donor support in upcoming years to remedy some underlying social and economic problems and to simplify rehabilitating the school infrastructure. It is important that donor activities fit into a strategy and a follow-up policy framework to be agreed upon with the Government. Based on the country assistance strategy signed by the Government and the Bank, the next education project's preparation is underway and is planned to be effective by early 2004. This education policy note therefore intends to offer a coherent policy basis for the government's evolving strategy and to establish a basis for the project preparation...

Gender Equity in Junior and Senior Secondary Education in Sub-Saharan Africa

Sutherland-Addy, Esi
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
45.95%
This thematic study is about gender equity in junior and senior secondary education in Sub-Saharan Africa (SSA). It consists of case studies of Ghana, Malawi, and Uganda, as well as, a review of studies undertaken over the past ten years on education in Africa with particular attention to girls' and secondary education. Gender equity at the primary level has been the focus of considerable attention within the education for all frameworks of action, but much less so at the secondary level. Evidence of gender inequity and inequality in terms of access, retention and performance in secondary education in SSA raises many questions. While transition rates from primary to secondary are higher for girls than boys, and the repetition rates are lower, girls still significantly trail behind boys in terms of secondary gross enrollment rate (GER). The purpose of this study is to document and analyze the extent and nature of gender disadvantage in junior and senior secondary education, to analyze the causes of this disadvantage and to identify strategies that may be effective in reducing or eliminating it. This thematic study will make a timely and useful contribution to the debate on Secondary Education and Training in Africa (SEIA) issues.

Education in the Republic of South Sudan : Status and Challenges for a New System

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Publication; Publications & Research
EN_US
Relevância na Pesquisa
56.07%
This education status report (ESR), prepared at the request of the Government of South Sudan (GoSS), provides a comprehensive snapshot of an education sector that is emerging from a long period of civil strife. It confirms the strong appetite among the people for education; in turn, more educated citizens are needed to provide the bedrock of the new country and its prospects. The purpose of this report is to enhance the knowledge base for policy development in the education sector and, more broadly, create a platform for engaging a diverse audience in dialogue on education policies in the new country. The ultimate aim is to help develop a shared vision for the future of the education system among government, citizens, and partners in Africa's newest nation. The report clearly shows that the education system in South Sudan faces all the challenges of a new nation that is making a visible effort to catch up quickly from a very low base by rapidly increasing student enrollment. These challenges include a concentration of students in the early grades; a high proportion of overage students, repetition, and dropout; and weak levels of student learning. Further, the report indicates that South Sudan is beginning to feel the effects of its success at increasing enrollment at the primary level with growing demand for secondary and higher education. The report also highlights the low overall quality of education...

Achieving World-Class Education in Brazil : The Next Agenda

Bruns, Barbara; Evans, David; Luque, Javier
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
45.95%
Education is improving in Brazil. The average years of education has almost doubled over the last 20 years, as has the proportion of adults who have completed secondary school. Brazil's high school students have improved consistently in math and language performance over the last decade. These gains stem from the federal government's priority attention to education through both reforms and resources over the past 15 years. The progress laid out in this book is impressive and praiseworthy, but Brazil still trails its competitors in several of the ways that matter most. Student learning, while improving, still lags far behind wealthier nations. Many secondary schools lose the majority of their students well before graduation. Teachers are drawn from among the lowest achievers and have few performance incentives, and it shows in how class time is used. This important book explores not only the basis for Brazil's progress, but also what it must do to bridge the remaining quality gap to a first-rate education for its children. It provides detailed recommendations for strengthening the performance of teachers...

Madrasas and NGOs : Complements or Substitutes? Non-State Providers and Growth in Female Education in Bangladesh

Asadullah, Mohammad Niaz; Chaudhury, Nazmul
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
45.93%
There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level dataset on student enrollment in secondary schools and madrasas, the authors demonstrate that the presence of madrasas is positively associated with secondary female enrollment growth. Such feminization of madrasas is therefore unique and merits careful analysis. The authors test the effects of the Bangladesh Rural Advancement Committee primary schools on growth in female enrollment in madrasas. The analysis deals with potential endoegeneity by using data on number of the number of school branches and female members in the sub-district. The findings show that madrasas that are located in regions with a greater number of Bangladesh Rural Advancement Committee schools have higher growth in female enrollment. This relationship is further strengthened by the finding that there is...

Mobilizing the Private Sector for Public Education : A View from the Trenches

Patrinos, Harry Anthony; Sosale, Shobhana
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
45.95%
Historically, ensuring access to primary education has been seen as a predominantly public responsibility. However, governments are increasingly sharing this responsibility through a variety of subsidiary arrangements. Some governments are contracting services out to the private sector, to nongovernmental organizations, and even to other public agencies. Some societies are transferring responsibility for financing, providing, and regulating primary education to lower levels of government, and in some cases, to communities. In education policy, public-private partnerships play an important role in enhancing the supply and the quality of human capital. This book explores the burgeoning number of public-private partnerships in public education in different parts of the world. The partnerships differ in form and structure, in the extent of public and private participation, and in the forms of their engagement. The essays in this book are written mainly from the provider's perspective and offer valuable insights into the purpose...

Finishing post-primary education: a systematic review of contextual factors which contribute to student retention in alternative education.

O'Gorman, Eva
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
56.1%
peer-reviewed; Background: The EU set a target of reducing early school leaving to no more than 10% by the year 2020. Previous research indicates that the school context contributes to early school leaving. This systematic review aims to identify factors within the physical, social, cultural and virtual contexts which may contribute to student retention in alternative educational settings. This study contributes an important synthesis of existing evidence for policy makers, educators and other stakeholders to draw upon as they work toward achieving Ireland’s education goal for 2020. Methods: A systematic review that included mixed-methods studies was employed. Twenty-three databases and reference lists of reviews were searched, eliciting 1,586 studies which were screened. Data from 24 studies that met the inclusion criteria was extracted and synthesised. Results: Thematic analysis yielded ‘Schools as Safe Spaces’ as an over-arching concept comprised of four themes: 1) Creating a Sense of Acceptance; 2) Providing Responsive Curricula; 3) Fostering Caring Relations and 4) Establishing School Structures. These themes were underpinned by alternative education philosophy that produces sanctuary-like schools, cultural safety, learner-centred culture and reciprocal care. The philosophy and practices supported students’ success in alternative settings. Conclusion: Marginalised students provided valuable insights about contextual factors that supported or interfered with graduation. Findings from this review suggest ways to strengthen school-based interventions to ensure the EU achieves its education goal. Contextual factors which may shape student retention...

A Preventive Intervention Program for Urban African American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility

Carswell, Steven B.; Hanlon, Thomas E.; O'Grady, Kevin E.; Watts, Amy M.; Pothong, Pattarapan
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2009 EN
Relevância na Pesquisa
46.03%
This paper presents background, implementation, and feasibility findings associated with planning and conducting an after-school intervention program in an alternative education setting designed to prevent the initiation and escalation of violence and substance abuse among urban African American youth at high risk for life-long problem behaviors. Evolving from earlier preventive interventions implemented in clinic and school settings, the program, entitled The Village Model of Care, consisted of structured group mentoring, parental support, and community outreach services administered to alternative education students and their primary caregiver(s) during the school year. Over a two-year intake period, 109 youth participated in the present process evaluation study. Findings from the study not only provided relevant demographic information on the characteristics of youth likely to be included in such programs but also indicated the importance of including the family in the rehabilitation effort and the need for school administrative system support for the underlying alternative education approach. The information presented in this report has a direct bearing on the planning of future prevention efforts conducted in similar settings that are aimed at reducing problem behaviors and promoting positive lifestyles among high-risk youth.