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O direito à educação básica no âmbito do MERCOSUL: proteção normativa nos planos constitucional, internacional e regional; The right to basic education in the Mercosur: normative protection in the constitucional, international and regional levels

Babinski, Daniel Bernardes de Oliveira
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 03/05/2010 PT
Relevância na Pesquisa
66.2%
O direito à educação básica conforma direito de tipo especial, visto que sua proteção é condição necessária para o usufruto de todos os outros direitos fundamentais. A presente dissertação de mestrado procura analisar a extensão da proteção normativa concedida a esse direito nos Estados-Partes do MERCOSUL. Tal análise será feita mediante uma pesquisa conduzida em três níveis distintos, nomeadamente, o plano constitucional, internacional e o regional. Em virtude de sua natureza individual e coletiva, fundamental e humana, o direito à educação básica é tutelado nestes três planos, ensejando uma necessária apreciação de suas interelações. Desta forma, o presente estudo analisa não apenas as normas constitucionais em matéria educacional, mas se amplia para toda a produção de documentos internacionais tratados e declarações - que tutelam o direito à educação básica. Por último, analisaremos o papel da educação no fenômeno da integração mercosulina, concluindo que é inegável que a estruturação do Setor Educacional do MERCOSUL ainda não foi capaz de incrementar a proteção normativa do direito à educação básica, resumindo suas atividades à compilação de informações estatísticas...

Implementação de Políticas Públicas: um estudo de caso sobre a ampliação do ensino fundamental para nove anos no município de São Bernardo do Campo; Implementation of Public Policies: case study about the extension of basic education to nine years in São Bernardo do Campo

Gil, Lara Gonzalez
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 10/12/2012 PT
Relevância na Pesquisa
66.2%
Nesta dissertação são analisados os desdobramentos das Leis Federais nº 11.114/05, que instituiu o início da obrigatoriedade do ensino fundamental aos seis anos de idade, e da Lei nº 11.274/06, que ampliou a duração do ensino fundamental para nove anos. O objetivo da pesquisa foi realizar um estudo sobre a implementação do ensino fundamental de nove anos em uma escola da rede municipal de São Bernardo do Campo, verificando a articulação da política educacional nacional, sua adequação em nível municipal e a sua efetivação no cotidiano escolar. Para tanto, foi realizada a observação em uma turma de 1º ano em uma escola da rede municipal, durante todo o ano letivo de 2010. O estudo contou, ainda, com a realização de entrevistas semi-estruturadas com os diversos segmentos da comunidade escolar: Secretária Municipal de Educação, diretora, professoras, membros do Conselho de Escola, pais e, em especial, com as crianças do primeiro ano do ensino fundamental de nove anos. As considerações apresentadas são baseadas nos dados obtidos na pesquisa de campo, em dados estatísticos, na análise dos documentos oficiais e no levantamento bibliográfico sobre o tema. A análise dos dados permitiu o levantamento de opiniões dos sujeitos da Pesquisa sobre diversos aspectos da implantação do ensino fundamental de nove anos e a comparação com as intenções anunciadas nos documentos oficiais...

Educação turística: formação contínua de professores da educação básica para o ensino do turismo; Touristic Education continuous teacher training of basic education for the teaching of tourism.

Fonseca Filho, Ari da Silva
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 09/04/2013 PT
Relevância na Pesquisa
66.21%
A presente tese tem por finalidade estudar o processo de educação contínua de professores para o ensino do turismo na escola básica, considerando-se a experiência de educação turística institucionalizada, promovida pela Academia de Viagens e Turismo-BR (AVT-BR), em escolas públicas municipais do Estado de São Paulo. O estudo é mediado pela seguinte problematização: Em que medida um programa de educação contínua de professores, com vistas ao desenvolvimento da educação turística na escola básica, servirá como subsídio para o acesso aos conhecimentos turísticos e ainda contribuir para a construção de um trabalho cooperativo com trocas de experiências entre os professores envolvidos? A partir da configuração do turismo contemporâneo, construímos um referencial teórico-metodológico sobre educação turística no referido âmbito de ensino, fundamentado em seu estado da arte, de modo a reconhecer as contribuições dessa área de conhecimento na orientação de práticas e de projetos de turismo na escola básica. Usamos como parâmetro para a análise das experiências em educação turística os programas e projetos institucionalizados nacionais (AVT-BR, EMBRATUR e Ministério do Turismo) e internacionais (Global Travel & Tourism Partnership) de formação contínua de professores para ensino do turismo. Baseamo-nos em autores como Martins (1992)...

Estado Federal e igualdade na educação básica pública; Federal state and equality on the right to public basic education

Côrtes, Lara Barbosa Quadros
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 26/11/2013 PT
Relevância na Pesquisa
66.24%
O Estado Federal brasileiro é marcado por desigualdades econômicas e sociais entre as suas regiões, assim como por desigualdades dentro dessas regiões, que estabelecem uma relação de causa e efeito com as condições da educação fornecida aos seus habitantes. Um dos objetivos fundamentais da República federativa brasileira é a redução das desigualdades geográficas. Nesse cenário, medidas voltadas à garantia de igualdade de acesso e qualidade na educação básica pública entre os entes federativos de um determinado Estado Federal são fundamentais, com implicações a um só tempo sociais e econômicas. Nesta tese, analisamos os contornos normativos específicos do Estado Federal brasileiro em matéria de educação básica pública, examinando-os sob a ótica da contribuição que possam trazer para a promoção da igualdade na educação entre os seus entes federativos. A promoção do equilíbrio do desenvolvimento e do bem-estar em âmbito nacional é o objetivo das normas para a cooperação entre os entes federativos em relação às matérias de competência material comum da União, dos Estados-membros, do Distrito Federal e dos Municípios, entre as quais está a educação. Essas normas, que deveriam ter sido fixadas por lei complementar específica para o setor educacional...

As pesquisas em educação básica realizadas no PPGE/FE/UFG; Research on basic education held in PPGE-FE-UFG

Silva, Marcia Cristina
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (FE); Faculdade de Educação - FE (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (FE); Faculdade de Educação - FE (RG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
66.18%
This paper presents the results of an exploratory, bibliographical and documentary research linked to the search Fundamentals of Educational Processes PPGE / FE / UFG, which aimed to enable the scientific training of a teacher whose experience line originates in basic education and reflection on the academic production on this level of education. The proposal was developed with the mapping and analysis of trends expressed in dissertations and theses Program Graduate School of Education, Federal University of Goiás, about basic education. By analyzing the themes and theoretical and methodological frameworks of work aimed - to grasp the comprehensive trends that were being developed on the basic education. Were selected from the cut of the theme, 145 works including dissertations and theses, identified and analyzed using a spreadsheet. This material was organized in synthetic clusters, in order to systematize the topics covered and the privileged methodologies. Therefore, was identified as a significant trend in the work, in addition to methodological and theoretical issues, one privileging the issue of teacher training in discussing the issue of basic education. And yet, within this perspective, one joint involved with the discussions on the issue of reflective teacher and teacher knowledge in reflective practice...

How does technology impact on the self-beliefs of adult basic education learners?

Nwosu, Uchenna June
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); ul_theses_dissertations; none
Relevância na Pesquisa
66.17%
Non-peer-reviewed; Adult Basic Education learners return to education to solve a problem of inadequacy in life hence many adult basic education learners engage in the learning of basic skills to meet their needs in life than for the education itself. Due to feelings of inadequacy, in many instances the adult basic education learner displays low beliefs in abilities and capabilities which if not properly managed and enhanced can negatively impact on learning and consequently the meeting of those needs which prompted the learner’s return to learning. With the rise of the use of technology in education, it is important to investigate and describe how computer technology impacts on the beliefs of capabilities that adult basic education learners hold of themselves.

Basic Education Public Expenditure Review Phase II : School Based Management in the Philippines, An Empirical Investigation

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
66.22%
The main objective of this study is to provide a rigorous empirical understanding about the current status of School Based Management (SBM) and the relationship between SBM and learning outcomes in the Philippines with a view to identifying the pathways to improving SBM implementation for improved student achievement. The study makes three potentially important contributions to the policy analysis in support of the implementation of Basic Education Sector Reform Agenda (BESRA) in general and SBM in particular; (i) construction of the Basic Education Information System - National Achievement Test BEIS-NAT Panel Database for 2005-2010; (ii) methodology for policy analysis of SBM; and (iii) Findings from analysis of SBM. These studies have some findings; the findings are grouped into four categories: (a) SBM implementation, (b) resource allocation, (c) principal professional development, and (d) data and information management. Needless to say, these issues are inevitably interrelated so it is important for us to integrate the findings to derive policy implications.

Basic Education beyond the Millennium Development Goals in Ghana : How Equity in Service Delivery Affects Educational and Learning Outcomes

Darvas, Peter; Balwanz, David
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
66.23%
Inequity is the central challenge facing basic education in Ghana and undercuts the potential contribution of basic education to Ghana’s national development goals. Persistent disparities in education service delivery and inequitable allocation of resources in Ghana lead to highly inequitable educational outcomes. These inequities negatively affect system quality, efficiency and accountability and ultimately undermine broader national development. Wide-spread inequity in education service delivery significantly depresses system learning outcomes. This report describes a “missing middle” in terms of learning outcomes: While a small number of children perform well, the majority of pupils (more than 60%) pass through primary school without becoming proficient in numeracy and literacy. Specifically, children from Ghana’s northern regions and deprived districts, poor and rural households and ethnic and linguistic minorities – students who require the most support to meet learning outcomes – receive, on average, disproportionately fewer resources from the government than their peers. Systemic inequities create this missing middle and drag down system performance. Following a decade of rapid change, as of 2013, more children are attending basic and senior high schools than at any time in the history of Ghana. In the past decade...

Tracking Basic Education Expenditure in Yemen : Analyses of Public Resource Management and Teacher Absenteeism

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
66.26%
Yemen faces significant challenges in expanding access and promoting quality for improved educational outcomes. The study employs both qualitative and quantitative methods to provide recommendations for tracking public expenditure and improving service delivery in the basic education sector in Yemen. To this end, it documents the management of public resources in Yemen's education sector and potential inefficiencies in the use of these resources. This report, through its various components, revealed significant impediments-teacher deployment and salary payment, materials provision, student and teacher attendance, among others-on the path to improving education service delivery in Yemen. This study examines four main research issues related to Yemen's education sector: 1) leakage in the flow of funds, 2) compliance with financial management standards, 3) incentives to provide better quality services, and 4) teacher management issues. The study investigates the disparities and inconsistencies between formal regulations and informal practices in teacher deployment, wage payments, and resource allocations to schools. The study explores how absenteeism correlates with a wide range of potential determinants of the quality of education at the individual...

Improving the Quality and Equity of Basic Education In Turkey : Challenges and Options

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
66.21%
Providing education for all has been a core objective of many governments since the launch of the Millennium Development Goals a decade ago. Basic education is the foundation of education and learning and, as such, is the point where Turkey started its push for education for all. This policy note is designed as an input for the discussion among stakeholders in Turkey on how to improve the quality and equity of basic education. The document provides an analysis and benchmarking of the performance of basic education in Turkey in each of these areas along with international evidence and a discussion of specific policy options. Although Turkey has significantly expanded access to education in the last decade, important challenges await on two interrelated fronts: quality and equity. Turkey's educational system is currently of low quality relative to the growth and competitiveness ambitions of the country and is also significantly more inequitable than other Organization for Economic Co-Operation and Development...

Post-Basic Education and Training in Rwanda : Skills Development for Dynamic Economic Growth

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
66.24%
Improved access to and quality of upper secondary schools, teacher training colleges, Higher Learning Institutions (HLIs), and demand-driven Technical and Vocational Education and Training (TVET) courses to supply the demand for the higher-level skills and competencies relevant to labor market needs remains a central priority for the ministry of education in Rwanda. Since the original analysis and drafting of this report took place there have been a number of changes within the Post Basic Education and Training (PBET) sector and progress has been made on various areas of policy implementation discussed in the report. Most significantly, the government of Rwanda announced in 2010 that all students will be entitled to access fee-free education until the end of upper secondary school (or equivalent). This policy move addresses some of the concerns raised in the report to ensure that increasing numbers of basic education graduates can move on to PBET. This report provides a description of key aspects of the education sector as a whole with particular emphasis on quality improvement in basic education. The present report takes the perspective that Rwanda's PBET system is the country's principle mechanism for generating the skilled labor force needed to become a middle-income...

Developing the Workforce, Shaping the Future : Transformation of Madagascar's Post-basic Education

Bashir, Sajitha
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
66.3%
Sub-Saharan African countries are increasingly recognizing the contribution of post basic education to economic growth and social development. However, policy makers in many poor countries struggle to balance expansion and upgrading of post-basic education reform against competing development priorities. They must consider how and sometimes whether, to fund post-basic education in the face of demographic growth, limited public resources, and political and social imperatives. In its new poverty reduction and growth strategy, the Madagascar Action Plan (MAP), the Government of Madagascar made the transformation of its education system one of the key pillars of its development agenda. An important decision was the reform of basic education, covering primary and junior secondary education, including extension of the basic education cycle to 10 years. The Government's new Education for All (EFA) plan provides the policy framework and operational strategies for basic education, covering changes to curricula and learning materials...

Rwanda - Education Country Status Report : Toward Quality Enhancement and Achievement of Universal Nine Year Basic Education - An Education System in Transition; A Nation in Transition

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Education Sector Review
ENGLISH
Relevância na Pesquisa
66.22%
The Republic of Rwanda is a relatively small country located in Central Africa with a population of approximately 10 million people, making it one of the more densely populated countries in the world. The current government is taking positive steps to helps the country emerge from its tragic past, and aims to promote reconciliation and unity among all Rwandese and forbids any political activity or discrimination based on race, ethnicity, or relation. The government's effort to deliver basic public services to its population, including education, also follow the spirit of inclusiveness and aims to diminish gender, socioeconomic and geographic disparities. Rwanda's development agenda is entering a new phase as it transitions from post-genocide recovery to producing a population that is regionally and globally competitive and economically and socially secure. The education sector plays a significant role in fulfilling the national agenda. This Country Status Report (CSR) takes stock of recent progress and identifies a new generation of challenges facing the education sector...

Understanding Child Labor in Ghana Beyond Poverty : The Structure of the Economy, Social Norms, and No Returns to Rural Basic Education

Krauss, Alexander
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
66.24%
One in six children age 6-14 are engaged in labor activities in Ghana, with child employment being the leading alternative to schooling. By exploring structural, institutional, geographic, monetary, demographic, and cultural factors affecting household decisions about child labor, the paper's main purpose is to identify the conditions and characteristics of working children, the root causes of their vulnerability, and thus help to inform decision-makers and actors who draft and implement public policy of possible ways to tackle child labor in Ghana. The paper empirically assesses the effects of individual, household, community, regional, and national factors on child labor simultaneously. Findings from the analysis indicate that the underlying causes of child labor vary from factors as widespread in their influence as the structure of the economy (which is largely shaped by family farming), demographics and relevant social norms to those as specific in their manifestation as the geographic isolation of particular groups in the North...

Madagascar - Post Primary Education : Developing the Workforce, Shaping the Future - Transformation of Madagascar's Post-Basic Education

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH
Relevância na Pesquisa
66.29%
The main purpose of this report is to provide analytical inputs for the development of post-basic education reforms. Specifically, the report identifies and prioritizes: (i) the need for change in the structure, content and delivery of Madagascar's post-basic education and training system, and (ii) the key reforms in financing, governance and sub-sector management required to support changes to the structure, content and delivery of the post-basic system. The Madagascar Action Plan (MAP) outlines an ambitious development strategy, focusing on promoting investment in high growth sectors and regional development. If successful, it will change the demand for skills in fundamental ways. Since 2005, foreign direct investment has increased rapidly. Madagascar's core challenges and the window of opportunity provided by the implementation of basic education reform imply that reform must improve the quality and relevance of post-basic education, while putting cost-effective mechanisms for expanding access in place. Post-basic reform should not focus exclusively on a massive expansion of the existing post-basic system. Instead...

Developing the Workforce, Shaping the Future : Transformation of Madagascar's Post-Basic Education, Annexes to the Main Report

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH
Relevância na Pesquisa
66.21%
The main purpose of this report is to provide analytical inputs for the development of post-basic education reforms. Specifically, the report identifies and prioritizes: (i) the need for change in the structure, content and delivery of Madagascar's post-basic education and training system, and (ii) the key reforms in financing, governance and sub-sector management required to support changes to the structure, content and delivery of the post-basic system. The Madagascar Action Plan (MAP) outlines an ambitious development strategy, focusing on promoting investment in high growth sectors and regional development. If successful, it will change the demand for skills in fundamental ways. Since 2005, foreign direct investment has increased rapidly. Madagascar's core challenges and the window of opportunity provided by the implementation of basic education reform imply that reform must improve the quality and relevance of post-basic education, while putting cost-effective mechanisms for expanding access in place. Post-basic reform should not focus exclusively on a massive expansion of the existing post-basic system. Instead...

Cambodia : Quality Basic Education for All

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
66.2%
The Government of Cambodia's education sector program has affected positive change including a marked increase in primary net enrollment rates. Despite improvements, however, the Government faces formidable challenges in consolidating and furthering these gains towards achieving quality basic education for all. To address these challenges, the Ministry of Education, Youth, and Sport has recently revised its Education Strategic Plan 2004/2008. This report aims to contribute and inform the ongoing debate on policy options by providing a comprehensive empirical analysis of the role of demand- and supply-side factors and policy interventions in facilitating access to, completion of, and learning in basic education, especially for the most disadvantaged children. The report is divided into three main parts. The first part presents a profile of the basic education sector. The second part provides a general characterization of how demand and supply factors are related to student outcomes, and draws policy implications from the results. The third part exploits the valuable lessons from past and ongoing demand- and supply-side interventions in Cambodia. The report and its findings highlight the importance of exploiting all existing sources of education data...

Philippines : Basic Education Public Expenditure Review

World Bank; Australia AID
Fonte: World Bank, Pasig City, Philippines Publicador: World Bank, Pasig City, Philippines
Tipo: Economic & Sector Work :: Public Expenditure Review; Economic & Sector Work
EN_US
Relevância na Pesquisa
66.27%
The 2010 Philippines Basic Education Public Expenditure Review (BEPER) provides an overview of public expenditures and outcomes in the basic education sector since 2000. The PER team intends this analysis to assist the Department of Education (DepED) in setting policy priorities and in making decisions on resource allocation, utilization, and management. In this review, we analyze trends in education performance as they relate to the Philippines' Education for All (EFA) goals and the objectives of the Basic Education Sector Reform Agenda (BESRA). The analysis traces trends in government spending and their impact on basic education inputs and outcomes. It also examines the equity dimensions of the education outcomes and spending across geographic areas, households of different income levels, and gender. It examine in detail the processes for executing DepED's priority programs such as the provision of new teaching posts, school buildings, furniture, and textbooks, and we identify potential bottlenecks that slow implementation. Although the Government of the Philippines has committed to the Millennium Development Goals (MDGs) and EFA goals by 2015, its level of investment in basic education is not sufficient for realizing these commitments. The PER analysis suggests that although the basic education sector needs additional resources for rapidly expanding the supply of key inputs for quality education services...

Inclusive basic education in South Africa: Issues in its conceptualisation and implementation

Murungi,LN
Fonte: PER: Potchefstroomse Elektroniese Regsblad Publicador: PER: Potchefstroomse Elektroniese Regsblad
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 EN
Relevância na Pesquisa
66.28%
Education is one of the most topical issues in South Africa. In recent years, particularly in the period after the adoption of the UN Convention on the Rights of Persons with Disabilities (2006) (hereinafter CRPD), the discourse on the education of children with disabilities has mainly focused on the potential of White Paper 6 on Special Needs Education (2001) (hereinafter WP 6) and its implementing programmes to facilitate the realisation of the right to education for children with disabilities. The CRPD proposes inclusive education as the appropriate way of ensuring the right to education for children with disabilities, and sets out a framework for the implementation thereof. In addition, the CRPD sets out other principles which essentially redefine the approach to the interpretation and implementation of the rights of persons with disabilities. One such principle is the principle of non-discrimination, which demands that all rights be implemented on a basis of equality between all people, disability notwithstanding. Arguably, the legal and policy frameworks on education in South Africa reflect the standards proposed under the CRPD to some extent, and other instruments on the right to education. However, there are still considerable challenges in the conceptualisation and implementation of inclusive education...

The obligation to provide free basic education in South Africa: an international law perspective

Arendse,L
Fonte: PER: Potchefstroomse Elektroniese Regsblad Publicador: PER: Potchefstroomse Elektroniese Regsblad
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
66.19%
SUMMARY In South Africa many learners are denied the right to basic education because of the levying of school fees and other educational charges, in spite of the international obligation imposed on government to provide free primary education. This article examines the exact nature and extent of this obligation by exploring the concept of "free" basic education. The applicable international instruments and their interpretation as well as the significance of the right to education as a central, facilitative right are examined in order to establish the content of the right to basic education and the legal obligations that ensue. Against this background, the implications of the South African Constitutional Court's approach to the realisation of socio-economic rights and the possibility of the establishment of a core minimum obligation are analysed. It is argued that learners in South Africa may come from different socio-economic backgrounds but as learners in the same public school domain and as equal bearers of their constitutional right to basic education all of them are entitled to the same type and quality of free basic education.