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Reforma curricular na rede estadual de ensino de São Paulo: decorrências para a organização do trabalho em uma escola; Curriculum reform in state schools of São Paulo: consequences for the organization of work in a school

Nunes, Paula de Souza
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 30/06/2014 PT
Relevância na Pesquisa
66.14%
Esta pesquisa tem como objetivo apresentar e discutir a reforma curricular na rede estadual de ensino de São Paulo e as decorrências da mesma para a organização do trabalho em uma Escola Estadual de Ensino Fundamental do município de Ribeirão Preto/SP, na visão dos profissionais que atuam na unidade de ensino. A pesquisa é de natureza qualitativa, foi realizada entre os anos de 2011 a 2013, fazendo uso de estudo bibliográfico e pesquisa de campo. Objetiva-se mais especificamente: caracterizar a reforma curricular do Estado de São Paulo e a concepção de Currículo da Secretaria do Estado da Educação paulista; buscar informações sobre o processo de implementação e uso do Currículo Oficial na escola campo; analisar a avaliação feita pelos docentes e equipe gestora da escola campo sobre a implantação e uso do novo currículo do Estado de São Paulo; compreender as decorrências do uso do currículo oficial sobre o planejamento do trabalho pedagógico e sobre as instâncias decisórias da escola. Realizou-se pesquisa de campo envolvendo coleta de dados em uma escola da rede pública estadual de ensino, situada no município de Ribeirão Preto/SP. Como parte do trabalho de campo foram feitas entrevistas com roteiro semi estruturado com professores...

A formação inicial de professores em Angola no contexto da reforma educativa: desafios e necessidades (Institutos Médios Normais de Educação de Benguela); The initial teacher training in Angola in the context of the educational reform: challenges and needs (Institutos Médios Normais de Educação de Benguela)

Chimuco, Sandra Marisa Nascimento
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 27/02/2015 POR
Relevância na Pesquisa
96.19%
Tese de Doutoramento em Ciências da Educação (área de especialização em Desenvolvimento Curricular).; Assim como ocorre um pouco por todo o mundo, a educação está a ser alvo de várias reformas, com o objetivo de melhor a qualidade desta nas sociedades. Fruto das necessidades de cada sociedade, as mudanças propostas afiguram-se como importantes para a melhoria da qualidade da educação e da própria sociedade. Angola afigura-se como um país, particular, que diariamente é desafiado, também em termos educativos, atendendo a que neste campo existem especificidades como as salas lotadas, a falta de infraestruturas e meios humanos para colmatar as dificuldades e, simultaneamente, dar resposta às necessidades, de entre muitas outras dificuldades. Nesta investigação procuramos compreender a articulação da formação inicial de professores ao nível dos institutos médios normais de educação, em Benguela com os objetivos definidos pelas reformas educativa e curricular. Neste enquadramento, formulamos a problemática da investigação que consistiu em estudar o sistema de formação inicial levado a cabo pelos Institutos médios normais de educação/Escolas de formação de professores de nível médio e sua articulação com os objetivos da reforma educativa tendo como suporte a Lei de bases nº 13 de 31 de Dezembro de 2001. A reflexão sobre essa questão remeteu-nos para a formulação de outras...

Reformulação curricular do ensino médio no estado de Goiás (2007-2011); Curriculum reform of secondary education in the state of Goiás (2007-2011)

Ferreira, Vinícius Duarte
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (RC); Regional de Catalão (RC) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (RC); Regional de Catalão (RC)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
55.95%
In this study we present an analysis of the curriculum reform process occurred in public schools of the state of Goias during the years 2007 to 2011, discussing the scope and limits of the programs implemented in secondary school by the State Department of Education. We adopted a perspective of analysis concerned with understanding the existing relations between educational policies, the establishment of school curricula, and finally, how to reflect such articulation within the existing pedagogical concepts in the curriculum reform process in Goiás. Therefore, we performed a case study in the State school Christóvam Comendador de Oliveira (Pirenópolis-GO) with the goal of checking how the implementation of this reform happened in practice. Faced with the need to understand the relationship between culture and its processes of integration in teaching concepts, and also the possibilities of an emerging strand of change in the set of state reforms, we sought to problematize our thematic analysis based on discussion of the hidden curriculum proposed by Michael Apple and also the contributions of authors such as Sacristan, Moreira and Saviani. The results from this study showed that the ways of implementing this reform allowed teachers...

O estado e as políticas educacionais do governo Aécio Neves (2003- 2010): uma análise a partir da reforma do Ensino Médio mineiro

Bragança Júnior, Anízio
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Dissertação
POR
Relevância na Pesquisa
55.97%
Esta dissertação desenvolvida no curso de Mestrado, Linha de Políticas e Gestão em Educação, do Programa de Pós-Graduação em Educação da Universidade Federal de Uberlândia, busca descrever e analisar o Estado e as políticas educacionais desenvolvidas durante as duas gestões do Governo Aécio Neves. Analisando de forma especial o Ensino Médio, a pesquisa busca compreender os pressupostos da reforma implantada: os modelos de Estado utilizados; os objetivos e funções de escola e da Educação; as finalidades de gestão e seus instrumentos. Parte uma leitura bibliográfica dos temas analisados, criando perspectivas de debate em âmbito nacional e no Governo estadual. Faz uma análise de documentos oficiais e descreve a realidade empírica das escolas, a partir de descrição de pesquisas e da vivência do pesquisador como professor da rede. Desenvolve como mecanismo final uma pesquisa qualitativa que ouve os sujeitos da reforma em curso, a partir de visita a três escolas da Rede Estadual em Uberaba (MG). Privilegia na análise a reforma curricular, como processo rico em revelações das intenções das visões de mundo dos atores escolares. Descrevem-se no texto a situação e as condições da Rede Estadual como laboratório de experiências e programas de inspiração neoliberal...

Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa

World Bank
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
EN_US
Relevância na Pesquisa
56.18%
Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes...

Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 3 - Costs and Financing of Secondary Education in Benin, A Situational Analysis

Lewin, Keith M.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.1%
This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.

Chile : Decades of Educational Reform Deliver

Holm-Nielsen, Lauritz; Thorn, Kristian; Prawda, Juan
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.11%
A common vision and a consistent effort on the part of Chilean governments from the late 1960s to the present have placed Chile at an advanced stage of educational development. Today, primary education is almost universal, net secondary coverage is at 75 percent and more than one third of the 18- 24 age-cohort is enrolled in tertiary education. In addition, Chile features many components of a modern educational system, including a full school day, use of private providers, a competency-based curriculum, assessment of learning outcomes and a strong material basis for learning.

Framework for the Reform of Education Systems and Planning for Quality

Patrinos, Harry Anthony; Velez, Eduardo; Wang, Catherine Yan
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
46.07%
In 2000, the goal that, by 2015, all children will have access to, and complete, free and compulsory primary education of good quality, was set. Despite the progress in terms of student enrollment and completion, the quality of learning produced in developing countries remains poor. Existing models of education production are inadequate for informing education reform for the purpose of improving school quality, as measured by student learning. Thus, a broader and more integrated approach of policy making is put forward. Building on theory and empirical evidence on what works, the paper puts forward a framework for improving the quality of education. The framework includes six factors: (1) assessment; (2) autonomy; (3) accountability; (4) attention to teachers; (5) attention to early childhood development; and (6) attention to culture. Going forward, there is a need to develop a system of international quality benchmarks drawing on a larger body of evidence. Most importantly, more empirical evidence from impact evaluations is needed.

Disseminating and Using Student Assessment Information in The Gambia

Senghor, Ousmane
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
46.05%
The Gambia has shifted the focus of its education reforms from school attendance to student learning. This shift came with a stronger assessment system to measure learning. This paper highlights how assessment data are being used in The Gambia to contribute to education quality and learning. While assessment data were used mainly for selection purposes in the past, the emphasis now is on monitoring and supporting learning. Greater data availability has allowed for greater school accountability as well as for more systematic feedback on the curriculum and teacher training. Several factors converged to allow for more effective use of assessment data, including a favorable political environment, the development of strategic partnerships, and the building of local assessment capacity.

Addressing Gender Inequalities in Curriculum and Education : Review of Literature and Promising Practices to Inform Education Reform Initiatives in Thailand

Levtov, Ruti
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
46.05%
In Thailand and worldwide, despite increases in educational enrollment, rigid gender norms dictating appropriate roles and behaviors contribute to the persistence of the gender inequalities. Since education systems are embedded in the broader social context, they reflect the inequalities that exist in society. The structure and content of schooling, textbooks, curricular choices, sex distribution of teachers and administrators, teacher attitudes and behaviors, classroom and discipline practices, and the presence of violence, reflect discriminatory and harmful social norms about the appropriate roles and opportunities for boys and girls (Connell, 1996, 2000, 2010). At the same time, schools have enormous potential to effect social change, transform gender relations, expanding the range of possibilities for both boys and girls (UNGEI, 2012a). This report provides a brief review of the literature and of interventions to promote gender equity through education in several specific areas: textbooks and curriculum; teacher distribution...

Ukraine : Education Reform Policy Note

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.16%
This note identifies major challenges facing the Ukrainian education system and suggests policy options for addressing them. It is intended to contribute to the ongoing policy dialogue between the Ukrainian Government and the World Bank about the key issues identified in government education policy development and implementation planning to date, and to offer the Bank's views on these issues for the Government to consider as it elaborates its reform program. The note's structure broadly follows that of the government's policy document. Section two outlines the political, economic, and social environment. Section three identifies some of Ukraine's strengths and comparative advantages in education, on which future reform policy can build. Section four discusses cross-cutting issues and challenges, including equity, relevance, efficiency, and accountability. In section five, the note provides recommendations for reform priorities and some policy options for realizing them. Section six identifies potential risks and threats that could hinder the reform process and suggests way to mitigate them. Annex one offer a brief overview of the education system...

Uganda - Developing the Enabling Context for Student Assessment

Kanjee, Anil; Acana, Sylvia
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.11%
Uganda's commitment to improving the quality and outcomes of its education system has translated into a parallel commitment to creating stronger, more sustainable student assessment system, one that includes: (i) examinations for selection and certification; (ii) large scale assessments for monitoring education quality at the country level; and (iii) classroom assessments for evaluating student work and informing ongoing teaching and learning. A number of lessons can be learned from Uganda's experience. First, political stability and a strong commitment to education are key drivers for building a strong assessment system. Second, charging a single institution with all assessment activities can allow for clearer institutional structures, as well as efficient coordination, development, and implementation of assessment programs. Third, competitive salaries need to be in place to attract and retain personnel, and training needs to be provided for capacity building. Finally, a strong focus on student learning and curriculum reforms can act as important catalyst for strengthening the assessment system

Turkey - Education Sector Study : Sustainable Pathways to an Effective, Equitable and Efficient Education System for Preschool through Secondary School Education, Executive Summary

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH
Relevância na Pesquisa
46.15%
This Education Sector Study (ESS) is the World Bank's response to the need for a comprehensive study of Turkey's education system, in light of the dramatic changes that are sure to alter the country's social and economic landscape over the next decade. The study was prepared in association with the Education Reform Initiative of the Istanbul Policy Center on the basis of research and dialogue with a wide array of education stakeholders and actors. The overall objective of the ESS is to provide an assessment of current challenges to the education system in Turkey and identify policy options that can complement the country's existing pre-tertiary education strategy. Volume one provides a complete description of challenges, conclusions, and policy options for the reform of pre-school, primary, and secondary education. It includes an Annex that summarizes the research studies and policy notes commissioned to inform the report. Volume II is a collection of the complete research studies and policy notes commissioned for the ESS report.

Promoting Excellence in Turkey's Schools; Turkiyede okullarda mukemmeliyeti tesvik etmek

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.16%
The education system in Turkey has shown remarkable improvement since 2003 in terms of better student performance and reduced inequality with a concurrent and sustained increase in enrollments. The expansion of primary and secondary schooling was accompanied by the development of new curriculum in primary and secondary education, especially since 2004. A recent independent assessment of the revised secondary school curriculum regarded it as an improvement over the curriculum used in the past. Curriculum reform was accompanied by initiatives to improve the teaching profession policies. This report finds that most of the progress in the education system since 2003 has been the result of a combination of the overall socioeconomic progress being made in Turkey and increased effectiveness in the delivery of education. The Government's educational policies have contributed to the improvements in education outcomes including curriculum reform, phased modernization of teaching and learning materials and practices, stronger focus on measuring learning outcomes through large scale national and international assessments...

Sustaining Educational and Economic Momentum in Africa

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
56.04%
The conference brought together 44 African ministers of finance and of education from 28 African countries for a structured dialogue on sustaining Africa's economic and educational progress in the current context of a global economic slowdown. African countries have achieved laudable progress during the last decade towards the Education for All (EFA) goals for 2015 that were agreed in Dakar in 2000, particularly with regard to Universal Primary Education (UPE). This progress reflects the combined impact of several factors, notably courageous education reforms, substantially increased public financing of education made possible largely by sustained economic growth and increased political priority for education-and greater inflows of external aid for education. The momentum may be jeopardized, however, by the current worldwide economic downturn. Tightening domestic budgets and external aid could increase the difficulty of sustaining policy reform and strategic investments, thereby putting at risk the hard won gains of the last ten years. They could also undermine Africa's efforts to develop post basic education and training and delay achievement of key goals of the African Union's Second Decade for Education in Africa. The result would be to frustrate the aspirations of the increasing numbers of African youth who seek to go beyond primary education and to deny their prospective employers the skilled workforce that could help boost business competitiveness and economic growth. The emerging global economic circumstances provided a key rationale for the Conference. Its purpose was to stimulate dialogue among senior policy makers on policy options to achieve a mutually reinforcing relation between education and the economy.

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
46.06%
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...

Secondary Education in India : Universalizing Opportunity

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
46.07%
The dramatic growth in Indian elementary education enrollment and improvements in retention and transition rates over the past ten years, particularly among more disadvantaged groups, are increasing pressure on the secondary level to absorb new entrants. Given ongoing center and state investments in Sarva Shiksha Abhiyan (education for all), this trend will continue for the next 10 years. At the same time, India's impressive, sustained economic growth has increased household and labor market demand for secondary and higher education. Secondary education's contribution to economic growth, demonstrated high social benefits (particularly for girls), and support of democratic citizenship reinforce the need for increased public support at this level, particularly in light of the very large inequalities in access to secondary education, by income, gender, social group and geography. The challenge is to dramatically improve access, equity and quality of secondary education simultaneously. Small-scale learning achievement studies and parental preference for private schools suggest that the quality of public secondary education is alarmingly low. Efforts to improve the quality of secondary education are thus urgent...

Secondary Education in India : Universalizing Opportunity

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
46.04%
The dramatic growth in Indian elementary education enrollment and improvements in retention and transition rates over the past ten years, particularly among more disadvantaged groups, are increasing pressure on the secondary level to absorb new entrants. Given ongoing center and state investments in Sarva Shiksha Abhiyan (education for all), this trend will continue for the next 10 years. At the same time, India's impressive, sustained economic growth has increased household and labor market demand for secondary and higher education. Secondary education's contribution to economic growth, demonstrated high social benefits (particularly for girls), and support of democratic citizenship reinforce the need for increased public support at this level, particularly in light of the very large inequalities in access to secondary education, by income, gender, social group and geography. The challenge is to dramatically improve access, equity and quality of secondary education simultaneously. Small-scale learning achievement studies and parental preference for private schools suggest that the quality of public secondary education is alarmingly low. Efforts to improve the quality of secondary education are thus urgent...

Schools in disadvantaged areas: recognising context and raising quality

Lupton, Ruth
Fonte: Centre for Analysis of Social Exclusion, London School of Economics and Political Science Publicador: Centre for Analysis of Social Exclusion, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /01/2004 EN; EN
Relevância na Pesquisa
55.6%
Both educational attainment and school quality are typically lower in disadvantaged areas than others and much recent policy attention has been focused on each. This paper looks at the quality problem, exploring the relationships between disadvantaged contexts, what schools do, and the quality of schooling that they provide. The findings suggest that disadvantaged contexts impact on the organisation and processes of schools and that these effects differ significantly from one area to another, in ways that are not reflected by the usual indicators of disadvantage. School managers respond by adapting organisational design and processes. They are, however, constrained in these responses by the limited and short-life funding available, by the lack of evidence of good practice in specific contexts, and by lack of flexibility over major issues of organisation design and curriculum. Challenging contexts and the constraints on school responses together exert a downward pressure on quality. The paper argues that because school processes and quality are affected by context, school improvement in disadvantaged areas will not be achieved by generic measures, but only by policies tailored to disadvantaged areas and sensitive to differences between these areas. It suggests ways in which school improvement policies could be contextualised in order to raise quality in the poorest areas.

Guidelines for curriculum reform in the University of Cauca's speech-language therapy programme, 2004. Diagnostic phase

Pava Ripoll,Nora Aneth
Fonte: Revista de la Facultad de Medicina Publicador: Revista de la Facultad de Medicina
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
Relevância na Pesquisa
55.99%
Background. The article presented here gives the results of research entitled, "Curriculum reform of the academic speech therapy programme at the University of Cauca - diagnostic phase". Curriculum reform emerges from the need for growing convergence between knowledge and action in order to respond with greater precision and certainty to social, economic, political and human realities. It is recognised that ongoing adjustments should be made to respond to the disciplines' dynamic evolution. Objective. Theoretical and practical bases are thus proposed; they are tailored to the context of curriculum reform regarding the University of Cauca's speech therapy programme so that ideas and strategies guiding the meaningfulness of the curriculum may be proposed. Materials and methods.Using qualitative (evaluative) research and documentary analysis led to rapprochement with the players involved (teachers and students). The research was carried out with 20 professors and 53 students from the University of Cauca's speech therapy programme. A serious diagnosis was thereby achieved that dealt with analysing academic practice, evaluation systems, the concepts of training and curriculum, the models of pedagogic formation, predominant theoretical trends...