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A qualidade do ensino na dimensão da gestão escolar democrática: um estudo de caso na EMEB Alfredo Naime a partir do INDIQUE; The educational quality in democratic school management dimension: a case study in Municipal School Alfredo Naime from INDIQUE

Salvetti, Thales André Silveira
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 31/10/2011 PT
Relevância na Pesquisa
66.22%
A gestao escolar democratica e tida como elemento imprescindivel a qualidade do ensino por varios autores e profissionais da educacao. Entretanto, ha tambem por parte deles o reconhecimento da enorme distancia entre um ideal democratico de administracao escolar e a realidade, especialmente neste caso, a brasileira. Tendo em vista a notoria relevância desse tema para o cenario nacional de educacao e ensino, este estudo teve por objetivo analisar essa dimensao da qualidade a partir do estudo de caso na Escola Municipal de Educacao Basica Alfredo Naime, do municipio de Bebedouro, a qual passou pelos processos de avaliacao propostos no INDIQUE (2009), elaborados pela parceria entre: Acao Educativa, UNICEF, PNUD, INEP e MEC, os quais correspondiam cientifica e metodologicamente aos anseios desta pesquisa. Para a analise foram utilizadas informacoes do Plano Gestor da escola e principalmente do relatorio gerado pelo processo do INDIQUE na escola. Tambem foram feitos acompanhamentos de atividades escolares assim como entrevistas semi-estruturadas e nao-estruturadas a todos os principais atores da instituicao de ensino (alunos, pais, professores, gestores e funcionarios) a fim de colher opinioes e perspectivas dos entrevistados sobre o tema. Concluiu-se que...

Toward High-Quality Education in Peru : Standards, Accountability, and Capacity Building

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
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46.27%
One of the principal challenges in reducing poverty and accelerating development in Peru is improving the quality of education. This book is a contribution from the World Bank to the debate over how to improve the quality of education. The book has three main recommendations that, to be successful, should be implemented sequentially. First, it is necessary to generate basic standards, quality goals, and quality measurement systems. Second, once quality can be measured a clear system of accountability should be implemented based on these standards and quality goals. Third, once there are standards and systems of accountability, investment is needed to strengthen the institutional capacity of the providers.

The Role of Education Quality for Economic Growth

Hanushek, Eric A.; Woessmann, Ludger
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
56.17%
The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of education in promoting economic well-being, focusing on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population-rather than mere school attainment-are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes it clear that closing the economic gap with industrial countries will require major structural changes in schooling institutions.

Brazil - Municipal Education : Resources, Incentives, and Results, voume 1. Policy Report

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
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46.29%
The study comprises two volumes on the use of public resources to provide educational services in Brazilian municipalities, by which the policy report (volume 1) presents recommendations, based on the research report (volume 2). This research outlines the policy context, objectives, and methodology practiced, to then focus on the extent to which municipalities benefited from efforts designed to provide additional resources for education. A description, and analysis of the patterns of change in the availability of resources, documents the substantial redirection in resources from State governments to Municipal governments that took place during 1996-02, and likewise, from prosperous municipalities, to relatively less prosperous ones, while discussions, and analyses on the composition of expenditures explore issues on the municipal management of such resources, in particular, on specific issues regarding teachers as related to municipal management of resources. The econometric analysis of the educational impact of additional resources...

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
46.31%
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.

Arab Republic of Egypt - Improving Quality, Equality, and Efficiency in the Education Sector : Fostering a Competent Generation of Youth

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
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The purpose of this report is to support the government of the Arab Republic of Egypt in reviewing the status of the pre-university education sector; and in identifying the key challenges it faces as it develops and implements a strategic plan to enhance its base of human capital. The key overarching finding, based primarily on the analyses presented in the second, third and fourth chapters of this report is that while significant progress has been made in providing more educational opportunities to Egyptian citizens, the quality of that educational experience is low and unequally distributed, leading to unequal educational outcomes. While inputs are important to quality, the authors also define quality in terms of specific outcomes that indicate learning at a level necessary to compete in a global marketplace. For instance, international test results, such as the trends in International Mathematics and Science Study (TIMSS), are taken to be a strong indicator of educational outcomes that matter, and quality education is generally assumed to impact those outcomes. In addition...

Evaluación del proyecto de "mejora de la calidad educativa mediante la incorporación del enfoque de género" en escuelas de República Dominicana: resultados de su impacto; Assessement of the project "improving educational quality by means of introducing the approach to gender" in schools in the Dominican Republic: results of its impact

Folgueiras, Pilar; Marín, Mari Angeles
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
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El presente artículo se centra en los resultados obtenidos con el proyecto “Mejora de la calidad educativa mediante la incorporación del Enfoque de Género” realizado en las provincias de “Independencia” y “Elías Piña” de República Dominicana. El proyecto ha consistido en la puesta en práctica de una propuesta pedagógica que recoge actividades formativas y organizativas —talleres, elaboración de materiales, convivencias recreativas, etc.— dirigidas a profesorado, alumnado y familias de las escuelas seleccionadas para cada una de las dos zonas. El artículo se estructura en torno a tres partes. En la primera se describe brevemente el contenido del proyecto realizado a lo largo de sus dos años de ejecución, en la segunda se expone el diseño y el proceso de evaluación del proyecto y, en la tercera, se presentan los resultados del impacto del proyecto en los tres colectivos seis meses después de su finalización.; This paper presents the results of the project “Improving educational quality by means of introducing the approach to gender” carried out in the provinces of Independencia and Elías Piña in the Dominican Republic. The project involved the development and implementation of organizational and training activities for teachers...

Processos escolares como indicadores de qualidade em educação: um estudo a partir da formação para cidadania; School processes as educational quality indicators: a study about citizenship education

Carvalho, Malena Xavier de
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 04/08/2015 PT
Relevância na Pesquisa
66.29%
As percepções sobre qualidade em educação no Brasil têm sido influenciadas por questões de acesso e permanência, e atualmente remetem à aprendizagem proporcionada pela formação escolar seja essa formação pautada por desempenho cognitivo em testes ou por sentidos mais abrangentes, como os fins que compõem o direito à educação conforme a CF/88. Se o Estado brasileiro é declaradamente o principal sujeito do dever de garantir tal direito, o qual se cumpre via políticas públicas (entre outros meios), nota-se que, por outro lado, políticas de avaliação e indicadores educacionais correlatos têm sido instrumentos em disputa e protagonistas de algumas tensões. Dentre elas, destaca-se que o indicador mais amplamente utilizado como padrão de qualidade no Brasil IDEB é composto por medidas de aprovação e desempenho cognitivo, e não permite avaliar adequadamente se certos fins da educação estão sendo garantidos pela oferta da educação básica. Sustentando, contudo, a pertinência do uso de indicadores como auxílio na garantia do padrão de qualidade da educação pública ainda que sublinhando dificuldades como a de acessar dimensões mais dificilmente quantificáveis da qualidade educacional, como formação de valores ...

Barriers to Better Quality Education in Central America; Impedimentos para mejorar la calidad de la educacion en America Central

Gropello, Emanuela
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
46.27%
Central America's single most important educational challenge is improving learning at all levels. Improved learning is vital for individual and national growth, competitiveness, and quality of life. Quality is key to completing primary education and the Education For All goals in Central America. Higher quality will make workers more productive, increase rates of return to education and provide incentives for further private investments in education. Factors inside and outside the educational system affect educational outcomes: the children, as influenced by their families and communities; teachers; pedagogy and curriculum; educational materials and infrastructure; and school management. Attending school does not automatically provide necessary skills and knowledge. This note, based on a new report by the World Bank, focuses on so-called supply-side constraints to learning (school characteristics) in El Salvador, Guatemala, Honduras and Nicaragua, but also mentions demand-side constraints. Policy options are suggested to address different types of constraints.

EFA in Indonesia : Hard Lessons About Quality

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
56.03%
Indonesia has seen vast improvements in access to education over the past thirty years. It is a good example of a country that has followed a disciplined linear approach to EFA: Indonesia focused first on primary school access, next on lower secondary school access, and is only now attempting to address key policy issues to improve learning outcomes. However, many long-established precedents that have a negative impact on quality are proving very hard to change. Indonesia's struggles to improve quality demonstrate the importance of tackling such issues from the very beginning, as initial efforts are put in place to expand access. The Indonesia school system is characterized by startling contradictions. It has seen great gains in primary and lower secondary enrollment as a result of strong political will, but educational quality remains very low. The school year in Grades 3-6 is among the longest in the world (over 1400 hours annually for single shift classrooms), but the potential impact of this extraordinary effort is lost in part because the school year in Grades 1 and 2 is among the shortest in the world (under 500 hours annually in most cases).

Developing the Enabling Context for Student Assessment in Russia

Bolotov, Viktor; Kovaleva, Galina; Pinskaya, Marina; Valdman, Igor
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.31%
In the first decade of the twenty first century, Russia launched a comprehensive reform of its student assessment system. This task was part of a broader reform of the education system, which aimed to ensure that students developed the skills required for the country's social and economic development. This case study focuses on the main types of assessments used in education: large?scale assessments for monitoring educational quality (international, national, and regional); examinations for secondary school certification and tertiary education selection; and classroom assessments in support of teaching and learning. The paper also examines the enabling context for assessment activities in Russia, which encompasses the policy framework, institutional arrangements, and the human and fiscal resources needed to carry out assessment programs and activities. Russia has a strong education system, but there are concerns about its quality. The country inherited a strong tradition of universal high quality education from the Soviet era. Some 13 million students presently attend 53...

Chile - Institutional Design for an Effective Education Quality Assurance

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH
Relevância na Pesquisa
46.3%
The main objective of this report is to present the Government of Chile with policy options related to the institutional distribution of roles and responsibilities for effective quality assurance in education. Following the introduction, the report is structured as follows. Chapter II presents background information on the evolution of Chile's education system since 1980. This information, together with an analysis of the current situation of the education sector, describes the motivation for the study and demonstrates the urgent need to shift the focus in education policy to quality assurance. Chapter III describes the conceptual framework developed for the analysis of how successful systems carry out education quality assurance. The framework developed identifies education participants, including: students; teachers; principals and school administrators; schools; local governments (districts, municipalities); regional governments (states, provinces); and the national government. Chapter IV applies the framework to the nine education systems selected as comparisons and presents a summary of the quality assurance functions and institutions in each selected education system. Chapter V describes the four alternative instructional visions for quality assurance in education developed as a result of the international review. Finally...

The Decision to Invest in Child Quality over Quantity : Household Size and Household Investment in Education in Vietnam

Dang, Hai-Anh; Rogers, F. Halsey
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
46.29%
During Vietnam's two decades of rapid economic growth, its fertility rate has fallen sharply at the same time that its educational attainment has risen rapidly -- macro trends that are consistent with the hypothesis of a quantity-quality tradeoff in child-rearing. This paper investigates whether the micro-level evidence supports the hypothesis that Vietnamese parents are in fact making a tradeoff between quantity and quality of children. The paper presents new measures of household investment in private tutoring, together with traditional measures of household investments in education. It analyzes data from the Vietnam Household Living Standards Surveys and instruments for family size using the distance to the nearest family planning center. The estimation results show that families do indeed invest less in the education of school-age children who have larger numbers of siblings. This effect holds for several indicators of educational investment -- including general education expenditure and various measures of private tutoring investment -- and is robust to various definitions of family size and model specifications that control for community characteristics as well as the distance to the city center. Finally...

Strengthening Education Quality in East Asia

Patrinos, Harry Anthony
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.3%
This study argues that in order to improve education quality, it is crucial to monitor each policy domain that makes up the whole. To help government's identify best practice policies, the World Bank created a framework to benchmark education system policies across the world. The framework is called system assessment and Benchmarking for Education Results (SABER). This study presents the first, pilot application of SABER in 14 economies in East Asia-a region where improving the quality of education remains the key challenge. It outlines the SABER framework for eight education policy domains; affording cross-country comparisons, in combination with evidence on which program work. Under each domain, the latest empirical evidence on how these policies and practices relate to education quality is presented, along with the indicators used to measure them. The report concludes that the key to a successful education system is not just success in any one domain, but an overall alignment of policies in many aspects of the education system.

An Expansion of a Global Data Set on Educational Quality : A Focus on Achievement in Developing Countries

Angrist, Noam; Patrinos, Harry Anthony; Schlotter, Martin
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
66.23%
This paper assembles a panel data set that measures cognitive achievement for 128 countries around the world from 1965 to 2010 in 5-year intervals. The data set is constructed from international achievement tests, such as the Programme for International Student Assessment and the Trends in International Mathematics and Science Study, which have become increasingly available since the late 1990s. These international assessments are linked to regional ones, such as the South and Eastern African Consortium for Monitoring of Educational Quality, the Programme d'Analyse des Systemes Educatifs de la Confemen, and the Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion, in order to produce one of the first globally comparable data sets on student achievement. In particular, the data set is one of the first to include achievement in developing countries, including 29 African countries and 19 Latin American countries. The paper also provides a first attempt at using the data set to identify causal factors that boost achievement. The results show that key drivers of global achievement are civil rights and economic freedom across all countries...

Transforming Indonesia's Teaching Force : From Pre-service Training to Retirement - Producing and Maintaining a High-quality, Efficient, and Motivated Workforce; Mentransformasi tenaga pendidikan Indonesia

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Education Sector Review
ENGLISH
Relevância na Pesquisa
46.27%
The report on the transforming Indonesia's teaching force is divided in two volumes. The executive summary is the first volume of a two-volume comprehensive report on teacher management in Indonesia. This volume summarizes the key findings of the detailed technical analysis in volume two, but with much greater focus on the key areas where policy reforms will likely generate a large impact in Indonesia. While volume two is aimed at public policy researchers and technical staff of the Government of Indonesia, this shorter volume provides policy makers and the general public a condensed version of the larger report's analysis, results, and recommended policy reforms for developing a better teaching force in Indonesia. This report not only can assist the government in setting up a future reform agenda, but also add value to ongoing educational reform in Indonesia, in terms of improving the effectiveness of reform and ensuring its institutional and fiscal sustainability.

Quality of education in Colombia - Achievements and challenges ahead : analysis of the results of TIMSS 1995-2007

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
46.29%
The main objective of this report is to analyze the effect of time changes and factors associated with student achievement in Colombia in order to foster policies to improve education quality that are grounded in research and the Colombian context. In 2007, Colombia participated for the second time in the Trends in International Mathematics and Science Study (TIMSS), providing a first-time opportunity to analyze the effects of time changes on student achievement over a period (1995-2007) during which a number of education reforms were made. Using the TIMSS 2007 results offers a chance to deepen the study on the factors associated with learning in Colombia and to benchmark Colombia's education system against that of other countries. This effort began during the first phase of the Colombia Programmatic Quality and Relevance of Education Analytic and Advisory Activities (AAA), in which an analysis of Colombia's debut in the 2006 Program for International Student Assessment (PISA), resulted in publication of...

Educational Quality : Defining What's Important; La qualite de l'education : definir ce qui est important

Heneveld, Ward
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
56.25%
Planning and monitoring the quality of primary education in sub-Saharan Africa takes as its starting point the conviction that improvements in the quality of education must focus on the school as the unit of change. Through a review of the qualitative research literature on school improvement and the more quantitative literature on school effectiveness, a conceptual framework that identifies generic factors that determine school effectiveness is formulated. Drawing from the literature, detailed definitions and indicators relevant to sub-Saharan Africa are presented for each of the factors. The paper then describes, with some examples, how the conceptual framework of factors, definitions, and indicators can be used in the region to plan improvements in the quality of primary education, to conduct situation analyses and sector work on school quality, and to monitor and evaluate educational reforms. The paper concludes with an assessment of the strengths and weaknesses of these materials and a reminder that they must be locally adapted if they are to prove useful in improving the quality of education for Africa's children.

Open educational resources : conversations in cyberspace

D'Antoni, Susan; Savage, Catriona
Fonte: Paris : United Nations Educational, Scientific and Cultural Organization, 2009. Publicador: Paris : United Nations Educational, Scientific and Cultural Organization, 2009.
Tipo: Livro Formato: application/pdf
ENG
Relevância na Pesquisa
56.1%
172 p. : ill. ; 25 cm.; Libro Electrónico; Education systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.; A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni.

Qualidade de ensino e gênero nas políticas educacionais contemporâneas na América Latina; Educational quality and gender in contemporary educational policies in Latin America

Stromquist, Nelly P.
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf; application/pdf
Publicado em 01/04/2007 POR; ENG
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Este artigo examina o conceito de qualidade de ensino no contexto das principais políticas globais e regionais propostas por agências financiadoras internacionais - como o Banco Mundial e o Banco Interamericano de Desenvolvimento -, por acordos internacionais - como, por exemplo, as políticas previstas pelo Educação para todos e os Objetivos de desenvolvimento do milênio - e também pela sociedade civil global - como o Fórum Social Mundial e o Fórum Mundial de Educação. A análise do conteúdo dos discursos desses grupos distintos e influentes revela que a qualidade é definida e avaliada exclusivamente em termos cognitivos e reduzida a duas habilidades básicas: matemática e leitura. A qualidade, portanto, está dissociada de processos de transformação social, aos quais a educação deveria prestar uma contribuição essencial. Políticas globais de grande vulto, como o Educação para todos e os Objetivos de desenvolvimento do milênio, não consideram a importância da introdução da conscientização de gênero na concepção de uma educação de qualidade. Seus objetivos contemplam o gênero somente no que se refere ao acesso igualitário de meninas e meninos à escola. A autora argumenta que a não-inclusão do gênero no currículo e a não-formação de professores para reconhecer as questões de gênero nas práticas cotidianas da escola e da sala de aula contribuem para a persistência de valores e práticas que reafirmam distinções arbitrárias e assimétricas entre homens e mulheres. Numa perspectiva feminista...