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O que ensinar nas diferentes escolas públicas primárias paulistas: um estudo sobre os programas de ensino (1887-1929); What to teach in the different São Paulos public primary schools: a study about course studies (1887-1929)

Shieh, Cynthia Lushiuen
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
56.26%
O estudo aqui apresentado insere-se na linha de pesquisa História da Educação e Historiografia. Trata-se da análise dos programas de ensino produzidos entre 1887 e 1929 no Estado de São Paulo, identificando os saberes escolares (matérias e conteúdos) escolhidos para serem ensinados nos seguintes tipos de escolas públicas primárias existentes no período: as escolas isoladas, as escolas-modelo, os grupos escolares, as escolas-modelo isoladas e as escolas reunidas. Para cada uma dessas modalidades de escolas, havia um programa de ensino específico a ser cumprido, significando, portanto, que as crianças que as freqüentavam não tinham a oportunidade de acesso aos mesmos saberes escolares. A partir do exame dos programas de ensino - os quais eram incorporados na legislação escolar ou publicados sob a forma de anexos na mesma - buscou-se atentar para aspectos como a permanência, o acréscimo e/ou a exclusão de determinados saberes escolares, além do modo como esses eram apresentados, isto é, se eram apenas descritas as matérias que deviam ser ensinadas ou se eram também detalhados os conteúdos de cada uma delas. Com isso, foi possível concluir que as finalidades principais das escolas primárias eram a nacionalização e a moralização dos alunos...

Seasonal variation of total particulate matter and children respiratory diseases at Lisbon primary schools using passive methods

Canha, Nuno; Almeida-Silva, Marina; Freitas, Maria do Carmo; Almeida, Susana Marta; Wolterbeek, H. Th.
Fonte: Elsevier Publicador: Elsevier
Tipo: Artigo de Revista Científica
Publicado em /04/2011 ENG
Relevância na Pesquisa
66.14%
In this work, 14 primary schools of Lisbon city, Portugal, followed a questionnaire of the ISAAC - International Study of Asthma and Allergies in Childhood Program, in 2009/2010. The questionnaire contained questions to identify children with respiratory diseases (wheeze, asthma and rhinitis). Total particulate matter (TPM) was passively collected inside two classrooms of each of 14 primary schools. Two types of filter matrices were used to collect TPM: Millipore (IsoporeTM) polycarbonate and quartz. Three campaigns were selected for the measurement of TPM: Spring, Autumn and Winter. The highest difference between the two types of filters is that the mass of collected particles was higher in quartz filters than in polycarbonate filters, even if their correlation is excellent. The highest TPM depositions occurred between October 2009 and March 2010, when related with rhinitis proportion. Rhinitis was found to be related to TPM when the data were grouped seasonally and averaged for all the schools. For the data of 2006/2007, the seasonal variation was found to be related to outdoor particle deposition (below 10 μm).

Particulate matter analysis in indoor environments of urban and rural primary schools using passive sampling methodology

Canha, Nuno; Almeida, S. M.; Freitas, Maria do Carmo; Trancoso, Maria Ascensão; Sousa, Rita; Mouro, Filomena C.; Wolterbeek, H. Th.
Fonte: Elsevier Publicador: Elsevier
Tipo: Artigo de Revista Científica
Publicado em //2014 ENG
Relevância na Pesquisa
66.03%
Passive sampling methodology was applied to collect particulate matter (PM) in classrooms of urban and rural primary schools. The samples were taken during a year by passive deposition allowing the study of seasonal variability of the particles masses and chemical content.Chemical characterization of the collected particleswas performed in order to measure its soluble ions content and elemental composition. To identify the main polluting sources, correlations between parameters and enrichment factors were studied. Higher particle masses concentrations were registered in autumn, with a mean of 1.54 0.74 mg day1 cm2. The major element in the collected particles was calcium, representing 63e73% of the analyzed mass of the particles inside the urban classrooms. In the rural cluster, calcium remained the major component but with a slight lower contribution to the overall particles composition (42e46%). The calcium source was hypothesized to be the chalk used in the blackboards of the classrooms due to a strong correlation found between Ca2þ and SO4 2 . Soil re-suspension, traffic and other anthropogenic emission sources were also identified. Analysis showed enrichment of the particles with Br, Ca, Zn and Sb in the urban cluster and enrichment of the same elements...

The development and implementation of ICT policy for schools in the Irish post-primary context: a critical analysis

Johnston, Keith T
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
56.25%
peer-reviewed; Since the mid 1990’s there has been an increased emphasis on ICTs in national educational policies, particularly in developed countries. This has been reflected in increased levels of Government expenditure coupled with the development and implementation of specific initiatives to support the use of ICTs in schools. This emphasis has been based on the perceived educational potential of the Internet coupled with the global adoption of concepts such as the ‘knowledge/information society’ and the ‘knowledge economy.’ In Ireland the first ever policy for ICT in schools entitled Schools IT2000: A Policy Framework for the New Millennium was launched by the Department of Education and Science (DES) in 1997. Schools IT2000 aimed to address the development of technology use in primary and post-primary schools and focused on four main areas: technology infrastructure, training for teachers, pilot projects and support services. This study aims to establish how this policy was developed, to identify the factors that influence its development and to establish the outcomes arising from its implementation. It takes a critical qualitative approach drawing on nineteen interviews with policy makers and actors who were prominent at differing levels with respect to this initiative...

Examining the role of the ICT coordinator in providing technical and pedagogical support in Irish post-primary schools

McDonagh, Adrian
Fonte: University of Limerick Publicador: University of Limerick
Tipo: Master thesis (Research); all_ul_research; ul_published_reviewed; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
66.14%
peer-reviewed; Since computers were first introduced into the Irish Education system in 1977 many millions have been spent on this technology. However despite spending large amounts of money, little empirical evidence exists to show that ICT has improved how teachers teach or how students learn. A key figure in attempting to integrate ICT into the Education system is the ICT coordinator. This research offers a full investigation into the role of ICT Coordinators in Irish post-primary schools. The research method employed in this study is sequential mixed method which begins with a questionnaire aimed at a large audience. The invited audience was any ICT coordinator working in post-primary schools within a 45mile radius of Limerick city. After analyzing the data quantitatively a sample of those who participated in the first section of the study were invited to participate in semi-structured interviews to further probe the findings from section 1 and also engage in more open ended questions better suited to interviews. This formed the qualitative section of this study. The research findings show that many of the barriers that have existed and been reported in the literature in the past regarding a teachers reluctance to integrate ICT into the classroom have largely faded. This is due in no small measure to continued investment in the infrastructure in schools among other factors. In acknowledgement of this achievement...

Case study: to investigate blogging as an e-learning tool in post-primary schools

Conroy, Patty
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Research); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
66.11%
non-peer-reviewed; The purpose of this case study is to investigate blogging as an e-learning tool. The era of e-learning has truly arrived. Educators have at their hands many free e-learning tools. It can be no longer the case of how information technology can be incorporated into the classroom but how effective each e-learning tool is to us as educators. Educators need to embrace e-learning combined with traditional teaching methods in order to engage and motivate our students most of whom were both after 1998. The research case study involved students from two post-primary schools, a single sex school in county Kildare and a fee-paying school in south county Dublin. The county Kildare school students created and developed their own blog as part of their transition year and the fee paying school students accessed their schools science blog, which was created and developed by one of their science teachers. Two questionnaires were distributed to both schools, a focus group was conducted with students from the Co. Kildare school and both of the blog facilitators from each school were interviewed. The case study found that blogging is an effective pedagogical tool, students found blogging an effective way to learn but students do not use blogging as a communication device.

Strengthening the Foundation of Education and Training in Kenya : Opportunities and Challenges in Primary and General Secondary Education

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
56.23%
The new Government has instituted immediate policy changes in the education sector to jump-start the system. Under the Free Primary Education (FPE) policy started this year, school fees and levies are abolished at primary level, thereby greatly relieving the household burden of financing primary education. Households immediately responded. Including both public and non-public schools, the primary education gross enrollment rate jumped to over 100 percent, with close to 1 million enrollment increase from the previous year. Enrollment in primary schools has reached 7.2 million this year from 6.3 million in 2002. Quality improvement measures have also taken place at this level, with nationwide provision of funding directly to primary schools through a capitation grant of 1,020 Kenyan Shillings per pupil to finance the purchase of textbooks and other teaching and learning materials, as well as to support other school operation activities. The expansion of school enrollment and the improvement of education quality at primary level will continue during the subsequent years. The development at this level has increased pressure on as well as provided opportunities to the other subsectors. A wider sector reform agenda needs to be put in place immediately. The Kenya National Education Conference held in November 2003 provided an opportunity for the discussions of a sector strategic plan with all the stakeholders. A sector-wide program with wider coverage will be developed based on the sector strategic plan. This sector review has emphasized the primary and secondary subsectors...

Using Low-Cost Private Schools to Fill the Education Gap

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Brief
EN_US
Relevância na Pesquisa
56.25%
Educating children is a priority across the globe, but developing countries can face enormous challenges. In Pakistans Sindh province, only about half of primary school age children go to school, making education a priority for the Sindh government. Through the International Development Association (IDA), the World Banks fund for the poorest, the Sindh government received assistance to develop and implement its Sindh education sector reform program to raise enrollment, improve student achievement, and reduce social disparities in education by improving school performance through more accountability and better governance. This included a program offering cash subsidies to private entrepreneurs to provide free, co-educational primary schools in villages in remote areas without local schools. To measure the effect, an impact evaluation was built into this program. The evaluation found that boys and girls in villages that received program-supported private schools were more likely to be in school and they did better on tests than children in villages without such schools. This Evidence to Policy note was jointly produced by the World Bank Group...

WHO European Childhood Obesity Surveillance Initiative: School nutrition environment and body mass index in primary schools

Wijnhoven, T.A.; van Raaij, J; Sjöberg, A.; Eldin, N.; Yngve, A.; Kunešová, M.; Starc, G.; Rito, A.I.; Duleva, V.; Hassapidou, M.; Martos, E.; Pudule, I.; Petrauskiene, A.; Sant’Angelo, V.F.; Hovengen, R.; Breda, J.
Fonte: MDPI Publicador: MDPI
Tipo: Artigo de Revista Científica
Publicado em 30/10/2014 ENG
Relevância na Pesquisa
66.15%
Background: Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. Objective: To assess differences in school nutrition environment and body mass index (BMI) in primary schools between and within 12 European countries. Methods: Data from the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively). School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children’s weight and height; BMI-for-age (BMI/A) Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children’s BMI/A Z-scores was calculated. Results: Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%95% of schools) and school nutrition environment scores (range: 0.300.93). Low-score countries (Bulgaria...

An investigation into the factors that affect the pedagogical progression of information and communication technology in post primary schools in Ireland

Hayles, Marie
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
56.24%
non-peer-reviewed; An investigation into the factors that affect the pedagogical progression of information and communication technology in post primary schools in Ireland Information and Communication Technology (ICT) has the potential to transform the methods in which teachers teach and students learn. ICT, such as computers and the internet, can enhance the quality of teaching and learning and expand educational opportunities. The objective of this paper is to investigate the factors that lead to the pedagogical progression of information and communication technology (ICT) in post primary schools in Ireland. This thesis examines the use of ICT in Irish schools under the following headings: technical support; leadership; ICT in the classroom, pedagogical integration of technology, hardware and broadband; software and digital content; funding; teacher professional development and innovative use of ICT in the classroom. Quantitave and qualitative data was collected from six Irish post primary schools in the form of questionnaires, interviews and observations. This study found that the use of technology in schools has significantly increased in the past decade, due to improved ICT infrastructures, guidance from government policies promoting the integration of ICT in teaching and learning and investment for technology in education. However...

Culture and Imperialism in a 'Backward' Nation? the Prima-Guerra-D'Africa (1885-96) in Italian Primary Schools

FINALDI, Giuseppe
Fonte: Routledge Taylor & Francis Ltd Publicador: Routledge Taylor & Francis Ltd
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
66.03%
This article attempts to tackle the problem of how a colonial culture that was elaborated through the written word may have impacted on an Italian society that was significantly more 'backward' than its western European counterparts. The Prima Guerra d'Africa (1885-96) has often been seen as a military campaign desired exclusively by an isolated Italian government in a society that was incapable of using the occasion to develop cultural themes that impacted on the desires and aspirations of the 'real' Italy. This supposed societal dysfunction meant that Italy failed to create a 'culture of Imperialism' in the years of the Scramble for Africa in a way that has now come to be considered of such central importance for the histories of France, Britain or even Germany. Through an analysis of the role played primary schools in Italian culture in these years, this article attempts to reverse this view, arguing that even taking into consideration Italy's 'backwardness' there was not only a great awareness of what Italy was supposedly doing in Africa but also a serious attempt to load the events that occurred there with a meaning that had a much more intimate relationship with Italy's population. Although defeat in Africa meant a major setback in this process...

Expanding and Improving Upper Primary Education in India

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Pre-2003 Economic or Sector Report; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
56.29%
This report considers the current status of upper primary school education in India. It looks at future impacts and recognizes the national level focus on elementary education. The importance of specific contexts in defining how states fulfill their constitutional responsibilities in upper primary education are studied. The report is based upon two studies whose findings include: length, structure & organization vary across and within states; the transition rate between primary and upper primary is high; transition rates and enrollment are lower for girls; school place is provided for current, but not future, demand; private unaided school enrollment is increasing; state qualification policies for teachers are not always relevant to instruction needs; in-service teacher training is very limited; discontinuity exists for curricula and subject weight between primary and upper primary schools; information overloads exist in syllabi, textbooks, and classroom processes; upper primary grades are cheaper when combined within an elementary school; a constitutional requirement for decentralized educational management exists; and expenditures need to increase before universalization of elementary education. Specific recommendations are given. Expansion and improvement of upper primary schooling...

Participatory Accountability and Collective Action : Evidence from Field Experiments in Albanian Schools

Barr, Abigail; Packard, Truman; Serra, Danila
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
56.24%
There is general agreement that the existence of participatory institutions is a necessary condition for accountability, especially where top-down institutions are malfunctioning or missing. In education, the evidence on the effectiveness of participatory accountability is mixed. This paper argues that participation is a social dilemma and therefore depends, at least partly, on individuals' propensity to cooperate with others for the common good. This being the case, the mixed evidence could be owing to society-level heterogeneities in individuals' willingness and ability to overcome collective action problems. The authors investigate whether individuals' propensity to cooperate plays a role in parents' decisions to participate in both a school accountability system -- a "short route" to accountability -- and parliamentary elections -- a "long route" to accountability -- by combining survey data on 1,800 individuals' participation decisions with measures of their willingness to contribute to a public good in the context of a very simple...

School-Based Management, School Decision-Making and Education Outcomes in Indonesian Primary Schools

Chen, Dandan
Fonte: Banco Mundial Publicador: Banco Mundial
Tipo: Publications & Research :: Policy Research Working Paper
ENGLISH
Relevância na Pesquisa
66.27%
This paper examines the key aspects of the practices of school-based management in Indonesia, and its effect on education quality. Using a conceptual framework of an accountability system of public service delivery, the paper explores the relations among Indonesian parents, school committees, schools, and government education supervisory bodies from three tenets: participation and voice; autonomy; and accountability. Using the data from a nationally representative survey of about 400 public primary schools in Indonesia, the paper finds that the level of parental participation and voice in school management is extremely low in Indonesia. While the role of school committees is still limited to community relations, school facilities, and other administrative areas of school management, school principals, together with teachers, are much more empowered to assert professional control of the schools. The accountability system has remained weak in Indonesia's school system, which is reflected by inadequate information flow to parents...

Language, Literacy, and Learning in Primary Schools : Implications for Teacher Development Programs in Nigeria

Adekola, Olatunde A.
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
66.33%
Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum.

Teacher responses to inquiry-based pedagogy in Irish post-primary schools : case studies on the use of a virtual chemistry laboratory as a vehicle for educational change.

Donnelly, Dermot
Fonte: University of Limerick Publicador: University of Limerick
Tipo: Doctoral thesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
66.11%
peer-reviewed; The lack of uptake of science subjects in Post-Primary Schools (Secondary/High Schools) and on to university is a continuous cause for concern, both nationally and internationally. In the Strategy for Science, Technology and Innovation Report (2006 – 2013), the Irish government highlights the need for a greater focus on investigative approaches, the assessment of practical work, and the more effective use of Information and Communication Technologies (ICT). The National Council for Curriculum and Assessment (NCCA) are currently attempting to address these issues through a revision of the current Irish science syllabi. This project describes the application of a Virtual Chemistry Laboratory (VCL), developed at Carnegie-Mellon University, Pittsburgh, to the Irish context in an attempt to address the aforementioned issues. The research consisted of 4 stages employing primarily qualitative data collection methods. Stage 1 entailed interviews with teachers and educational stakeholders around issues relating to the use of a VCL within the Irish education system. Stage 2 involved a case study of 5 teachers integrating the VCL into their classroom practice in whatever manner they saw fit. Pedagogical Content Knowledge (PCK) was used as a research lens to capture features of teachers’ practice. Stage 3 followed on from Stage 2 with a case study of 4 teachers directed to use the VCL in a guided inquiry manner. Research tools included Inquiry Science Implementation Scale (ISIS)...

From policy to practice: a sociological study of Gaelic games in Irish primary schools

Bowles, Richard G
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
66.2%
peer-reviewed; The teaching of Gaelic games during physical education (PE) and extra-curricular sport features prominently in Irish primary schools. There is a long tradition of teacher commitment to the promotion of these games with a strong emphasis on competitive inter-scholastic structures. More recently, the Gaelic Athletic Association (GAA), the National Governing Body (NGB) for Gaelic games, has established an extensive school coaching programme to address a perceived decrease in teacher involvement in these activities. To date, very little research has focused on the development and implementation of PE and school sport policies in primary schools. This study draws on aspects of figurational sociology to examine the dynamic nature of the policy process, with particular reference to Gaelic games. In particular, the research examines the factors that affect policy delivery at school level. It explores how Gaelic games have become established in primary schools, and investigates their impact on PE and school sport. Using data generated by semi-structured interviews, documentary analysis and non-participant observations, the findings of this study suggest primary teachers make an important contribution to the promotion of Gaelic games in a voluntary capacity. Their childhood experiences of sport...

Evaluation of compliance with the self-regulation agreement of the food and drink vending machine sector in primary schools in Madrid, Spain, in 2008

Royo-Bordonada,Miguel A.; Martínez-Huedo,María A.
Fonte: Gaceta Sanitaria Publicador: Gaceta Sanitaria
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/02/2014 ENG
Relevância na Pesquisa
56.22%
Objectives: To evaluate compliance with the self-regulation agreement of the food and drink vending machine sector in primary schools in Madrid, Spain. Methods: Cross-sectional study of the prevalence of vending machines in 558 primary schools in 2008. Using the directory of all registered primary schools in Madrid, we identified the presence of machines by telephone interviews and evaluated compliance with the agreement by visiting the schools and assessing accessibility, type of publicity, the products offered and knowledge of the agreement. Results: The prevalence of schools with vending machines was 5.8%. None of the schools reported knowledge of the agreement or of its nutritional guidelines, and most machines were accessible to primary school pupils (79.3%) and packed with high-calorie, low-nutrient-dense foods (58.6%). Conclusions: Compliance with the self-regulation agreement of the vending machines sector was low. Stricter regulation should receive priority in the battle against the obesity epidemic.

Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa

Geldenhuys,J L; Wevers,N E J
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
66.14%
Despite efforts worldwide to ensure quality education for all learners through inclusive education, indications are that many learners, especially those that experience barriers to learning, are still excluded from full access to quality and equitable education opportunities in mainstream primary schools. This article uses a qualitative approach and phenomenological strategy to focus on the ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa. Observation and semi-structured interviews were conducted with 28 participants from seven schools to gather data, whilst a process of framework analysis was used for the analysis of the data. The investigation revealed that the implementation of inclusive education is not only hampered by aspects within the school environment, but also by aspects across the entire ecological system of education.

Evaluation of compliance with the self-regulation agreement of the food and drink vending machine sector in primary schools in Madrid, Spain, in 2008

Royo-Bordonada,Miguel A.; Martínez-Huedo,María A.
Fonte: Ediciones Doyma, S.L. Publicador: Ediciones Doyma, S.L.
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2014 EN
Relevância na Pesquisa
56.22%
Objectives: To evaluate compliance with the self-regulation agreement of the food and drink vending machine sector in primary schools in Madrid, Spain. Methods: Cross-sectional study of the prevalence of vending machines in 558 primary schools in 2008. Using the directory of all registered primary schools in Madrid, we identified the presence of machines by telephone interviews and evaluated compliance with the agreement by visiting the schools and assessing accessibility, type of publicity, the products offered and knowledge of the agreement. Results: The prevalence of schools with vending machines was 5.8%. None of the schools reported knowledge of the agreement or of its nutritional guidelines, and most machines were accessible to primary school pupils (79.3%) and packed with high-calorie, low-nutrient-dense foods (58.6%). Conclusions: Compliance with the self-regulation agreement of the vending machines sector was low. Stricter regulation should receive priority in the battle against the obesity epidemic.