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Promoção da saúde na educação básica: possibilidades e desafios para Licenciatura em Enfermagem; Health promotion in primary education: ossibilities and challenges for nursing degree

Novaes, Camila Bernardi 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 22/08/2013 PT
Relevância na Pesquisa
66.09%
Vivencia-se, no Brasil, o desafio do desenvolvimento de ações multidisciplinares e intersetoriais de Promoção da Saúde no contexto escolar. Diante deste panorama, a necessidade não apenas da abordagem temática da saúde, como também a preparação dos profissionais para desenvolver este trabalho, devem ser discutidas. As atuais diretrizes nacionais do curso de Licenciatura em Enfermagem indicam que se espera, entre outros, o perfil de enfermeiros capacitados para atuar na Educação Básica. Considerando-se que existem políticas públicas que vêm promovendo e incentivando a Promoção da Saúde na Educação Básica, é importante estudar a formação e atuação do futuro enfermeiro em tal contexto. Diante disso, este trabalho teve como objetivo principal analisar a inserção de estagiários do Curso de Licenciatura em Enfermagem na Educação Básica em atividades de Promoção da Saúde. Trata-se de uma pesquisa qualitativa, e a participação foi espontânea, após conhecimento da proposta do estudo e consentimento por meio de assinatura do TCLE. A coleta de dados se deu por meio de dois encontros de Grupos Focais realizados com estagiários licenciandos em enfermagem e observações das atividades realizadas por eles...

Developing Post-Primary Education in Sub-Saharan Africa : Assessing the Financial Sustainability of Alternative Pathways

Mingat, Alain; Ledoux, Blandine; Rakotomalala, Ramahatra
Fonte: World Bank Publicador: World Bank
Relevância na Pesquisa
66.17%
All countries in Sub-Saharan Africa (SSA) face the prospect of a substantial increase in the number of primary school completers in the coming years. Although initial conditions vary widely from country to country, this increase will inevitably intensify pressure on the education system, particularly at the secondary and tertiary levels. African countries may thus find it timely to align their education policies and strategies to the emerging challenges. A key goal is to ensure that the education system continues to develop in an efficient, equitable, and fiscally sustainable manner even as it expands to accommodate the rising numbers seeking a place in secondary and tertiary education. The rest of this report is organized as follows. Chapter two elaborates the policy context for education development in SSA. Chapter three explains the methodology and data sources. Chapter four examines the challenges and constraints posed by the sheer volume of increases in enrollments in post-primary education with which most education systems in SSA must grapple in the coming years. Taking these constraints into account...

School Construction Strategies for Universal Primary Education in Africa : Should Communities Be Empowered to Build their Schools?

Theunynck, Serge
Fonte: World Bank Publicador: World Bank
Relevância na Pesquisa
66.17%
This book examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost. It assesses the experiences of African countries with school planning, school facility designs, construction technologies, and construction management over the past thirty years, and draws lessons on promising approaches to enable African countries to scale up the facilities required to achieve the Education for All (EFA) goals and Millennium Development Goals (MDGs) of complete quality primary education for all children at the lowest marginal cost. The book is organized along the following lines. Chapter one reviews the nature and scope of the primary school infrastructure challenges. Chapter two reviews the experience of African countries with school planning and resource allocation norms and how they have affected the volume, functionality, and distribution of primary school facilities. Chapters three, four, and five examine the impact of construction technology and approaches to construction management on the cost of school infrastructure and the ability to scale up. Chapter six delves more deeply into how to set up one of the most cost- effective approaches to school provision the community-based approach. Chapter seven looks at maintenance issues. Chapter eight deals with corruption and chapter nine with donors. Chapter ten provides an estimate of the infrastructure cost of the EFA challenge and recommendation for countries and donors to improve the efficiency of the resources spent for school construction.

Politics and Preschool : The Political Economy of Investment in Pre-Primary Education

Kosec, Katrina
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
66.15%
What drives governments with similar revenues to publicly provide very different amounts of goods for which private substitutes are available? Key examples are education and health care. This paper compares spending by Brazilian municipalities on pre-primary education -- a good that is also provided privately -- with spending on public infrastructure like parks and roads, which lacks private substitutes. Panel data from 1995-2008 reveal how the distribution of income affects public investment. Revenue is endogenous to investment outcomes, and the analysis addresses this problem by exploiting a 1998, nationwide education finance reform and several revisions to the policy. The author constructs a variable that captures exogenous variation in revenue generated by nonlinearities of the law to instrument for observed revenue. Municipalities with higher median income and more inequality are less likely to allocate revenue to education or to expand pre-primary enrollment. They are more likely to allocate revenue to public infrastructure. There is suggestive evidence that this occurs for two reasons...

Burkina Faso : The Post-Primary Education Project

Mohan, P.C.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
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In September 1994, the Government of Burkina Faso held a national convention on post-primary education to analyze the status of this sub-sector and to define a forward-looking strategy. In August 1995, the government initiated a 10-year post-primary education development plan ( PDEPP ) which focused on the educational system as the key determining factor for human resource development. Following a request from the government, the World Bank agreed to providing a credit of US$ 36.6 million (1997-2004) which would support the plan through (i) the promotion of cost-effective and equitable use of education resources; and (ii) an increase in access to and the quality of education.

Schools Count : World Bank Project Designs and the Quality of African Primary Education

Heneveld, Ward; Craig, Helen
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
66.02%
The conceptual framework developed for this study used the review of the literature to identify eighteen key factors that influence student outcomes. The factors are divided into four inter-related categories that are themselves influenced by the institutional, cultural, political, and economic context surrounding the school. Within this context, the supporting inputs flow into each school where interaction among the enabling conditions, school climate, and teaching/learning process combine to produce student outcomes. The report concludes that investment programs for primary education in Africa need to accelerate the trend towards a greater focus on what happens inside schools, towards an even richer package of considerations of what makes education successful at the school level, and towards sectoral policies that empower schools and communities to control better the education of their children. The analysis of the Bank-supported projects leads to two major conclusions. First, the project designs analyzed address an array of inputs that are known to affect educational outcomes: community support...

Achieving Universal Primary Education by 2015 : A Chance for Every Child

Bruns, Barbara; Mingat, Alain; Rakotomalala, Ramahatra
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
66.13%
A number of countries committed themselves to the Millennium Development Goals (MDGs), aimed at eradicating extreme poverty, and improving the welfare of people by the year 2015. The book assesses whether universal primary education can be achieved by 2015. The study focuses on the largest low-income countries that are furthest from the goal, home to about seventy five percent of the children out of school globally. By analyzing education policies, and financing patterns in relatively high-performing countries, the study identifies a new policy, and financing framework for faster global progress in primary education. The authors use a simulation model to show how adoption of this framework, could accelerate progress in low-income countries, currently at risk of not reaching the education MDG. The study however, makes it clear that worldwide attainment of universal primary education by 2015, will necessitate an even stronger combination of political will, deep and sustained reform, faster dissemination of best practices...

A Review of Educational Progress and Reform in the District Primary Education Program (Phases I and II)

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
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The District Primary Education Program (DPEP) is a centrally sponsored scheme launched by the Government of India in partnership with the state governments and external donor agencies seeking to expand the opportunities for poor and disadvantage children to receive quality primary education. This report assesses the progress made in terms of outcomes and processes in the first two DPEP programs. The report contains an introduction, chapters on assessment of the progress toward outcomes and the status and effectiveness of DPEP interventions, and a conclusion.

The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India

Jagannathan, Shanti
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
66.14%
Nongovernmental organizations (NGOs) extend education to underprivileged children in India, and develop innovations that improve the quality of primary education. In this study of six NGOs working with school-age children in India, the author shows the potential benefits of a government-NGO alliance to achieve universal primary education. The author emphasizes several areas in which collaboration can be particularly fruitful. 1) Targeting under-served children: The Government could support the efforts of NGOs to bring out-of-school children into schools, through timely supply of teachers, classroom space, and other resources. Targeted action is needed to reach different types of out-of-school children - those who work, those who live in slums, those on the street, those who are members of tribes, or of migrant families, and those who live in places without schools. To encourage young, first-generation learners to stay in school, requires a supportive, and nurturing environment. To help make learning interesting...

La transición educativa desde la educación infantil a la educación primaria: la visión del profesorado de ambas etapas educativas; The educational transition from an early childhood education to primary education: the teachers´ point of view in both stages

Martino Sancho, Silvia
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
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Resumen: La transición educativa que tiene lugar entre las etapas educativas de Educación Infantil a la Educación Primaria es uno de los fenómenos más importantes que tienen lugar en la vida de los niños cuando se encuentran dentro del sistema escolar. Se trata de un periodo de tiempo donde los tres agentes educativos: docentes, familias y los niños deben de trabajar de manera conjunta para que esta transición sea exitosa. A pesar de ello, no es uno de los temas que más se tenga en cuenta en el proceso educativo de los niños pues incluso, las menciones referentes a este tema que aparecen dentro de las diferentes leyes, tanto nacionales como autonómicas, son escasas y en algunos casos inexistentes. A lo largo de la siguiente investigación, se ha recogido la visión de quince docentes de Educación Infantil y Educación Primaria que ejercen en dos centros escolares cántabros con el objeto de contrastar su percepción sobre la transición educativa que se produce entre las etapas donde desarrollan su tarea docente. Los resultados obtenidos, reflejan que existe una disparidad de opiniones entre los docentes en función de la etapa educativa en la que se encuentran. Las conclusiones de esta investigación señalan que aún no existe una adecuada sensibilización hacía este tema...

Expectativas infantiles acerca de la tansición escolar entre Educación Primaria y Educación Infantil; Children’s expectations about transitions from Early Childhood Education to Primary Education

Garribia Reginatto, Florencia
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
65.99%
RESUMEN: En el presente trabajo se investiga la transición de Educación Infantil a Educación Primaria, así como las expectativas infantiles que esta genera en los niños/as. A partir de una revisión teórica sobre el tema se presenta un estudio de caso en un CEIP de la Comunidad Autónoma de Cantabria. Utilizando la técnica dibujo-conversación los niños/as expresaron sus ideas, mediante las cuales se determinaron las fortalezas y debilidades del Centro en relación con la continuidad entre las dos etapas educativas y se plantearon algunas posibles medidas a tomar desde la comunidad educativa a fin de favorecer dicha transición.; ABSTRACT: The present work focuses on the transition process from Early Childhood Education to Primary Education, providing pertinent information about the children’s expectations about the aforementioned process. The framework to the study case is based on a theoretical revision about the topic, which has been located in a Cantabrian Infant and Primary Education State School. The "draw-and-tell" technique through which students expressed their ideas has been employed not only because it permits detecting the school's weaknesses and strengths in terms of continuity between the two educational stages...

Achieving Universal Primary Education in Uganda : The ‘Big Bang’ Approach

Bertoncino, Carla; Murphy, Paud; Wang, Lianqin
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
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Uganda's primary enrollment rates have risen remarkably since 1996, when the Government eliminated fees in a bold attempt to achieve universal primary education. But the massive expansion in numbers has affected the quality of education; and it will be a major challenge to cope with the rising demand for post-primary education. Key lessons learned include: Successful education reform in developing countries like Uganda require high levels of political and education management commitment that is sustained over a long period. The big bang approach can be a very powerful policy instrument for getting all the children into school and Uganda had managed to do this very well. Timely, flexible donor support is a critical factor.

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
66.16%
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...

Nigeria - Consultations for Improved Primary Education; Nigeria - Enquetes consultatives visant a ameliorer le secteur de l'enseignement primaire

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
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The World Bank-assisted Nigeria Primary Education Project aims at assisting the Government of Nigeria to improve the quality of the subsector through the supply of instructional materials, upgrading of infrastructural facilities, enhancing teachers' competence, facilitating school management, inspection, planning and data gathering. This is being achieved by involving stakeholders at all levels in the process of primary school improvement. The National Primary Education Commission (NPEC) which manages a National Primary Education Fund and oversees the quality of primary education is responsible for implementing the project. In order to identify ways of improving primary education services and developing future policy, the NPEC decided to obtain the views of users and providers of current services and their suggestions for improvement by commissioning consultative surveys.

Transforming Primary Education in Sri Lanka : From a 'Subject' of Education to a 'Stage' of Education

Little, Angela; Aturupane, Harsha; Shojo, Mari
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
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Sri Lanka is a lower-middle income country with a per capita income of approximately US$ 2,400, and a population of around 20 million people. Sri Lanka's high rate of literacy is due to its sustained growth through the twentieth century. Primary education spans the first five grades of schooling, grades 1-5. Student's progress automatically to lower secondary education for four years of education in grades 6-9 and then on to upper secondary education in grades 10-11 for a two year course that culminates in the General Certificate of Education Ordinary level examination (GCE O-L). The curriculum for primary education is designed separately from those for subsequent stages of education. The primary education curriculum stage is encapsulated in a primary curriculum framework that derives from extensive debate during the 1990s in connection with the recommendations in 1997 of the national education commission, the work of the technical committee on primary education appointed by the presidential task force and detailed implementation work by the primary education unit of the national institute of education. Since 2003 the National Educational Research Centre (NEREC) based at the University of Colombo has administered tests in first Language...

From Schooling Access to Learning Outcomes, An Unfinished Agenda : An Evaluation of World Bank Support to Primary Education

Independent Evaluation Group
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
66.18%
The Education for All (EFA) movement, launched in 1990, has resulted in an extraordinary mobilization of World Bank and country resources in support of basic education over the past 15 years. World Bank EFA financing, mostly focused on primary education, has become increasingly progressive, targeting the most disadvantaged countries and often the disadvantaged within countries. Over the years of Bank support for EFA and its world conferences in 1990 and 2000, the Bank's policy objectives for increased support to primary education have been simple and remarkably stable: universal primary school completion, equality of access for girls and other disadvantaged groups, and improved student learning outcomes. This Independent Evaluation Group (IEG) evaluation assesses the extent to which these objectives have been met in countries supported by the Bank. and it provide lessons for countries in their development strategies and for the Bank in its support to those strategies.

A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects

Kuehnast, Kathleen
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
66.02%
The Uttar Pradesh (UP) Basic Education Pilot Project and the national India District Primary Education Project exemplify good social development practices. The pilot project in UP to assist girls to achieve better education proved so successful that it was scaled up to a national project. The guiding principle of both projects is to improve education by building capacity at the community level. preparation. Surveys and focus group discussions identified a wide-range of educational issues at the village level. Problems ranged from caste discrimination to debate on the language of instruction to the impact of weather on educational opportunities. In some villages, girls were not attending school because of their responsibility to care for younger siblings. In other places, the issue was girls' safety. Lessons learned included the following: 1) Community support for education is a central element of a successful school development program. 2) Community implementation is a cost-effective way to achieve large-scale school construction. 3) Block Resource Centers and Cluster Resource Centers can serve as effective mechanisms to provide recurrent in-service training and school-based professional support for teachers. 4) Improving the quality of education and strengthening institutional capacity are long-term processes. 5) Micro-planning is necessary to assess the need for new schools and additional classrooms and teachers.

Can Information Campaigns Spark Local Participation and Improve Outcomes? A Study of Primary Education in Uttar Pradesh, India

Banerjee, Abhijit; Banerji, Rukmini; Duflo, Esther; Glennerster, Rachel; Khemani, Stuti
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
66.13%
There is a growing belief in development policy circles that participation by local communities in basic service delivery can promote development outcomes. A central plank of public policy for improving primary education services in India is the participation of village education committees (VECs), consisting of village government leaders, parents, and teachers. The authors report findings from a survey in the state of Uttar Pradesh, of public schools, households, and VEC members, on the status of education services and the extent of community participation in the public delivery of education services. They find that parents do not know that a VEC exists, sometimes even when they are supposed to be members of it; VEC members are unaware of even key roles they are empowered to play in education services; and public participation in improving education is negligible, and correspondingly, people's ranking of education on a list of village priorities is low. Large numbers of children in the villages have not acquired basic competency in reading, writing, and arithmetic. Yet parents, teachers, and VEC members seem not to be fully aware of the scale of the problem, and seem not to have given much thought to the role of public agencies in improving outcomes. Learning failures coexist with public apathy to improving it through public action. Can local participation be sparked through grassroots campaigns that inform communities about the VEC and its role in local service delivery? Can such local participation actually affect learning outcomes...

La transición entre educación infantil y educación primaria: perspectivas y participación de las familias; The transition between early childhood education and primary education: families' perspectives and involvement

Sañudo Ortiz, Rosa María
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
66.02%
RESUMEN La transición educativa entre etapas es un proceso fundamental en la educación de los niños, especialmente, la transición de Educación Infantil a Educación Primaria, puesto que afecta al aprendizaje de los alumnos, a su nivel académico, a su desarrollo social y emocional y contribuye a la facilitación de posteriores transiciones. En este trabajo se ha realizado un estudio bibliográfico, analizando la literatura existente sobre la transición entre Educación Infantil y Educación Primaria desde la perspectiva de los padres a nivel internacional. Dicha investigación surgió con el propósito de dar respuesta a una serie de cuestiones relacionadas con la percepción que tienen los padres sobre la transición, la colaboración y la participación de las familias en los centros escolares, conocer cómo afecta la transición a los padres y comprobar la validez de programas para implicar a las familias en el proceso de transición entre etapas. Los resultados nos muestran en primer lugar, que los padres dan mayor importancia durante la transición a las cuestiones académicas que a otros aspectos como la salud, el bienestar y la curiosidad. En segundo lugar, que a pesar de que las familias y los maestros son conscientes de que la colaboración y coordinación entre ambos colectivos facilitan la transición...

Rural teachers' views: What are gender-based challenges facing Free Primary Education in Lesotho?

Morojele,Pholoho
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
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This paper gives prominence to rural teachers' accounts of gender-based challenges facing Free Primary Education in Lesotho. It draws on feminist interpretations of social constructionism to discuss factors within the Basotho communities that affect gender equality in the schools. The inductive analysis offered makes use of the data generated from semi-structured interviews with 12 teachers in three primary schools. Basotho culture, superstitious symbolism, and family dynamics are found to be some of the factors that reinforce inequitable gender relations. The findings indicate how teachers exploited these factors to promote the polarisation of gender qualities, and to exalt masculinities at the expense of femininities. The paper argues for the promotion of counter-hegemonic discourses of gender, with an emphasis on conceptions of gender as multiple and fluid human qualities. It explains how paying attention to the cultural architecture of gender formations in localised contexts could become an effective strategy in promoting gender equality in schools.