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Práticas educativas na educação pré-escolar e ensino do 1º ciclo do ensino básico com enfoque investigativo no ambiente físico em creche

Teixeira, Marlene Clara Castro
Fonte: Instituto Politécnico de Viseu Publicador: Instituto Politécnico de Viseu
Tipo: Dissertação de Mestrado
Publicado em /07/2014 POR
Relevância na Pesquisa
46.01%
Resumo: O presente Relatório Final de Estágio, desenvolvido no âmbito da Prática de Ensino Supervisionada (PES), do plano de estudos do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, abrange duas partes distintas. A primeira parte direciona-se às práticas levadas a cabo ao longo das PES, fazendo-se, nomeadamente, uma reflexão sobre todo o trabalho desenvolvido e os contextos onde este ocorreu. A segunda parte deste relatório final incide sobre o trabalho de investigação desenvolvido ao longo de dois semestres em contexto de creche. Com a realização deste trabalho pretendeu-se realizar um estudo incidindo na questão “De que forma deve ser construído e organizado o ambiente físico em creche?”. Assim sendo, com a investigação, pretendemos dar resposta a esta pergunta, tendo como objetivo final compreender a organização do ambiente físico em creche e a consequente promoção das oportunidades de aprendizagem da criança. O estudo enquadra-se numa investigação de natureza qualitativa de cariz descritivo e exploratório. Utilizando diversos instrumentos para auxiliar a recolha de dados, nomeadamente, a entrevista, a observação direta, a Escala de Envolvimento da Criança, a Early Childhood Environment Rating Scale...

Monitoring Basic Opportunities throughout the Lifecycle with the Human Opportunity Index in Chile

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
56.17%
Chile has made significant progress towards equalizing opportunities in recent years, especially those pertaining to poverty alleviation, school enrollment, and access to health services. A monitoring system of basic opportunities that effectively incorporates equity concerns may help policymakers to design better policies for vulnerable groups in Chile. The Human Opportunity Index (HOI) is an equality of opportunity adjusted coverage rate. The HOI provides a tractable way, in a single indicator, to measure progress toward universal coverage of opportunities as well as equitable access to those opportunities. Along with being a simple, intuitive and tractable measure, the HOI also satisfies several properties deemed desirable for an equity measure. Any increase in the amount of opportunities will improve the HOI despite to whom it is allocated. It is pro-vulnerable because if the coverage rate of a vulnerable group increases holding the overall coverage rate constant, the HOI also increases. Similarly, for a given expansion of available services...

Bulgaria : Improving the Quality and Relevance of Education for All

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
56.27%
Bulgaria has recently introduced sweeping reforms of its secondary education system to promote more autonomy and accountability of schools for better learning outcomes. Positive results are already showing but more remains to be done to reap the full benefits of the reforms. Per-student-financing and delegated budgets have led to a wave of school closures that had become essential in the wake of a dramatic decline in student numbers. As opposed to the previous centralized system, school-based management with a considerable degree of decision-making power of the school principal has set the stage for schools to better adjust to local needs and opportunities for a better education. External student assessments are now routinely conducted, which have substantially improved the evidence base for education policy-making. However, concerns remain as to the accountability of schools to the local community. While principals are accountable to the municipal authorities for the use of financial resources, parents have little formal ways of holding principals accountable for learning outcomes. The reform was launched in the face of dramatic challenges in terms of unsatisfactory learning outcomes...

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
46.06%
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.

Student Learning in South Asia : Challenges, Opportunities, and Policy Priorities

Dundar, Halil; Beteille, Tara; Riboud, Michelle; Deolalikar, Anil
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
46.22%
For the past decade, South Asian governments have been investing heavily to achieve the education millennium development goals (MDGs). The region has also made great progress in enrolling girls in both primary and secondary school. The rapid gains in enrollment have not been accompanied by commensurate improvements in learning levels, with the average level of skill acquisition in South Asia being low by both national and international standards. A major reason for this is that throughout the 2000s, most South Asian countries focused on: (a) achieving universal access to primary education, and (b) sustained investment in better-quality school inputs to improve the quality of primary and secondary education. This report covers education from primary through upper secondary school. Given its importance for school readiness, this report also reviews early childhood development even though that is outside formal education systems in the region. To examine what types of policies hold promise for improving student learning...

Education Quality and Opportunities for Skills Development in Albania : An Analysis of PISA 2000-2012 Results

World Bank Group
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
46.04%
Albanian students improved their performance on PIS A1 reading, math, and science assessments between 2000 and 2012, a period over which access to upper secondary education expanded dramatically. The improvements are equivalent to a quarter to half a year of schooling in math and science and more than one year of schooling in reading. The improvements were realized despite substantial increases in enrollment and the attendant changes in the PISA sample composition. The gross enrollment rate in upper secondary education was only about 40 percent in 2000, but increased markedly to 72 percent in 2009 and 83 percent in 2012. A spike in enrollment usually results in lower average student performance due to the inclusion of poorer and traditionally excluded students. In the context of a rapidly expanding education system, it is remarkable that Albania managed to improve its average PISA scores. It is even more notable that the improvement came from significant advancements made by low-achieving students. Albania s improved PIS A scores coincide with the launch of intensive reform efforts in its education sector. The Government of Albania initiated the education sector strategy formulation process in 2002...

New communities -- new spaces and new ways for learning

ALA-MUTKA Kirsti Maria
Fonte: European Distance and E-Learning Network Publicador: European Distance and E-Learning Network
Tipo: Contributions to Conferences Formato: CD-ROM
ENG
Relevância na Pesquisa
56.08%
European policies for education and training recognize that lifelong learning plays a crucial role in contemporary society where jobs and the required skills are changing. New ways to support, value and acknowledge learning are needed in order to provide high-quality learning opportunities for all to in order to foster skills for innovation and lifelong learning. Learning opportunities should be provided for people in their many learning and living settings, at home, school, work and community. Therefore, the increasing importance of online spaces and networks in people¿s lives should be considered, as they enable new ways for people to take part in emerging communities and to connect, share and create together. In view of this, the Institute for Prospective Technological Studies launched a project with DG EAC to study the innovative approaches to learning that are emerging in these new ICT-enabled networking settings. A great variety of online networks and communities are emerging, which can be approached according to the major drivers for participation - i.e. a joint objective (task, product), a common interest/situation (topic, profession), and social connection. These drivers can be supported in an interconnected manner in different online collaborative settings. Some online communities are driven by an organizational setup (educational institution...

FYR Macedonia Workforce Development; SABER Country Report 2014

World Bank Group
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Report; Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.12%
Since its independence in 1991, FYR Macedonia has faced a number of challenges in its political and economic transition. One of the greatest has been the shift from a planned economy to a free market oriented economy. This shift resulted in an average annual GDP growth rate of 0.2 percent between 1990 and 2006. Since then, the economy has embarked on an ambitious reform agenda, which has resulted in an average real annual GDP growth of 3.4 percent. The government’s objective is to steer Macedonia toward economic activities with higher value-added and technological content. Strengthening policies for the development of human resources is crucial for the future of the country. A huge challenge in this process is the set-up of an effective and efficient system for workforce development (WfD), one that provides future workers with the skills needed in a modern labor market, enhances the adaptability of those workers who have lost or are at risk of losing their jobs, and prepares the current and future workforce for mobility in work and learning. The rest of this report summarizes the key findings of the SABER-WfD assessment in Macedonia and also presents the detailed results for each of the three functional dimensions. To put the results into context...

Life Chances in Turkey : Expanding Opportunities for the Next Generation

Hentschel, Jesko; Aran, Meltem; Can, Raif; Ferreira, Francisco H.G.; Gignoux, Jeremie; Uraz, Arzu
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
46.21%
Life chances explore the state of equality of opportunities in Turkey. It builds on the concepts and ideas presented in the World Development Report 2006: equity and development. The authors assess how today's distribution of wealth and the success of children in learning to read and write are shaped by the past, by factors predetermined at birth, factors over which today's children and families have no control: one's gender, parents' and grandparents' education, region and area of birth, or mother tongue. Some of the findings are stark, especially as they pertain to how the opportunities today's children have affect the future of the country: a girl born in a remote village to a poor family and parents with primary education degrees will very likely struggle in almost every area of her development. Compared with a boy born to well-off, highly educated parents in one of the urban centers in the country's west, that girl is four times as likely to suffer from low birth weight, one-third as likely to be immunized...

Including the Disabled : The Chiminike Interactive Learning Center in Honduras

Pena, Maria Valéria; Brakarz, Barbara
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
46.02%
In the aftermath of Hurricane Mitch in 1998, the Honduras Interactive Environmental Learning and Science Promotion Project "Profuturo" was launched as a multi-sectoral effort designed to encourage and expand scientific, environmental, and cultural knowledge and management in the context of Honduras' sustainable development needs and ethnic diversity. Profuturo benefits Hondurans by providing higher quality scientific education, improved environmental management, human capital development, and poverty reduction through a better qualified labor force. Specifically, Profuturo is a pro-poor effort to address some of the long-term needs of Honduras' education sector, the concern for sustainable environmental development, and archeological site rehabilitation in order to expand the country's tourism potential, especially in the Copan Region. Within these objectives, the project supports the planning, design, and construction of a US$ 4.9 million Interactive Learning Center - Chiminike - to be inaugurated in June 2003...

Russian Federation : The Demographic Transition and Its Implications for Adult Learning and Long-Term Care Policies

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.13%
This report describes the demographic transition in the Russian Federation and its implications for adult learning and long-term care policies. The population of Russia is aging and declining rapidly compared to other European nations. Russia's current age structure results from decades of complex demographic trends that have created a population structure with increasingly fewer young people. Women are having fewer children and are waiting longer to have children. Russia's mortality remains higher than in other developed societies. This high mortality is due to an unusually high incidence of non-communicable diseases (NCDs) and injuries among adult men. Two key challenges face Russia. The first challenge is whether public expenditure on pensions and health care will become unsustainable as the size of the elderly population increases. The second challenge is whether declining population sizes will reduce the size of the labor force and hence reduce economic growth.

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
46.02%
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...

Learning in the Face of Adversity; The UNRWA Education Program for Palestine Refugees

Abdul-Hamid, Husein; Patrinos, Harry Anthony; Reyes, Joel; Kelcey, Jo; Diaz Varela, Andrea
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Book; Publications & Research :: Publication; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.13%
The goal of this study is to provide a better understanding of how a school system can operate efficiently under adversity. The results of this work will be useful in identifying relevant policies in the Middle East and North Africa region. Palestine refugees are achieving higher-than-average learning outcomes in spite of the adverse circumstances they live under. Their education system the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) operates one of the largest non-governmental school systems in the Middle East. It manages nearly 700 schools, has hired 17,000 staff, educates more than 500,000 refugee students each year, and operates in five areas, including the West Bank, Gaza, Jordan, Lebanon, and Syria. This study examines three: West Bank, Gaza, and Jordan. Contrary to what might be expected from a resource-constrained administration serving refugee students who continually face a multitude of adversities, UNRWA students outperform public schools in the three regions the West Bank...

What Matters Most for Engaging the Private Sector in Education; A Framework Paper

Baum, Donald; Lewis, Laura; Lusk-Stover, Oni; Patrinos, Harry
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
ENGLISH; EN_US
Relevância na Pesquisa
46.24%
This paper provides an overview of what matters most for engaging the private sector in basic education. In many countries, private schools educate a substantial and growing share of the student population. The goal of this paper is not to advocate for private schooling, but to outline the most effective evidence based policies that governments can use to orient these non-state providers toward promoting learning for all children and youth. Systems approach for better education results (SABER) engaging the private sector (EPS) builds upon the framework for effective service delivery outlined in the World Bank's World Development Report 2004, making services work for the poor, as well as in the World Bank's education sector strategy 2020, learning for all. To assist countries in improving their policy frameworks for private education, SABER EPS analyzes and benchmarks four policy goals that, according to the global evidence, can strengthen provider accountability and promote learning for all. These policy goals are: (1) encouraging innovation by providers; (2) holding schools accountable; (3) empowering all parents...

Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries; Aprendizaje permanente en la economia global del conocimiento : desafios para los paises en desarrollo L apprentissage a tout age dans Ieconomie mondiale du savoir : Des defis pour les pays en developpement

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
46.12%
Consideration of lifelong learning extends the World Bank's traditional approach to education, in which subsectors are looked at in isolation. Three years ago, when he articulated the Comprehensive Development Framework, World Bank President James Wolfensohn referred explicitly to lifelong learning as a component of what education means for poverty alleviation In 1995 "Priorities and Strategies for Education" (report no. 14948) emphasized the need to look at the education system in a more holistic manner. The 1999 "Education Sector Strategy"(report no. 19631) discussed the role of new technologies. The World Bank has just completed important new policy work on higher education reforms as well as a vision paper on the role of science and technology. The current report is the Bank's first attempt to lay out an analytical framework for understanding the challenges of developing a lifelong learning system. While the World Bank's involvement in lifelong education is still at the conceptual stage, two new projects-in Romania and Chile-have already been prepared to address the need for continuing education and lifelong learning. In the years to come more analytical work on lifelong learning is expected...

Abolishing School Fees in Africa : Lessons from Ethiopia, Ghana, Kenya, Malawi, and Mozambique

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
46.11%
This book constitutes one of the main outputs of the School Fee Abolition Initiative (SFAI). The initiative, launched in 2005 by the United Nations Children's Fund (UNICEF) and the World Bank, was designed to support countries in maintaining and accelerating progress toward universal primary education as outlined in the Millennium Development Goals and the Education for All (EFA) goals. Specifically, SFAI strengthens country efforts to eliminate school fees and/or implement targeted exemptions, subsidizations, and incentives to reduce education costs for the poor. The initiative has now grown into a broad partnership through the involvement of other key development partners and constituencies as well as research and academic institutions. SFAI promotes access to quality basic education worldwide through three specific and interlinked goals. The first is to construct a knowledge base on school fee abolition in order to inform sound and sustainable policies, strategies, and interventions. SFAI recognizes that school fee abolition is a complex process that requires both the development of a credible database and the solid analysis that builds on lessons learned from experience. The second goal is to provide guidance and support to countries in planning and implementing school fee abolition policies. Engagement by SFAI partners is taking the form of both technical and financial assistance within the framework of ongoing national planning processes. The third goal is to advance the global policy dialogue on the financial barriers to education access and to build on existing EFA partnerships. The result will ensure a good understanding of the complexities involved in school fee abolition...

Raising Student Learning in Latin America : The Challenge for the Twenty-First Century; Incrementar el aprendizaje estudiantil en America Latina : el desafio para el siglo XXI

Vegas, Emiliana; Petrow, Jenny
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
46.05%
Improving student learning is the key challenge for education in Latin America and the Caribbean. This book is divided into three parts. Part one focuses on the central role of student learning in education. Chapter one examines why student learning outcomes are important. Chapter two analyzes the extent to which learning takes place in schools in the region. Chapter three discusses some of the advantages and disadvantages of generating and using information on student learning to raise the quality of education. Part two reviews the evidence on the factors and policies that affect student learning. It first presents a conceptual framework that facilitates understanding of the factors that influence student learning. It then reviews the evidence on the impact on student learning of economic, political, and social conditions (chapter four); student endowments and behaviors (chapter five); school endowments and behaviors (chapter six); and institutional factors and policies (chapter seven). Part three focuses on quality assurance and beyond. Chapter eight examines evidence from countries that have succeeded in achieving high levels of learning among most...

Enhancing China's Competitiveness Through Lifelong Learning

Dahlman, Carl; Zhihua Zeng, Douglas; Wang, Shuilin
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
46.12%
This study emphasizes that in response to demands for wider access and better quality of education, and to achieve economies of scale and leverage limited resources, China needs to develop a more integrated system of education and training with appropriate bridges and interfaces among its various constituents. This book outlines the key elements of such a system, focusing primarily on its economic aspects. It presents a framework to help identify and understand the demands being placed on the education and training system and the services that various education providers can supply, highlighting several policy approaches to building an effective and efficient lifelong learning system. These include changing the role of government from being the main provider of education and training to being the architect, facilitator, and rule-keeper for a more inclusive system. In this scenario, government would ensure quality, relevance, efficiency, and equity through sound accreditation, assessment, and vocational qualification systems...

Qualidade e trabalho docente : as experiências e oportunidades de aprendizagem dos professores; Teaching work and quality : teachers’ experiences and learning opportunities; Qualité de l’enseignement : les expériences et des opportunités d’apprentissage des enseignants

Herdeiro, Rosalinda; Silva, Ana Maria Costa e
Fonte: Universidade Estadual de Campinas. Faculdade de Educação Publicador: Universidade Estadual de Campinas. Faculdade de Educação
Tipo: Artigo de Revista Científica
Publicado em //2014 POR
Relevância na Pesquisa
76.04%
Este artigo insere-se numa investigação levada a cabo em Portugal, cujo objectivo é compreender o impacto de legislação produzida recentemente com o objetivo expresso da melhoria da qualidade do trabalho docente, objetivo que se reflete nas oportunidades de aprendizagem dos professores e na sua identidade profissional. No texto evidenciamos alguns resultados decorrentes da análise de conteúdo efetuada com recurso ao pro- grama NVivo, versão 9.0, à informação recolhida através de narrativas orais e escritas, grupos de discussão e às questões abertas de um questionário aplicado a 396 professores do 1º Ciclo do Ensino Básico (CEB). Os resultados revelam que a qualidade do trabalho docente está comprometida pelo descontentamento profissional dos professores. Este descontentamento resulta, em grande medida, da ausência de reconhecimento, nomeadamente pelos superiores hierárquicos, cujos efeitos se refletem negativamente na identidade vivida pelos professores e na sua prática docente.; This communication is part of a research project carried out in Portugal. Its main objective is to understand the impact of recent legislation – which aims at improving teachers’ work quality – on aspects such as teachers’ learning opportunities...

Práticas educativas na educação pré-escolar e ensino do 1º ciclo do ensino básico com enfoque investigativo nos planos e rotinas em creche

Fernandes, Elisa Maria Couto Silva Cunha
Fonte: Instituto Politécnico de Viseu Publicador: Instituto Politécnico de Viseu
Tipo: Dissertação de Mestrado
Publicado em /07/2014 POR
Relevância na Pesquisa
56.13%
O presente trabalho encontra-se dividido em duas partes. Na primeira é apresentada uma reflexão sobre os estágios que ocorreram na Educação Pré-Escolar e no 1º Ciclo do Ensino Básico no ano letivo 2012/2013. Nesta reflexão encontram-se referenciadas a caracterização de cada contexto onde cada estágio ocorreu, bem como a análise das aprendizagens desenvolvidas como educadora de infância e como professora do 1º Ciclo do Ensino Básico pela mestranda, visando retratar e refletir acerca das experiências vivenciadas. A segunda parte do trabalho recai sobre o tema “planos e rotinas em creche”, tendo como objetivo verificar se a organização do ambiente educativo, mais concretamente no que respeita aos planos e rotinas, pode promover oportunidades de aprendizagem. A investigação teve como locus de estudo um berçário, uma sala de 1/2 anos e uma sala de 2/3 anos, de uma IPSS do concelho de Viseu. No berçário observaram-se duas auxiliares permanentes e uma auxiliar de apoio à refeição e à hora da sesta. Nas salas de creche, observou-se, em cada uma, uma educadora e uma auxiliar. As observações foram registadas numa folha de incidentes críticos, elaborada a partir do formulário de avaliação Program Quality Assessement – PQA (versão Creche) – Avaliação da Qualidade do Programa (versão adaptada). Os principais resultados demonstram que as rotinas educativas estão bem patentes na prática diária da creche...