scholarly journals Spain: The Evidence Provided by International Large-Scale Assessments About the Spanish Education System: Why Nobody Listens Despite All the Noise

2020 ◽  
pp. 175-201
Author(s):  
Montse Gomendio
Keyword(s):  
Education Reform ◽  
Student Performance ◽  
Education System ◽  
Large Scale ◽  
National Level ◽  
High Rate ◽  
Grade Repetition ◽  
Early School ◽  
Top Performers ◽  
Spanish Education

AbstractILSAs show that student performance in Spain is lower than the OECD average and has shown no progress from 2000 until 2011/2012. One of the main features is the low proportion of top performers. During this long period of stagnation, the education system was characterized by having no national (or standardized regional) evaluations and no flexibility to adapt to the different needs of the student population. The fact that the system was blind and rigid, plus the lack of common standards at the national level, gave rise to three major deficiencies: a high rate of grade repetition, which led to high rates of early school leaving, and large differences between regions. These features of the Spanish education system represent major inequities. However, PISA findings were used to reinforce the misguided view that the Spanish education system prioritized equity over excellence. After the implementation of an education reform, some improvements in student performance took place in 2015 and 2016. Unfortunately, the results for PISA 2018 in reading were withdrawn for Spain, apparently due to changes in methodology which led to unreliable results. To this date, no explanation has been provided raising concerns about the reliability and accountability of PISA.

AVAILABILITY OF PRE-SCHOOLING AS AN EDUCATIONAL AND SOCIAL INDICATOR

2019 ◽  
Vol 2 ◽  
pp. 531
Author(s):  
Gediminas Merkys ◽  
Daiva Bubeliene ◽  
Nijole Čiučiulkienė
Keyword(s):  
Social Policy ◽  
Education System ◽  
Large Scale ◽  
Social Indicators ◽  
National Level ◽  
Research Paper ◽  
Point Of View ◽  
Negative Evaluation ◽  
Original Survey

The research paper presents the results of a large-scale longitudinal study which aims to highlight pre-schooling social problems with the help of social indicators. For over a decade, the authors of the research paper have been developing a survey inventory aiming to determine the population’s satisfaction with the public service index. The tool includes 190 original survey indicators that represent all public services. 20 indicators are devoted to education; two of them represent pre-school education. These are: 1) assessment of the quality of pre-school services; and 2) the availability of a child's place in a kindergarten in a residential area (availability). The existing statistical norming base (not older than 2 years) includes 12 municipalities in Lithuania and 88 subdistricts. The total number of respondents is 16202 (n=16202). It has been cleared out that the residents consider the quality of the service "high", but its "availability" is considered to be poor. The statistical regularity found is common to all surveyed municipalities. There is a significant dispersion of measured indicators in separate municipalities and in the subdistricts. Facing the negative evaluation tendency of the “availability“ service some municipalities are more able to handle the problem. For this reason their experience is worth to analyze and to disseminate in a broader way. It is also worth to mention that the results of this study have much in common with EUROSTAT data. In Lithuania, the inclusion of 2-3 years old children in the education system is extremely poor, whereas the inclusion of preschoolers is largely universal. It is possible to state that poor situation of 2-3 years old children inclusion in the Lithuanian education system is related to the problems of Lithuanian social policy. In Lithuania, mother (or father) receives financial benefits for two years after the birth of a child. It is also possible to save one‘s job without receiving a payment for one year more. From the point of view of women's employment and equal opportunities policies, our discovered regularity testifies social policy dysfunctions at the macro national level which, on their turn, indicate a deep-seated demographic crisis in an EU country.  

Why We Can't Say Much about Students with Disabilities during Education Reform

1998 ◽  
Vol 64 (3) ◽  
pp. 359-370 ◽  
Author(s):  
Mike Vanderwood ◽  
Kevin S. McGrew ◽  
James E. Ysseldyke
Keyword(s):  
Data Collection ◽  
Education Reform ◽  
Students With Disabilities ◽  
Large Scale ◽  
National Level ◽  
Focused Attention ◽  
National Data ◽  
Reform Initiatives ◽  
Outcome Indicators ◽  
Collection Programs

Education reform initiatives throughout the entire educational system have focused attention on outcomes and quantifiable data. With increasing frequency, the data needed to monitor and evaluate reform initiatives are being drawn from large-scale state and national data collection programs. Although sufficient national level school completion outcome indicators and state goal statements suggest the potential for evaluating the outcomes of students with disabilities, the exclusion of significant numbers of these students from both state and national data collection programs made it all but impossible to describe their status. Recommendations are offered for improving the collection and reporting of information in state and national data collection programs.

scholarly journals The Reform of the Spanish Education System: An Evaluation and Prospective

2008 ◽  
Vol 2 ◽  
Author(s):  
Gonzalo Vázquez
Keyword(s):  
Education Reform ◽  
Education System ◽  
Professional Training ◽  
Developed Countries ◽  
Positive Effects ◽  
Societal Expectations ◽  
Migratory Movements ◽  
Pedagogical Changes ◽  
Spanish Education ◽  
Opening Up

This study examines the genesis and development of Spanish education reform since 1990 from a systemic perspective. Problems affecting the entirety of the education system will be examined in relation to changes made mainly in Europe and developed countries (economic, technological, labor, and cultural modifications). Specifically analyzed are the effects of demographic changes and migratory movements on education. This study of secondary education will focus on the positive effects and the main concerns brought on by applying the principle of comprehensive education and continuing promotion, and will conclude by underscoring the need for legislative and pedagogical changes to the curriculum, school timing, and the professionalization of teachers. Higher education will be reviewed in terms of the results of the processes of educational assessment and innovation within the broader context of quality management. The paper concludes by pointing out the main challenges now facing the Spanish education system if it is to meet societal expectations and demands: integrating personal education and professional training, opening up to the new political and demographic realities, and particularly, revising the entire education system in light of new demands for life-long and life-wide education.

scholarly journals Large-scale survey of prion protein genetic variability in scrapie disease-free goats from the United States

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254998
Author(s):  
Mohamed Zeineldin ◽  
Kimberly Lehman ◽  
Natalie Urie ◽  
Matthew Branan ◽  
Alyson Wiedenheft ◽  
...  
Keyword(s):  
United States ◽  
Genetic Variability ◽  
Prion Protein ◽  
Large Scale ◽  
National Level ◽  
Small Ruminants ◽  
The United States ◽  
High Rate ◽  
Goat Population ◽  
Disease Free

Scrapie is a slowly progressive neurodegenerative disease of small ruminants caused by an accumulation of an abnormal isoform of prion protein in the central nervous system. Polymorphisms of the prion protein gene (PRNP) strongly modulate scrapie resistance and incubation period in goats. The aim of this study was to identify PRNP genetic variability in goats across the United States. Blood from a total of 6,029 apparent scrapie disease-free goats from 654 operations and 19 breeds were analyzed. Sequencing of PRNP revealed 26 genotypes with different rates based on eight codons. The GG127, RR154, and QQ222 genotypes were predominant and showed a remarkably high rate across all goats. The QK222 and NS146 genotypes, known to be protective against scrapie, were found in 0.6% [with 95% CI = (0.3, 1.2)] and 22.0% [95% CI = (19.1, 25.2)] of goats, respectively. The QK222 genotype was found in 23.1% of Oberhasli goats tested, with 95%CI = (3.9, 68.7)] and 22.0% of Toggenburg goats tested with 95%CI = (9.7, 42.5)], while NS146 was found in 65.5% of Savannah goats tested, with 95%CI = (30.8, 89.9), 36.7% of Boer goats tested, with 95%CI = (33.1, 40.4), 36.3% of Nubian goats tested, with 95%CI = (27.0, 46.7)], and 35.6% of LaMancha goats tested, with 95%CI = (22.8, 50.8%). The MM142 and IM142 genotypes were found more frequently in goats on dairy operations, while the HR143, NS146, and ND146 genotypes were found more frequently in goats on meat operations. Goats in the east region had a higher percentage of goats with RH154, RQ211, and QK222 genotypes than goats in the west region. The results of this study showed high genetic variability of PRNP among the U.S. goat population, with differences by location and breed, and may serve as a rationale for development of goat breeding programs at the national level to mitigate the risk of scrapie.

scholarly journals Preparing teachers for the use of digital technologies in their teaching practice

2018 ◽  
Vol 3 (1) ◽  
pp. 109-121
Author(s):  
Vasileios Dagdilelis
Keyword(s):  
Large Volume ◽  
Education System ◽  
Large Scale ◽  
Teaching Practice ◽  
National Level ◽  
Digital Technologies ◽  
Large Scale System ◽  
System A ◽  
Qualitative Nature

Greece these last 15 years has developed and implemented a large-scale system for the integration of digital technologies in education and more specifically in the teaching practice. "Large-scale" means that the whole program concerns all Greek education system. A very important part of this nationwide project is the training of teachers program that involves practically all Greek teachers - so far more than 120,000 teachers have been involved and soon they will be involved all of them (approximately 150.000). In this paper we present a summary of this plan. The monitoring of this project at national level, almost from its very beginning, gave to us the opportunity of collecting a large volume of raw information and data of both quantitative and qualitative nature.

HOME VISITS DURING THE FIRST MONTH OF DELIVERY FOR RECENTLY DELIVERED WOMEN IN UTTAR PRADESH, INDIA

2020 ◽  
Vol 6 (5) ◽  
pp. 1183-1189
Author(s):  
Dr. Tridibesh Tripathy ◽  
Dr. Umakant Prusty ◽  
Dr. Chintamani Nayak ◽  
Dr. Rakesh Dwivedi ◽  
Dr. Mohini Gautam
Keyword(s):  
Large Scale ◽  
National Level ◽  
Uttar Pradesh ◽  
Life Time ◽  
Structured Interview ◽  
The Other ◽  
Registration System ◽  
Action Group ◽  
Current Article ◽  
The Impact

The current article of Uttar Pradesh (UP) is about the ASHAs who are the daughters-in-law of a family that resides in the same community that they serve as the grassroots health worker since 2005 when the NRHM was introduced in the Empowered Action Group (EAG) states. UP is one such Empowered Action Group (EAG) state. The current study explores the actual responses of Recently Delivered Women (RDW) on their visits during the first month of their recent delivery. From the catchment area of each of the 250 ASHAs, two RDWs were selected who had a child in the age group of 3 to 6 months during the survey. The response profiles of the RDWs on the post- delivery first month visits are dwelled upon to evolve a picture representing the entire state of UP. The relevance of the study assumes significance as detailed data on the modalities of postnatal visits are available but not exclusively for the first month period of their recent delivery. The details of the post-delivery first month period related visits are not available even in large scale surveys like National Family Health Survey 4 done in 2015-16. The current study gives an insight in to these visits with a five-point approach i.e. type of personnel doing the visit, frequency of the visits, visits done in a particular week from among those four weeks separately for the three visits separately. The current study is basically regarding the summary of this Penta approach for the post- delivery one-month period.     The first month period after each delivery deals with 70% of the time of the postnatal period & the entire neonatal period. Therefore, it does impact the Maternal Mortality Rate & Ratio (MMR) & the Neonatal Mortality Rates (NMR) in India and especially in UP through the unsafe Maternal & Neonatal practices in the first month period after delivery. The current MM Rate of UP is 20.1 & MM Ratio is 216 whereas the MM ratio is 122 in India (SRS, 2019). The Sample Registration System (SRS) report also mentions that the Life Time Risk (LTR) of a woman in pregnancy is 0.7% which is the highest in the nation (SRS, 2019). This means it is very risky to give birth in UP in comparison to other regions in the country (SRS, 2019). This risk is at the peak in the first month period after each delivery. Similarly, the current NMR in India is 23 per 1000 livebirths (UNIGME,2018). As NMR data is not available separately for states, the national level data also hold good for the states and that’s how for the state of UP as well. These mortalities are the impact indicators and such indicators can be reduced through long drawn processes that includes effective and timely visits to RDWs especially in the first month period after delivery. This would help in making their post-natal & neonatal stage safe. This is the area of post-delivery first month visit profile detailing that the current article helps in popping out in relation to the recent delivery of the respondents.   A total of four districts of Uttar Pradesh were selected purposively for the study and the data collection was conducted in the villages of the respective districts with the help of a pre-tested structured interview schedule with both close-ended and open-ended questions.  The current article deals with five close ended questions with options, two for the type of personnel & frequency while the other three are for each of the three visits in the first month after the recent delivery of respondents. In addition, in-depth interviews were also conducted amongst the RDWs and a total 500 respondents had participated in the study.   Among the districts related to this article, the results showed that ASHA was the type of personnel who did the majority of visits in all the four districts. On the other hand, 25-40% of RDWs in all the 4 districts replied that they did not receive any visit within the first month of their recent delivery. Regarding frequency, most of the RDWs in all the 4 districts received 1-2 times visits by ASHAs.   Regarding the first visit, it was found that the ASHAs of Barabanki and Gonda visited less percentage of RDWs in the first week after delivery. Similarly, the second visit revealed that about 1.2% RDWs in Banda district could not recall about the visit. Further on the second visit, the RDWs responded that most of them in 3 districts except Gonda district did receive the second postnatal visit in 7-15 days after their recent delivery. Less than half of RDWs in Barabanki district & just more than half of RDWs in Gonda district received the third visit in 15-21 days period after delivery. For the same period, the majority of RDWs in the rest two districts responded that they had been entertained through a home visit.

scholarly journals Analysis of 220 Years of Floodplain Population Dynamics in the US at Different Spatial Scales

Water ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 141
Author(s):  
Firoza Akhter ◽  
Maurizio Mazzoleni ◽  
Luigia Brandimarte
Keyword(s):  
Population Dynamics ◽  
Large Scale ◽  
Spatial Scales ◽  
National Level ◽  
State Level ◽  
Economic Activities ◽  
Protection Measures ◽  
Management Planning ◽  
The Us ◽  
Over Time

In this study, we explore the long-term trends of floodplain population dynamics at different spatial scales in the contiguous United States (U.S.). We exploit different types of datasets from 1790–2010—i.e., decadal spatial distribution for the population density in the US, global floodplains dataset, large-scale data of flood occurrence and damage, and structural and nonstructural flood protection measures for the US. At the national level, we found that the population initially settled down within the floodplains and then spread across its territory over time. At the state level, we observed that flood damages and national protection measures might have contributed to a learning effect, which in turn, shaped the floodplain population dynamics over time. Finally, at the county level, other socio-economic factors such as local flood insurances, economic activities, and socio-political context may predominantly influence the dynamics. Our study shows that different influencing factors affect floodplain population dynamics at different spatial scales. These facts are crucial for a reliable development and implementation of flood risk management planning.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

scholarly journals Automated Data-Driven Generation of Personalized Pedagogical Interventions in Intelligent Tutoring Systems

2021 ◽  
Author(s):  
Ekaterina Kochmar ◽  
Dung Do Vu ◽  
Robert Belfer ◽  
Varun Gupta ◽  
Iulian Vlad Serban ◽  
...  
Keyword(s):  
Machine Learning ◽  
Student Performance ◽  
Language Processing ◽  
Intelligent Tutoring Systems ◽  
Large Scale ◽  
Intelligent Tutoring ◽  
Performance Outcomes ◽  
Data Driven ◽  
Personalized Feedback ◽  
Tutoring Systems

AbstractIntelligent tutoring systems (ITS) have been shown to be highly effective at promoting learning as compared to other computer-based instructional approaches. However, many ITS rely heavily on expert design and hand-crafted rules. This makes them difficult to build and transfer across domains and limits their potential efficacy. In this paper, we investigate how feedback in a large-scale ITS can be automatically generated in a data-driven way, and more specifically how personalization of feedback can lead to improvements in student performance outcomes. First, in this paper we propose a machine learning approach to generate personalized feedback in an automated way, which takes individual needs of students into account, while alleviating the need of expert intervention and design of hand-crafted rules. We leverage state-of-the-art machine learning and natural language processing techniques to provide students with personalized feedback using hints and Wikipedia-based explanations. Second, we demonstrate that personalized feedback leads to improved success rates at solving exercises in practice: our personalized feedback model is used in , a large-scale dialogue-based ITS with around 20,000 students launched in 2019. We present the results of experiments with students and show that the automated, data-driven, personalized feedback leads to a significant overall improvement of 22.95% in student performance outcomes and substantial improvements in the subjective evaluation of the feedback.

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