Programs and Practices for Identifying and Nurturing High Intellectual Abilities in Spain

2018 ◽  
Vol 41 (2) ◽  
pp. 63-74 ◽  
Author(s):  
Sylvia Sastre-Riba ◽  
Luz F. Pérez-Sánchez ◽  
Angeles Bueno Villaverde
Keyword(s):  
Assessment Model ◽  
Cognitive Resources ◽  
Ministry Of Education ◽  
Enrichment Programs ◽  
Educational Legislation ◽  
Autonomous Communities ◽  
Developmental Models ◽  
Intervention Measures ◽  
Intellectual Abilities ◽  
Metric Approximation

The recent educational legislation in Spain shows a great interest in enhancing the talents of all citizens. Different models of identification and intervention for students with high intellectual abilities (HIAs) coexist. The assessment model based on intelligence is still in force in the psychoeducational guidance field; however, from the research, other multidimensional and developmental models are prevalent, rethinking the nature of giftedness and talent, as well as identification and educational practices. These models consider HIA as potential in development, depending on the interrelation among neurobiological bases, personal, and environmental conditions. Efforts are being made to detect high-ability students. The most common intervention measures are the school enrichment of the curriculum, curricular adaptations, and acceleration. Several universities and some autonomous communities (i.e., school districts in the states) have organized extracurricular enrichment programs, some for longer than 10 years. The training of specialized teachers in high abilities has substantially increased, both in the Ministry of Education and autonomous local communities. Universities have also included some subjects in their programs related to this issue of gifted education with specific training designed in postgraduate courses. The research agendas of HIAs currently focus on studying metric approximation, identification and profiles, cognitive functioning and creativity, management of cognitive resources, socioemotional characteristics, gender, enrichment programs, and their effectiveness.

ADMINISTRATIVE AND LEGAL GUARANTEES OF ACTIVITIES OF INSTITUTIONS OF HIGHER SPIRITUAL EDUCATION IN THE CONTEXT OF THE NEW EDUCATIONAL LEGISLATION OF UKRAINE

2017 ◽  
Author(s):  
Victoriya Chornopyska ◽  
Keyword(s):  
Educational Policy ◽  
Education System ◽  
Theological Education ◽  
Educational Environment ◽  
Religious Organizations ◽  
Ministry Of Education ◽  
Spiritual Education ◽  
Doctoral Studies ◽  
Educational Legislation ◽  
Secular Education

The article analyzes the administrative and legal guarantees of higher spiritual education institutions in the context of modern educational legislation of Ukraine. Given the insufficient level of scientific and legal study of the topic and given the innovative processes in the Ukrainian educational environment, our intelligence to some extent fills the gaps in the study of this issue. Despite the declared norms in the educational legislation, the administrative and legal guarantees of the activity of institutions of higher spiritual education as religious organizations continue to be formed. The new educational legislation laid down new guarantees for institutions of higher spiritual education and defined a new trajectory for the development of theological education. In particular, the law preserves autonomy from the Ministry of Education and Science of Ukraine, and as a result of accreditation ZVDO may issue a state diploma. The legislator allows religious organizations to maximally correlate the educational policy of ZVDO, to determine the principles of student self-government. Regarding the licensing and accreditation procedure, opening of postgraduate and doctoral studies, specialized academic council on specialty 041 "Theology", the legislator provides for significant concessions and clearly recognizes all documents of the EITI that are equivalent to state documents. The legislation also stipulates that documents on education, scientific degrees and academic titles, which are issued to persons in the ZVDO, may be recognized as equivalent to state documents. However, the institutionalization of theology in the secular education system requires the search for new forms of its presence in the educational and scientific space of Ukraine.

scholarly journals Educating the gifted student: Eagerness to achieve as a curricular competence

Comunicar ◽  
2019 ◽  
Vol 27 (60) ◽  
pp. 19-28 ◽  
Author(s):  
María-Luisa García-Guardia ◽  
Raquel Ayestarán-Crespo ◽  
Josefa-Elisa López-Gómez ◽  
Mónica Tovar-Vicente
Keyword(s):  
Gifted Student ◽  
Professional Work ◽  
Cognitive Capacities ◽  
Autonomous Communities ◽  
Talented Student ◽  
Intellectual Abilities ◽  
Talented Students

During the last decades, high intellectual abilities have been revealed as a decisive curricular factor that evidences the need to adapt content to students' characteristics. In Spain, various autonomous communities have designed programs that, through extraordinary activities, seek to respond to this demand and provide talented students with the appropriate context for the development and strengthening of their skills. In the case of Madrid, this proposal includes private involvement of an entrepreneurial nature that has demonstrated the possible connection between the two environments when considering the labor asset, fundamentally oriented to the resolution of projects by adolescent subjects with above average cognitive capacities. This research has examined, by means of a 180º questionnaire completed by 342 subjects (comprised of parents and skilled children, teachers and classmates) in seven Madrid schools, the possibility of identifying the ‘eagerness to achieve’ competence, considering that its early distinction enables its development in educational contexts and the training of students in order to promote individuals who focus their professional work towards the completion of assigned activities. The results obtained have also made it possible to draw up a generic profile of the talented student by combining his or her own assessments and those of his or her environment, and to recognize their most highly valued inherent aptitudes as well as those least valued. Durante las últimas décadas, las altas capacidades (AACC) se han desvelado como un determinante curricular que evidencia la necesidad de adaptar los contenidos a las características de los alumnos definidos por las mismas. En España, diversas comunidades autónomas han diseñado programas que, mediante actividades extraordinarias, persiguen responder a esta demanda y otorgar a los estudiantes talentosos el contexto propicio para el desarrollo y fortalecimiento de sus habilidades. En el caso de Madrid, esta propuesta presenta una participación privada de carácter empresarial que ha evidenciado la posible conjunción entre sendos entornos al considerar el activo laboral, fundamentalmente orientado a la resolución de proyectos, en el sujeto adolescente con AACC. Esta investigación ha examinado, mediante un cuestionario con naturaleza 180º cumplimentado por 342 personas (padres e hijos habilidosos, docentes y compañeros escolares) en siete centros madrileños, la posibilidad identificativa de la competencia afán de logro al considerar que su distinción prematura permite su trabajo en el contexto educativo y la formación del alumnado en aras a promover a un individuo que orientará su labor profesional hacia la finalización de las actividades asignadas. Los resultados obtenidos han permitido trazar, igualmente, un perfil genérico del estudiante talentoso mediante la combinación de sus propias apreciaciones y de las de su entorno y reconocer a las aptitudes inherentes mejor valoradas al igual que las calificadas de forma contraria.

scholarly journals La Alta Inspección en educación: Un servicio desconocido del sistema educativo español

2019 ◽  
Vol 27 ◽  
pp. 82
Author(s):  
Carmen Álvarez-Álvarez ◽  
Marcos Francisco Rodríguez-Bravo ◽  
Alexandre Camacho-Prats
Keyword(s):  
Decision Making ◽  
Educational System ◽  
Exploratory Study ◽  
Current Situation ◽  
Ministry Of Education ◽  
Autonomous Communities ◽  
Educational Law ◽  
Key Informants ◽  
Inspection Service ◽  
Education Culture

Inspection in schools is carried out by the educational inspection service dependent on the autonomous communities, which have full powers in terms of control, supervision, advice and evaluation. However, the different laws of education that have governed our educational system, include the existence of a “High Inspection” in education, a service dependent on the Ministry of Education, Culture and Sport and whose competences are explicit in our current educational law. In this article we synthesized an exploratory study on the current situation of the high inspection in Spain through interviews with key informants, whose purpose is to know the access procedure to perform the functions entrusted to the high inspection, their real skills and their coordination with the autonomous educational inspection. The results show that the control competences of this service are reduced, in addition to checking that its functions are limited to inform the Ministry about elements of the autonomic regulations that may contravene the basic regulations, the decision making about the homologation and issuance of titles, in addition to other state competences not transferred. We conclude that the high inspection is a service that develops many functions related to information or verification, which currently, with some exceptions, are not exercising those personal inspector positions and that is an unknown service for many, besides having a name that generates confusion.

scholarly journals Higher Education Quality Assessment in Ethiopia: A Comparative Study

2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
L. Geleto Wariyo
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Assessment Model ◽  
Education Quality ◽  
Ministry Of Education ◽  
Design Data ◽  
Peer Reviews ◽  
Qualitative Research Design ◽  
Higher Education Quality ◽  
International Linkage

<p>The major objective of this study was analyzing the Ethiopian Higher Education quality assessment model in line with another world. The total 46 key informants were purposively selected from the data sources of this study (Ethiopian public HEIs and the Ministry of Education) and interviewed. Document analysis was another instrument.  Using descriptive qualitative research design, data were analyzed in themes qualitatively. Literatures describing the higher education quality assessment models were reviewed. The literature on the models of higher education quality assessment generally tends to converge to the general model of higher education quality assessment and tends to diverge from it while it adds many approaches to the dimensions.  It is recommended that the Ethiopian system better to be governed by an independent agency that has strong international linkage, and the system should emphasize the need of stakeholders in quality assurance and assessment. Use of diversified methodologies and existence of explicit standards for resource utilization were recommended. Rigorous interdisciplinary and cross-disciplinary peer reviews are strongly recommended in this study.</p>

scholarly journals Análisis de los currículos autonómicos LOMCE de Educación Física en Educación Primaria (Assessment of the LOMCE state curricula on Primary Education Physical Education)

Retos ◽  
2015 ◽  
pp. 15-20
Author(s):  
David Méndez Alonso ◽  
Antonio Méndez Giménez ◽  
Javier Fernández Río ◽  
José Antonio Prieto Saborit
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Evaluation Criteria ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Autonomous Communities ◽  
Learning Standards ◽  
Education Culture ◽  
Educación Primaria

Resumen. El objetivo de este trabajo fue analizar las diferencias entre los currículos de Educación Física (EF) en Educación Primaria (EP) de todas las Comunidades Autónomas (CCAA) españolas, fruto del desarrollo curricular de la LOMCE, y del Real Decreto 126/2014, elaborado por el Ministerio de Educación, Cultura y Deporte, por el que se establece el currículo básico de la EP Educación Primaria. La categorización de la EF como asignatura específica ha ocasionado que el desarrollo de sus contenidos sea transferido a las CCAA. Si bien la estructura de los documentos es muy similar: introducción, orientaciones metodológicas, contenidos, criterios de evaluación (CE) y estándares de aprendizaje secuenciados a través de los cursos, se encontraron importantes diferencias. Las principales desigualdades se dan en la presentación de los contenidos, destacando la diversidad de bloques, su nomenclatura y las distintas secuenciaciones elaboradas. Los CE y los estándares de aprendizaje muestran también diferencias en cuanto al grado de secuenciación. El nuevo marco curricular, diverso y heterogéneo no nos permite hablar de un modelo común para el estado. Se aprecian, a su vez, preocupantes diferencias en cuanto a la carga horaria asignada al área en las diferentes CCAA. Finalmente, se discuten las implicaciones de tales divergencias curriculares en términos de calidad educativa y de salud pública.Abstract. The goal of this study was to assess the differences among all the existing Primary Education (PE) Physical Education (Phys Ed) curricula from the different Autonomous Communities (AC). These are based on the LOMCE and the Real Decreto 126/2014 from the Spanish Ministry of Education, Culture and Sport. Phys Ed has been considered a specific subject, which meant that every AC was responsible for selecting its own contents. This issue has elicited marked differences among the different curriculae. The documents’ structure is very similar. They all include: introduction, methodological orientations, contents, evaluation criteria (EC) and learning standards sequenced through the different years. The main disparities were found among the contents in groups, names and sequencing. Evaluation criteria and learning standards also showed large sequencing disparity. Competence development has not been described in any document. Significant differences were observed in the number of Phys Ed hours per week between communities. Finally, implications on the quality of education and public health are discussed.

scholarly journals HOTS-Based Analysis on English Reading Comprehension Formative Assessment

2020 ◽  
Vol 4 (1) ◽  
pp. 19-36
Author(s):  
Agus Husein As Sabiq ◽  
Aulia Putri Ardiana
Keyword(s):  
Reading Comprehension ◽  
Formative Assessment ◽  
English Teachers ◽  
Thinking Skills ◽  
Assessment Model ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Descriptive Research ◽  
English Reading ◽  
Quantitative Descriptive

The Ministry of Education and Culture has directed the assessment model at Higher-order Thinking Skills (HOTS), but in reality, students are less trained in solving the model of this assessment. This cause the learning outcomes of students tend to be less by the teachers. Therefore, the assessments made by teachers should be on the basis of HOTS. This study aimed to find out the assessment level of reading comprehension formative assessment administered by the English teachers in reference to HOTS. This research is classified as quantitative descriptive research involving two English teachers in SMA 2 Brebes. The items of formative assessment are analyzed using the cognitive level of the revised Bloom. As a result, the researchers find that the questions categorized as HOTS level obtain 18 out of 91 questions or (19.78%). Meanwhile, 73 out of 91 questions or (80.22%) are categorized as LOTS level. It can be implied that HOTS based questions are not at the dominant level. However, the test meets the requirements of the minimum standard by the Ministry of Education and Culture in the National Exam (UN) that is between 15%-20%. But, it is still a little bit less to the position of PISA questions which requires 20%.

UNIVERSAL DESIGN FOR LEARNING AND ITS TECNOLOGIES: MULTIFORMAT /MULTISENSORY BOOKS IN INCLUSIVE EDUCATION

2019 ◽  
pp. 161-166
Author(s):  
Alessandra Lopes de Oliveira Castelini ◽  
Célia Sousa ◽  
Denise Quaresma da Silva
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Educational Context ◽  
Ministry Of Education ◽  
Educational Legislation ◽  
Scientific Exchange ◽  
Design For Learning

The article aims to give visibility to discussions on inclusion in the interdisciplinary context from the Universal Design for learning-DUA and its technologies in the actions developed under the International Project on Multiformat/ Multisensory Books from a scientific exchange between Brazil and Portugal with financial support from CAPES. The qualitative study (Martins, 2004), of a bibliographic nature with a methodological framework for reviewing the literature and the current educational legislation, including the Brazilian laws and guidelines, CF/88, LDB/96 (Brazil, 1988, 1996, 2008, 2015) , Guidelines of the Ministry of Education of Portugal- Decree-Law No. 54/2018 and international guidelines such as Unesco (1990, 1994, 2000, 2016) and UN (2015). The theoretical backing is based on the studies of Alves, Ribeiro & Simões (2013); Castelini & Quaresma da Silva (2018); Freire (1987); Gatti (2011); Nunes & Madureira (2015); Rapp (2014); Sousa (2012, 2018); Yunes (1995); and others. We found that the DUA approach and its technologies are facilitating resources for inclusion, because they promote affordable and inexpensive pedagogical practices that use different educational technologies. Actions developed in the project were socialized that allow the expansion of access to reading with more flexible and personalized approaches, making it possible to adapt them according to the educational context.

Developmental Dyslexia: An Update

1992 ◽  
Vol 13 (6) ◽  
pp. 231-235
Author(s):  
Ruth Nass
Keyword(s):  
Cerebral Palsy ◽  
Developmental Dyslexia ◽  
Enrichment Programs ◽  
Learning To Read ◽  
Intellectual Abilities ◽  
Language Problems ◽  
Intelligence Scores ◽  
Psychiatric Problems ◽  
Unexpected Difficulty ◽  
Strict Definition

Definitions Developmental dyslexia, also known as specific reading disability, is an unexpected difficulty in learning to read that occurs in the otherwise normal child. Rudel1 suggests it be defined by both exclusionary and inclusionary criteria. Her strict definition requires that five criteria be met: 1) The child must have no major neurologic abnormalities, such as overt cerebral palsy. Affected children may and often do have "soft" signs on neurologic examination, however. 2) The major sensory functions must be normal; the child cannot be blind or deaf. Practically speaking, children who are blind or deaf or who have cerebral palsy may be dyslexic if they have reading difficulties disproportionate to their other academic and intellectual abilities. 3) The child should have no major psychiatric problems. Problems with self-esteem are often, however, a reactive secondary issue in the child who has a learning disability. 4) Normal intelligence is required, using either a verbal or nonverbal measure. Children who have dyslexia often also have language problems. Hence, verbal intelligence scores may not reflect overall intellectual abilities accurately. 5) Finally, the dyslexic child must have been in a social and educational environment conducive to learning to read. Several studies of inner-city school children have demonstrated that enrichment programs help some nonreaders become readers, demonstrating the importance of teaching techniques.

scholarly journals EVOLUTION OF THE ADULT EDUCATION IN SPAIN IN THE CONTEXT OF EDUCATION LAWS

2020 ◽  
Vol 1 (15) ◽  
pp. 163-171
Author(s):  
Марія Ремендіос Беландо-Монторо ◽  
Марія Аранзазу Карраско Теминьо ◽  
Марія Наранхо Креспо
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Teaching Profession ◽  
Point Of View ◽  
Ministry Of Education ◽  
Continuous Training ◽  
Educational Legislation ◽  
Pedagogical Training ◽  
Educational Processes ◽  
The One

Today, after several decades of international recognition and support, adult education continues to be a subject of special relevance and topicality for Spanish society. The concept of Lifelong Learning appears in the education laws; however, its implementation is not developed in the same way. Therefore, it is necessary to analyze the normative development, since it will help us to develop policies that improve the coverage of this educational sector. The article reviews Spanish education laws since 1970 with the aim of studying the evolution of adult education, especially objectives laws. The analysis included some conclusions that demonstrate the need to develop further studies on adult education in Spain. On the one hand, it is important to highlight the lack of national legislation regulating adult education in a global manner. On the other hand, there is also a need for teacher training in this area. The laws developed in recent years have begun to include adult education within the education system, but they have not considered the development of specialized educators in the area. Therefore, we can see the need to propose policies that recognize the teaching profession of adult educators, due to currently it is an informal profile and it is not necessarily require pedagogical training, what is an aspect that reduces the quality of this education. In short, adult education is being developed in parallel with the official education systems, which leads to a loss of quality and of the normative officiality of the initiatives carried out in this area. From an educational point of view, it is crucial to address this need for improvement and to provide educational processes that are adapted to the demand of individuals and groups within a society in which continuous training is increasingly in demand. Key words: Adult Education; Lifelong Learning; educational legislation; Ministry of Education; Spain; teaching objective.

scholarly journals Objectives of the Early Education in Romania – A Theoretical and Practical Teleological Curricular Study

Educatia 21 ◽  
2020 ◽  
pp. 80-88
Author(s):  
Valentina Souca ◽  
Bianca Pop-Ignat ◽  
Mușata Bocoș
Keyword(s):  
Educational System ◽  
Early Education ◽  
Preschool Education ◽  
Teaching Methodology ◽  
Ministry Of Education ◽  
Educational Legislation ◽  
Teaching Programme ◽  
Educational Plan ◽  
School Year ◽  
University Professor

In Romania, early education is undergoing an intense process of curricular reform which began during the school-year of 2005-2006, when the first attempts had been implemented by the Minister of Education at the time, university professor dr. Mircea Miclea (with the support from the World Bank, UNICEF, universities and NGOs), continued in the following years through the implementation of two projects (PETI and PRET, with the support of UNICEF), and culminated with the publication of The Ordinance by the Ministry of Education no. 4.694 of 2nd August 2019 regarding the approval of the curriculum for early education. It was by this ordinance that the Educational Plan as well as the Teaching Methodology and the Teaching Programme for early education were enacted. Thus, new objectives were established for the early educational system, capable of reflecting the changes in our society, the recent contributions from the learning psychology, as applicable to preschool education, and able to conform to the reform and the general principles of the Romanian educational system, to the contemporary orientations regarding the educational objectives, and, last but not least, build rapport with the specific objectives of the other levels of education, and with the international educational legislation and practices.

Sign in / Sign up

Export Citation Format

Share Document