scholarly journals Recensão ao livro The privatization of education: A political economy of global education reform

2019 ◽  
pp. 101-104
Author(s):  
Erika Moreira Martins

Recensão ao Livro: Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatization of education: A political economy of global education reform. New York, NY: Teachers College Press. A privatização da educação tem sido percebida como uma tendência mundial, principalmente em referência aos seus indicadores educacionais fundamentais, como provisão e financiamento. Os debates sobre os benefícios, os desafios e os custos da privatização da educação em escalas local e global têm desafiado pesquisadores nacionais e internacionais. Nesse contexto, a obra The Privatization of Education: A Political Economy of Global Education Reform (A Privatização da Educação: uma economia política da reforma da educação global, em tradução livre), cujos autores são Antoni Verger, Clara Fontdevila e Adrián Zancajo, investiga o fenômeno da privatização da educação, não como um processo monolítico, mas a partir de uma perspetiva comparada e global da economia política. Contribui, desta forma, para suprir uma lacuna nos estudos a respeito do tema: como e por que ocorre a privatização da educação? Partindo de um robusto mapeamento sobre a literatura internacional, os autores utilizam uma metodologia de revisão sistemática da literatura (Systematic literature review) na tentativa de explicar por que as pressões por uma reforma educacional em favor do mercado não se traduzem em um processo unívoco e linear. A obra se propõe a enfrentar o desafio de abrir a “caixa preta” da privatização da educação em escala internacional analisando sistematicamente suas tendências, suas razões, seus agentes e as condições por trás da difusão e adoção de políticas de privatização nos sistemas educativos. (...)  

2021 ◽  
Vol 11 (22) ◽  
pp. 10907
Author(s):  
Boran Sekeroglu ◽  
Rahib Abiyev ◽  
Ahmet Ilhan ◽  
Murat Arslan ◽  
John Bush Idoko

Improving the quality, developing and implementing systems that can provide advantages to students, and predicting students’ success during the term, at the end of the term, or in the future are some of the primary aims of education. Due to its unique ability to create relationships and obtain accurate results, artificial intelligence and machine learning are tools used in this field to achieve the expected goals. However, the diversity of studies and the differences in their content create confusion and reduce their ability to pioneer future studies. In this study, we performed a systematic literature review of student performance prediction studies in three different databases between 2010 and 2020. The results are presented as percentages by categorizing them as either model, dataset, validation, evaluation, or aims. The common points and differences in the studies are determined, and critical gaps and possible remedies are presented. The results and identified gaps could be eliminated with standardized evaluation and validation strategies. It is determined that student performance prediction studies should be more frequently focused on deep learning models in the future. Finally, the problems that can be solved using a global dataset created by a global education information consortium, as well as its advantages, are presented.


Author(s):  
Mónica Grau-Sarabia ◽  
Mayo Fuster-Morell

AbstractThe data and debates around the negative impact of online work for women’s work-life balance during the digital acceleration generated by the COVID-19 crisis have lent greater relevance to the study of gender and the digital economy. This paper sheds light on this complex relationship by systematically studying the research on gender in the digital economy over the last 25 years. The methodology used is a systematic literature review (SLR) of scientific works and policy papers across different social sciences from 1995 to 2020 in the Google Scholars and Scopus databases. The SLR has resulted in the creation of three samples on which a quantitative and qualitative analysis was carried out to evaluate the volume of the research, trends across time, gender approaches and study topics. The general conclusions indicate that gender approaches to the digital economy stem from a wide range of academic disciplines, and also that there is a lack of theoretical consistency about gender analysis. First, the paper provides an overview of the volume of works and an analysis of some trends across time. Second, it identifies the three main gender approaches applied to the digital economy: (1) the ‘feminist theory of technology and ICT’ approach; (2) the ‘feminist political economy’ approach; (3) the ‘mainstream economic analysis and women’s participation and labour in the digital economy’ approach. Moreover, it distinguishes eight main gender analysis issues within these three approaches. Finally, the paper concludes by identifying future developments for a feminist political economy framework for the digital economy.


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