scholarly journals Políticas de evaluación de sistemas educativos: Estudio comparado entre comunidades autónomas españolas en las etapas de educación básica

2019 ◽  
Vol 27 ◽  
pp. 106
Author(s):  
Gabriel Álvarez-López
Keyword(s):  
Canary Islands ◽  
Basic Education ◽  
Basque Country ◽  
Regional Level ◽  
Information Collection ◽  
Educational Systems ◽  
Autonomous Communities ◽  
Comparative Methodology ◽  
Education Levels ◽  
Evaluation Policies

The relevance of evaluation policies for the agendas of the states makes them an unavoidable reality in the analysis of educational systems. This paper presents the analysis of the policies developed by the Spanish autonomous communities (Andalusia, the Canary Islands, Catalonia and the Basque Country) in the field of evaluation of their education systems at the basic education levels. Specifically, both administrative and properly evaluative and methodological policies are studied. Following a comparative methodology and through different qualitative strategies of information collection and analysis, the research presents some results that mean some limitations of the evaluation programs that are currently being developed at the regional level and provide clarity to some of the current debates around to the evaluations of educational systems.

scholarly journals Employment exclusion in Spain: a territorial approach

2019 ◽  
Vol 27 (80) ◽  
pp. 127-149
Author(s):  
Matilde Lafuente-Lechuga ◽  
Ursula Faura-Martínez ◽  
Olga García-Luque
Keyword(s):  
Factor Analysis ◽  
Canary Islands ◽  
Design Methodology ◽  
Basque Country ◽  
Information Matrix ◽  
Content Type ◽  
Autonomous Communities ◽  
Synthetic Index ◽  
Territorial Approach ◽  
Low Pay

Purpose This paper studies social inequality in the vital field of employment in Spain during the crisis period 2009-2014. Design/methodology/approach Factor analysis is used to build a synthetic index of employment exclusion. The starting information matrix collects data from a wide set of employment variables for all 17 Spanish autonomous communities and the autonomous cities of Ceuta and Melilla. Based on this information, four factors are extracted which explain employment exclusion in different situations of vulnerability, such as unemployment, temporality, poverty or low pay. Findings In the territorial ranking, Madrid, Basque Country, Aragon and Catalonia show the lowest risk of employment exclusion, whereas Ceuta, Andalusia, Extremadura and Canary Islands show the highest ones. Originality/value The main value of this research is that it confirms the need for coordination of public policies in order to foster social and territorial cohesion in Spain.

Mobile Phone Craving And Problem Use In The Spanish Population: Analysis Of An Internet-Based Survey (Preprint)

2020 ◽  
Author(s):  
Jose De-Sola ◽  
Gabriel Rubio ◽  
Hernan Talledo ◽  
Carmen Jaudenes ◽  
Andrea DÁgostino ◽  
...  
Keyword(s):  
Mobile Phone ◽  
Cell Phone ◽  
Basic Education ◽  
Population Analysis ◽  
Spanish Population ◽  
Behavioral Disorder ◽  
Urban Centers ◽  
Autonomous Communities ◽  
Cell Phone Use ◽  
Device Use

BACKGROUND Problem phone use is a growing concern in most societies, being associated to social and health problems in a similar way to other behavioral addictions. However, both, its prevalence and its nature as a behavioral disorder are not well described nor understood. More over it is not universally recognized yet as a clinical entity that deserves health-oriented interventions. OBJECTIVE In this study, both, an evaluation of cell phone craving and problematic cell phone use among the Spanish population was carried out. Our initial hypothesis is that both problematic cell phone use and cravings have increased in the last 5 years. METHODS Methods We used our adaptation of the original Mobile Phone Problematic Use Scale (MPPUS) as well as the Mobile Phone Addiction Craving Scale (MPACS) A total of 1,612 online interviews were conducted in 17 autonomous communities in the Spanish territory, with a global and specific analysis by gender, age, profession, education level and population center size. RESULTS The results indicate that the prevalence of problematic cell phone use in Spain is currently 4.8%, with 14.8% of users who abuse and are at risk of dependence and lack of control. In total, 19.6% of the population currently has mobile device use issues. These results do not differ significantly from those obtained in our previous investigation; in contrast, the level of craving increased significant. Both in the prevalence of problematic cell phone use and in craving, the highest incidence is observed for people between 16 and 35 years old, students, and users without education or basic education and in urban centers. There are no differences between genders. CONCLUSIONS Therefore, the present study confirms that prevalence of problem phone use remained high in the Spanish Population, despite the rising concerns around its unhealthy consequences. In addition, we confirmed an increase in cell phone craving scores, indicating that technological dependence and need is increasing every day. CLINICALTRIAL The present study is not an intervention study so no Trial Registration was requested

El personal directivo en las leyes autonómicas de desarrollo del EBEP

2011 ◽  
pp. 283-323
Author(s):  
Luis F. MAESO SECO
Keyword(s):  
Basque Country ◽  
State Level ◽  
Political Opportunity ◽  
Public Employment ◽  
Autonomous Communities ◽  
Administrative Culture ◽  
La Mancha ◽  
The One ◽  
Pais Vasco ◽  
Managerial Staff

LABURPENA: Lau urte dira Administrazio Publikoko Langileen Oinarrizko Estatutua indarrean sartu zela, baita horren 13. artikulua ere. Artikulu horretan gobernuei (estatukoa eta autonomia erkidegoetakoak) deia egin zitzaien, nahi izanez gero, zuzendaritzako langileen araubidea ezar zezaten. Arrazoi batzuengatik edo beste batzuengatik (aukera politikoa, administrazioaren erresistentzia, kontrako egoera ekonomikoak, eta abar), dei hori ez du aintzat hartu ez estatuko indar legegileak ez estatuko gobernuak. Zenbait autonomia erkidegotako legegileek eta gobernuek, ordea, kontuan izan dute; horiek Administrazio Publikoko Langileen Oinarrizko Estatutua garatu dute —edo garatzeko izapideak egiten ari dira— eta zuzendaritzako langileen araubidea ezarri dute (Valentzian eta Gaztela-Mantxan, esate baterako, onartu dituzte dagoeneko enplegu publikoaren legeak). Horrez gain, horietako batzuek, hemen G10 deitutako taldea osatzen dutenek hain zuzen ere, berrikuntza asko egin dituzte gai honetan. Funtsezko edukietan, Balear Uharteetako Autonomia Erkidegoa eta Euskal Autonomia Erkidegoa nabarmendu dira gainontzekoen gainetik. Horiei buruz mintzatzen da bereziki, bada, azterlana. RESUMEN: Hace ya más de cuatro años que el EBEP entró en vigor y también su artículo 13. Un artículo en el que se hacía una llamada a los ejecutivos (estatal y autonómicos) para que, sí así lo deseaban, estableciesen un régimen del personal directivo. Pues bien, lo cierto es que, por unas razones u otras (de oportunidad política, de resistencias administrativas, de coyunturas económicas desfavorables, etc.), aquella llamada no ha sido atendida por el legislador o el ejecutivo estatal. Pero sí por los legisladores y ejecutivos de varias Comunidades Autónomas que, no sólo no han dudado en desarrollar el EBEP —o están en trámite de hacerlo— y establecer un régimen de su personal directivo (caso de Valencia o de Castilla-La Mancha, con sus leyes de empleo público ya aprobadas), sino que algunas de ellas (las que integran el aquí llamado G10) han innovado de forma considerable en la materia. Destacando en lo sustantivo y por encima del resto, la Comunidad de las Islas Baleares y el País Vasco. A las cuales está dedicado de manera especial este estudio. ABSTRACT: The Basic Statute for Civil Servants (EBEP in Spanish) came into force more than four years ago, and also its article 13. This article 13 made a call to (state and regional) executives to establish a regime for the managerial staff, if they so wished. Well then the truth is that due to different reasons (political opportunity, administrative culture and others related to economic crisis), that call was not taken into account at the State level. However, Legislators and Executives from different Autonomous Communities have responded to this call. On the one hand, by developing the EBEP (or they are in the process of doing so) and by establishing a regime for managerial staff (the case of Valencia and Castilla-La Mancha, whose public employment acts had already been passed). Also and in addi tion, some of them (those members of the so called G10) have made remarkable innovations on the matter. The Communities of the Balearic Islands and Basque Country stand out above the rest, to which this study is specially devoted.

Computational Thinking and Mathematics

2016 ◽  
pp. 853-865
Author(s):  
Thiago Schumacher Barcelos ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Basic Education ◽  
National Curriculum ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Systems ◽  
Curriculum Guidelines ◽  
And Mathematics ◽  
The One

On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.

Educational Technology Goes Mobile

2020 ◽  
pp. 171-179
Author(s):  
Antti Pirhonen ◽  
Rebekah Rousi
Keyword(s):  
Educational Technology ◽  
Mobile Technology ◽  
Basic Education ◽  
National Curriculum ◽  
School Context ◽  
Educational Systems ◽  
The Core ◽  
To Come

Recent decades have revealed that the digital educational technology that is expected to revolutionise schooling for generations to come, is fraught with challenges. One major challenge is that educational systems vastly vary between cultures and countries. The differences start from the conceptualisation of education and school. It is, therefore, quite inaccurate to handle education as a universal concept. In this article the authors evade generalisation by discussing the use of mobile technology in the schools of one single, relatively homogenous nation: Finland. The backbone of their analysis is the core national curriculum of basic education. The appropriateness of mobile technology in the school context is reflected upon through the objectives and ethos of basic education. The conclusions are discussed in terms of their contribution to the understanding of the use culture of mobile technology.

Sociocultural Factors and the Global Goals of Education for All

2020 ◽  
Author(s):  
Eric A. Hurley
Keyword(s):  
Culturally Responsive ◽  
Basic Education ◽  
Universal Access ◽  
Good News ◽  
Sociocultural Factors ◽  
Education For All ◽  
Educational Systems ◽  
The World ◽  
Worthy Goal ◽  
Social And Cultural Factors

All over the world, nations have spent much of the last 20 years scrambling to increase and improve access to basic education. Globally, the number of people without access to a basic education has fallen significantly in the years since the goals of Education For All (EFA) were announced in 2000 at the World Education Forum in Dakar, Senegal, and extended at Incheon, South Korea, in 2016. This is ostensibly very good news. While universal access to a basic education is certainly a worthy goal, one can raise significant questions about the orientation of these efforts and the manner in which they are being pursued. For example, very little attention seems to have been paid to what the schools are or will be like, or to how the nations and people they must serve may be different from those for whom they were designed. To understand the inevitable problems that flow from this potential mismatch, it is useful to examine education in nations that have achieved more or less universal access to basic education. Many of the educational, social, economic, and social justice disparities that plague those nations are today understood as natural effects of the educational infrastructures in operation. Examination of recent empirical research and practice that attends to the importance of social and cultural factors in education may allow nations that are currently building or scaling up access to head off some predictable and difficult problems before they become endemic and calcified on a national scale. Nations who seize the opportunity to build asset-based and culturally responsive pedagogies into their educational systems early on may, in time, provide the rest of the world with much needed leadership on these issues.

scholarly journals Non-state Schools in Nigeria

2021 ◽  
Author(s):  
Ismail Datti Saidu ◽  
Anas Saidu Ismail
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
National Development ◽  
The United States ◽  
State Institutions ◽  
Educational Advancement ◽  
Education Levels ◽  
General Goals ◽  
State Schools

Indisputably, education in every society is pivotal to national development without which the society retrogresses. The world superpowers, the United States, China, Germany, UK, France, Canada, Japan e.t.c. are able to attain substantial economic growths as a result of educational advancement through quality schools that result in the production of quality education at all levels. In these countries, education in both states and non-states institutions is well funded to meetup their innovative demands and overcome challenges. This is not the case in Nigeria where education budgets are just below 15% of the total budget of the country hence, the degradation of public schools and the over-reliance on non-state schools. Regardless of the expansive growth experienced in the sector (non-state institutions), another danger looms as these schools are following the footsteps of their counterparts (state owned schools) towards unethical activities that threaten realisation of the general goals of education. This paper focuses on the basic education levels of primary and secondary schools. It looks into the activities of non-state schools that are not in tandem with the purpose of teaching and learning. The paper examines cases from the two largest states of Nigeria, Kano and Lagos wherein it analyses the situations and arrive at some valuable conclusions.

scholarly journals The Effectiveness of Public Investment in Basic Education in Brazil

2020 ◽  
Vol 16 (31) ◽  
pp. 1-32
Author(s):  
Joysi Moraes ◽  
Bruno Francisco Batista Dias ◽  
Sandra R. H. Mariano
Keyword(s):  
Basic Education ◽  
Public Investment ◽  
Educational Systems ◽  
Least Squares Regression ◽  
Education Development ◽  
Learning Rates ◽  
Historical Series ◽  
Improved Learning ◽  
The Relationship ◽  
Education In Brazil

The analysis of educational systems involves four central dimensions: economic, pedagogical, political and cultural. This paper focuses on the economic perspective, which has gained strength with the creation of the Basic Education Development Index (Ideb), and facilitates comparative analyzes of the performance of Brazilian educational systems. This research uses a linear least squares regression in which the dependent variables were the Ideb scores of Brazilian states and the independent variables were the corresponding investments in the maintenance and development of education (MDE), in the period 2005-2015. The results allow a comparative picture to be drawn of the effectiveness of the use of state resources invested by the states. It is verified that the investments in basic education in the states only partially explain the improved learning rates measured by the Ideb. Three distinct situations were observed. In 23 states there was an increase in investment in education accompanied by improvement in the Ideb. In 18 states, the increase in investments accompanied the improvement in the Ideb over a certain period, although this effect was not sustained throughout the historical series. In only 05 states, the relationship between investment and improvement in the Ideb remained positive throughout the analyzed period.

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