scholarly journals Level of English in Colombian Higher Education: A Decade of Stagnation

2021 ◽  
Vol 23 (1) ◽  
pp. 57-73
Author(s):  
Jorge Eliecer Benavides

This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007–2017 concerning the English language section. This analysis uses the reports and databases from the Instituto Colombiano para la Evaluación de la Educación (ICFES) repository and explains the policy in its historical context. The results warn of a quite worrying picture between the goals established by the Ministry of Education and the final achievements. The level of English of future Colombian professionals is not only very low but also without improvement from its beginnings in 2007 to 2017. As a conclusion, it would be necessary to review, from the universities’ perspective, the language educational policy and propose bottom-up structural alternatives that allow a sustained impulse in teacher training, methodology, and curricular and pedagogical organization.

2021 ◽  
Author(s):  
Jorge E Benavides

This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007–2017 concerning the English language section. This analysis uses the reports and databases from the Instituto Colombiano para la Evaluación de la Educación (ICFES) repository and explains the policy in its historical context. The results warn of a quite worrying picture between the goals established by the Ministry of Education and the final achievements. The level of English of future Colombian professionals is not only very low but also without improvement from its beginnings in 2007 to 2017. As a conclusion, it would be necessary to review, from the universities’ perspective, the language education policy and propose bottom-up structural alternatives that allow a sustained impulse in teacher training, methodology, and curricular and pedagogical organization.


2019 ◽  
Vol 26 (2) ◽  
pp. 47
Author(s):  
Rodrigo de Oliveira Gomes ◽  
Admir Soares de Almeida Junior

Este estudo tem por objetivo analisar as Diretrizes Curriculares Nacionais para os cursos de graduação em Educação Física e as Diretrizes Curriculares Nacionais para os Cursos de Formação de Professores para a Educação Básica, na expectativa por compreender as lógicas de formulação e implementação destes instrumentos políticos e seus impactos na dicotomização da oferta das modalidades: licenciatura e bacharelado. Foram combinadas as pesquisas: bibliográfica e documental em uma abordagem qualitativa de investigação. Os documentos utilizados na análise foram os pareceres e resoluções do Conselho Nacional de Educação (CNE) via Câmara de Educação Superior (CES) do Ministério da Educação (MEC) que tratam sobre as particularidades da formação profissional em nível superior de professores de Educação Física (Bacharéis e licenciados). Para o tratamento dos dados foi utilizada a técnica de análise de conteúdo. Foi possível constatar que a política educacional de formação superior em Educação Física está forjada por atos decisórios contraditórios. De um lado, estabelece a garantia do direito à educação com característica humanística e generalista dando autonomia às instituições inovarem seus currículos, mas de outro, permite condicionantes mercadológicos que segmentam a formação em licenciatura e bacharelado, o que gerou insegurança jurídica para os estagiários e egressos dos cursos, desvalorização da licenciatura e enaltecimento do bacharelado.Palavras-chave: Política educacional. Formação profissional. Formação de professores. Educação física.EDUCATIONAL POLICIES IN BRAZIL: analysis of the curricular guidelines for physical education coursesAbstractThis study aims to analyze the National Curricular Guidelines for undergraduate courses in Physical Education and the National Curricular Guidelines for Teacher Education Courses for Basic Education, in the hope of understanding the logic of formulation and implementation of these political instruments and their impacts on the dichotomization of the offer of the modalities: teacher training and bachelor courses. The researches were: bibliographical and documentary in a qualitative research approach. The documents used in the analysis were the opinions and instructions of the National Council of Education (CNE) through the Higher Education Board (CES) of the Ministry of Education (MEC), which deal with the particularities of higher education of teachers of Physical Education (Bachelor and Teachers formed).  It was possible to record that the educational policy of higher education in Physical Education is forged by contradictory decisions. On the one hand it establishes the guarantee of the right to education with a humanistic and generalist characteristic, giving autonomy to the institutions to innovate their curricula, but on the other, it allows market conditions that segment the training in teacher courses and baccalaureate, generating legal uncertainty for the trainees and the graduates of the courses, devaluation of the degree and extolling in bachelor degree.Keywords: Educational policy. Vocational training. Teacher training. Physical education.POLÍTICAS EDUCACIONALES EN BRASIL: análisis sobre las directrices curriculares para los cursos en educación físicaResumenEsta investigación tiene por objetivo analizar las Directrices Curriculares Nacionales para los cursos universitarios en Educación Física y las Directrices Curriculares Nacionales para los Cursos de Formación de Profesores para la Educación Básica, por comprender las lógicas de formulación e implementación de estos instrumentos políticos y sus impactos en la división de la oferta de las modalidades: licenciatura y bachillerato. Se combinaron las investigaciones: bibliográfica y documental en un abordaje cualitativo de investigación. Los documentos utilizados en el análisis fueron los dictámenes y resoluciones del Consejo Nacional de Educación (CNE) vía Cámara de Educación Superior (CES) del Ministerio de Educación (MEC) que tratan sobre las particularidades de la formación profesional a nivel superior de profesores de Educación Física (bachilleres y licenciados). Para el tratamiento de los datos se utilizó la técnica de análisis de contenido descriptivo. Fue posible constatar que la política educativa de formación superior en Educación Física está forjada por actos decisorios contradictorios. De un lado establece la garantía del derecho a la educación con característica humanística y generalista dando autonomía a las instituciones a innovar sus currículos, pero de otro, permite condicionantes mercadológicos que segmentan la formación en licenciatura y bachillerato, lo que generó inseguridad jurídica para los becantes y los egresos de los cursos, depreciación de la licenciatura y engrandecimiento del bachillerato.Palabras clave: Política educativa. Formación profesional. Formación de profesores. Educación física.


Author(s):  
Nazile Abdullazadeh ◽  
Khoshbakht Aliyeva

As one of the priorities of the state educational policy teacher training was equally worried all of − theorists and practitioners. Systems of primary, secondary, secondary vocational, higher education have two main bases − organizing on teachers and educators interests. Deficiencies in one of the parties ultimately show themselves on the others activity.


Author(s):  
Erda Wati Bakar

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.


2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 96-101
Author(s):  
Zelina Cardoso Grund ◽  
Renata Portela Rinaldi

This article aims to present the survey of academic production on "teacher training and teaching work" in higher education, produced in the period from 2007 to 2017 and published by the National Association of politics and administration of Education (ANPAE). The methodology used was bibliographical research online from carefully defined parameters in order to support a broader study on the "State of knowledge". The following descriptors were used: teacher training, teaching, higher education work. Select the complete works of the Ibero-American Congress of policy and school administration and the Brazilian Symposium of politics and Administration. The treatment and analysis of the information was systematized from a bibliographical analysis protocol. The result shows that there are a small number of publications on the subject in the relevant axis to higher education in national and international scientific events.


2011 ◽  
pp. 2256-2274
Author(s):  
François Fulconis ◽  
Thierry Garrot

In the restructuring and reforming of European education, e-learning has become one of the priorities of the Ministry of Education, Higher Education and Research in France. Since 2001, e-learning virtual campuses have been promoted by the state. Within the context of Economics and Management, the CANEGE project (CAmpus Numérique en Economie-GEstion) was created. Identified as a form of network organisation, this virtual campus will be explored in this chapter in relation to its functioning and its management. Through the academic literature covering network organisation, the main purpose of this chapter is to make recommendations and establish best practices regarding the management of e-learning virtual campuses based on the CANEGE experience. This chapter explores what the authors consider to be the most relevant aspects that need to be considered in relation to the establishment and implementation of virtual campus initiatives that comprise several partners.


2022 ◽  
pp. 105-124
Author(s):  
John Robert Harrell II

The impact of systematic racism within the education system has been a web that researchers have aimed at detangling for many years. The myriad effects that racial oppression have had on the education system are numerous; one area of overwhelming concern is the impact on incoming students' readiness to do college-level work in math and English language arts. The purpose of this chapter is to explore the historical implications that race has had on systems of higher education and to describe the perceptions of a subset of African American college students in Texas regarding barriers to college access and program completion during times of crisis. The researcher will use the historical context of racial oppression and the establishment of higher education systems. The demographics shifts to provide a lens through which the perceptions of a sample of African American college students' experiences can be viewed. Ultimately, this chapter aims to share the lived experiences of these students and give voice to college success data.


2018 ◽  
Vol 6 (3) ◽  
pp. 3-11
Author(s):  
Татьяна Ярая ◽  
Tatyana Yaraya ◽  
Леся Рокотянская ◽  
Lesya Rokotyanskaya

The results of monitoring the state of inclusive education in educational organizations of higher education of the Republic of Adygea, Astrakhan region, Volgograd region, the Republic of Crimea and Sevastopol are presented in the article. The information was collected by fi lling out evaluation maps of the accessibility of higher education educational institutions and analyzing the offi cial websites of educational institutions of higher education. Particular attention was paid to the analysis of the requirements put forward to educational institutions of higher education by normative legal documents in the part of inclusive education, approved by the orders of the Ministry of Education and Science of the Russian Federation and resolutions of the Government of the Russian Federation.


2017 ◽  
Vol 2 (2) ◽  
pp. 83
Author(s):  
Antônio De Macedo Mota Junior ◽  
Henderson Carvalho Torres

O trabalho aborda o contexto histórico da educação superior no Estado da Bahia, no que diz respeito a sua origem e expansão. Este estudo exploratório-descritivo, utilizando-se da pesquisa bibliográfica e documental para caracterizar o surgimento e a expansão da oferta de ensino superior e das universidades no Brasil, contextualizando a origem dessas instituições na Europa e nas Américas, bem como o surgimento e a expansão de universidades e outras instituições de ensino superior no Estado da Bahia. Os resultados evidenciam uma inserção extremamente tardia das universidades no país, apesar do histórico de ensino superior datado do Brasil Colônia, em um cenário de resistências à criação dessas instituições até o ano de 1920, com a criação da Universidade do Rio de Janeiro. Os resultados evidenciam também um atraso histórico na oferta federal no Estado da Bahia, que se limitou a capital, entre os anos de 1946 a 2002, com a presença da Universidade Federal da Bahia (UFBA). Além disso, demonstram a iniciativa estratégica de interiorização com criação do sistema estadual baiano de educação superior, formado por quatro universidades estaduais, a partir da década de 1970 (com surgimento da Universidade Estadual de Feira de Santana, a primeira). Demonstram ainda que, nos últimos anos, houve significativa expansão da oferta pela iniciativa privada no país, a partir do período de ditadura militar, sendo bem mais lenta no setor público, que apesar disso, implantou novas universidades federais no interior do Estado baiano.


Eduweb ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 152-169
Author(s):  
Tatyana N. Vasyagina ◽  
Natalya V. Osipova

The article is devoted to the key subjects of educational policy, on which the quality of the educational sphere depends. One of these subjects is teachers of higher educational institutions as a special social group, which has a leading role in shaping the intellectual, professional and scientific potential of society. A lot of research is devoted to the problems of teachers, but the issues of their self-identification remain relevant and, at the same time, insufficiently studied. The capacity of narrow professionals to solve the complex tasks of social life is insufficient. Another key subject of educational policy is the state as a guarantor of quality higher education. In most European countries, the state, due to historical traditions and resources, remains the main guarantor of the national education system. In the article, on the basis of our own sociological studies conducted in one of Moscow universities among teachers and students, as well as a secondary analysis of sociological research data conducted in a number of regions and universities of the country, some problems were identified that prevent the creation of an effective management model in the field of education.


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