Who’s Responsible for Teacher Training?  Ministry of Education, or Higher Education?

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.

Download Full-text

POLÍTICAS EDUCACIONAIS NO BRASIL: análise sobre as diretrizes curriculares para cursos de educação física

Cadernos de Pesquisa ◽

10.18764/2178-2229.v26n2p47-65 ◽

2019 ◽

Vol 26 (2) ◽

pp. 47

Author(s):

Rodrigo de Oliveira Gomes ◽

Admir Soares de Almeida Junior

Keyword(s):

Higher Education ◽

Teacher Training ◽

Physical Education ◽

Educational Policy ◽

Basic Education ◽

Research Approach ◽

National Council ◽

Ministry Of Education ◽

Politica Educativa ◽

The Right

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.

Download Full-text

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

10.31235/osf.io/7gvqj ◽

2021 ◽

Author(s):

Jorge E Benavides

Keyword(s):

Higher Education ◽

Teacher Training ◽

Education Policy ◽

English Language ◽

Historical Context ◽

Language Education ◽

The State ◽

Ministry Of Education ◽

Language Education Policy ◽

Training Methodology

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.

Download Full-text

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v4i2.7975 ◽

2020 ◽

Vol 4 (2) ◽

pp. 84

Author(s):

Erda Wati Bakar

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Proficiency ◽

English Language ◽

Education Institution ◽

Ministry Of Education ◽

Language Curriculum ◽

English Curriculum ◽

The Common ◽

The University

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.

Download Full-text

Limitações e desafios à formação do pedagogo na área de avaliação educacional

Foro Educacional ◽

10.29344/07180772.25.814 ◽

2016 ◽

pp. 109

Author(s):

Wagner Bandeira Andriola

Keyword(s):

Higher Education ◽

Teacher Training ◽

Teacher Performance ◽

Educational Assessment ◽

School Management ◽

Educational Evaluation ◽

External Evaluation ◽

Education Curriculum ◽

The Government ◽

Detailed Diagnosis

RESUMOO texto proporciona reflexões sobre a formação do Pedagogo, enfatizando as limitações mais visíveis na área da avaliação educacional. A partir da análise de matrizes curriculares de cursos de graduação em Pedagogia, constatou-se que algumas das principais demandas da sociedade atual não têm sido atendidas. Propôs-se que as matrizes curriculares fossem revistas, para permitir o desenvolvimento de cinco competências básicas: a) capacidade de compreender os resultados de avaliações externas realizadas pelos municípios, pelos estados e pela federação; b) capacidade de usar os resultados das avaliações externas para aprimorar a atuação docente; c) capacidade de usar os micro-dados das avaliações externas para obter diagnósticos mais detalhados da situação da escola; d) capacidade de usar os resultados dos diagnósticos mais detalhados para planejar ações de aprimoramento da gestão escolar; e) capacidade de avaliar a execução e adequação das ações de aprimoramento da gestão escolar.Palavras chave: Formação do pedagogo, ensino superior, avaliação educacional.Limitations and challenges in the formation of pedagogue in the area of education assessment.ABSTRACTThe study provides reflections on the formation of the pedagogue, emphasizing the most visible limitations in the field of educational assessment. From the analysis of matrices of education curriculum, it found that some of the main demands of today’s society have not been addressed yet. It proposed the revision of the curricular matrices to allow the development of five skills: a) ability to understand the results of external evaluations conducted by municipalities, regions and the government; b) ability to use the results of external evaluations to improve teacher performance; c) ability to use external evaluation microdata for a more detailed diagnosis of the school situation; d) ability to use results of the most detailed diagnostics for planning actions to improve school management; e) ability to assess the implementation and adaptation of the measures to improve school management.Key words: Teacher training, higher education, educational evaluation.

Download Full-text

Demographics of Sudanese University Students in Relation to Regional Conflict and Underdevelopment

Social Sciences ◽

10.3390/socsci10030089 ◽

2021 ◽

Vol 10 (3) ◽

pp. 89

Author(s):

Monira Hamid ◽

Christopher Thron ◽

Sallam Fageeri

Keyword(s):

Higher Education ◽

Primary Education ◽

Household Survey ◽

Ministry Of Education ◽

Academic Level ◽

Enrollment Rates ◽

Regional Universities ◽

Education Enrollment ◽

Education Participation ◽

Entering Students

This research examines regional differences in higher education participation rates in Sudan, and their relations with socioeconomic factors related to development, such as human development index (HDI), women’s status, urban/rural, and source of income. We pay special attention to areas of Sudan where long-running conflicts exist. Two datasets are used: the 2009 National Baseline Household Survey, conducted by Sudan’s Central Bureau of Statistics; and 2016–2017 matriculating students’ data, obtained from Sudan’s Ministry of Education. Regression analysis of the household survey data shows that the most significant factors associated with university attendance are having electricity at home, having a mother who has completed primary education, and being from a non-conflict region. University entrance data shows that young adults from conflict regions lag markedly behind the rest of Sudan in entering students’ academic level. Educational resources in Sudan are densely concentrated in the capital Khartoum, and higher-performing students (especially males) from all regions tend to enroll in universities in Khartoum. Regional universities’ student bodies consist largely of lower-performing students from the same region, especially in conflict regions. Women’s participation in higher education is robust, and women bachelor’s students outnumber men. Our analysis suggests that the following policies could be most effective in improving regional higher education enrollment rates and outcomes: (1) improve infrastructure (electric power in particular) in underserved regions; (2) provide widespread primary education for women; (3) put additional resources into regional universities, to encourage geographical diversity and to better serve women in underdeveloped regions.

Download Full-text

BASIC APPROACHES TO THE HIGHER EDUCATION FEDERAL STATE EDUCATIONAL STANDARD OF GENERATION 3 ++ IN SPECIALTY “FIRE SAFETY”

Fire and Emergencies prevention elimination ◽

10.25257/fe.2021.4.82-86 ◽

2021 ◽

Vol 4 ◽

pp. 82-86

Author(s):

Seferyan E. ◽

Keyword(s):

Higher Education ◽

Fire Safety ◽

Professional Activity ◽

Federal State ◽

Ministry Of Education ◽

Normative Documents ◽

Educational Standard ◽

Empirical Level ◽

Basic Approaches ◽

State Educational

Purpose. The article analyzes the normative documents of the Ministry of Education and Science and the Ministry of Labor, which underlie the development of the basic educational curriculum for the new Federal State Educational Standard 3 ++ majoring in 20.05.01 “Fire safety”. The types of professional activity in the specified specialty are considered, the range of tasks is outlined when introducing an independent assessment of qualifications into the institute system of specialists training. The principle has been determined, which, if not observed, will result in the unbalancing of specialist program. Methods. Theoretical level methods were used within the framework of the research, in particular, analysis, as well as methods of the empirical level – description, comparison and testing. Findings. The research resulted in the development of a scheme for a two-stage education system in the implementation of the Federal State Educational Standard of Higher Education 3 ++, and the direction of specialization for a specialist program has been determined as well. Research application field. The results obtained will help to further develop the main professional educational curricula of a specialist program in two areas, in which graduates will be equally in demand. Conclusions. Taking into account the above said, the study will progress in developing a separate specialist program, aimed at the needs of the labor market in the field of fire safety (engineering, preventive and managerial personnel of the services providing fire safety in an organization).

Download Full-text

English medium of instruction in Chinese higher education: a systematic mapping review of empirical research

Applied Linguistics Review ◽

10.1515/applirev-2021-0179 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Reka R. Jablonkai ◽

Jie Hou

Keyword(s):

Higher Education ◽

Student Perception ◽

Empirical Studies ◽

Chinese Higher Education ◽

Undergraduate Teaching ◽

Ministry Of Education ◽

Global Trends ◽

Quality Of Higher Education ◽

Depth Analysis

Abstract In 2001, the Ministry of Education of the People’s Republic of China issued guidelines to promote the quality of higher education and to advocate the expansion of the use of English (Ministry of Education (MoE). 2001. Guanyu jiaqiang gaodeng xuexiao benke jiaoxue gongzuo tigao jiaoxue zhiliang de ruogan yijian [Guidelines for Improving the Quality of Undergraduate Teaching at Higher Education Institutions]. Available at: http://old.moe.gov.cn/publicfifiles/business/htmlfifiles/moe/moe_309/200412/4682.html). This paper reviews empirical studies in English and Chinese on EMI in Chinese higher education published from 2001 to 2019, during the last two decades since these guidelines were released. The review contributes to the field of EMI by documenting, analysing and synthesising empirical evidence and by situating EMI studies in China in the global trends of EMI research. The review aims to give an overview of studies targeted at both global and local audiences, therefore, publications in both English and Chinese were included. To select the Chinese articles the core journals indexed by CNKI were searched, and for the English articles, we used ERIC, IBSS, SCOPUS and WOS databases. After excluding theoretically oriented studies, literature reviews and commentaries, 42 articles remained. The in-depth analysis revealed that the main topics of these studies included the student perception, implementation and educational practices, and the role of language. We conclude that in general there are insufficient empirical studies, especially about EMI teachers’ perspectives to inform policies and practices at the micro, meso and macro level. Based on the findings, directions for further research are identified and recommendations for methodological approaches for future studies are also made.

Download Full-text

Teacher training in innovative practices in higher education, using a MOOC : Preliminary Study

2021 16th Iberian Conference on Information Systems and Technologies (CISTI) ◽

10.23919/cisti52073.2021.9476524 ◽

2021 ◽

Author(s):

Dionisia Laranjeiro ◽

Antonio Moreira ◽

Ana Balula ◽

Sandra Vasconcelos ◽

Gillian Moreira

Keyword(s):

Higher Education ◽

Teacher Training ◽

Preliminary Study

Download Full-text

Transforming finnish higher education: institutional mergers and conflicting academic identities

Revista de Investigación Educativa ◽

10.6018/rie.35.2.295831 ◽

2017 ◽

Vol 35 (2) ◽

pp. 307 ◽

Cited By ~ 2

Author(s):

Jani Ursin

Keyword(s):

Higher Education ◽

Education System ◽

Structural Development ◽

Ministry Of Education ◽

Font Size ◽

Higher Education System ◽

Academic Identities ◽

The Past ◽

Institutional Mergers ◽

Finnish Higher Education

As in many other European countries also Finnish higher education system has witnessed several reforms over the past decade many of which originate in efforts to make more competitive and affordable higher education system. The aim of this paper is to describe the changes and institutional mergers in particular that have taken place in Finnish higher education and explore what kind of academic identities are constructed amid changes in Finnish higher education. The paper shows that the mergers followed the objectives set by the Finnish Ministry of Education and Culture for the structural development of the higher education system and that the creation of a joint culture for merged institutions was important yet challenging. The paper also argues that due to these external changes in Finnish higher education there is a tendency to move from a traditional notion of an academic toward more hybrid and dynamic understanding of what it is being an academic in the 21st century.

Download Full-text