scholarly journals THE PANDEMIC OF COVID-19: The impacts and trends in the process of continuing teacher education

2020 ◽  
Vol 6 (2) ◽  
pp. a8en
Author(s):  
Francisco Gilson Rebouças Porto Junior ◽  
Leonardo Victor dos Santos ◽  
Maria das Graças Pereira Silva
Keyword(s):  
Dialectical Materialism ◽  
The State ◽  
Quality Of Education ◽  
National Council ◽  
Ministry Of Education ◽  
Critical Perspective ◽  
Democratic Management ◽  
Constitutional Principle ◽  
State Education

The article aims to analyze the implications of the COVID-19 Pandemic for the field of education in the region of Tocantins' Amazon, especially for the process of continuing education for teachers in the State Education System. The research is based on historical dialectical materialism, having as reference the bibliographic and documentary research in ordinances, provisional measures, decrees, opinions and other normative mechanisms issued, mainly, by the Ministry of Education, National Council of Education, Government of the State of Tocantins and State Education Council. From a critical perspective, it is assumed that the adoption of public-private partnerships as an educational policy and the expansion of distance education greatly compromises the constitutional principle of democratic management and the quality of education.

scholarly journals THE PANDEMIC OF COVID-19: The impacts and trends in the process of continuing teacher education

2020 ◽  
Vol 6 (4) ◽  
pp. a15en
Author(s):  
Maria José de Pinho ◽  
Josivânia Sousa Costa Ribeiro
Keyword(s):  
Dialectical Materialism ◽  
The State ◽  
Quality Of Education ◽  
National Council ◽  
Ministry Of Education ◽  
Critical Perspective ◽  
Democratic Management ◽  
Constitutional Principle ◽  
State Education

The article aims to analyze the implications of the COVID-19 Pandemic for the field of education in the region of Tocantins' Amazon, especially for the process of continuing education for teachers in the State Education System. The research is based on historical dialectical materialism, having as reference the bibliographic and documentary research in ordinances, provisional measures, decrees, opinions and other normative mechanisms issued, mainly, by the Ministry of Education, National Council of Education, Government of the State of Tocantins and State Education Council. From a critical perspective, it is assumed that the adoption of public-private partnerships as an educational policy and the expansion of distance education greatly compromises the constitutional principle of democratic management and the quality of education.  

scholarly journals Direito à Educação: Gestão Democrática e Políticas Públicas em Tempo de Pandemia/Covid-19 no Estado do Tocantins

2020 ◽  
pp. 1-27
Author(s):  
Elaine Aires Nunes ◽  
Roberto Francisco de Carvalho ◽  
Idemar Vizolli
Keyword(s):  
State Government ◽  
Historical Materialism ◽  
The State ◽  
National Council ◽  
Ministry Of Education ◽  
Right To Education ◽  
Public Network ◽  
Democratic Management ◽  
State Education ◽  
The Right

The article aims to analyze democratic management as a principle of the right to education in the State of Tocantins, in times of Pandemic Covid-19. The discussion aims to elucidate public policies aimed at quality educational services in the public network – covering urban and rural education – and the state system's actions to guarantee the right to education in the exercise of democracy. The research is based on dialectical historical materialism, having as reference the bibliographic and documental research and normative collection issued, mainly, by the Ministry of Education, National Council of Education, Tocantins State Government and State Council of Education and data from CONVIVA. With critical attention, it points out the non-existence of educational policies and the State Education System's commitment to the situation of educational crisis and especially to the right to education in terms of democratic management.

A TRANSITION IN MONITORING OF EDUCATION IN LITHUANIA: BETWEEN VISION AND REALITY

2019 ◽  
Vol 1 ◽  
Author(s):  
Jelizaveta Tumlovskaja ◽  
Dalia Survutaitė
Keyword(s):  
Education Reform ◽  
Quality Assessment ◽  
The State ◽  
Internal Quality ◽  
Quality Of Education ◽  
Continuous Control ◽  
National School ◽  
State Education ◽  
The Republic

The authors of the presentation aim to reveal the context of education monitoring in Lithuania. The system of education monitoring is firstly analysed on the basis of the content analysis of regulatory documents highlighting the provisions available in the society and educational system. The transitions in the system of education monitoring are disclosed in a chronological way: from the establishment of the national school (1989) to the construction of a better school (2015). At the end of the 20th century the Reform Movement of Lithuania was established in the Republic of Lithuania. The general meeting held on 3 June 1988 approved a steering committee, whose members mobilised their efforts to reform education. Dr. M. Lukšienė, one of the initiators, rallied like-minded people and put forward the framework of the national school, i.e.  “The Concept of the National School” (1989). The vision of education constructed on the eve of independence was grounded on humanist philosophy. After the restoration of Independence on 11 March 1990, the need emerged to revise the vision of education. In 1992 the concept of Lithuanian education was adopted, which continued and enriched the principles of humanism in the paradigm of liberal education. Following the practice that prevailed prior the restoration of independence, the function of supervision of education was assigned to inspectorate. The quality assessment in education was carried out considering the conception of old supervision and traditional methods of activities (Ugdomasis inspektavimas, 1997). The approach that better education is predetermined by continuous control of education providers prevailed. In 1998 the Ministry of Education and Science declared the quality of education one of the priorities of education reform (Prakapas, 2010). While integrating into the European space through the system of education, the dimension of quality acquired high importance. The supervision and inspection of education consistently transformed into dual (external and internal) quality assessment. Implementing the EU and national documents (The Long-Term Development Strategy of the State, 2002; The State Education Strategy, 2003; The Programme of the Government of the Republic of Lithuania, 2009; The Procedure of Education Monitoring, 2005), the models of quality management of education services were introduced and the culture of self-assessment and assessment was nurtured in Lithuania seen as an equivalent country in terms of education reform. Monitoring of education in the national documents is treated as one of the most important factors ensuring the quality of education. However, the system of education supervision (2012) functions as a hierarchical structure, which generates a conflict in itself. The remains of soviet ideology impose additional barriers on the real changes in the principles of educational reforms. Moreover, reforming the actions of society in the reality the prevailing neoliberal ideology and solutions based on this ideology are revealed. Thus, over the last three decades the reality of education monitoring  has been drifting away from the projected vision. The implementation of education monitoring has been revised. The presenters raise the problematic issues that are important for a change in the system of education monitoring as quality assurance in schools of general education in Lithuania.

STATE QUALITY MANAGEMENT OF EDUCATION: CONCEPTUAL AND TERMINOLOGICAL CHARACTERISTICS

2017 ◽  
Author(s):  
Natalia Hrabovenko ◽  
Keyword(s):  
Quality Management ◽  
Educational Program ◽  
Central Executive ◽  
The State ◽  
Education Quality ◽  
Quality Of Education ◽  
Public Authorities ◽  
State Education ◽  
State Quality

The article defines the essence of the concept of "public management of education quality". The author emphasizes that public quality management of education is a practical activity of public authorities aimed at creating conditions for the implementation of quality educational process, satisfaction of citizens' rights to quality education, ensuring effective social development with appropriate resources in the field of education. Public administration is primarily a function of public authorities in the practical implementation of the course. It is substantiated that the state policy in the field of education is determined by the Verkhovna Rada of Ukraine and implemented by the Cabinet of Ministers of Ukraine, the central executive body in the field of education and science, other central executive bodies and local governments. First of all, in order to control and assess the quality of education, a public authority was established - the State Quality Service of Education of Ukraine. It is proved that ensuring the quality of education is one of the main conditions for mobility, compatibility and attractiveness of the education system of any country. The main tools and procedures of the state education quality management are singled out, in particular: licensing, accreditation, standardization, public accreditation of educational institutions, institutional audit, monitoring of education quality, attestation of pedagogical workers, certification of pedagogical workers, public supervision. It is determined that an important role in the quality management of education is given to the accreditation of educational programs. The procedure is to assess the educational program for its compliance with the standard of education, as well as the ability of the educational institution to ensure that students achieve the knowledge, skills and abilities required by the requirements of the educational program.

Change to the Demands Made of the Teaching Profession and the Ambiguity of New Concepts

2012 ◽  
Vol 2 (1) ◽  
pp. 7-18
Author(s):  
Jana Kohnová
Keyword(s):  
Teaching Profession ◽  
Further Education ◽  
Career Progression ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
The Czech Republic ◽  
New Concepts ◽  
Educational Programmes ◽  
A Current

This paper is concerned with concepts such as quality of education, evaluation of the standard of the work of the teacher and comparison of educational results. It points to the importance of standards and the difficulties involved in their implementation. It also discusses the concept of competence and its relevance to framework educational programmes and the further education of teachers. The paper also focuses on a number of trends in education that are less widely discussed: instability — permanent change, reduction of education, emphasis on topicality and practical applicability, underestimation of the system, etc. The final part of the paper presents a current project from the Ministry of Education, Youth and Sport of the Czech Republic — a proposal for career progression.

A STUDY ON IMPLEMENTATION OF CONTINUOUS AND COMPREHENSIVE EVALUATION IN UPPER PRIMARY SCHOOLS OF KERALA

2016 ◽  
pp. 168-176
Author(s):  
R.G Kothari ◽  
Mary Vineetha Thomas
Keyword(s):  
Primary Schools ◽  
Comprehensive Evaluation ◽  
Secondary Level ◽  
The State ◽  
Quality Of Education ◽  
Government Schools ◽  
Curriculum Framework ◽  
Powerful Means ◽  
Made In

Evaluation is widely acknowledged as a powerful means of improving the quality of education. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. The state of Kerala has been going through a series of educational reforms over the last decade or so and the introduction of CCE in the state is one among them. As emphasized by Kerala Curriculum Framework (2007) the implementation of new evaluation practices focusing on CCE was introduced right from primary to secondary level. Though the state has made all-out efforts to implement CCE in its true spirit, the questions that remain unanswered are that whether CCE has been actually and effectively implemented in all classes, what problems are being faced by teachers while implementing CCE. The present paper is a brief attempt made in this regard and is directed towards answering these questions and giving suggestions for the same. The study has been conducted on teachers of upper primary government schools of Kerala.

Identifikasi Faktor-faktor yang Memengaruhi Hasil Akreditasi SMA di Indonesia Berdasarkan Data ARKAS

2021 ◽  
Vol 10 (3) ◽  
pp. 258-269
Author(s):  
Muh Nur Fiqri Adham ◽  
Budi Susetyo ◽  
Kusman Sadik ◽  
Satriyo Wibowo
Keyword(s):  
High School ◽  
Study Groups ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Model Accuracy ◽  
National Education ◽  
Explanatory Variables ◽  
School Budget ◽  
Ordinal Logistic Regression Analysis

Accreditation is an indicator of the quality of education at the education unit level. One affects the quality of education units is the school budget. School budgets are prepared in order to fulfill 8 national education standards. School budget management uses School Activity Plan and Budget Application (ARKAS) developed by the Ministry of Education, Culture, Research and Technology (Kemendikbudristek). ARKAS is an information system for managing school budget and expenditure planning. The Research is identifies the factors that influence the accreditation of high school (SMA) with accreditation as a response variable and 17 explanatory variables sourced from ARKAS and Dapodik data using ordinal logistic regression analysis. The best model stage is the model formed that has the smallest AIC value and has high model accuracy in determining the best model. The best model stage is the third model stage which is composed of 7 explanatory variables that affect the high school accreditation rating with AIC value of 1886,20 and model accuracy of 65,79%. The variables that affect to results of accreditation include school status, percentage of students eligible PIP, ratio of the number of students per number of teachers, percentage of teachers certified educators, ratio of the number of students per number of study groups, ratio of the number of students per number of computers, and ratio of the number of students per number of toilets

scholarly journals Penerapan Biaya Pendidikan Berbasis Activity-Based Costing dalam Meningkatkan Mutu Pendidikan di Perguruan Tinggi: Studi Kasus di Universitas Pendidikan Indonesia

2017 ◽  
Vol 2 (1) ◽  
pp. 19-32
Author(s):  
Nanang Fattah ◽  
Budhi Pamungkas Gautama
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Financial Management ◽  
Group Discussion ◽  
Learning Activity ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Activity Based Costing

ABSTRAKSI: Sebagai LPTK (Lembaga Pendidikan Tenaga Kependidikan), UPI (Universitas Pendidikan Indonesia) perlu melakukan suatu kajian untuk merancang sistem pengelolaan keuangan perguruan tinggi berbasis aktivitas dengan metode ABC (Activity-Based Costing), yang diharapkan akan dapat mengukur secara lebih rinci aktivitas-aktivitas utama dan pendukung dalam penyelenggaraan pendidikan. Hasil penelitian menunjukan bahwa seluruh Fakultas yang ada di lingkungan UPI menyatakan kesiapan untuk menerapkan sistem ABC. Berdasarkan FGD (Focus Group Discussion), terdapat beberapa kendala yang dihadapi untuk menerapkan sistem ABC di UPI di Bandung, Jawa Barat, Indonesia. Secara keseluruhan diperoleh hasil bahwa sistem ABC dapat diterapkan di UPI selama ada niat dan kerjasama yang baik dari Kementerian Pendidikan dan pimpinan Universitas.KATA KUNCI: Biaya Pendidikan Berbasis Kegiatan; Uang Kuliah Tunggal; Mutu Pendidikan; Universitas Pendidikan Indonesia; Niat dan Kerjasama yang Baik. ABSTRACT: “The Implementation of Activity-Based Costing to Improve the Quality of Education in Higher Education Institutions: A Case Study of Indonesia University of Education”. As an institute of teacher training and education, UPI (Indonesia University of Education) needs to conduct a study on designing college financial management systems based on activity through the method of ABC (Activity-Based Costing), that is expected to be able to measure in more detail the main and supporting activities in the implementation of education. The results show that all Faculties at UPI declare their readiness to implement the ABC system. Based on the FGD (Focus Group Discussion), there are several problems in implementing ABC system at UPI in Bandung, West Java, Indonesia. Overall, the results show that ABC system can be applied in UPI as long as there is cooperation and good intention from the Ministry of Education and University leaders.KEY WORD: Learning Activity-Based Costing; Single Tuition; Quality of Education; Indonesia University of Education; Cooperation and Good Intentions.  About the Authors: Prof. Dr. Nanang Fattah dan Budhi Pamungkas Gautama, M.Sc. adalah Dosen di Program Studi Manajemen FPEB UPI (Fakultas Pendidikan Ekonomi dan Bisnis, Universitas Pendidikan Indonesia), Jalan Dr. Setiabudhi No.229 Bandung 40154, Jawa Barat, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: [email protected] dan [email protected] to cite this article? Fattah, Nanang Budhi Pamungkas Gautama. (2017). “Penerapan Biaya Pendidikan Berbasis Activity-Based Costing dalam Meningkatkan Mutu Pendidikan di Perguruan Tinggi: Studi Kasus di Universitas Pendidikan Indonesia” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.2(1) March, pp.19-32. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (April 13, 2016); Revised (October 20, 2016); and Published (March 30, 2017).

scholarly journals My school is my nation project: paths for the construction of school identity

2021 ◽  
Vol 14 (33) ◽  
pp. e16475
Author(s):  
Renata Pereira de Lacerda ◽  
Rosebelly Nunes Marques
Keyword(s):  
The State ◽  
Legal Documents ◽  
Democratic Management ◽  
State Education ◽  
Integral Education ◽  
Democratic Rights ◽  
Education Network ◽  
The Relationship ◽  
The City ◽  
Positive Results

This study presents and discusses the actions for the implementation of a project. The project was started in a school unit in the State Education Network in the state of Sao Paulo in the Integral Education [PEI], located in the city of Piracicaba – SP, as a way to guarantee the expansion of democratic management within the school, The objective of this work was to present and discuss the relationship between the constitution of the project in a comprehensive way, with the results of the actions that have already been carried out at the school. The school’s documents were analyzed, as well as the legal documents and the relevant bibliography. These all have a purpose to theoretically support the project, giving it a well-founded basis for its implementation. The purpose is to expand the democratic rights within the unit to allow Class Assemblies, corroborating with the democratic management, which will provide the school with a path towards its own identity. Along with the studied literature, the school’s internal documents and the results of the actions already carried out at the school, all validate the project’s viability. There is legal support for its implementation by meeting these proposals. Positive results corroborated the continuity of the successful practices by the analysis of data and the actions already carried out at the school which gives the full implementation of the project.

Rights in Education and Self-Identity: Education and Language of Instruction in Namibia

2016 ◽  
Vol 9 (3) ◽  
pp. 189 ◽  
Author(s):  
Andres Chavez
Keyword(s):  
Language Policy ◽  
Quality Of Education ◽  
Medium Of Instruction ◽  
Ministry Of Education ◽  
Language Of Instruction ◽  
Self Identity ◽  
English Instruction

<p class="apa">In 1992, the Ministry of Education and Culture in Namibia created a new language policy for schools that presented the possibility of using English as the sole medium of instruction for students starting in Grade 1. The resulting increase in schools that offer only English instruction has been detrimental to education. In order to improve the quality of education available to students in Namibia, the implementation of the language policy must be revisited so that students have the opportunity to first learn in their mother tongues and develop the necessary skills that they will need to be successful.</p>

Sign in / Sign up

Export Citation Format

Share Document