scholarly journals Reformas educativas y transformaciones del trabajo docente. El caso del sistema educativo estatal inglés: entre el cambio y la continuidad

2012 ◽  
pp. 102-118
Author(s):  
Dr. Andrew Parker ◽  
Dra. Analía Inés Meo
Keyword(s):  
Political Parties ◽  
Basic Education ◽  
The State ◽  
Educational Policies ◽  
Ethical Standards ◽  
Regulatory Frameworks ◽  
State Education ◽  
Political Views

Este trabajo examina críticamente el abanico de políticas educativas que ha reconfigurado sustancialmente el trabajo docente en Inglaterra durante el periodo 1979 a 2004. En este periodo se establecieron algunas de las piedras fundamentales de su sistema educativo estatal. Este trabajo identifica continuidades en el direccionamiento general de las políticas educativas durante dos gobiernos de signo político opuesto. Asimismo, mapea los profundos cambios que se han introducido en las formas de regular el trabajo docente en la educación básica. Argumenta que las sucesivas reformas han fomentado un mayor control del trabajo docente (incluyendo el ingreso, permanencia, formación, estándares de comportamiento y práctica pedagógica) en un contexto de cuasi-mercadización (quasi-marketization) y descentralización del sistema educativo estatal.AbstractThis article critically examines key educational policies that have re-structured teachers´ work in England during the period 1979-2004. These policies have established central pieces of the contemporary educational landscapeof this country. This paper identifies continuities between educational policies defined by governments from political parties from antagonistic political views (the Conservative and Labour parties). Moreover, it maps key changes in the regulatory frameworks of teachers´ work in basic education. It argues that successive reforms have fostered major control of teachers´ work (in terms of their recruitment, training, behavioural and ethical standards, and pedagogic practice) in a context of quasi-marketization and de-centralisation of the state education system.Recibido: 23 de abril de 2011 Aceptado: 30 de noviembre de 2011

scholarly journals EDUCATIONAL EVALUATION DEVICE OF CEARÁ: THE (IN)VISIBILITY OF STUDENTS WITH DISABILITIES

2020 ◽  
Vol 50 (175) ◽  
pp. 136-160
Author(s):  
Eric Passone ◽  
Karlane Holanda Araújo
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Evaluation System ◽  
Large Scale ◽  
Basic Education ◽  
The State ◽  
Educational Management ◽  
System A ◽  
State Education ◽  
Evaluation Policies

Abstract This article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education [Sistema Permanente de Avaliação da Educação Básica do Ceará] (Spaece).

scholarly journals Socio-political journalism of the «Theological Herald» during the First Russian Revolution

2015 ◽  
pp. 265-288
Author(s):  
П. Е. Липовецкий
Keyword(s):  
Political Parties ◽  
Religious Education ◽  
The State ◽  
Russian Revolution ◽  
Russian Orthodox ◽  
Orthodox Church ◽  
Russian Orthodox Church ◽  
Local Council ◽  
Political Journalism ◽  
Political Views

Статья посвящена рассмотрению и анализу публикаций по общественно-политической тематике официального печатного органа Московской духовной академии, журнала «Богословский вестник», в период революционных событий в России 1905–1907 годов. В связи с публицистической деятельностью журнала упоминается целый ряд церковных деятелей, занимавших ключевые для издания посты в обозреваемый период, которые определяли политику журнала, а также уделяется внимание основным авторам, излагавшим на страницах журнала свои общественно-политические взгляды. Их публикации принесли «Богословскому вестнику» репутацию либерального церковного издания. Рассматриваются наиболее популярные темы, важнейшими из которых были переустройство государства, идеология и деятельность политических партий, готовящийся Поместный Собор, социальное неравенство, а также духовное образование. В заключение отмечается, что авторы журнала отдавали предпочтение либеральному направлению общественной мысли, не стеснялись критики государственного и церковного управления, указывали на кризис в РПЦ, призывая духовенство к «освободительному движению». The article is devoted to the review and analysis of publications on social and political topics of the official press of the Moscow Theological Academy – the «Theological Journal» during the revolutionary events in Russia of 1905–1907. In connection with the journalistic activities a number of church leaders are mentioned, who held key positions in the publication team of this period, who determined the policy of the journal. Also attention is paid to the major authors, who expressed in the magazine their socio-political views, through the publication of which the «Theological Journal» earned the reputation of a liberal church publication.The article considers the most popular topics covered in the pages of «Theological messenger» during the First Russian Revolution, the most important of which were the reorganization of the state, the ideology and activities of political parties, preparation of the Local Council, social inequality, as well as religious education. In conclusion, it states that the authors of the journal favored the liberal direction of public opinion, did not hesitate to critique the state and church administration, and pointed out the crisis in the Russian Orthodox Church, urging the clergy to a «liberation movement».

scholarly journals Reflexos da Pandemia na evasão/abandono escolar: a democratização do acesso e permanência

2020 ◽  
pp. 1-20
Author(s):  
Celestina Maria Pereira de Souza ◽  
Jhonata Moreira Pereira ◽  
Maria da Conceicao de Jesus Ranke
Keyword(s):  
Initial Period ◽  
Monitoring And Evaluation ◽  
School Dropout ◽  
The State ◽  
Educational Policies ◽  
Dropout Rates ◽  
Present Moment ◽  
National Education ◽  
State Education ◽  
Education Plan

The study focuses on educational policies, focusing on the National Education Plan (PNE/2014) and the State Education Plan (PEE/2015) of the State of Tocantins. This is a bibliographic research, through the trajectory of the process of elaborating the PNE/2014 and the subnational plans, emphasizing the conditions of preparation, monitoring and evaluation, and publicizing the results achieved. The objective of the investigation is to analyze the results of the State of Tocantins, based on the reports published by PNE/2014. In view of the analysis, it is possible to state that the process of monitoring and evaluating the evolution of the goals proposed in the PEE/2015 compromised by the failure to comply with the planned steps. Thus, the investigation goes back to some repercussions, demonstrating that the dropout/dropout rates of students became more manifest between the initial period and the present moment of the pandemic. Covid-19 is an aggravating factor in school dropout, highlighting the need for coping actions to combat it, especially in this context of uncertainty and in view of the impacts of the pandemic on education.

scholarly journals Políticas de Accountability na gestão educacional do estado de Pernambuco – Brasil

2018 ◽  
Vol 34 (1) ◽  
pp. 233
Author(s):  
Prociana Ferreira da Silva ◽  
Edna Gusmão de Góis Brennand
Keyword(s):  
North American ◽  
Basic Education ◽  
Implementation Strategies ◽  
The State ◽  
Educational Policies ◽  
Education Department ◽  
Democratic Management ◽  
Research Technique ◽  
El Sistema ◽  
Education Network

Resumo: A pesquisa tem como objetivo analisar as estratégias de implantação do modelo de accountability implantadas no sistema de gestão da rede de ensino básico da Secretaria de Educação do Estado de Pernambuco - Brasil e se essa política favorece mecanismos de gestão democrática. O estudo é de natureza exploratória, realizado através da técnica de pesquisa documental. Os resultados apontam que o modelo de accountability implantado é constituído por mecanismos de controle e monitoramento alinhados à disputa entre países europeus e norte-americanos por lugares competitivos no mercado global.Palavras-chave: Políticas educacionais. Democracia. Gestão. Accountability. Abstract: This research aims to analyze the implementation strategies of the accountability model implemented in the system of management of the basic education network of the State of Pernambuco - Brazil Education Department, and if this policy favors mechanisms of democratic management. The study is exploratory in nature, carried out through the documentary research technique. The results indicate that the accountability model implemented consists of control and monitoring mechanisms aligned to the dispute between European and North American countries for competitive places in the global market.Keywords: educational policies; democracy; management. accountability. Resumen: La investigación tiene como objetivo analizar las estrategias de implementación del modelo de accountability implementado en el sistema de gestión de red de la escuela primaria de la Secretaría de Educación del Estado de Pernambuco – Brasil, y si esta política favorece a los mecanismos de gestión democrática. El estudio es de naturaleza exploratoria, realizado por la técnica de investigación documental. Los resultados muestran que el modelo de accountability implantado se constituye por mecanismos de control y supervisión junto a la disputa entre los países europeos y norteamericanos por lugares competitivos en el mercado mundial.Palabras clave: políticas educativas. Democracia. Gestión. accountability.

scholarly journals Satisfação no trabalho de professores de educação física da educação básica da Grande Florianópolis (Brasil)

2019 ◽  
Vol 17 (1) ◽  
pp. 159-166
Author(s):  
Ana Carolina Gesser ◽  
Raquel Krapp do Nascimento ◽  
Juliana Regina Silva Guimarães ◽  
Jorge Both ◽  
Alexandra Folle
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Physical Education ◽  
Basic Education ◽  
Descriptive Analysis ◽  
Statistical Treatment ◽  
The State ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
State Education

Objetivo: Analisar a satisfação no trabalho, considerando o vínculo empregatício, o tempo de serviço na rede estadual de ensino e os ciclos de desenvolvimento profissional, de professores de Educação Física. Métodos: A amostra foi constituída por 140 docentes vinculados à Coordenadoria Regional de Educação da Grande Florianópolis, Brasil. Na coleta de dados, utilizou-se a Escala de Avaliação da Qualidade de Vida no Trabalho Percebida por Professores de Educação Física do Ensino Fundamental e Médio e um questionário sociodemográfico. No tratamento estatístico, empregou-se análise descritiva (frequência relativa e absoluta, mediana, primeiro e terceiro quartil) e inferencial (Qui-quadrado para grupo único com referência de 50,0% para os grupos e teste Prova U de Mann-Whitney). Resultados: As informações obtidas revelaram que, na dimensão condições de trabalho, os professores efetivos se encontravam mais insatisfeitos. Além disso, na dimensão trabalho e espaço total de vida os professores com quatro a 10 anos de atuação na rede de ensino se mostraram insatisfeitos, enquanto docentes com 11 anos ou mais de atuação estavam satisfeitos. Os ciclos de desenvolvimento profissional não apresentaram diferenças estatísticas em relação às dimensões da satisfação no trabalho. Conclusão: A satisfação no trabalho de professores de Educação Física está associada ao vínculo empregatício e ao tempo de serviço na rede estadual, mas não está associada aos ciclos de desenvolvimento profissional docente.ABSTRACT. Job satisfaction of physical education teachers of basic education in the Metropolitan region of Florianópolis (Brazil). Objective: to analyze the job satisfaction, considering the employment bond, the time of service in the state education network and the cycles of professional development, of Physical Education teachers. Methods: the sample consisted of 140 teachers linked to the Regional Education Coordination in the Metropolitan region of Florianópolis, Brazil. Data collection, we used the Quality of Life at Work Perceived for Physical Education Teachers of Elementary and Secondary Teaching and a sociodemographic questionnaire. In the statistical treatment, descriptive analysis (relative and absolute frequency, median, first and third quartile) and inferential (Chi-square for single group with reference of 50.0% for groups and Mann-Whitney test U test). Results: the information obtained showed that, in terms of working conditions, effective teachers were more dissatisfied. Moreover, in the work dimension and total living space, teachers with four to 10 years of teaching activity were dissatisfied, while teachers with 11 years or more of work were satisfied. The professional development cycles did not present statistical differences in relation to the dimensions of job satisfaction. Conclusion: the job satisfaction of Physical Education teachers is associated with employment and length of service in the state, but is not associated with teacher professional development cycles. 

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

The main directions of educational policy of Finland

2020 ◽  
Vol 11 (2) ◽  
pp. 6-13
Author(s):  
K. E. Stupak ◽  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Decisive Role ◽  
The State ◽  
Vocational Education And Training ◽  
State Education Policy ◽  
Role Of The State ◽  
State Education

The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training.

Party and Democracy

2017 ◽  
Author(s):  
Piero Ignazi
Keyword(s):  
Political Parties ◽  
Organizational Development ◽  
Interwar Period ◽  
Historical Perspective ◽  
The State ◽  
Societal Change ◽  
Contemporary Society ◽  
Mass Public ◽  
Post War ◽  
Totalitarian Regimes

The book integrates philosophical, historical, and empirical analyses in order to highlight the profound roots of the limited legitimation of parties in contemporary society. Political parties’ long attempts to gain legitimacy are analysed from a philosophical–historical perspective pinpointing crucial passages in their theoretical and empirical acceptance. The book illustrates the process through which parties first emerged and then achieved full legitimacy in the early twentieth century. It shows how, paradoxically, their role became absolute in the totalitarian regimes of the interwar period when the party became hyper-powerful. In the post-war period, parties shifted from a golden age of positive reception and organizational development towards a more difficult relationship with society as it moved into post-industrialism. Parties were unable to master societal change and favoured the state to recover resources they were no longer able to extract from their constituencies. Parties have become richer and more powerful, but they have ‘paid’ for their pervasive presence in society and the state with a declining legitimacy. The party today is caught in a dramatic contradiction. It has become a sort of Leviathan with clay feet: very powerful thanks to the resources it gets from the state and to its control of societal and state spheres due to an extension of clientelistic and patronage practices; but very weak in terms of legitimacy and confidence in the eyes of the mass public. However, it is argued that there is still no alternative to the party, and some hypotheses to enhance party democracy are advanced.

Sign in / Sign up

Export Citation Format

Share Document