PERSPECTIVES FOR INDEPENDENT EXTERNAL EVALUATION AT THE LEVEL OF BASIC SECONDARY EDUCATION IN UKRAINE IN THE VECTORS OF EUROPEAN EXPERIENCE

The article considers the stage-by-stage changes in teaching the linguistic and literature with teaching languages of different ethnic groups of Ukraine at secondary education institutions. An analysis of training programs and publications for classes with Romanian language of teaching in secondary education institutions is presented. Article highlights the experience of cooperation of S. Krygan, who has work for many years as a methodologist of Chernivtsi Regional Institute of Postgraduate Pedagogical Education, Scientific and Methodological Center for Ethnic Minorities of the South-Western Region of Ukraine, State Scientific Institution "Institute of Education Content Modernization" in Chernivtsi with relevant departments of the Scientific and Methodological Center secondary education, State Scientific Institution "Institute of Education Content Modernization" and the Ministry of Education and Science of Ukraine. An analysis of the modern educational and methodical complexes on the Romanian language in Romania is presented, the experience of their application is covered. The processed material convinces that the main innovations in this field, based on the European experience of humanitarian education, proved to be effective in their concept and methods of practical implementation. Current linguodidactic problems that need to be solved are outlined.

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Pruebas de evaluación Saber y PISA en la Educación Obligatoria de Colombia

Educatio Siglo XXI ◽

10.6018/educatio.452891 ◽

2020 ◽

Vol 38 (3 Nov-Feb) ◽

pp. 231-254

Author(s):

Luz Amparo Sanabria James ◽

M. Carmen Pérez Almagro ◽

Luis Enrique Riascos Hinestroza

Keyword(s):

Secondary Education ◽

Basic Education ◽

Compulsory Education ◽

Educational Community ◽

External Evaluation ◽

Evaluation Policies

INTRODUCCIÓN. Esta investigación se centra en la revisión documental a las políticas de evaluación externas a los estudiantes de educación obligatoria en Colombia. Se trata de las Pruebas Saber y la prueba internacional PISA. MÉTODO. Este trabajo describe cómo se evalúa en el país y cuáles han sido sus resultados en los niveles de 3°, 5° y 9° de educación básica, y, 11º de educación media obligatoria. Para comenzar, se presenta el contexto con las características de estas dos evaluaciones, así como las políticas y acciones abordadas para mejorar la dinámica y calidad de la oferta. RESULTADOS. Por último, se señalan las tendencias en los resultados del proceso educativo de un país que se debate en el dilema de la cobertura educativa, en el que, a pesar de los esfuerzos por mejorar la igualdad y la calidad, no se logran las mejoras en los desempeños de los escolares. DISCUSIÓN. El trabajo histórico-documental aparece como representativo para conocer el grado competencial de los alumnos ya que supone un campo de actividad al que contribuye el conjunto de la comunidad educativa. INTRODUCTION. This article reviews the external evaluation policies of students in compulsory education in Colombia. Specific attention is paid to the “Saber” and the international PISA tests. METHOD. This work describes how evaluation is undertaken in the country and what its results are for the 3rd, 5th and 9th levels of basic education and the 11th level of compulsory secondary education. Firstly, the context and characteristics of these two evaluations are presented, as well as the policies and actions addressed to improve the dynamics and quality of the teaching offer. RESULTS. Results show that the country is immersed in a debate about educational coverage which, despite the efforts made to improve equality and quality, has not led to improvements in students’ academic performances. DISCUSSION. Historical-documentary work seems to foster interprofessional relationships in that it involves the whole educational community.

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Evidence-based publications on upper secondary education in Iceland, 2003–2012

Icelandic Review of Politics & Administration ◽

10.13177/irpa.a.2020.16.1.3 ◽

2020 ◽

Vol 16 (1) ◽

pp. 43-64

Author(s):

Guðrún Ragnarsdóttir ◽

Ingólfur Ásgeir Jóhannesson ◽

Jón Torfi Jónasson ◽

Brynja E. Halldórsdóttir

Keyword(s):

Secondary Education ◽

Evidence Based ◽

Scholarly Work ◽

External Evaluation ◽

Policy And Practice ◽

Upper Secondary Education ◽

Upper Secondary ◽

Number Of Publications ◽

Vocational Studies ◽

Collection Methods

Globally, there is a demand for basing education policy decisions and practice on solid evidence. While the same applies in Iceland, some have claimed that there is a dearth of evidence-based publications targeted at education. This article considers this claim by examining the availability and nature of evidencebased publications with a focus on upper secondary education in Iceland. In total, the main characteristics of 316 publications were studied over the period 2003–2012. These publications included peer-reviewed articles, non-reviewed scholarly work (articles and reports), master’s and doctoral theses, external evaluation reports, and innovation reports. The findings reveal a hidden treasure of a number of publications targeted at upper secondary education in Iceland. Some educational fields are still weakly represented in the evidence spectrum, such as vocational studies, and the data collection methods are relatively few. Furthermore, the main stakeholders are isolated from one another to a degree. Such isolation is problematic, as evidence-based publications are intended to inform both policy and practice. Thus, the study suggests an increased need for cooperation among the main stakeholders in upper secondary education.

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