As determinações do Ultraliberalismo e Neoconservadorismo para as políticas públicas de educação no contexto atual de retrocessos e ataques à Democracia / The determinations of Ultraliberalism and Neoconservatism for public education policies in the current context of setbacks and attacks on Democracy

2021 ◽  
Vol 7 (7) ◽  
pp. 72423-72436
Author(s):  
Antônio Sousa Alves ◽  
Beatriz da Costa Carneiro ◽  
Siloah Jesseni Gomes Alves ◽  
Thadson Duarte Figueredo
Keyword(s):  
Public Education ◽  
Education Policies ◽  
Current Context

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

scholarly journals Nursing education: mapping in the perspective of transformation

2020 ◽  
Vol 73 (3) ◽  
Author(s):  
Josicelia Dumêt Fernandes ◽  
Rosana Maria de Oliveira Silva ◽  
Giselle Alves da Silva Teixeira ◽  
Raíssa Millena Silva Florêncio ◽  
Lázaro Souza da Silva ◽  
...  
Keyword(s):  
Nursing Education ◽  
Public Education ◽  
Descriptive Study ◽  
The State ◽  
Economic Power ◽  
Education Policies ◽  
Analytical Instruments ◽  
Mixed Approach ◽  
Quality Of Nursing

ABSTRACT Objective: to construct a theoretical, field and analysis mapping of nursing education in the context of public education policies in Brazil. Method: a descriptive study with a mixed approach of investigation, having as theoretical-analytical instruments the studies on maps construction (theoretical, field and analytical), which allowed the distribution, imbalances, tendencies and contradictions verification of the phenomenon studied. Results: the disordered expansion of vacancies in nursing has been occurring in a disorganized, asymmetric way and directed to the distancing of the State in the assistance to the educational sector, as well as the consequent privatization of education and reaffirmation of social imbalance of regions with the lowest economic power. Final considerations: the study made technological, scientific and academic contributions possible and showed that public policies directed intense and disorderly expansion of courses/vacancies, indicating the need to establish strategies that can promote actions to strengthen the quality of nursing education.

scholarly journals From ‘Credentialism’ to the ‘Practice of Learning’: Reconceptualising Learning for the Knowledge Economy

2003 ◽  
Vol 1 (1) ◽  
pp. 83-105 ◽  
Author(s):  
David Guile
Keyword(s):  
European Union ◽  
United Kingdom ◽  
Public Education ◽  
Activity Theory ◽  
Knowledge Economy ◽  
Knowledge Society ◽  
Education Policies ◽  
New Knowledge

This article argues that there is a paradox at the heart of United Kingdom and European Union polices for learning: the knowledge economy debate rests on a traditional interpretation of the concept of learning (i.e. the acquisition of existing knowledge and skill), yet the challenge of the knowledge economy is to produce new knowledge and skill. Overcoming current credentialist approaches involves rethinking what is meant by ‘learning’. Drawing on activity theory, the article introduces the concept of ‘reflexive learning’ to illustrate how to reformulate public education policies to prepare learners for working and living in a knowledge society/economy.

Teacher Networking, Professional Development, and Motivation Within EU Platforms and the Erasmus Plus Program

2021 ◽  
pp. 195-218
Author(s):  
Salvatore Nizzolino
Keyword(s):  
Professional Development ◽  
Public Education ◽  
Teaching Profession ◽  
Education Sector ◽  
The European Union ◽  
Education Policies ◽  
Professional Networking ◽  
European Education ◽  
New Perspective ◽  
And Training

This chapter deals with the continuous professional development required in the teaching profession with a focus on the European Union, embracing the education sector as a whole socio-anthropological structure with similar needs and expectations. In particular, the topic of professional networking and mobilities, analyzed under the effect of the Erasmus Plus program, emphasizes the need for a new perspective. Social network analysis improves the understanding of particular behavioral patterns promoted by the implementation of European education policies in public education networking. The chapter contributes to policymakers in the field of education and training in the education sector.

Tired of Commuting? Relationships among Journeys to School, Sleep, and Exercise among American Teenagers

2017 ◽  
Vol 39 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Carole Turley Voulgaris ◽  
Michael J. Smart ◽  
Brian D. Taylor
Keyword(s):  
Public Health ◽  
Public Education ◽  
Time Use ◽  
Educational Outcomes ◽  
Education Policies ◽  
American Time Use Survey ◽  
Commute Time ◽  
Time Use Survey ◽  
Important Health ◽  
Health Promoting

Public education policies that aim to improve educational outcomes can have the effect of increasing the distance that many students must travel to attend school. In this article, we use American Time Use Survey data to examine whether longer school commutes influence time spent on important health-promoting activities. We find school commute time to be strongly inversely related to time spent sleeping, and negatively related to time spent exercising for those with long commutes. Thus, increasing journey to school distances may have troubling public health implications for teens.

scholarly journals Analysis of the Open University of Brazil Program as a National Policy for Public Distance Education in Brazil

2021 ◽  
Vol 9 (5) ◽  
pp. 52
Author(s):  
Eucidio Pimenta Arruda
Keyword(s):  
Distance Education ◽  
Teacher Training ◽  
Public Education ◽  
Public Relations ◽  
Public Universities ◽  
National Policy ◽  
Open University ◽  
Education Policies ◽  
Free Distance ◽  
Education In Brazil

This paper aims to understand how free distance education policies in Brazil, the Open University of Brazil (OUB) System, and public relations between this program and the weakening of distance education in Brazilian public education. Discuss the relationships between DE and teacher training in Brazil, as well as the program's weaknesses in directing teaching, and engage in dialogue with DE resistances in other areas of training in Brazilian public universities. We point out the ineffectiveness of expanding vacancies to train teachers and the perspective of planning the use of distance education in public universities, or what leads to the growing resistance to this model of education within institutions. Finally, that to strengthen distance education in Brazilian public education, and it is necessary to set aside programs of unstable duration, such as the OUB, and to think about public policies that affect the regularity and breadth of training areas in distance education.

scholarly journals Políticas para la gestión de la educación pública obligatoria en Uruguay

2020 ◽  
Vol 28 ◽  
pp. 44
Author(s):  
Adriana Aristimuño ◽  
Pablo Landoni-Couture ◽  
María Inés Vázquez
Keyword(s):  
Public Policy ◽  
Public Education ◽  
Continuous Flow ◽  
Public Policies ◽  
Time Frame ◽  
Education Policies ◽  
Reference Time ◽  
The Public ◽  
Require Solution ◽  
Policy Cycles

The purpose of this paper is to analyze the management of public education policies in Uruguay, taking as a reference time frame, two relevant milestones: (i) the period 1995-2004, which we will call “Rama Reform,” and (ii) the period 2005-2018, which we will call "FA Administration". To analyze both periods we have used a model developed by Joan Subirats, which defines a series of moments in the public policy cycles,which in this case, we will associate with the educational ones. From this perspective, public policies are considered a “continuous flow of decisions and procedures that are intended to make sense” (Subirats et al., 2012, p. 33). This perspective allows us to establish some common parameters from which to analyze two different historical moments: identify the hierarchical issues as "relevant" or "problematic" that require solution; place the place that these issues took on the national public agenda; analyze the formulation and management of programs that emerged, and identify the evaluation proposals that were defined and implemented to monitor and evaluate their impact. This model addressed substantial issues on the educational agenda within the mandatory range. For their implementation, all the analyzed innovative components required  the revision of current regulations and the strengthening of management. This study identifies articulation and disruption processes that were generated between both cycles, as a way of analyzing local capacities to produce synergies between the different innovative processes implemented during the last decades.

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