scholarly journals Igualdad, calidad y confianza entre los desafíos de la reforma educativa francesa: la Loi n° 2019-791 du 26 juillet 2019 pour une école de la confiance

Author(s):  
Encarnación Sánchez Lissen ◽  
Alicia Sianes Bautista

With both the promulgation and enactment of the Loi nº 2019-791 du 26 juillet 2019 pour une école de la confiance, a new period of normative changes has begun in France. These changes concern the organisation, structure and even certain principles the French educational system has been erected with. In the name of confidence some measures have been purposed, some of them of great magnitude, with the main purpose of guaranteeing equal opportunities for the student body of this country. In order to do that, there have been expounded, among others, initiatives focused on the extension of school attendance, diversity outreach, teacher training, institutional innovations by creating new organisms and evaluation measurements in support of educational quality. From an international and comparative perspective, the analysis of this act generates great interest, on the one hand, because of the contents it tackles and, on the other hand, because of the role France has played as a laboratory and enterprising country in educational issues throughout history. This circumstance turns it into referent of other countries in southern Europe, Africa and even Asia, which influence in their educational systems is indubitable.Without losing sight of the magnitude of this reform and its relevance, this brief analysis recognises its significance and the remarkable impact that is generating, both inside and outside of the country. Probably, from now on, there will not be just a few papers that highlight the scope of its proposals and its possible consequences.

2016 ◽  
Vol 11 (17) ◽  
Author(s):  
Miguel Ángel Vázquez Ruiz

Resumen:El proceso de globalización de los procesos económicos, a primera vista sugiere un mundo de dimensiones homogéneas, muy interrelacionado entre sí y con igualdad de oportunidades de desarrollo para todos los países. Pero la realidad se desenvuelve en otra lógica: la globalización impulsa dinámicas muy segmentadas, donde el mundo vive las paradojas de la conformación de bloques regionales entre países y de regiones diferenciadas al interior de estos. En este sentido, uno de los espacios donde en la actualidad, por una razón u otra, se dan relaciones peculiares, son las fronterizas. Hay países donde los vínculos fronterizos se expresan como conflictos étnicos y religiosos; en cambio en otros, las conexiones más importantes son de índole económica y demográfica. Este es el caso de la frontera entre México y Estados Unidos, espacio donde se reproduce una de las relaciones binacionales más intensas entre países. En el presente artículo, se pretende avanzar en hacer una relectura de la frontera norte de México y sur de Estados Unidos, considerándola una región integrada por dos subregiones: la estadounidense y la mexicana. Para ello, se pasa revista a los más importantes enfoques teóricos para entender esa realidad, y se propone su revisión a la luz de las constantes modificaciones en ésta, que conducen a agotamientos muy rápidos en los "paradigmas" de análisis que cada autor del tema utiliza. Este planteamiento se documenta con la aportación de elementos cuantitativos y cualitativos acerca de las partes que configuran la región y, particularmente, se destacan las distintas modalidades de corredores económicos como medios de vinculación entre las "subregiones". Se plantea también reflexionar acerca de aspectos poco estudiados en estas últimas, como sería el perfil de los actores empresariales, básico para entender sus niveles de competitividad en la globalización a partir de una plataforma regional.Palabras clave: Globalización, Zonas fronterizas, Frontera México-Estados Unidos, Corredores económicos, Economía fronteriza.Abstract:The globalization of economic processes, at first sight, suggests a very inter- related world of homogenous dimensions, with equal opportunities of development for all countries. But reality comes about with another logic: globalization furthers very segmented dynamics, where the world experiences the paradox of the establishment of regional blocks among countries and regions that are differentiated within such blocks. In this sense, border areas are one of the spaces where presently, due to one reason or another, peculiar relations occur. There are countries where border ties are expressed as ethnic and religious conflicts, whereas, there are others, in which the most important connections are of an economic and demographic nature. This is the case of the Mexico-US border, space where one of the most intense binational relations between countries takes place. This article intends to review Mexico?s northern border and the United States southern border, considering it a region integrated by two subregions: the one of the United States and the one of Mexico. For such purpose, the most important theoretical approaches is reviewed in order to understand said reality. Its review is proposed in view of its constant modifications that lead to very fast depletions in the "paradigms" of analysis used by each author who writes about the subject. This statement is documented with the contribution of qualitative and quantitative elements about the parts that form the region, particularly underscoring the different modalities of economic corridors as means to link the "subregions". Statements are also made that lead to reflect on aspects that have been little studied in the latter, such as the pro file of the business actors, that is basic to understand their levels of competitiveness in globalization as of a regional platform .Key words: Globalization, Borderlines, USA-Mexico borderline, Economic corridors, Borderline economics.


2018 ◽  
Vol 53 ◽  
pp. 01003
Author(s):  
Richard Grumbine ◽  
Natsuki Aka ◽  
Riho Hirano

Internationalizing the Japanese students at KOSEN has proven difficult. While KOSEN welcomes international students with the hope of internationalizing the almost entirely Japanese student body, the challenge has been to get the Japanese students to interact with the international students and take advantage of the opportunity. Far too often international students live in a bubble and have meaningful contact with only a few students. This leaves the international students feeling isolated and the Japanese students not benefiting from the opportunity that KOSEN is trying to provide. Ariake KOSEN attempted to address this problem in two ways. A discussion class which included international students was created where the students were expected to discuss pre-assigned topics in small groups over the course of a semester. These groups often contained an international student. This forced exposure created a chance for Japanese students to communicate with international students. This communication was then seen continuing well beyond the discussion exercises. A survey was given at the completion of the one semester class to evaluate effectiveness. The results show that students found the opportunity to be helpful and in line with their own learning goals. Another approach was to create a more casual place for students to gather and interact with international students. An English Lab was created to give the students a place to interact outside of the traditional classroom atmosphere. This second effort is just in the beginning stages but the basic ideas are laid out in this paper. Anecdotal evidence seems to suggest that the Lab is working, with usage on the part of Japanese students being high, but the international students seem less inclined to use the room.


Author(s):  
Mark Newman

Recollections from former students often present a positive appreciation of black Catholic schools primarily for their educational quality but also, in many cases, for their emphasis on self-worth and also, occasionally, on black culture and heritage. African American Catholics valued black schools and churches as religious and community institutions. Prelates generally sought to achieve desegregation by closing or downgrading black Catholic institutions. African American Catholics differed in their response. While some black Catholics reluctantly accepted such action as a necessary price for desegregation, others opposed these measures, upset by the one-sided nature of Catholic desegregation and inspired by the rise of black con consciousness in the second half of the 1960s. Some disillusioned African Americans, especially younger Catholics, left the church.


Author(s):  
Thiago Schumacher Barcelos ◽  
Ismar Frango Silveira

On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.


1998 ◽  
Vol 91 (4) ◽  
pp. 335-350 ◽  
Author(s):  
Helmut Koester

On the Ides of March of the year 44 BCE, the dictator of Rome, Julius Caesar, was assassinated. Nobody knew whether this would reconstitute the Roman Republic of old or would only usher in a new period of civil war like the one that had devastated not only Rome and Italy but also the provinces for many decades before Caesar's ascendancy to sole power.


The promise of massive coverage of large geographical areas of the world by satellite transmissions has excited politicians for over a decade. It has not excited the imaginations of managers of educational systems and administrators. It is perhaps a case of, on the one hand, the dreamer, and on the other, the dream which could turn into the nightmare of reality. The developing countries seek ways to short circuit the educational methodologies of the present. The pressing needs of rapidly developing societies demand action and the need for governments to respond and communicate to the under-privileged has been identified as central to development. The state of satellite technology is evident for all to see and hear. The adoption of this technology and the harnessing of its potential has yet to be fully realized. A massive management programme of earth-bound resources will be necessary, and this paper endeavours to provide a framework for discussion.


Author(s):  
Alicia Dávila-Gutiérrez ◽  
Xóchitl López-Cano ◽  
Mariana López-Victoriano ◽  
Isabel Monroy-Plata

The Follow-up to the application of the Program of Studies of the Master in Educational Intervention for Basic Education (MIEEB), in the Normal School of Ixtlahuaca (ENI) is being made from various procedures, moments and functions, such as: the procedure “monitoring and evaluation to the application of plans and programs of postgraduate study” of the Quality Management System (QMS), another is the follow-up that is carried out from the position of the Postgraduate Coordinator. The objective of these procedures is: “Obtain information on the progress and incidences of Postgraduate Educational Programs that are offered in the Normal Schools, to help in the assurance of their educational quality "(SEN, 2017), and the one in this report, is to reflect on the results of the application of the MIEEB Program of Studies: strengths and weaknesses. The methodology of this study is based on the analysis of documents that have been administered to students and teachers, those that have been issued to inform school and educational authorities. It is intended to contribute to the reflection of the scope of the master’s program in the professionalization of teachers of Basic Education.


Author(s):  
Р.Р. Хайрутдинов

В настоящее время приобретает всё большую актуальность представление о проектировании как специфическом способе методологической работы в сфере образовании. Цель статьи заключается в обосновании и раскрытии сущностных характеристик методологической функции проектирования и осуществлении сравнительной характеристики её проявления в классической и постнеклассической парадигмах. Автором обосновано понимание проектирования как составной части методологии педагогики, функциональное назначение которого состоит, с одной стороны, в проекции научного знания о содержании и способах изменений педагогической действительности на её конкретную область, а с другой стороны – в осмыслении наукой таких достижений практики, которые ещё не нашли объяснение в теории. Раскрыта сущность этой взаимосвязи в рамках классической парадигмы, которая заключается в обеспечении стабильного функционирования образовательных систем на основе норм, заданных наукой. В постнеклассической парадигме в качестве общих регулятивов проекции научного знания на область практической деятельности выступают принципы системности, контекстуальности, конвенциональности, саморазвития проектируемых объектов, рефлексивности, рискованности. Значение проведённого исследования заключается в расширении предметных областей практического применения методологии проектирования, к числу которых относится, например, научно-образовательное пространство вуза с его институциональными формированиями – научными центрами, лабораториями, редакциями научных изданий и т.д. Currently, the idea of design as a specific method of methodological work in the field of education is becoming increasingly relevant. The purpose of the article is to substantiate and disclose the essential characteristics of the methodological design function and to carry out a comparative characteristic of its manifestation in the classical and post-nonclassical paradigms. The author substantiates the understanding of design as an integral part of the methodology of pedagogy, the functional purpose of which consists, on the one hand, in the projection of scientific knowledge about the content and methods of changes in pedagogical reality to its specific area, and on the other hand, in the understanding of such achievements of practice by science that have not yet found an explanation in theory. The essence of this relationship is revealed within the framework of the classical paradigm, which consists in ensuring the stable functioning of educational systems based on the norms set by science. In the post-nonclassical paradigm, the principles of consistency, contextuality, conventionality, act as general regulators of the projection of scientific knowledge onto the area of practical activity, self-development of projected objects, reflexivity, and riskiness act as general regulatives of the projection of scientific knowledge on the field of practical activity. The significance of the conducted research is to expand the subject areas of practical application of the design methodology, which include, for example, the scientific and educational space of the university with its institutional formations – research centers, laboratories, editorial offices of scientific publications, etc.


Author(s):  
María Balzaretti Tejedo

Global cities’ economic development depends highly in innovation.Ther efore, the human capitalis the raw material of the Global Era and a successful city is the one that creates, attracts and retains its human capital. The first stepto create thehuman capital is to provide equal opportunities to quality education.However, because of insufficient taxes and large sudden immigration flows that come to global cities, most governments lack the infrastructure and capability to provide these opportunities to all children and, in addition, they consider low income and immigrant children as a high cost problem instead of as a great potential that requires investment. This is when civil organizations emerge to fill the government’s gaps by providing education and development opportunities. This research analyzes the public and private roles in education through a case study: Mexico City and Paris are considered opposite examples of educational systems in terms of government’s participation, whereas Chicago has managed to hold a balance among public, private and civil organizations contribution model that has helped the city upgrade in the education rankings. The best way to keep improving the education quality and equal opportunities is to create consensus, combining civil organizations’expertiseand ability to attract the media attention, with the political willof the government and the commitment of societyin order to generate chances for effective social policy makingin terms of education.


2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Olga Gloria Barbón Pérez ◽  
Luis Alberto Poalasín Narváez ◽  
Julia Añorga Morales ◽  
Gisela Quintero Chacón ◽  
Jorge Washington Fernández Pino

La educación reclama de sus docentes mayores esfuerzos por alcanzar la competencia profesional, por lo cual el fortalecimiento de la profesión docente constituye una prioridad en los sistemas educativos actuales. Cuba cuenta con la ventaja de ser el país con mayor nivel de calidad en la educación en la región de América Latina y el Caribe, resultado que parte de considerar como componente de mayor protagonismo de cualquier sistema educativo; el docente, recurso humano que conduce el proceso docente-educativo durante su actividad pedagógica profesional, cuyo mejoramiento solo ocurre mediante un complejo proceso de profesionalización. El presente artículo se propone articular en su análisis las posiciones teóricas actuales que orientan sobre la calidad educativa con la profesionalización pedagógica, como proceso. Palabras Clave: profesionalización, calidad educativa, docencia. ABSTRACT Education demands of its teachers greater efforts to attain professional competence, thus strengthening the teaching profession is a priority in the current educational systems. Cuba has the advantage of being the country with the highest level of quality in education in Latin America and the Caribbean , a result considered part of greater prominence component of any education system; teachers , human resource conducting the educational process during their professional educational activity , the improvement of which only occurs through a complex process of professionalization. This article proposes to articulate in its analysis the current theoretical positions that guide on educational quality educational professionalization as a process. Keywords: professionalization, educational quality, teaching. Recibido: diciembre de 2015Aprobado: febrero de 2016


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