scholarly journals Implicaciones pedagógicas y organizativas de un proyecto de educación alternativo para la etapa de Educación Infantil en España

2021 ◽  
Vol 39 (3) ◽  
pp. 109-134
Author(s):  
Manuel Morales Valero ◽  
Diana Amber Montes
Keyword(s):  
Alternative Education ◽  
Primary School ◽  
Education System ◽  
Organizational Innovation ◽  
Excessive Amount ◽  
Education Project ◽  
State Education ◽  
Pedagogical Models ◽  
Educational Potential

La escuela, como institución, se encuentra en tela de juicio por parte de algunos sectores críticos de la sociedad que, desde el marco explicativo que ofrecen las denominadas teorías de la desescolarización, son capaces de organizarse y crear redes ciudadanas para proveer de forma privada la educación de sus hijos/as desde unos determinados modelos organizativos y pedagógicos. El propósito de este trabajo es el de identificar, mediante el análisis de un estudio de caso, el modelo organizativo (definido por su misión, visión y valores) utilizado en un proyecto de educación alternativa para la etapa de educación infantil con el objetivo de reflexionar sus implicaciones pedagógicas y organizativas. Concluimos señalando cómo se confía en exceso en el potencial educativo del contexto en base a los intereses y motivaciones de los educados, se minusvalora la capacidad de innovación pedagógica y organizativa del sistema estatal de educación, existe la necesidad de establecer mecanismos capaces de mejorar la participación y se constata la pretensión, quizás irreal, de mantener cierta neutralidad ideológica en el proyecto. Nowadays the institution of the School is being questioned by some critical sectors of society who, by drawing on the explanatory framework put forward by the so-called deschooling theories, are able to organize themselves and create citizen networks in order to provide privately for the education of their children within specific organizational and pedagogical models. The purpose of this case study is to identify the organizational model (defined by its mission, vision and values) used in an alternative education project for pre-primary school education with the aim of reflecting on its pedagogical and organizational implications. We conclude by pointing out that there exists an excessive amount of confidence in the context’s educational potential based on the interests and motivations of the learners. In addition, the capacity for pedagogical and organizational innovation of the State education system is underestimated. There is, furthermore, a need to establish mechanisms capable of improving participation. Finally, the claim, perhaps unrealistic, of maintaining a certain ideological neutrality in the project is also observed.

scholarly journals Responding to Disaster with Alternative Education: A Case Study of a Post-disaster Education Project in Bangladesh

2012 ◽  
Vol 3 (8) ◽  
pp. 250-263 ◽  
Author(s):  
Muhammad Ishaq-ur-Rahman
Keyword(s):  
Alternative Education ◽  
Disaster Response ◽  
Formal Education ◽  
Drop Out ◽  
Education Project ◽  
Financial Condition ◽  
Lessons Learnt ◽  
Disaster Situation ◽  
Post Disaster

The paper presents a case study and lessons learnt from an alternative education project implemented in two cyclone-devastated districts of Bangladesh as a post-disaster response and recovery initiative after the massive cyclone ‘Sidr' in November 2007. A survey revealed that the shattered financial condition of local families along with other problems in the formal education system was causing dropouts and non-attendance. Based on the needs assessment the NGO Islamic Relief Worldwide implemented an alternative education project named ‘Anondo Biddaloy-Alternative Education for ‘Sidr’ Affected Children’. In an effort of creating access to the formal education for the drop-out and nonenrolled children, the project focused on regaining and augmenting their interest towards education by offering a learner friendly, joyful education scheme that combined life skills and livelihood skills education with health and wellbeing aspects. Implementation of the project resulted into introducing and retaining a significant number i.e. almost 80% of its target group in mainstream education. The project thus brought about a major lesson that education with an alternative nature (to the mainstream) can effectively contribute towards ensuring education for vulnerable target groups in a crisis. With an aim of contributing to the academic and practitioner’s knowledge of the community relevant to providing education in post-disaster situation, the paper has specific purposes of sharing the concept and contents of the particular alternative education initiative as well as lessons learnt from it.

Soft Skills among Students: A Case Study of UiTM Cawangan Kelantan

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Faizal Samat ◽  
Norazlan Annual ◽  
Raznee Atisya Md Rashidi
Keyword(s):  
Problem Solving ◽  
Unemployment Rate ◽  
Significant Influence ◽  
Education System ◽  
Communication Skill ◽  
Soft Skills ◽  
Team Building ◽  
Leadership Skill ◽  
Quality In Education

This article contributes to ongoing debates about soft skills among students. In 2017, the unemployment rate in Malaysia was at 3.42 percent as compared to 2.85 percent in 2014. Education system must aim towards employability and ensure quality in education to reduce the percentage of unemployment. Thus, this study aims to investigate the development of soft skills among students through co-curriculum activities in UiTM Cawangan Kelantan. The sample were 113 students from UiTM Cawangan Kelantan. Questionnaires adapted from previous research to measure the communication skill, problem solving skill, team building skill, leadership skill and soft development of soft skills among students through co-curriculum activities. SEM-PLS 3.0 were employed in this study. The findings revealed only team building skill has significant influence on developments of soft skills among students through co-curriculum activities. However, the study indicates that communication skill, problem solving skill and leadership skill are not significant towards development of soft skills among students through cocurriculum activities.

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.

Sign in / Sign up

Export Citation Format

Share Document