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CIVIC EDUCATION OF STUDENTS OF GENERAL SECONDARY EDUCATION INSTITUTIONS
The article proves that modern Ukrainian students need to have the appropriate qualities and characteristics that are components of their citizenship, civic culture and civic position. It is determined that civic education of students of general secondary education, in contrast to students of other educational institutions, has specific personality traits due to the presence of students with a qualitatively higher level of abilities. It is substantiated that the substantive elements of the education of civic responsibility are: tolerant attitude towards people, regardless of their language, gender, nationality, religion, political beliefs; respect for other people's private property; rule of law and observance of legal norms and laws; active participation in the socio-political life of society. The purpose of the article is to analyze the importance of civic education in the educational process for students of general secondary education. The methodology is based on the general principles and basic modern principles of pedagogical science, psychology, and reflects the relationship of methodological approaches to the study of scientific and methodological views of domestic scientists on the problem of civic education of students of general secondary education. Scientific novelty. It is substantiated that civic education is a necessary component of the educational process in general secondary education institutions. Conclusions. 1. The purpose of civic education is the formation of a conscious citizen, patriot, professional. 2. Civic education is a necessary component of the educational process in general secondary education. 3. There is a need for further development of national standards of citizenship and its implementation in educational practice at the level of formal, non-formal and informal education. 4. Civic maturity is a consequence of the formation of civic competence and culture of students of general secondary education.
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Secondary Education in Afghanistan: a portray of postconflict education reconstrution
This article presents a preliminary account of the status of secondary education in Afghanistan. No previous references can be found which include reliable and detailed statistical information or policy analysis of any kind regarding the secondary education sub-sector in Afghanistan. Thus, more than accurate data collection and analysis, this paper can only attempt to open up the political dialogue about secondary education in the country by identifying the relevant policy issues and putting them into the context of secondary education policies in post-conflict developing countries. Considering the increase of the demand for education over the last three years,together with present birth rates in Afghanistan, it is easy to anticipate a huge increase of demand for secondary education starting in 2007 (even if high repetitionand drop-out rates persist at current levels). Adding to that is the fact that the recently approved Constitution has extended compulsory education until the end oflower secondary school, that is, the 9th grade. It will certainly take more than the formal adjustments to the secondary school curriculum now being undertaken to beable to cope with the rapidly approaching new secondary education scenario in Afghanistan. This article reviews the different sub-sectors of the secondary education system, including vocational training and the public maddrassahs, and concludes with specific recommendations focusing on the critical role of the secondary school sector in the construction of a balanced and forward-lookingeducation system in Afghanistan.Este artículo presenta una visión preliminar de la situación de la educación secundaria en Afganistán en los años inmediatamente posteriores al cambio de régimen de 2001-2002. No existen todavía referencias previas (al menos en inglés o en español) con información estadística fiable y detallada o con análisis político de ningún tipo en relación con el sector de la secundaria en Afganistán. Por tanto, el presente artículo, construido sobre un estudio de campo llevado a cabo en Enero de 2004, sólo puede aspirar a abrir el diálogo político sobre educación secundaria en el país, identificando los temas más relevantes y colocándolos en el contexto de las políticas de educación secundaria en los llamados países post-conflicto del mundo en desarrollo. Teniendo en cuenta el aumento de la demanda de educación durante los años 2002-2004, junto con las tasas de la natalidad, es fácil anticipar un incremento espectacular de la demanda de educación secundaria en Afganistán a partir de 2007 (incluso en el caso de que se mantengan las altas tasas de repetición y de deserción que son ahora la norma). A esto contribuye también sin duda el que la Constitución aprobada a comienzos de 2004 ha extendido la escolarización obligatoria hasta el final de la secundaria de primer ciclo, esto es, el grado 9º. Hará falta sin duda algo más que pequeños ajustes formales en el currículo de la secundaria, como los que actualmente se están llevando a cabo, para hacer frente al nuevo escenario de la educación secundaria que tan rápidamente se está acercando a Afganistán. Este trabajo pasa revista a cada uno de los distintos sub-sectores del sistema escolar de secundaria, lo que, aparte de las escuelas generales, incluye a los institutos de formación profesional y a las ¿madrasas¿ que son financiadas con fondos públicos. El acceso a la educación secundaria (la tasa actual de escolarización está en el 8 por ciento) en Afganistán se ve limitado por varios factores, en particular el número y la localización de las escuelas, que en su mayoría son urbanas. Hay importantes disparidades regionales, de tal modo que el número de escuelas secundarias en relación con la población escolar es sensiblemente más bajo en las regiones del sur y del oeste del país. La desigualdad de género en el acceso a la secundaria continúa siendo muy importante: Dependiendo de la región o la provincia, la tasa de escolarización de las niñas en secundaria varía desde el 34 por ciento hasta el 0. Todavía hoy hay provincias enteras en que ni una sola niña está matriculada en la escuela secundaria superior. A todo esto se une la limitación impuesta por el escaso número de profesores ¿ y sobre todo de profesoras ¿ de secundaria tanto en determinadas regiones y provincias como en ciertas áreas curriculares (matemáticas y ciencias especialmente). El casi exclusivo énfasis actual, en buena medida impulsado por las distintas organizaciones donantes, sobre la educación primaria y en la universitaria, no permite anticipar que se vayan a llevar a cabo las reformas y las inversiones necesarias en el sector de la secundaria. Y no es necesario insistir en que ello puede llevar a desequilibrios importantes en el sistema educativo afgano, que al no poder hacer frente a la demanda de secundaria, podría ver cómo disminuyen ¿ o no siguen creciendo como es necesario ¿ las tasas de graduación en la primaria, cómo se amplía el déficit de profesorado tanto de primaria como de secundaria, y cómo continúan sin abrirse las puertas de la educación superior a las mujeres. Conseguir universalizar la educación secundaria de primer ciclo ¿ ya obligatoria, como se ha dicho ¿ va a requerir políticas muy decididas y orientadas a colectivos específicos. La provisión de escolarización habría de concentrarse en provincias, distritos y grupos étnicos muy específicos, además de las mujeres, que en principio no tienen asegurada su inclusión en un sistema que está en rapidísimo crecimiento
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Philosophy of Education in Pedagogic Education ; Філософія освіти в педагогічній освіті
This article presents a philosophy of education as innovative tool to create abalance between theory and practice in educational activity. It focuses on the experienceand ways of implementing a philosophy of education curriculum inUkrainian pedagogical education under the transformation towards the democraticforms of political and economical life. The proposed project is aimed at formationeducated teacher (including informational and technological competency)by applying variables of philosophy of education: scientific, planning, action,pedagogical, and socio-systematic. The doctrinal changes of quality standards andthe content of education are possible when the main goal of all forms of pedagogiceducation is met - formation of a teacher as a «master of philosophy of education». ; У статті філософія освіти презентується якінноваційний засіб встановлення балансу між практикою і теорією в освітянській діяльності. Досліджуються досвід і шляхи впровадження навчального курсуфілософії освіти в педагогічній освіті України за умовсуспільної трансформації у напрямі до демократичнихформ політичного життя та економіки. Запропоновано комплекс програм, спрямованих на формування цивілізаційної, інформаційної, технологічної компетентності вчителя на основі змінних вимірів філософії освіти: наукознавчого, проектувального, дiяльнісного, педагогічного та соціосистемного. Умовою доктринальних змін стандартів якості та змісту освіти є підпорядкування розвитку усіх форм педагогічної освіти формуванню учителя як «магістра філософії освіти».
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TICs and their use in the subject of physical education in primary education
Resumen: Introducción: En los últimos años se ha visto cómo se ha pasado de una enseñanza más tradicional al empleo de las tecnologías en prácticamente todos los ámbitos. El área de Educación Física es una de las disciplinas que menos ha evolucionado. Objetivos: Reflejar el área de educación física y la Cultura Digital en Andalucía, cómo han evolucionado las clases de E.F. de primaria en la legislación a nivel nacional y los recursos de los que disponen los centros escolares a nivel autonómico (Andalucía). Métodos: Se ha utilizado como herramienta para recoger información la encuesta. Resultados y discusión: Se ha comparado los datos obtenidos de las encuestas realizadas a 14 profesores. Conclusiones: Pese a que se suele tener la idea de que los profesores más jóvenes usan más la tecnología, los resultados muestran lo contrario. Abstract: Introduction Recent years have seen a shift from more traditional education to the use of technology in virtually all areas. The area of Physical Education is one of the disciplines that has evolved the least. Aim: To reflect the area of physical education and digital culture in Andalusia, how primary education classes have evolved in legislation at a national level and the resources available to schools at an autonomous level (Andalusia). Methods: The survey has been used as a tool to collect information Results & discussion: The data obtained from surveys of 14 teachers have been compared. Conclusions: Although it is often thought that younger teachers use technology more, the results show the opposite. Resumo: Introdução: Nos últimos anos assistiu-se a uma mudança da educação mais tradicional para a utilização da tecnologia em praticamente todas as áreas. A área da Educação Física é uma das disciplinas que menos evoluiu. Objectivos: Para reflectir a área da educação física e da cultura digital na Andaluzia, a forma como as aulas de educação física na escola primária evoluíram na legislação a nível nacional e os recursos disponíveis para as escolas a nível regional ...
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Quality in education: what's the suitable funding to the basic education?
In this paper we will discuss the basis of Brazilian educational funding regarding basic education. The FUNDEB, which ends in 2020, enabled the decentralization of basic education by transfering funds according to the number of registrations per school network. This model takes into account the budget capacity of the Federal Government and other federal entities, not an initial floor that allows school units to meet their operating expenses. At this moment, we discuss the design of a new standard, based on a minimum value per student. ; In this paper we will discuss the basis of Brazilian educational funding regarding basic education. The FUNDEB, which ends in 2020, enabled the decentralization of basic education by transfering funds according to the number of registrations per school network. This model takes into account the budget capacity of the Federal Government and other federal entities, not an initial floor that allows school units to meet their operating expenses. At this moment, we discuss the design of a new standard, based on a minimum value per student.
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DISTANCE EDUCATION FOR EFL IN SECONDARY EDUCATION: A DIDACTIC UNIT PROPOSAL
In: https://hdl.handle.net/10953.1/13802
[ES]Un recién nacido se convierte en un niño que come, bebe, habla, canta, escucha, gatea, se sienta, corre, salta, baila y trepa mediante instintos innatos y un proceso de aprendizaje constante. Por lo tanto, si nuestros alumnos actúan y aprenden por sí mismos, podemos lograr grandes resultados. El aprendizaje a distancia se creó para facilitar esta tarea tan desafiante y la pandemia del COVID-19 obligó a las familias y al gobierno a experimentarlo. Esta pandemia ha creado la mayor alteración de los sistemas educativos de la historia, que ha afectado a los estudiantes de todo el mundo. Por lo tanto, este trabajo muestra una propuesta de unidad didáctica dentro de una plataforma organizada con el fin de definir lecciones virtuales eficientes. El fin primordial es conseguir un objetivo común: aprendizaje y motivación. La unidad didáctica promueve un aprendizaje activo teniendo en cuenta los métodos de enseñanza centrados en el alumno. Además, las actividades fomentarán una metodología basada en el enfoque comunicativo. ; [EN]A newborn develops into a child who eats, drinks, speaks, sings and listens, crawls, sits, runs, jumps, dances and climbs by means of innate instincts and a constant learning process. Therefore, if we let our students act and learn by themselves we can achieve great results. Distance learning arose in the attempt to ease the path to such a challenging task and the COVID-19 pandemic forced families and government to experiment it. This pandemic has created the largest disruption of education systems in history, affecting learners in all continents. Therefore, this dissertation will show a didactic unit proposal inside an organized platform in order to define efficient virtual lessons. The main aim is to get a common target: learning and motivation. The didactic unit promotes an active learning taking into account learner-centred teaching methods. Moreover, the activities will encourage a methodology based on the communicative approach.
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Education quality management at a medical education establishment based on an innovative approach
The article proves the necessity of medical education reform in accordance with the government approved strategy for the development of medical education. The highlighted problems are: education quality management at a medical education establishment; the improvement of a management system based on an innovative approach; implementation of feedback through the introduction of monitoring studies. The basic concepts "quality", "quality of educational activity", "educational innovation" are analyzed and specified. The basic conceptual approaches to quality management of educational activity (situational, system, process, synergetic, practical, reflexive, innovative) are determined. The model of an innovative development of a higher medical education institution is presented, consisting of the 3 main stages conception, implementation and usage. The analysis of theoretical and practical training is made. The analysis of innovative methods (fishbone, scribing, collective-group training and situational modeling, combination of classroom and extracurricular training with professional activity, etc.) is made. It was emphasized that an important element of the implementation of the model of innovation development is to determine the level of motivation and readiness for innovations among the senior management of the institution, scientific and pedagogical staff and, especially, among future medical students. The results of the sociological survey of students' perception of the system of internal quality assurance in the educational institution, the students' perception of innovation in the educational process, and the students' perception of IT incorporation in the educational environment are presented. It is concluded that the quality management of educational activities in a medical education institution on the basis of the innovative approach contributes to the introduction of innovative technologies and the improvement of content, methods, and forms of organization of educational process. Furthermore, the innovate approach creates conditions for the renewal of educational policy and competitiveness in the educational market.
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Education quality management at a medical education establishment based on an innovative approach
The article proves the necessity of medical education reform in accordance with the government approved strategy for the development of medical education. The highlighted problems are: education quality management at a medical education establishment; the improvement of a management system based on an innovative approach; implementation of feedback through the introduction of monitoring studies. The basic concepts "quality", "quality of educational activity", "educational innovation" are analyzed and specified. The basic conceptual approaches to quality management of educational activity (situational, system, process, synergetic, practical, reflexive, innovative) are determined. The model of an innovative development of a higher medical education institution is presented, consisting of the 3 main stages conception, implementation and usage. The analysis of theoretical and practical training is made. The analysis of innovative methods (fishbone, scribing, collective-group training and situational modeling, combination of classroom and extracurricular training with professional activity, etc.) is made. It was emphasized that an important element of the implementation of the model of innovation development is to determine the level of motivation and readiness for innovations among the senior management of the institution, scientific and pedagogical staff and, especially, among future medical students. The results of the sociological survey of students' perception of the system of internal quality assurance in the educational institution, the students' perception of innovation in the educational process, and the students' perception of IT incorporation in the educational environment are presented. It is concluded that the quality management of educational activities in a medical education institution on the basis of the innovative approach contributes to the introduction of innovative technologies and the improvement of content, methods, and forms of organization of educational process. Furthermore, the innovate approach creates conditions for the renewal of educational policy and competitiveness in the educational market.
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Indigenismo, educación colonial y etnoeducación ; Indigenism, colonial education and ethno-education
Con este trabajo se pretende abordar el indigenismo entendido como un movimiento político y cultural que defiende la identidad sociopolítica y el valor de la cultura de la América india, y que propone, a su vez, una alternativa en busca del bienestar colectivo. Esa alternativa surge del discurso postcolonial, crítico al desarrollo, y de las cosmovisiones de los pueblos originarios. Se denomina El Buen Vivir y se caracteriza por buscar otras vías al desarrollo más acordes con el respeto a la Pachamama, donde el ser humano forma un todo, siendo parte inherente del entorno natural y social que le rodea. De igual manera, se intenta mostrar cómo, a partir de los movimientos indigenistas, los pueblos originarios luchan por una educación propia que les permita mantener sus saberes ancestrales, amenazados en el presente por el neocolonialismo. Este trabajo surge a partir de la inquietud generada por las propias vivencias, resultado de la participación directa e in situ con diferentes comunidades indígenas que se encuentran en Abya Yala, y también a partir del conocimiento de diferentes investigaciones sobre el tema. ; The purpose of this study is to address indigenism as a political and cultural movement which seeks to defend the socio-political identity and the cultural value of Indian Americans. This movement, which arose from post-colonial discourse that is crucial for development, and from the worldviews of indigenous communities, proposes an alternative in the search of collective welfare. This alternative is «El Buen Vivir» (The Good Living) which pursues other ways of development that are more in accordance with the respect for Pachamama (Mother Earth) and where human beings are considered an inherent part of the natural and socio environment that surrounds them. In the same way, this work aims to show how from indigenous movements, natives communities struggle for their own education that allows them to maintain their ancestral knowledge, threatened in the present by the new neo-colonialism. This work emerges from the concerns generated by the authors' own experiences and their knowledge from several research projects that involved direct participation with indigenous communities from Abya Yala.
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Education quality. ; Calidad educativa
The education and the teaching, has presented in the historical, intellectual, technological and social growth of the humanbeing; the great role of preparing the way and the path of all its technical and intellectual creation. We are the product of that longing, of manyeducators and teachers of the art of education, who longed to see in their pupils great achievements, meet goals, open roads, face uncertainties,cover questions, awaken dreams.To reach those goals, the updating and specialization of indistinct professionals is required; that under a university institution; they willobtain knowledge-techniques-skills-abilities, necessary for their subsequent professional performance.But, this is not constant in all peoples, societies and times; a modification of the profile-structure-values and skills to be imparted andacquired in the universities is required. It depends on the National Government, the educational board, the students, the community and the nextgenerations; that these transformations and modifications of the Educational System, of the different forms of education, of the levels ofinstruction, be they behavioral or constructivist, generate the long-awaited results: a collaborative individual, trained and with values, morehuman and integral. ; La educación y la enseñanza, ha presentado en el crecimiento histórico, intelectual, tecnológico y social del ser humano; elgran papel de preparar la vía y el camino de toda su creación técnica e intelectual. Somos producto de ese anhelo, de muchos educadores ymaestros del arte de educar, que anhelaban ven en sus pupilos grandes logros, cumplir metas, abrir caminos, enfrentar incertidumbres, cubririnterrogantes, despertar sueños.Para llegar a esas metas, se requiere la actualización y especialización de indistintos profesionales; que bajo una institución universitaria;obtendrán conocimientos-técnicas-destrezas—habilidades, necesarias para su posterior desempeño profesional.Pero, ello no es constante en todos los pueblos, sociedades y tiempos; se hace obligante ...
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Educación popular, educación como bien público ; Popular education, education as public good
El presente trabajo se inscribe en la línea se investigación Educación, Estado, Sociedad que se desarrolla desde el Área de Educación de la Coordinación de postgrado de la Facultad de Humanidades y Educación, en la Universidad Central de Venezuela (UCV). Constituye una reflexión sobre el papel de la educación en la sociedad, como bien público, derecho humano universal y responsabilidad del Estado; como proceso político, y por tanto cargado de intencionalidad, es decir no neutro, y dirigido no sólo a impartir conocimientos científicos y técnicos, sino fundamentalmente a formar desde el punto de vista ético, político, estético, cultural y social. ; This work is signed in the research line about Education, State, Society that is developed from the Area of Education of the Postgraduate Office at the Faculty of Humanities and Education, in Central University of Venezuela (UCV). This paper constitutes a reflection on the role of education in society, as public good, universal human right and responsibility of the State; as political process, therefore loaded of intentionality, that is to say nonneutral, and directed to not only distribute scientific and technical knowledge, but basically to form from ethical, political, aesthetic, cultural and social viewpoint. ; 145-151 ; castellanome@yahoo.com ; semestral
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Inclusive education in children's education: proposals based on evidences ; La educación inclusiva en la educación infantil: propuestas basadas en la evidencia / Inclusive education in early childhood education: evidence-based proposals
Inclusive Education is a process of transformation of school, especially kindergarten, whose purpose is to offer a quality education and universal education, so it needs to restructuring of cultural, policies and educational practices in order to achieve that schools will be sensitive the diversity of all children (Booth, Ainscow and Kingston, 2007). While progress has been made in the cultural and political change, however it is not established in the classroom reality yet. This article is intended to bring educational practices (structures, resources and strategies) that are being put in place in schools for children and who have demonstrated their ability to respond to diversity from an inclusive education approach. ; La educación Inclusiva es un proceso de transformación de la escuela, especialmente de la escuela infantil, cuyo propósito es lograr una oferta educativa de calidad, universal y sin exclusiones que requiere reestructurar las culturas, políticas y prácticas educativas de manera que los centros educativos sean sensibles a la diversidad de todos los niños (Booth, Ainscow y Kingston, 2007). Si bien se ha avanzado mucho en el cambio cultural y político, aún no es una realidad consolidada en las aulas. Desde el presente artículo se pretende aglutinar las prácticas educativas (estructuras, recursos y estrategias) que se están poniendo en marcha en las escuelas de infantil y que han demostrado su capacidad para dar respuesta a la diversidad desde un enfoque inclusivo de la educación.
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Inclusive education ; Educación inclusiva
ABSTRACTThe consolidation of human rights, known like ethical perspective, and the social model of disability constitute the theoretical and ideological bases of inclusive orientation. The educative practices and setting shave evolved from an approach focused in segregation to another one which is centred on a standardized integrating education, from special educational needs to teaching to diversity. Inclusive education represents a new way to eliminate social exclusion. The term educative inclusion has not a unique meaning, it is used to refer to different aims and situations in different contexts. That is, it is not limited to the field of education but to all fields of life. Concerning the characteristics of inclusive schools we can find the following ones: school-wide approaches, emphasis on the sense of community and membership, services based on need rather than location and support provided in the ordinary classroom, principle of natural proportions, education adapted to the student, enhanced instructional strategies, and standards and outcomes for students with disabilities drawn from that expected of students in general. ; RESUMENLos referentes ideológicos y teóricos de la orientación inclusiva pueden considerarse constituidos por elavance en la consolidación de los derechos humanos, conocido como perspectiva ética, y el modelosocial de discapacidad. Los marcos teóricos y legislativos, así como las prácticas educativas, han idoevolucionando desde un enfoque centrado en la segregación a otro centrado en una educación normalizadae integradora, de las necesidades educativas especiales a la atención a la diversidad, constituyendola educación inclusiva el último eslabón como medio para la disminución de los procesos de exclusiónsocial.El término inclusión educativa se define de múltiples formas, no existiendo un significado concreto yúnico del mismo, por lo que se utiliza para referirse a situaciones y fines diferentes y en contextos distintos.Es decir, no se limita al ámbito de la educación sino que se refiere a todos los ámbitos de la vida.Entre las características que tienden a mostrar las escuelas y aulas inclusivas están las siguientes: planteamientoseducativos amplios, énfasis al sentido de comunidad y pertenencia, servicios basados másen la necesidad que en el emplazamiento y apoyos en el aula ordinaria, principio de proporciones naturales,enseñanza adaptada al alumno, estrategias instructivas reforzadas y standares y resultadosderivados de los que son esperados para los estudiantes en general.ABSTRACTThe consolidation of human rights, known like ethical perspective, and the social model of disabilityconstitute the theoretical and ideological bases of inclusive orientation. The educative practices and settingshave evolved from an approach focused in segregation to another one which is centred on astandardized integrating education, from special educational needs to teaching to diversity. Inclusiveeducation represents a new way to eliminate social exclusion.The term educative inclusion has not a unique meaning, it is used to refer to different aims and situationsin different contexts. That is, it is not limited to the field of education but to all fields of life.Concerning the characteristics of inclusive schools we can find the following ones: school-wide approaches,emphasis on the sense of community and membership, services based on need rather than locationand support provided in the ordinary classroom, principle of natural proportions, education adapted tothe student, enhanced instructional strategies, and standards and outcomes for students with disabilitiesdrawn from that expected of students in general.
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