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The article is dedicated to the research of the peculiarities of international legal cooperation between the European Union and third countries in education. The author directly establishes the application of the principle of regionalization for this type of cooperation, defines its legal bases and main directions of cooperation. Education is one of the effective means of improving human development, which is why partner countries actively cooperate in this field. However, it should be noted that the intensity of cooperation and its magnitude differ among the Mediterranean countries, which is due to the presence of closer and more explicit European integration aspirations of some of them which are embodied, in particular, in close relations with the EU Member State - France ( Monaco). In addition, all the Mediterranean countries, with the exception of Turkey, which are candidates for EU membership together with Serbia, Kosovo and the former Yugoslav Republic of Macedonia, are part of another regional partnership in education - the EU - Western Balkans, aimed at promoting education and reform preparing these countries for the fulfillment of their membership obligations, including full participation in EU education programs. It should be noted that the processes of reforming the education systems in the EaP countries will depend on the state's intentions to continue European integration and, along with the Declaration, will be based on specific agreements, depending on the legal form of EU international co-operation with the third country. The EU is actively supporting African countries in reforming education systems to ensure their quality, accessibility and competitiveness, and will continue to do so. At the same time, the Common Strategy for 2007 is the main legal basis for EU-Africa cooperation. There are no separate agreements, either of a general nature (on association, partnership, etc.), or of a special nature (on cooperation in the field of education) with the African countries. The only exceptions are the African countries of the Mediterranean basin and the Republic of South Africa as a strategic partner of the EU. ; Стаття присвячена вивченню особливостей міжнародно-правової співпраці Європейського Союзу та третіх держав із питань освіти. Автором безпосередньо встановлено застосування принципу регіоналізації для цього виду співпраці, визначено її правові основи та основні напрями кооперації. Саме одним із дієвих засобів покращення людського розвитку є освіта, тому країни-партнери активно співпрацюють у цій галузі. Втім, зазначимо, що інтенсивність співпраці та її масштаби різняться серед країн Середземномор'я, що пов'язано із наявністю більш тісних та явно виражених євроінтеграційних прагнень деяких із них, що втілюються, зокрема, у тісних зв'язках із країною-учасницею ЄС - Францією (Монако). Крім того, усі країни Середземномор'я, за виключенням Туреччини, що є кандидатами на вступ до ЄС спільно із Сербією, Косово та колишньою Югославською Республікою Македонією входять до іншого регіонального партнерства у сфері освіти – ЄС – Західні Балкани, що спрямоване на інтенсивне реформування систем освіти та підготовку цих країн до виконання членських зобов'язань, включаючи повну участь у освітніх програмах ЄС. Слід відмітити, що процеси реформування систем освіти у країнах Східного партнерства залежатимуть від намірів держави продовжувати євроінтеграцію та поряд із Декларацією основуватимуться на конкретних угодах, в залежності від обраної правової форми міжнародного співробітництва ЄС із третьою країною. ЄС активно підтримує африканські держави у реформуванні систем освіти на шляху забезпечення її якості, доступності та конкурентоспроможності і продовжуватиме це і надалі. При цьому, основною правовою базою співпраці ЄС – Африка виступає Спільна Стратегія 2007 року. Окремих угод, як загального характеру (про асоціацію, партнерство…), так і спеціального характеру (про співпрацю у сфері освіти) ЄС із країнами Африки не укладено. Єдине виключення становлять африканські країни, що входять до Середземноморського басейну та Південно-Африканська республіка, як країна стратегічний партнер ЄС. ; Стаття присвячена вивченню особливостей міжнародно-правової співпраці Європейського Союзу та третіх держав із питань освіти. Автором безпосередньо встановлено застосування принципу регіоналізації для цього виду співпраці, визначено її правові основи та основні напрями кооперації. Саме одним із дієвих засобів покращення людського розвитку є освіта, тому країни-партнери активно співпрацюють у цій галузі. Втім, зазначимо, що інтенсивність співпраці та її масштаби різняться серед країн Середземномор'я, що пов'язано із наявністю більш тісних та явно виражених євроінтеграційних прагнень деяких із них, що втілюються, зокрема, у тісних зв'язках із країною-учасницею ЄС - Францією (Монако). Крім того, усі країни Середземномор'я, за виключенням Туреччини, що є кандидатами на вступ до ЄС спільно із Сербією, Косово та колишньою Югославською Республікою Македонією входять до іншого регіонального партнерства у сфері освіти – ЄС – Західні Балкани, що спрямоване на інтенсивне реформування систем освіти та підготовку цих країн до виконання членських зобов'язань, включаючи повну участь у освітніх програмах ЄС. Слід відмітити, що процеси реформування систем освіти у країнах Східного партнерства залежатимуть від намірів держави продовжувати євроінтеграцію та поряд із Декларацією основуватимуться на конкретних угодах, в залежності від обраної правової форми міжнародного співробітництва ЄС із третьою країною. ЄС активно підтримує африканські держави у реформуванні систем освіти на шляху забезпечення її якості, доступності та конкурентоспроможності і продовжуватиме це і надалі. При цьому, основною правовою базою співпраці ЄС – Африка виступає Спільна Стратегія 2007 року. Окремих угод, як загального характеру (про асоціацію, партнерство…), так і спеціального характеру (про співпрацю у сфері освіти) ЄС із країнами Африки не укладено. Єдине виключення становлять африканські країни, що входять до Середземноморського басейну та Південно-Африканська республіка, як країна стратегічний партнер ЄС.

Introduction Over the decades, the US Federal Government has invested billions of dollars, intellectual resources, and human capital to assist partners both domestically and internationally with addressing challenges related to global development and human welfare. This support has reached across many sectors, including agricultural and food security, human rights and governance, health, water and sanitation, and education (USAID, 2018). Accordingly, federal agencies have sought efficient models for accomplishing the work in light of an increasing world population relying on finite resources. To this end, this case study presents a framework employed by a team of Extension and Education Specialists to work with the US Department of Defense Education Activity (DoDEA) instructional leaders to develop a process for continuous improvement within their schools. The goal of this effort is to equip educators with the knowledge and skills needed to effectively prepare students to enter the supply pipeline as skilled workers through a college and career readiness curriculum in the DoDEA schools, which are in 9 states and US territories as well as 11 countries in Europe and Asia. The improvement planning framework emerged by drawing from a variety of leadership theories and practices that focus on change and improvement (Dufour, Dufour, Eaker, & Many, 2006; Forman, Stosich, & Bocala, 2017; Kirkpatrick & Kirkpatrick, 2016; Park, Hironaka, Carver, and Nordstrum, 2013). The themes for the continuous improvement framework are: 1) a focus on purpose; 2) a recognition of change as a continuous and complex process; 3) utilizing data-based practices, structures, and systems; 4) capitalizing on relationships and professional collaboration; and 5) building capacity. Project Methods Guided by the five points of the continuous improvement framework, the project team, in close collaboration with DoDEA leadership, developed face-to-face and virtual professional learning activities and offered them over the course of a two-year period to instructional leaders that made up the three regional (i.e., Americas, Europe, and Pacific) Centers for Instructional Leadership (CILs), a newly developed instructional support structure for DoDEA school administrators. These activities included job-embedded learning, research-grounded implementation, follow-up support, and supplemental job-aids related to developing professional learning communities and implementing transformative coaching in order to create a culture of continuous improvement in schools. After implementation of the professional learning for CIL personnel, key procedural documents, meeting notes, personal communications between the project team and DoDEA, and focus group transcripts were analyzed to evaluate the fidelity of implementation of the continuous improvement framework. Project Outcomes According to the documents analyzed, purpose is the driving force of the organization; it is the overarching goal that informs improvement initiatives. DoDEA developed and used Community Strategic Plans (CSPs) to coordinate and communicate their overarching purpose and initiatives towards that purpose throughout the organization. Additionally, the current CSP focuses on change as a continuous and complex process by highlighting the progress being made and explicit next steps in the change process, specifically related to changes to the organizations Vision and Core Values. In order to assist with this systemic process of change, the CILs have received professional learning on focused collaboration and transformative coaching, which they have begun to roll out data-driven practices, structure and systems that support continuous improvement globally based on the organizations stated priorities, stakeholder needs, and assessment data. Additionally, the CILs help to create consistency with the implementation of strategic initiatives that build capacity of instructional leaders throughout the three regions by capitalizing on relationships and professional collaboration both internal and external to DoDEA. Implications While continuous improvement is not new to education or international development initiatives, implementing it with fidelity in various contexts remains difficult (Park et al., 2013). The 5-point framework presented in this case study is based on current literature in the field of leadership development and education and provides the necessary components that Extension Specialists can implement when planning and facilitating continuous improvement in international education and training programs. DoDEA serves as an adequate case to explore this framework because it operates schools worldwide and as a result of being exempted from the educational mandates of US public schools, has removed levels of regulation that often impact change and improvement efforts in those schools. To this end, we believe that the framework is readily transferable to a variety of different contexts making it a feasible innovative model for Extension Specialists to use in international settings to create a culture of continuous improvement. References Dufour, R. DuFour, R., Eaker, R. & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Thousand Oaks, CA: Corwin Press. Forman, M., Stosich, E.L., & Bocala, C. (2017). The internal coherence framework: Creating the conditions for continuous improvement in schools. Cambridge. MA: Harvard Education Publishing Group. Park, S., Hironaka, S., Carver, P. & Nordstrum, L. (2013). Continuous Improvement in Education. Stanford, CA: Carnegie Foundation for the Advancement of Teaching. Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Alexandria, VA: Association for Talent Development. USAID. (2018). US Agency for International Development: What we do [Website]. Retrieved at https://www.usaid.gov/what-we-do ; Published (Publication status) ; Yes, abstract only (Peer reviewed?)

Esta tesis se ha centrado en conocer las teorías y prácticas de enseñanza de los maestros en relación a las necesidades educativas de los alumnos de escuelas primarias, comunes y de recuperación, de la Ciudad de Buenos Aires desde el enfoque de la educación inclusiva, en el período 2003-2012. Se ha propuesto: 1. Conocer las teorías y las prácticas de enseñanza en relación a las necesidades educativas de los alumnos en las escuelas primarias, comunes y de recuperación, de la Ciudad de Buenos Aires desde el enfoque de la educación inclusiva, en el período 2003-2012. 2. Identificar las teorías de enseñanza que fundamentaron las prácticas en las aulas de las escuelas primarias comunes. 3. Identificar las teorías de enseñanza que fundamentaron las prácticas en las aulas de las escuelas primarias de recuperación. 4. Describir las prácticas de enseñanza en las aulas de las escuelas primarias comunes. 5. Describir las prácticas en las aulas de las escuelas primarias de recuperación. El enfoque metodológico de la investigación fue mixto, cuantitativo-cualitativo y el tipo de estudio exploratorio-descriptivo. La población involucrada en este estudio fueron 50 maestros que se desempeñaron a cargo de grupos de enseñanza en escuelas primarias de la Ciudad de Buenos Aires y 12 funcionarios responsables en el área de la gestión de políticas públicas. La muestra fue no probabilística, intencional. Los instrumentos utilizados fueron cuestionarios cerrados para los maestros y entrevistas semi-estructuradas para los funcionarios. Las encuestas se procesaron estadísticamente mediante el software IBM SPSS Statistic 21 cuyos resultados fueron representados en tablas y figuras, para luego ser interpretadas cualitativamente. Las entrevistas fueron procesadas y analizadas con la técnica de análisis temático, proceso de codificación abierta y texto único. Las conclusiones finales sobre las teorías de enseñanza y sus prácticas en las escuelas primarias de la Ciudad de Buenos Aires en el período 2003-2012 dan cuenta que en el año 2006 hubo una decisión política a partir de la nueva Ley de Educación Nacional de lograr cambios en lo educativo. La intención fue pasar de una concepción de enseñanza convencional que incluía abordajes funcionales, integracionistas a una más inclusiva, sin embargo la propuesta no llegó a las escuelas, ni a las aulas. El resultado fue maestros más actualizados desde sus marcos conceptuales, teorías, pero sin un espectro de herramientas prácticas para sus alumnos en relación al tema de la educación inclusiva. Continuaron modelos de enseñanza tradicionales, según los testimonios de los funcionarios, hacia otros socio-constructivos de acuerdo a las respuestas dadas por los maestros. Las recomendaciones finales se organizaron tres dimensiones: culturales, políticas y prácticas. Entre otras: crear culturas colaborativas, generar proyectos de calidad educativa, implementar estrategias de enseñanza socio-constructivas. Summary This thesis has been focused on understanding the theories and teaching practices of teachers in relation to the educational needs of elementary education students in both common and recovery schools which are located in Buenos Aires City, from the approach of inclusive education, during the years 2003-2012. It has been proposed: 1. To know the theories and practices of education in relation to the educational needs of students in elementary, common schools and recovery schools which are located in Buenos Aires City, from the approach of inclusive education, during the years 2003-2012. 2. To identify the learning theories that justified the practices of primary schools. 3. To identify the learning theories that justified the practices of primary recovery schools. 4. To describe the practices of teaching in common primary schools. 5. To describe the practices of teaching in primary recovery schools. The methodological approach of the research was mixed quantitative-qualitative. And the type of the study was exploratory-descriptive. The people involved in this study were 50 teachers who are dedicated to teaching groups in primary schools in Buenos Aires City and 12 officials in the area of public policy management. The sample was not probabilistic. The tools used to develop this thesis were surveys for teachers, and semi-structured interviews for officials. The surveys were processed statistically using the SPSS 21 software Statistic. The results were presented in tables and figures. After that, they were interpreted qualitatively. The interviews were processed and analyzed with the technique of thematic analysis, open-coding process and unique text. The final conclusions on the theories and practices of teaching in primary schools in Buenos Aires City, during the period 2003-2012 show that in 2006 there was a political decision to achieve changes in education, based on the new National Education Law. The intention was to move from a concept of formal education including a functional and integrationist approach to a more inclusive one. But the proposal failed to reach schools or classrooms. The result was that there were more updated teachers in their conceptual frameworks, in their theories, but without a range of practical tools for their students related to inclusive education. According to the testimony of officials, they continued traditional teaching models, to other social-constructive models, according to the answers given by the teachers. The recommendations were focused in three dimensions: cultural, policy and practice. Among others: create collaborative cultures, generate projects of educational quality, and implement strategies of social-constructive teaching.

A description is provided of the software algorithms developed for the CMS tracker both for reconstructing charged-particle trajectories in proton-proton interactions and for using the resulting tracks to estimate the positions of the LHC luminous region and individual primary-interaction vertices. Despite the very hostile environment at the LHC, the performance obtained with these algorithms is found to be excellent. For tbar t events under typical 2011 pileup conditions, the average track-reconstruction efficiency for promptly-produced charged particles with transverse momenta of pT > 0.9GeV is 94% for pseudorapidities of |?| < 0.9 and 85% for 0.9 < |?| < 2.5. The inefficiency is caused mainly by hadrons that undergo nuclear interactions in the tracker material. For isolated muons, the corresponding efficiencies are essentially 100%. For isolated muons of pT = 100GeV emitted at |?| < 1.4, the resolutions are approximately 2.8% in pT, and respectively, 10µm and 30µm in the transverse and longitudinal impact parameters. The position resolution achieved for reconstructed primary vertices that correspond to interesting pp collisions is 10–12µm in each of the three spatial dimensions. The tracking and vertexing software is fast and flexible, and easily adaptable to other functions, such as fast tracking for the trigger, or dedicated tracking for electrons that takes into account bremsstrahlung. ; We congratulate our colleagues in the CERN accelerator departments for the excellent performance of the LHC and thank the technical and administrative staffs at CERN and at other CMS institutes for their contributions to the success of the CMS effort. In addition, we gratefully acknowledge the computing centres and personnel of the Worldwide LHC Computing Grid for delivering so effectively the computing infrastructure essential to our analyses. Finally, we acknowledge the enduring support for the construction and operation of the LHC and the CMS detector provided by the following funding agencies: the Austrian Federal Ministry of Science, Research and Economy and the Austrian Science Fund; the Belgian Fonds de la Recherche Scientifique, and Fondsvoor Wetenschappelijk Onderzoek; the Brazilian Funding Agencies (CNPq, CAPES, FAPERJ, and FAPESP); the Bulgarian Ministry of Education and Science; CERN; the Chinese Academy of Sciences, Ministry of Science and Technology, and National Natural Science Foundation of China;the Colombian Funding Agency (COLCIENCIAS); the Croatian Ministry of Science, Education and Sport, and the Croatian Science Foundation; the Research Promotion Foundation, Cyprus; the Ministry of Education and Research, Estonian Research Council via IUT23-4 and IUT23-6 and European Regional Development Fund, Estonia; the Academy of Finland, Finnish Ministry of Edu-cation and Culture, and Helsinki Institute of Physics; the Institut National de Physique Nucl ́eaire et de Physique des Particules / CNRS, and Commissariat`a l' ́Energie Atomique et aux ́Energies Alter-natives / CEA, France; the Bundesministerium f ̈ur Bildung und Forschung, Deutsche Forschungs-gemeinschaft, and Helmholtz-Gemeinschaft Deutscher Forschungszentren, Germany; the General Secretariat for Research and Technology, Greece; the National Scientific Research Foundation, and National Innovation Office, Hungary; the Department of Atomic Energy and the Department of Science and Technology, India; the Institute for Studies in Theoretical Physics and Mathematics, Iran; the Science Foundation, Ireland; the Istituto Nazionale di Fisica Nucleare, Italy; the Korean Ministry of Education, Science and Technology and the World Class University program of NRF,Republic of Korea; the Lithuanian Academy of Sciences; the Ministry of Education, and University of Malaya (Malaysia); the Mexican Funding Agencies (CINVESTAV, CONACYT, SEP, andUASLP-FAI); the Ministry of Business, Innovation and Employment, New Zealand; the Pakistan Atomic Energy Commission; the Ministry of Science and Higher Education and the National Science Centre, Poland; the Fundac ̧ ̃ao para a Ciˆencia e a Tecnologia, Portugal; JINR, Dubna; the Ministry of Education and Science of the Russian Federation, the Federal Agency of Atomic Energy of the Russian Federation, Russian Academy of Sciences, and the Russian Foundation for Basic Research; the Ministry of Education, Science and Technological Development of Serbia; the Secretaría de Estado de Investigación Desarrollo e Innovación and Programa Consolider-Ingenio2010, Spain; the Swiss Funding Agencies (ETH Board, ETH Zurich, PSI, SNF, UniZH, CantonZurich, and SER); the Ministry of Science and Technology, Taipei; the Thailand Center of Excellence in Physics, the Institute for the Promotion of Teaching Science and Technology of Thailand,Special Task Force for Activating Research and the National Science and Technology Development Agency of Thailand; the Scientific and Technical Research Council of Turkey, and Turkish Atomic Energy Authority; the National Academy of Sciences of Ukraine, and State Fund for Fundamental Researches, Ukraine; the Science and Technology Facilities Council, U.K.; the US Department ofEnergy, and the US National Science Foundation. Individuals have received support from the Marie-Curie programme and the European Re-search Council and EPLANET (European Union); the Leventis Foundation; the A. P. Sloan Foundation; the Alexander von Humboldt Foundation; the Belgian Federal Science Policy Office; the Fonds pour la Formation`a la Recherche dans l'Industrie et dans l'Agriculture (FRIA-Belgium);the Agentschap voor Innovatie door Wetenschap en Technologie (IWT-Belgium); the Ministry , Youth and Sports (MEYS) of the Czech Republic; the Council of Science and Indus-trial Research, India; the Compagnia di San Paolo (Torino); the HOMING PLUS programme for Polish Science, cofinanced by EU, Regional Development Fund; and the Thalis and Aristeia programmes cofinanced by EU-ESF and the Greek NSRF

The relevance of the topic nowadays. Knowledge of the foreign languages is a relevant and an important factor, which lets for people to take part in European education, economic, social and cultural expansion. It encourages us to find out the problems of learning English language and to find the ways, which ensure possibilities of successful English language learning. So it is very important to find out the factors, which influence quality of the learning. Relevant factors are: psychological, pedagogical and social. These factors influence not only learning at school, but learning at home too. Pupil's ability to learn determines personal characteristic, surroundings (of school and home), student's, his parents' and teacher's attitude to the learning. Seeking of good education results is concerned with combine of democracy and formal education. Then it can be achieved good education results and acquired fully-fledged, well-rounded, manifold personality. That's why in this work it is written about child's education in democracy culture, about education based on love and goodness, about experiential learning; traditional English teaching and teaching based on child's experience is compared. According A. Lepeskiene (1996), child, who is open to new experience, learns mostly. The problem. Teaching is based on a subject at school, not on child's experience. Formal education nor always is concerned with child's experience, so children are lack of informal learning experience, the knowledge which is acquired in informal surrounding is not applied at school. According R. Weskamp (1999), in these latter years, in didactics of foreign language marked change happened – from scientific- technological teaching moved up to learning based on child's experience. However the question appears – is really teaching based on experienced learning and practically applied in processes of teaching, education and training? And how to do it? That's why it is very important to encourage teachers to wonder about informal, based on child's experience teaching. It is very important to research and analyse the combination conditions of formal and informal learning, and in this way to manage the quality of foreign language learning. The purpose of the research. To explore factors affecting quality management of early English language learning in primary school ( in formal and informal teaching). The goals of the research: 1. To study and to research pedagogical, social and psychological literature and validate the relevance of children's from primary school learning in formal and informal surrounding. 2. Research empirically and establish factors, which affect the quality of English language learning in primary school. 3. Provide with references how to improve early English language teaching, how to combine formal and informal learning in primary school. The research methods: 1. The analysis of pedagogical, social and psychological literature. 2. The anonymous written questionnaires used in order to research the attitude of teachers, students, parents to factors affecting early English language teaching in primary school 3. The data of the research is analyzed both quantitatively and qualitatively. For the analysis of data is used the SSPS program (Statistical Package for the Social Sciences). For the arrangement, systematization and graphic design of the researched data are used Windows Microsoft Word and Windows Microsoft Excel programs. The scope of the research. 107 pupils, 74 parents, 12 teachers from Šilalė's district (Šilalė, Pajūris, Laukuva) participated in the questionnaire. In total 193 people took part in this questionnaire. The conclusions. • On parents opinion, factors affecting the quality of English language are: the English language knowledge of family members (79.5%), and watching English TV programmes (70.8%). • The results of the research shows that children from primary school rapidly learn English language. As parents say, it is associated with using of active learning methods in the lessons (84.5%) and using of dialogs with situations from children's life and experience (77.2%) • Parents agree that their children learn English language on their own playing English games on the internet (74%), watching English films and TV programmes (75%) and reading English books (54%) • According teachers, the quality of learning is affected by students motivation and when in the learning process the student is activated (100%). • Factors affecting learning in the informal surrounding are: reading of English books (100%) and watching of English TV programmes (100%). • Parents (79.5%) and teachers (100%) agree that very important factor affecting the quality of English learning is family and English language knowledge of family members. • It is very important to know, what teachers know about factors that affect learning. The analysis of the research and of academic literature shows that teachers not only know about these factors, but also they use them practically. • Types of children's informal learning were represented in the research. Children agree that it is easier for them to learn English because they watch English films (82.2%), listen to English songs (88.7%), play English games (79.3%) and watch English TV programmes. • To children's opinion, they can use their English knowledge ( that they gain in the informal surrounding) in the English lessons. 70% of children say that they have possibilities to use more English words in the lessons. 62% agree that they can easily talk in pairs, because they know more English phrases and sentences. 80.3% say that they can easily use English dictionary on the internet.

The relevance of the topic nowadays. Knowledge of the foreign languages is a relevant and an important factor, which lets for people to take part in European education, economic, social and cultural expansion. It encourages us to find out the problems of learning English language and to find the ways, which ensure possibilities of successful English language learning. So it is very important to find out the factors, which influence quality of the learning. Relevant factors are: psychological, pedagogical and social. These factors influence not only learning at school, but learning at home too. Pupil's ability to learn determines personal characteristic, surroundings (of school and home), student's, his parents' and teacher's attitude to the learning. Seeking of good education results is concerned with combine of democracy and formal education. Then it can be achieved good education results and acquired fully-fledged, well-rounded, manifold personality. That's why in this work it is written about child's education in democracy culture, about education based on love and goodness, about experiential learning; traditional English teaching and teaching based on child's experience is compared. According A. Lepeskiene (1996), child, who is open to new experience, learns mostly. The problem. Teaching is based on a subject at school, not on child's experience. Formal education nor always is concerned with child's experience, so children are lack of informal learning experience, the knowledge which is acquired in informal surrounding is not applied at school. According R. Weskamp (1999), in these latter years, in didactics of foreign language marked change happened – from scientific- technological teaching moved up to learning based on child's experience. However the question appears – is really teaching based on experienced learning and practically applied in processes of teaching, education and training? And how to do it? That's why it is very important to encourage teachers to wonder about informal, based on child's experience teaching. It is very important to research and analyse the combination conditions of formal and informal learning, and in this way to manage the quality of foreign language learning. The purpose of the research. To explore factors affecting quality management of early English language learning in primary school ( in formal and informal teaching). The goals of the research: 1. To study and to research pedagogical, social and psychological literature and validate the relevance of children's from primary school learning in formal and informal surrounding. 2. Research empirically and establish factors, which affect the quality of English language learning in primary school. 3. Provide with references how to improve early English language teaching, how to combine formal and informal learning in primary school. The research methods: 1. The analysis of pedagogical, social and psychological literature. 2. The anonymous written questionnaires used in order to research the attitude of teachers, students, parents to factors affecting early English language teaching in primary school 3. The data of the research is analyzed both quantitatively and qualitatively. For the analysis of data is used the SSPS program (Statistical Package for the Social Sciences). For the arrangement, systematization and graphic design of the researched data are used Windows Microsoft Word and Windows Microsoft Excel programs. The scope of the research. 107 pupils, 74 parents, 12 teachers from Šilalė's district (Šilalė, Pajūris, Laukuva) participated in the questionnaire. In total 193 people took part in this questionnaire. The conclusions. • On parents opinion, factors affecting the quality of English language are: the English language knowledge of family members (79.5%), and watching English TV programmes (70.8%). • The results of the research shows that children from primary school rapidly learn English language. As parents say, it is associated with using of active learning methods in the lessons (84.5%) and using of dialogs with situations from children's life and experience (77.2%) • Parents agree that their children learn English language on their own playing English games on the internet (74%), watching English films and TV programmes (75%) and reading English books (54%) • According teachers, the quality of learning is affected by students motivation and when in the learning process the student is activated (100%). • Factors affecting learning in the informal surrounding are: reading of English books (100%) and watching of English TV programmes (100%). • Parents (79.5%) and teachers (100%) agree that very important factor affecting the quality of English learning is family and English language knowledge of family members. • It is very important to know, what teachers know about factors that affect learning. The analysis of the research and of academic literature shows that teachers not only know about these factors, but also they use them practically. • Types of children's informal learning were represented in the research. Children agree that it is easier for them to learn English because they watch English films (82.2%), listen to English songs (88.7%), play English games (79.3%) and watch English TV programmes. • To children's opinion, they can use their English knowledge ( that they gain in the informal surrounding) in the English lessons. 70% of children say that they have possibilities to use more English words in the lessons. 62% agree that they can easily talk in pairs, because they know more English phrases and sentences. 80.3% say that they can easily use English dictionary on the internet.

The cost of K-72 public schooling in the United States comes to well over $500 billion per year. So, how much influence could anyone in the private sector exert by controlling just a few billion dollars of that immense sum? Decisive influence, it turns out. A few billion dollars in private foundation money, strategically invested every year for a decade, has sufficed to define the national debate on education; sustain a crusade for a set of mostly ill-conceived reforms; and determine public policy at the local, state, and national levels. In the domain of venture philanthropy -- where donors decide what social transformation they want to engineer and then design and fund projects to implement their vision -- investing in education yields great bang for the buck. Hundreds of private philanthropies together spend almost $4 billion annually to support or transform K-12 education, most of it directed to schools that serve low-income children (only religious organizations receive more money). But three funders -- the Bill and Melinda Gates Foundation, the Eli and Edythe Broad (rhymes with road) Foundation, and the Walton Family Foundation -- working in sync, command the field. Whatever nuances differentiate the motivations of the Big Three, their market-based goals for overhauling public education coincide: choice, competition, deregulation, accountability, and databased decision-making. And they fund the same vehicles to achieve their goals: charter schools, high-stakes standardized testing for students, merit pay for teachers whose students improve their test scores, firing teachers and closing schools when scores don't rise adequately, and longitudinal data collection on the performance of every student and teacher. Other foundations -- Ford, Hewlett, Annenberg, Milken, to name just a few -- often join in funding one project or another, but the education reform movement's success so far has depended on the size and clout of the Gates-Broad-Walton triumvirate. Every day, dozens of reporters and bloggers cover the Big Three's reform campaign, but critical in-depth investigations have been scarce (for reasons I'll explain further on). Meanwhile, evidence is mounting that the reforms are not working. Stanford University's 2009 study of charter schools -- the most comprehensive ever done -- concluded that 83 percent of them perform either worse or no better than traditional public schools; a 2010 Vanderbilt University study showed definitively that merit pay for teachers does not produce higher test scores for students; a National Research Council report confirmed multiple studies that show standardized test scores do not measure student learning adequately. Gates and Broad helped to shape and fund two of the nation's most extensive and aggressive school reform programs -- in Chicago and New York City -- but neither has produced credible improvement in student performance after years of experimentation. To justify their campaign, ed reformers repeat, mantra-like, that U.S. students are trailing far behind their peers in other nations, that U.S. public schools are failing. The claims are specious. Two of the three major international tests -- the Progress in International Reading Literacy Study and the Trends in international Math and Science Study -- break down student scores according to the poverty rate in each school. The tests are given every five years. The most recent results (2006) showed the following: students in U.S. schools where the poverty rate was less than 10 percent ranked first in reading, first in science, and third in math. When the poverty rate was 10 percent to 25 percent, U.S. students still ranked first in reading and science. But as the poverty rate rose still higher, students ranked lower and lower. Twenty percent of all U.S. schools have poverty rates over 75 percent. The average ranking of American students reflects this. The problem is not public schools; it is poverty. And as dozens of studies have shown, the gap in cognitive, physical, and social development between children in poverty and middle-class children is set by age three. Drilling students on sample questions for weeks before a state test will not improve their education. The truly excellent charter schools depend on foundation money and their prerogative to send low-performing students back to traditional public schools. They cannot be replicated to serve millions of low-income children. Yet the reform movement, led by Gates, Broad, and Walton, has convinced most Americans who have an opinion about education (including most liberals) that their agenda deserves support. Given all this, I want to explore three questions: How do these foundations operate on the ground? How do they leverage their money into control over public policy? And how do they construct consensus? We know the array of tools used by the foundations for education reform: they fund programs to close down schools, set up charters, and experiment with data-collection software, testing regimes, and teacher evaluation plans; they give grants to research groups and think tanks to study all the programs, to evaluate all the studies, and to conduct surveys; they give grants to TV networks for programming and to news organizations for reporting; they spend hundreds of millions on advocacy outreach to the media, to government at every level, and to voters. Yet we don't know much at all until we get down to specifics. Adapted from the source document.

The education system is going through a serious crisis in Ecuador, expressed mainly in its poor results, if we compare them with other Latin American countries. Although the public management model of the fiscal schools can be one of the causes, this is concurrent with others, such as the inadequacy of the curricular contents, the lack of training of the professors, the dispersion of the rural educational units, the instrumentation of the teachers' union with a political sector, among others. According to some authors, some of the fundamental problems of Ecuadorian education focus on the following points. There are still notable differences between education in rural areas and education in major cities. There are frequent complaints about the divorce between market needs and what the current education system is offering. The discipline, the demand for teachers and students and the tenacious work ethic, has deteriorated notably in recent decades, due to the politicization of secondary schools and universities. Only a few establishments in the main cities impart acceptable levels of education in the fundamental subjects for the international competitiveness of our production, at a time of economic opening. The current system has created spaces of power for the technocracy, the bureaucracy and teachers' unions, in which the stability of teachers and administrators has been assured in a non-competitive way. Salary scales are essentially determined by seniority and the degree of formal training, without any measure of performance of the results. The country invested in education is equivalent to approximately 2.5 percent of GDP, when countries that are successfully joining the current globalized world invest between 4 percent and 6 percent of GDP. The administration of public education, highly centralized and vertical, practically nullifies the participation of the respective communities, parents and sectional governments in the educational process. Since 1995, there are legal bases to initiate administrative decentralization processes; standards that are complemented in the year 1997. With the Law of Decentralization and Popular Participation. However, there have been very few concrete steps in decentralization, partly due to the lack of information and debate on the subject, as well as the lack of political will on the part of central and branch governments to promote effective decentralization processes. The decision making in the educational field is still highly centralized, making the quality of the system and its relevance in the local field are not adequate. This has been considered decentralization at the municipal level, which could not be implemented due to several factors, among others. ; El sistema educativo atraviesa una grave crisis en el Ecuador, expresada principalmente en sus pobres resultados, si los comparamos con otros países latinoamericanos. Sí bien el modelo público de gestión de las escuelas fiscales puede ser una de las causas, ésta es i concurrente con otras, como la inadecuación de los contenidos curriculares, la falta de capacitación de los profesores, la dispersión de las unidades educativas rurales, la instrumentación del gremio de maestros con un sector político, entre otras. Según algunos autores algunos de los problemas fundamentales de la educación ecuatoriana se centran en los siguientes puntos. Persisten notables diferencias entre la educación en las áreas rurales y la educación en las principales ciudades. Son frecuentes las quejas respecto al divorcio entre las necesidades del mercado y lo que el actual sistema educativo está ofreciendo. La disciplina, la exigencia a profesores y estudiantes y la ética de trabajo tesonero, se ha deteriorado notablemente en las últimas décadas, a causa de la politización de las escuelas secundarias y universidades. Sólo contados establecimientos en las ciudades principales imparten niveles aceptables de enseñanza en las asignaturas fundamentales para la competitividad internación de nuestra producción, en un momento de apertura económica. El actual sistema ha permitido crear espacios de poder a la tecnocracia, a la burocracia y a los sindicatos de maestros, en los que se ha asegurado, de un modo no competitivo, la estabilidad de los profesores y los administradores. Las escalas salariales están determinadas esencialmente por la antigüedad y el grado de capacitación formal, sin ninguna medida de desempeño de los resultados. Lo invertido por el país en educación, equivale aproximadamente al 2.5 por ciento del PIB, cuando los países que se están incorporando con éxito al mundo global izado actual invierten entre el 4 por ciento y el 6 por ciento del PIB. La administración de la educación pública, altamente centralizada y vertical, prácticamente anula la participación de las respectivas comunidades, de los padres de familia y de los gobiernos seccionales en el proceso educativo. Desde 1995, existen bases legales para iniciar procesos de descentralización administrativa; normas que se complementan en el año 1997. Con la Ley de Descentralización y Participación Popular. Sin embargo, se han dado muy pocos pasos concretos en la descentralización, en parte por la poca información y debate sobre la temática, así como por la poca voluntad política de los gobiernos central y seccional para impulsar procesos efectivos de descentralización. La toma de decisiones en el campo educativo es aun altamente centralizada, haciendo que la calidad del sistema y su pertinencia en el campo local no sean adecuadas esto se ha planteado una descentralización a nivel municipal, que no se ha podido implementar por varios factores entre otros.

One remarkable characteristic of the Society of Jesus in the Baroque age was the involvement of many of its learned members in the dissemination of mathematical knowledge. This was inspired by St Ignatius of Loyola's belief that any acquisition of knowledge was a spiritually profitable exercise. In the context of the scientific revolution that was shaking sixteenth-century Europe, it was understandable that many Jesuit mathematicians would emerge in the forefront of a massive promotion exercise involving mathematical education in its wider and more practical sense of the word which contrasted sharply with the narrow interpretation of the subject today. This was a 'mathematical disciplines' approach which went far beyond the time-honoured study of Euclid; it incorporated a wide range of topics which included Euclidean and analytic geometry, geometry as applied to calculus, to astronomy and to mechanics, the art of measuring, the sphere, trigonometry, logarithms, navigation, gnomonics and horology, the calendar, civil and military architecture. At the dawn of the Baroque age, the promotion of such a wide spectrum of mathematical knowledge invested the Jesuit mathematicus with great credibility which, in perfect accord with Ignatius' strategy, was considered essential to elevate the status of his invention over that of the traditional Orders. As George Sarton wrote, 'One cannot really talk about mathematics in the sixteenth and seventeenth centuries without seeing a Jesuit at every corner'.' ; peer-reviewed

Статья содержит анализ проблемы формирования у российской молодежи исторического сознания в 1993 2008 гг. Автор утверждает, что этот процесс имел сложный и противоречивый характер, был направлен на внедрение в умы молодежи системы знаний о прошлом своего Отечества, осуществлялся на основе нормативно-правовой базы, возникшей после принятия в 1993 г. Конституции РФ. В статье основное внимание уделяется исследованию роли органов государственной власти (центральных и местных), учебных заведений и общественных организаций в формировании исторического сознания молодежи, в ее героико-патриотическом воспитании. Значительное место в работе отводится характеристике многочисленных и разнообразных форм и методов воздействия на сознание и поведение молодых людей. ; The issue of forming of historical consciousness in the Russian youth in the year of 1993-2008 is analyzed in the article. The author confirms that this process had a very difficult and discrepant character, was intended to implement the system of knowledge about the past of the native land in the young minds, that was practiced through normative legal base, which appeared after the Constitution of the Russian Federation had been approved in 1993. The role of the Government, Central and Regional Educational Institutions in forming of historical consciousness and heroically-patriotic education in the youth. The work is focused on describing numerous and different forms and methods of influence on consciousness and behavior of young people in the period investigated.

Aujourd'hui, l'engagement de personnes dans un radicalisme violent, politique ou religieux, menace la sécurité publique. Pour contribuer à solutionner ces problèmes transcontinentaux, plusieurs pays ont mis en œuvre des programmes de prévention primaire des radicalisations violentes (RV), où le système judiciaire a un rôle prépondérant. Or, les évaluations, pas toujours rigoureuses, ont tout de même tendance à montrer l'inefficacité et même la vraisemblable contre-productivité de ces actions. La problématique de cet article théorique concerne donc la manière de mettre en œuvre une prévention efficace des RV et d'évaluer scientifiquement son efficacité (quels indicateurs considérer ?). Dans une première partie nous argumentons, sur la base de la littérature psychologique, en partie dédiée au terrorisme islamiste, que le dogmatisme et le besoin de clôture constituent une caractéristique des esprits radicalisés. Ensuite, sur cette base et celle d'une conceptualisation antérieure, nous présentons un modèle théorique pionnier où la RV apparaît comme fermant l'esprit, tandis qu'une prévention efficace conduirait, au contraire, à ouvrir l'esprit. Après cela, nous argumentons sur les liens entre ouverture d'esprit, santé, responsabilité (éthique) et méditation. Nous en déduisons l'importance d'inclure l'éducation à la santé comme un moyen efficace de prévention primaire des RV, avec comme fin la responsabilité. Notre modèle ouvre de nouvelles perspectives, tant pour l'éducation que pour la recherche. Il contient en effet des indicateurs psychologiques mesurables et opérationnels qui pourront servir à étudier empiriquement l'impact de dispositifs éducatifs sur la prévention, impliquant par exemple un outil éducatif que nous avons particulièrement étudié : la méditation. ; Hoy día, la incorporación de unas personas en un radicalismo violento, político o religioso, amenaza la seguridad pública. Para contribuir en solucionar estos problemas transcontinentales, varios países han puesto en obra programas de prevención primaria para las radicalizaciones violentas (RV), en las que el sistema judicial desempeña un papel preponderante. Ahora bien, las evaluaciones, no siempre rigurosas, tienden a demostrar la ineficacia e incluso la probable contra productividad de dichas acciones. La problemática de nuestro artículo, teoríco, se enfoca en la manera cómo se pone en obra una prevención eficaz de las RV y se evalúa de modo científico su eficacia (¿qué indicadores considerar ?). En una primera parte, pretendemos, en base a la literatura psicológica, en parte dedicada al terrorismo islámico, que el dogmatismo y la necesidad de clausura constituyen una característica de las mentes radicalizadas. Luego, partiendo de esta base y de la una conceptualización anterior, presentamos un modelo teoríco pionero en el que la RV aparece como algo que encierra la mente, mientras que una prevención eficaz permitiría, al contrario, abrir la mente. Seguidamente, discutimos acerca de los lazos entre apertura de espíritu, salud, responsabilidad (ética) y meditación. Deducimos de ello la importancia de la inclusión de la educación a la salud como medio eficaz de prevención primaria de las RV y como meta la responsabilidad. Nuestro modelo abre nuevas perspectivas, tanto para la educación como para la investigación. En efecto, contiene indicadores psicológicos medibles y operativos que podrán servir para estudiar, de modo empírico, el impacto de dispositivos educativos sobre la prevención, implicando por ejemplo, una herramienta educativa que hemos tratado en especial : la meditación. ; Atualmente, o engajamento de pessoas em radicalismo violento, político ou religioso, ameaça a segurança pública. Para contribuir a resolver esses problemas transcontinentais, vários países implementaram programas para a prevenção primária das radicalizações violentas (RV), onde o sistema de justiça desempenha um papel preponderante. No entanto, as avaliações, nem sempre rigorosas, tendem a mostrar a ineficiência e até mesmo a provável contraprodução dessas ações. A problemática deste artigo teórico diz respeito a como implementar uma prevenção eficaz das RV e avaliar cientificamente sua eficácia (quais indicadores considerar ?). Na primeira parte argumentamos, com base na literatura psicológica, parcialmente dedicada ao terrorismo islâmico, que o dogmatismo e a necessidade de fechamento constituem uma característica das mentes radicalizadas. Então, com base nisso e em uma conceituação prévia, apresentamos um modelo teórico pioneiro no qual a RV aparece como algo que fecha a mente, enquanto a prevenção efetiva, ao contrário, representaria a mente aberta. Depois disso, discutimos sobre as ligações entre abertura, saúde, responsabilidade (ética) e meditação. Deduzimos disso a importância de incluir a educação à saúde como um meio efetivo de prevenção primária das RV, com a finalidade da responsabilidade. Nosso modelo abre novas perspectivas tanto para a educação quanto para a pesquisa. Ele contém indicadores psicológicos mensuráveis e operacionais que podem ser usados para estudar empiricamente o impacto de dispositivos educacionais na prevenção, por exemplo, envolvendo uma ferramenta educacional que estudamos particularmente : a meditação. ; Nowadays the engagement of people in political or religious violent radicalism threatens public security. To help to solve these transcontinental problems, many countries implemented programs for the primary prevention of violent radicalization (VR), where the justice system played a leading role. However, the not-always-rigorous evaluations still tend to show the inefficiency and even the probable counter-productivity of these actions. The problematic of our theoretical article thus concerns how to implement effective prevention and scientifically evaluate its impact (which indicators to consider ?). In the first part we argue, based on the psychological literature partly dedicated to Islamist terrorism, that dogmatism and need for closure constitute a characteristic of radicalized minds. Then, on this basis and the one of a previous conceptualization, we present a pioneering theoretical model in which VR appears to close the mind, whereas effective prevention would occur on the contrary open the mind. After that, we argue about the links between openness, health, responsibility (ethics) and meditation. From this, we deduce the importance of including health education, with the purpose of responsibility, as an effective way of VR primary prevention. Our model opens up new perspectives for both education and research. It contains measurable and operational psychological indicators that can be used to study the impact of educational devices on prevention empirically, for example involving an educational tool that we have particularly studied : meditation.

в статье рассматриваются методологические подходы к изучению социальной адаптации актора как в целом к внешней среде ; так и к специфическому социальному институту военного образования. Даны основные характеристики этих подходов в рамках интерпретативного и нормативного подходов в социологии ; the article considers methodological approaches to the study of social adaptation of the actor in general ; to the external environment ; as well as to specific social institutions of military education. Given the main characteristics of these approaches in the interpretative and regulatory approaches in sociology.

This research questions the emergence, the uses and the direction of the resort to a category of "migrants", in the French politics and the actions to reduce social inequalities in front of diabetes mellitus. The sociohistory of the emergence of the question about the diabetes of the "migrants", shows how the medical literature can, by pointing different risk factors according to the social groups, participate in the construction of categories of patients. The led analysis underlines the mixture between ethnic, racial and genetically groups, at the origin of the differentialist narrative about the causes of the diabetes. This reading is today mobilized by the public authorities to organize a specific distribution of health preventive care of diabetes and its complications. In health relation, the analysis of the practices, and in particular the therapeutic patient education, underlines that differential treatments exists, but all have no expected effects. The culturalist view making behavior of patients the main cause of their health condition, can impact the medical course, and also, increase the social inequalities. Guided by the directives of public health, the analysis of the margins of action of the professionals and patients, allows to see that these politics aim less to act on the social determinants of health inequalities that to order the individuals to reach the equality by adopting the majority social groups behaviors. ; Cette recherche interroge l'émergence, les usages et les enjeux du recours à une catégorie de « migrants », dans les politiques françaises et actions de lutte contre les inégalités sociales face au diabète de type 2. La sociohistoire de l'émergence de la question du diabète des « migrants » réalisée, montre comment la littérature médicale peut, en pointant des facteurs de risques différents selon les groupes sociaux, participer à la construction de catégories de patients. L'analyse menée souligne l'amalgame entre groupes ethniques, groupes raciaux et groupes génétiquement homogènes, à l'origine du récit différencialiste des causes du diabète. Récit, aujourd'hui mobilisé par les autorités publiques pour organiser une distribution ciblée des soins préventifs du diabète et de ses complications. Au cœur des interactions soignants-soignés en milieu hospitalier, l'analyse des contours, des usages de cette catégorie, et des pratiques de soins qu'elle suscite (en particulier lors de l'éducation thérapeutique), souligne que les traitements différenciés qui y ont cours, n'ont pas toujours les effets escomptés sur la situation de ces soignés. La lecture culturaliste faisant des comportements des soignés la principale cause des écarts de santé, occulte les inégalités sociales et économiques préexistantes, et participe à les renforcer. Quadrillées par les directives de santé publique, l'analyse des marges de manœuvre des soignants et des soignés, permet de mettre en évidence que ces politiques visent moins à agir sur les déterminants sociaux des inégalités de santé qu'à enjoindre les acteurs sociaux à atteindre l'égalité en adoptant les comportements des groupes sociaux majoritaires.

This research questions the emergence, the uses and the direction of the resort to a category of "migrants", in the French politics and the actions to reduce social inequalities in front of diabetes mellitus. The sociohistory of the emergence of the question about the diabetes of the "migrants", shows how the medical literature can, by pointing different risk factors according to the social groups, participate in the construction of categories of patients. The led analysis underlines the mixture between ethnic, racial and genetically groups, at the origin of the differentialist narrative about the causes of the diabetes. This reading is today mobilized by the public authorities to organize a specific distribution of health preventive care of diabetes and its complications. In health relation, the analysis of the practices, and in particular the therapeutic patient education, underlines that differential treatments exists, but all have no expected effects. The culturalist view making behavior of patients the main cause of their health condition, can impact the medical course, and also, increase the social inequalities. Guided by the directives of public health, the analysis of the margins of action of the professionals and patients, allows to see that these politics aim less to act on the social determinants of health inequalities that to order the individuals to reach the equality by adopting the majority social groups behaviors. ; Cette recherche interroge l'émergence, les usages et les enjeux du recours à une catégorie de « migrants », dans les politiques françaises et actions de lutte contre les inégalités sociales face au diabète de type 2. La sociohistoire de l'émergence de la question du diabète des « migrants » réalisée, montre comment la littérature médicale peut, en pointant des facteurs de risques différents selon les groupes sociaux, participer à la construction de catégories de patients. L'analyse menée souligne l'amalgame entre groupes ethniques, groupes raciaux et groupes génétiquement homogènes, à l'origine du récit différencialiste des causes du diabète. Récit, aujourd'hui mobilisé par les autorités publiques pour organiser une distribution ciblée des soins préventifs du diabète et de ses complications. Au cœur des interactions soignants-soignés en milieu hospitalier, l'analyse des contours, des usages de cette catégorie, et des pratiques de soins qu'elle suscite (en particulier lors de l'éducation thérapeutique), souligne que les traitements différenciés qui y ont cours, n'ont pas toujours les effets escomptés sur la situation de ces soignés. La lecture culturaliste faisant des comportements des soignés la principale cause des écarts de santé, occulte les inégalités sociales et économiques préexistantes, et participe à les renforcer. Quadrillées par les directives de santé publique, l'analyse des marges de manœuvre des soignants et des soignés, permet de mettre en évidence que ces politiques visent moins à agir sur les déterminants sociaux des inégalités de santé qu'à enjoindre les acteurs sociaux à atteindre l'égalité en adoptant les comportements des groupes sociaux majoritaires.

We propose a typology of forms of legitimacy of authority in the university, based on the well-known classification by Max Weber of the forms of political authority based on the types to legitimacy typically invoked by those in a position of authority. This framework is adapted and expanded to the field of university governance taking into consideration the specialized literature on models of governance in higher education, and with the aid of data obtained from interviews of former university leaders with whom we discussed their experiences as university officials. Our typology consists of six forms of legitimacy: traditional, which distinguishes two forms, academic and administrative; rational-bureaucratic, which also has two modalities, managerial and legalistic, and finally, the political and charismatic forms. To stress the differences across these types of legitimacy, and try out a possible translation of them into designs amenable to empirical research, we also present an operationalization of the typology into variables and hypotheses. ; Presentamos una tipología de formas de legitimidad de la autoridad universitaria, basada en la conocida clasificación de Max Weber de los tipos de autoridad política de acuerdo a la clase de legitimidad típicamente invocada por el que posee autoridad. Ella se adapta y expande al ámbito del gobierno universitario tomando como referencia la literatura especializada sobre modelos de gobierno universitario, con el apoyo además de los datos obtenidos de entrevistas a ex directivos universitarios a quienes interrogamos acerca de sus experiencias en sus cargos de autoridad. Nuestra tipología reconoce seis formas de legitimidad de la autoridad universitaria: la tradicional, que se divide en dos formas, académica y administrativa, la racional burocrática, que también tiene dos modalidades, la gerencial y la legalista, y luego las formas política y carismática. Para reforzar las distinciones entre los tipos de legitimidad propuestos, y ensayar una posible traducción de ellos en diseños susceptibles de investigación empírica, presentamos también un ejercicio de operacionalización de la tipología en variables e hipótesis. ; Nós apresentamos uma tipologia das formas de legitimidade da autoridade universitária, com base na conhecida classificação de Max Weber de tipos de autoridade política de acordo com o tipo de legitimidade tipicamente invocado por aqueles em uma posição de autoridade. Ela se adapta e se expande a o campo de governança universitária com referência à literatura sobre modelos de governança das universidades, e com o apoio dos dados obtidos a partir de entrevistas com ex-líderes universitários interrogados sobre as suas experiências em seus cargos de autoridade universitária. Nossa tipologia reconhece seis formas de legitimação da autoridade da universidade: tradicional, que é dividido em duas formas, acadêmica e administrativa, burocráticas racional, que também tem dois modos, de gerencia e legalista e, em seguida, as formas política e carismática. Para reforçar as distinções entre tipos de legitimidade propostos, e testar uma possível tradução deles passíveis de projetos de pesquisa empírica, apresentamos também um exercício de operacionalização da tipologia em variáveis e hipóteses.