Suchergebnisse

The school system in French-speaking Belgium is going through a large-scale reform, so-called "Le Pacte pour un Enseignement d'Excellence" (2015–2018). The idea of such a Pacte comes from the coalition agreement between socialists and Christian democrats following the 2014 elections. The two government partners agreed: "in order to identify the means to reach the objectives of improving the performances of our education system and of reducing the inequalities that influence the performances, the Government will propose "Le Pacte pour un Enseignement d'Excellence" that will be enacted for the next ten years". Hence, the full process is intended to last longer than the current legislature. To this end, it is deemed key that all stakeholders support this large-scale policy reform. In order to reach such large adhesion to the Pacte, the whole policy-making process rests on a collaborative governance scheme. This means the implication of organized stakeholders and citizens. The former are representatives from unions of teachers, parents' associations, experts, school directors, psychologists and representatives of the different schools' networks. Together with the administration and the cabinet of the Minister of Education, they have formed transversal groups throughout the whole policy-making as well as 12 working groups during the policy formulation stage. In the agenda-setting stage, an external consultancy group, McKinsey, was mandated to collect and analyse large amounts of data in order to identify the problems and challenges facing the education system in French-speaking Belgium. It is also during the policy formulation stage that citizens and stakeholders have been involved in three mini-publics. For each of them, participants received briefing material explaining both the process and the content of the issues at stake. The deliberations took place in small groups that were facilitated by trained moderators who ensured the quality of the deliberations and helped all the participants to contribute to the recommendations that were then presented and voted upon in plenary session. These recommendations were then sent to the transversal working groups. On the basis of the propositions from the working groups and the citizens, the Minister formulated the texts enacting the Pacte. First, from February to April 2016, 24 randomly selected citizens gathered in a Citizen panel that met for three weekends to discuss and decide on what they believe to be the priorities for a 21st century education system. Second, on 11 November 2016, 81 people gathered in a Citizen conference to discuss the specific – albeit fundamental – issue of redoublement, that is the fact of having to do again a school year. To deliberate on this issue, participants were made more or less equally of students, parents and actors of the education system (teachers, directors and other professionals). Participants could volunteer to participate but there was a random selection to choose among candidates with the same profile in order to reach a diverse mini-public. Third, on 20 January 2018, a Consensus conference was organized to reflect on several scenarios for the content of the curriculum and decide which of these scenarios they would like to see implemented with the reform. There was thus a clear agenda behind the process: participants had to first deliberate, weigh the advantages and disadvantages of each scenario, and second to vote for the one they preferred. Based on 356 people who registered after an open call, 156 were randomly drawn in order to have 2/3 of teachers and 1/3 of citizens. 116 of them showed up on the day and made propositions for the school curriculum. Compared to the two other events, the mini-public was thus composed of a majority of participants having direct stakes in education reform. Besides, the media attention was higher than for the two other events, before and after the mini-public took place. Three challenges 1) Gathering participants with different hats: not only are they citizens, but also students, parents, teachers, directors. 2) Dealing with polarization in the room, in the media and in the public sphere. 3) Integrating the results of the citizen panels into a larger policy-making process.

O presente trabalho intenta compartilhar os resultados de uma pesquisa de mestrado realizada na Faculdade de Educação da UNICAMP/SP, que teve como objetivo investigar a luta de mulheres operárias pela educação de seus filhos e filhas em creches, a fim de verificar se o usufruto desse direito se reflete na garantia da qualidade da educação infantil. Para tanto, foram entrevistadas doze mães operárias, em uma creche municipal de Santo André/SP. Teve como principais interlocutoras: Fúlvia Rosemberg, Ana Lúcia Goulart de Faria, Maria Amélia de Souza Teles e Elisabeth Souza-Lobo, militantes do campo da infância e/ou do feminismo. Como resultados, foi constatado que o direito à creche é aspecto imprescindível ao processo de emancipação das mulheres, sendo instrumento de luta e de empoderamento. Revelou-se também que as mães operárias ensejam não apenas um local de guarda e assistência para suas crianças, mas, sobretudo, uma educação pública de qualidade, em espaços coletivos e com profissionais qualificados/as para educar crianças pequenas, sendo esta uma educação complementar à educação ofertada pela família. Evidenciou-se, ainda, uma articulação entre o trabalho feminino e a presença de instituições de apoio, como o são as creches e as pré-escolas.Palavras-chave: Luta por creches. Mães operárias. Direito à educação. From the "bucket" to the right to day care: struggles of working mothersABSTRACTThe present study tries to share the results of a master's research written at Faculdade de Educação of UNICAMP/SP, which objective was to investigate the struggle of working women for the education of their sons and daughters in day care center in order to verify if the usufruct of this reflected in the quality assurance of early childhood education. Twelve working mothers were interviewed in a municipal day care center in Santo André/SP. It had as main interlocutors Fúlvia Rosemberg, Ana Lúcia Goulart de Faria, Maria Amélia de Souza Teles and Elisabeth Souza- Lobo, militants of the field of childhood and / or feminism. As results, it was verified that the right to day care is an essential aspect of the process of emancipation of women, and is an instrument of struggle and of empowerment. It has also been revealed that working mothers want not only a place of care and assistance for their children but, above all, a public education with quality, in collective spaces and with qualified professionals to educate young children, this being a complementary education to the education offered by the family. It was evidenced also an articulation between the female work and the presence of support institutions such as day care center and pre- schools.Keywords: Strauggle for day care. Working mothers. Right to education. Del "balde" al derecho a la guardería: luchas de madres obrerasRESUMENEl presente trabajo intenta compartir los resultados de una investigación de maestría realizada en la Facultad de Educación de la UNICAMP/ SP, cuyo objetivo es investigar la lucha de las mujeres obreras por la educación de sus hijos e hijas en guarderías, a fi n de verificar si el usufructo se refleja en la garantía de la calidad de la educación infantil. Para ello, se entrevistaron doce madres obreras, en una guardería municipal de Santo André/SP. Las principales interlocutoras fueron Fúlvia Rosemberg, Ana Lúcia Goulart de Faria, Maria Amélia de Souza Teles y Elisabeth Souza-Lobo, militantes del campo de la infancia y/ o del feminismo. Como resultados, se constató que el derecho a la guardería es un aspecto imprescindible al proceso de emancipación de las mujeres, siendo instrumento de lucha y de empoderamiento. Se ha revelado también que las madres obreras no sólo anhelan un lugar de guardia y asistencia para sus hijos, sino, sobre todo, una educación pública de cualidad, en espacios colectivos y con profesionales calificados para educar a niños pequeños, siendo una educación complementaria a la educación ofrecida en la familia. Se evidenció, también, una articulación entre el trabajo femenino y la presencia de instituciones de apoyo como lo son las guarderías y las preescolares.Palabras clave: Lucha por guarderías. Madres obreras. Derecho a la educación.

Cabe ao Estado garantir o direito a uma educação pública com qualidade socialmente referenciada. A julgar pelos indicadores educacionais publicados a partir dos resultados do Índice de Desenvolvimento da Educação Básica (Ideb), esse direito, no que se refere ao acesso, à permanência e ao sucesso escolar dos alunos que frequentam as escolas públicas, não está sendo sufi cientemente garantido. Apontamos como causa desse fracasso escolar a inexistência de políticas públicas educacionais focadas na aprendizagem escolar. Vale lembrar que as escolas públicas que apresentam o Ideb para além da meta, não significam necessariamente qualidade da educação. Reconhecemos que as avaliações em larga escala têm a potencialidade de subsidiar as políticas em educação com vistas à melhoria dos indicadores de qualidade do ensino e da aprendizagem, sobretudo quando os resultados são problematizados e sistematizados pelos sistemas educacionais e pelas escolas. Compreendemos que a qualidade na educação pública implica a efetivação da aprendizagem, ou seja, que o aluno aprenda, seja aprovado tenha garantido um futuro promissor. No contexto de uma escola pública de orientação emancipadora, é preciso que algumas condições objetivas sejam satisfeitas, a saber: gestão escolar democrática, compromisso docente com a escola pública, razoabilidade da infraestrutura escolar, materiais pedagógicos adequados consolidação das mediações escolares de participação.Palavras-chave: Qualidade. Educação. Escola pública.Elements for a public education with social qualityABSTRACTIt is the State's responsibility to ensure the right of a public education with quality socially acknowledged. Judging by the educational indicators published as from The Brazilian Education Development Index (Ideb), this right, in relation to the access, the stay, and the school success of the students that attend the public schools, are not being suffi ciently guaranteed. We point as the cause of this school failure the lack of educational public policies focused in school learning. It is worth remembering that the public schools that present the Ideb above the target do not necessarily mean educational quality. We recognize that the evaluations of large scale have the potential of subsidizing the policies in education in order to the improvement of learning and teaching quality indicators, mainly when the results are questioned and systematized by the educational systems and the schools. We understand the quality in public education implies the learning realization, in other words, that the student learn, can be approved, and ensure a promising future. In the context of a public school with na emancipating orientation, it is necessary that some objective conditions must be satisfied, such as a democratic school management, teaching commitment with the public school, the reasonableness of the school infrastructure, appropriate teaching materials, and the consolidation of the educational mediations of the participation.Keywords: Quality. Education. Public School.Elementos para una educación pública con calidad socialRESUMENPuede el Estado garantizar el derecho a una educación pública con calidad socialmente valorada. A juzgar por los indicadores educacionales publicados a partir de los resultados del Índice de Desarrollo de la Educación Básica (IDEB), ese derecho, en lo que se refi ere al acceso, a la permanencia y al éxito escolar de los alumnos que frecuentan las escuelas públicas, no está siendo suficientemente garantizado. Apuntamos como causa de ese fracaso escolar a la inexistencia de políticas públicas educacionales enfocadas en el aprendizaje escolar. Es preciso recordar que las escuelas públicas que presentan el IDEB como meta, no significa necesariamente calidad de educación. Reconocemos que las evaluaciones a gran escala tienen la potencialidade de subsidiar las políticas de educación con vistas a el mejoramiento de los indicadores de calidad de la enseñanza y del aprendizaje, sobretodo cuando los resultados son planteados y sistematizados por los sistemas educacionales y por las escuelas. Comprendemos que la calidad de la educación pública implica la efectividad del aprendizaje, osea, que el alumno aprenda, sea aprobado y tenga garantizado un futuro prometedor. En el contexto de una escuela pública de orientación emancipadora, es preciso que algunas condiciones objetivas sean satisfechas, a saber: gestión escolar, infraestructura escolar, materiales pedagógicos adecuados, consolidación de las mediaciones escolares de participación.Palabras Clave: Calidad, Educación, Escuela Pública.

Objetivou verificar as representações sociais da sexualidade e da Educação Integral entre professores da rede pública de ensino. Para tanto, participaram 20 professores da rede municipal de ensino de Parnaíba-PI, sendo que 75% são mulheres com a idade variando entre 23 aos 52 anos, os outros 25% restantes são homens com a idade variando entre 24 aos 45 anos de idade. Utilizou-se de um questionário sociodemográfico e do Teste de Associação Livre de Palavras com os estímulos indutores "Sexualidade" e "Educação Integral". Os dados foram analisados através da técnica de rede semântica, considerando o tamanho e núcleo de rede, peso semântico e distância semântica quantitativa. Observou-se que os professores possuem uma ideia romântica do que seja a sexualidade não lhe atribuindo um cunho reflexivo, tão necessário na atualidade em que se vive, revestida de intolerância e preconceito. Ao se tratar da educação integral estes possuem uma compreensão positiva sobre esta e demonstram entender, que por meio dela, possa-se chegar a uma educação de qualidade. Assim, por meio do seguinte trabalho é possível compreender a importância da discussão desses temas e o quanto ainda precisam ser refletidos pelas instituições escolares como também pela sociedade como um todo, objetivando, dessa forma, se chegar a um ideal de educação.Palavras-chave: Sexualidade. Educação Integral. Representações sociais.Social representations of sexuality and Integral Education: a study of teachers from public schoolsABSTRACTAimed to verify the social representations of sexuality and Integral Education of teachers from public schools. Therefore, participated 20 teachers from municipal Parnaíba-PI school, and 75% are women with ages ranging from 23 to 52, the other remaining 25% are men with ages ranging from 24 to 45 years old. We used a sociodemographic questionnaire and Free Association Test words with stimuli: "Sexuality" and "Integral Education". Data were analyzed through the semantic network technique, considering the size and core network, semantic weight and quantitative semantic distance. It was observed that the teachers have a romantic idea of what sexuality is not giving them a reflective nature, so necessary today in which we live, coated intolerance and prejudice. When dealing with the comprehensive education they have a positive understanding of this and also show and understand that through they get to an education of quality. Thus, through the following work it is possible to understand the importance of discussing these issues and how much it still needs to be reflected by educational institutions as well as by society as a whole, thus aiming to reach an ideal of education.Keywords: Sexuality. Integral Education. Social representations.Representaciones sociales de la sexualidad y la educación integral: Un estudio de la enseñanza de los maestros de escuelas públicasRESUMENEl objetivo de este estudio fue verificar las eepresentaciones sociales de la sexualidad y la educación integral de los maestros de las escuelas públicas. Por lo tanto, participaron 20 profesores de la escuela municipal de Parnaíba-PI, Brasil y el 75% son mujeres con edades con tamaños de 23 a 52, el 25% restante son otros hombres con edades comprendidas entre los 24 a 45 años de edad. Se utilizó un cuestionario sociodemográfi co y las palabras de prueba libre asociación con estímulos: "La sexualidad" y "educación integral". Los datos fueron analizados mediante la técnica de la red semántica, teniendo en cuenta el tamaño y la red central, carga semántica y la distancia semántica cuantitativa. Se observó que los maestros tienen una idea romántica de lo que la sexualidad no le está dando un carácter refl exivo, tan necesaria hoy en día en el que vivimos, la intolerancia y los prejuicios recubierto. Cuando se trata de la formación integral que tienen una comprensión positiva de este espectáculo y entienden que a través de ella llegar a una educación de calidad. De este modo, a través del siguiente trabajo es posible entender la importancia de discutir estos temas y cuánto todavía tiene que ser reflejada por las instituciones educativas, así como por la sociedad en su conjunto, con el objetivo de alcanzar tanto un ideal de la educación.Palabras clave: Sexualidad. Educación Integral. Representaciones sociales.

Abstract - The research raises about the Education Curiculum Development in the Education Center of the Army Engineers Kodiklat to Support Military Operations Other Than War (MOOTW). It is based on the phenomena of persistence of the lack of knowledge and skills of the soldiers Engineers either individually or in association units associated with the main task the Education Center of the Army Engineers as institutions that educate and train the soldiers of Engineers and is still taking place obstacles in the field whether they are administrative, technical and operational in support of the task MOOTW. Research questions, namely: How can Curiculum Development and how efforts to realize development of Curiculum Development in institutions of Engineers Education Centre Kodiklat Army so that soldiers and units of Engineers to support the task of Military Operations Other Than War optimally.Theories and concepts used to analyze the research problem, namely the theory of Strategy, Organization, Synergy, Human Resources, Curriculum Development and MOOTW. The research method uses a qualitative method of collecting data through observation, interviews, and literature.The results showed that the Education Center of the Army Engineers Kodiklat Army has been carrying out educational programs in accordance with the current curriculum. In general, the curriculum used today is more oriented to the tasks of Military Operations To War (OMP), while oriented curriculum MOOTW tasks are still very limited. By looking at phenomena and task demands today and in the future, it is expected that their addition and refinement of the subject matter that relates specifically to the tasks MOOTW so as to address issues faced by soldiers and units of Engineers in the field ,Conclusions from this research is the need for curriculum development in the Education Center of the Army Engineers which is implemented in the form of revising the existing curriculum by adding and refining the material Engineers branches directly related to the duties MOOTW at various levels of existing relevant and continuous with the task at hand or by making courses specifically related to the tasks MOOTW so as to improve the knowledge and skills of soldiers and units of Engineers in support MOOTW task.Keywords: Strategy, Curriculum Development, Synergy Abstrak - Penelitian ini mengangkat tentang Pengembangan Kurikulum Pendidikan di Pusat Pendidikan Kodiklat Angkatan Darat untuk Mendukung Operasi Militer selain Perang (MOOTW). Hal ini didasarkan pada fenomena ketekunan kurangnya pengetahuan dan keterampilan para Insinyur tentara baik secara individu maupun dalam unit asosiasi yang terkait dengan tugas pokok Pusat Pendidikan Insinyur Angkatan Darat sebagai institusi yang mendidik dan melatih para prajurit Insinyur dan masih terdapat hambatan di lapangan apakah mereka bersifat administratif, teknis dan operasional dalam mendukung tugas MOOTW. Pertanyaan penelitian, yaitu: Bagaimana Pengembangan Kurikulum dan bagaimana upaya mewujudkan pengembangan Kurikulum Pembangunan di instansi Pusat Pendidikan Insinyur Angkatan Kodiklat sehingga tentara dan satuan Insinyur mendukung tugas Operasi Militer selain perang secara optimal. Teori dan konsep yang digunakan untuk menganalisa masalah penelitian, yaitu teori Strategi, Organisasi, Sinergi, Sumber Daya Manusia, Pengembangan Kurikulum dan MOOTW. Metode penelitian menggunakan metode kualitatif untuk mengumpulkan data melalui observasi, wawancara, dan literatur.Hasilnya menunjukkan bahwa Pusat Pendidikan Angkatan Darat Angkatan Darat Kodiklat Angkatan Darat telah melaksanakan program pendidikan sesuai dengan kurikulum saat ini. Secara umum, kurikulum yang digunakan saat ini lebih berorientasi pada tugas Operasi Militer Untuk Perang (OMP), sedangkan kurikulum yang berorientasi pada tugas MOOTW masih sangat terbatas. Dengan melihat fenomena dan tuntutan tugas hari ini dan ke depan, diharapkan penambahan dan penyempurnaan materi pokok yang terkait secara khusus dengan tugas MOOTW sehingga bisa mengatasi permasalahan yang dihadapi tentara dan satuan Insinyur di lapangan. Kesimpulan dari penelitian ini adalah perlunya pengembangan kurikulum di Pusat Pendidikan Insinyur Angkatan Darat yang diimplementasikan dalam bentuk merevisi kurikulum yang ada dengan menambahkan dan menyempurnakan materi cabang Insinyur yang terkait langsung dengan tugas MOOTW pada berbagai tingkatan yang ada terkait dan berkesinambungan atau dengan membuat kursus yang secara khusus terkait dengan tugas MOOTW, sehingga bisa meningkatkan pengetahuan dan keterampilan tentara dan satuan Insinyur dalam mendukung tugas MOOTW.Kata kunci: Strategi, Pengembangan Kurikulum, Sinergi

Resumen: El propósito del artículo es describir y analizar desde la aproximación de los estudios de políticas, y en particular bajo la mirada analítica del régimen de políticas (policy regime), qué decisión política favoreció elevar a rango constitucional a la Reforma Educativa en México en 2012, cuáles fueron las principales decisiones de políticas que se detonaron en el nivel de educación básica y cuáles de ellas representan cambios incrementales y no incrementales en la trayectoria del sistema educativo mexicano; con un doble propósito: identificar las primeras lecciones del proceso de cambio y mostrar el potencial analítico del régimen de políticas como un andamiaje analítico fructífero para comprender a la reforma educativa como un proceso técnico-político orientado a revertir problemas de baja calidad e inequidad educativas. Desde el régimen de políticas, se asume que el contexto político de las políticas favorece el cambio de políticas y, en consecuencia, le da forma a la resolución del problema en cuestión. Dada la herencia de decisiones políticas en el sistema educativo mexicano, se sostiene que sin cambio político es imposible generar cambios de políticas no incrementales. De aquí la relevancia empírica que adquiere el Pacto por México como la dimensión política del cambio y, las políticas educativas de evaluación y del servicio profesional docente como la dimensión técnica de las decisiones de política educativa orientadas a contribuir con el mejoramiento educativo. Palabras clave: Cambio político. Cambio de políticas. Políticas educativas. Régimen de políticas. ; Resumen: El propósito del artículo es describir y analizar desde la aproximación de los estudios de políticas, y en particular bajo la mirada analítica del régimen de políticas (policy regime), qué decisión política favoreció elevar a rango constitucional a la Reforma Educativa en México en 2012, cuáles fueron las principales decisiones de políticas que se detonaron en el nivel de educación básica y cuáles de ellas representan cambios incrementales y no incrementales en la trayectoria del sistema educativo mexicano; con un doble propósito: identificar las primeras lecciones del proceso de cambio y mostrar el potencial analítico del régimen de políticas como un andamiaje analítico fructífero para comprender a la reforma educativa como un proceso técnico-político orientado a revertir problemas de baja calidad e inequidad educativas. Desde el régimen de políticas, se asume que el contexto político de las políticas favorece el cambio de políticas y, en consecuencia, le da forma a la resolución del problema en cuestión. Dada la herencia de decisiones políticas en el sistema educativo mexicano, se sostiene que sin cambio político es imposible generar cambios de políticas no incrementales. De aquí la relevancia empírica que adquiere el Pacto por México como la dimensión política del cambio y, las políticas educativas de evaluación y del servicio profesional docente como la dimensión técnica de las decisiones de política educativa orientadas a contribuir con el mejoramiento educativo. Palabras clave: Cambio político. Cambio de políticas. Políticas educativas. Régimen de políticas. ; Abstract: The purpose of this article is to describe and analyze from the approach of policy studies and particularly under the analytical gaze of policy regime, which favored the passage of the Education Reform in Mexico in 2012 and what changes in education policy are that they detonated at the level of basic education and to challenge decisional logic of the Mexican educational system; with a dual purpose: to identify the first lessons of the change process and show the analytical potential policy regime as an analytical scaffolding. From the policy regime, it is assumed that the political context of policies favors the change of policies and consequently the resolution of the problem in question. Given the legacy of political decisions in the Mexican education system, it is argued that, without political change, it is impossible to make non-incremental changes on educational policies. Hence the empirical relevance acquired by the Pact for Mexico as the political dimension of change and educational policies of evaluation and professional teacher service as the technical dimension of educational policy decisions aimed at improving education. Keywords: Political change. Policy change. Education policy. Policy regime.

Esta pesquisa teve como objetivo analisar a atuação do Legislativo de Vitória/ES no processo de deliberação das políticas para a educação, com a finalidade de compreender os modos de participação que se configuraram nesse processo. Para sua consecução, opta pelo estudo das instituições (normas, regras e procedimentos formais e informais que regulam as competências legislativas), a partir da vertente do neoinstitucionalismo (LIMONGI, 1994; HALL; TAYLOR, 2003, PERES, 2008; MARCH; OLSEN, 2008) e do processo de deliberação parlamentar (FERRAZ, 2007) pelo qual os projetos de lei tramitam. Essas opções foram motivadas pela preocupação com as condições possibilitadas pelas instituições que regulam as competências legislativas e com o modus operandi da atuação do Legislativo Municipal no processo de deliberação das políticas municipais de educação. Compreende a participação como complemento à democracia representativa (SANTOS; AVRITZER, 2009), possibilitando a constituição de uma prática de democracia participativa. A partir do estudo de caso, este trabalho foi desenvolvido por meio de um exame da Lei Orgânica, do Regimento Interno do Legislativo e dos 197 projetos de lei transformados em normas jurídicas que tramitaram no período de 1-1-1989 a 31-12-2014. Destaca, para uma análise detalhada, 20 projetos de lei considerados representativos das políticas educacionais com viés estruturante ao Sistema Municipal de Ensino. Ainda que revelados casos de participação ativa (LIMA, 2003), evidencia uma prática reduzida de democracia como característica preponderante da atuação do Poder Legislativo no período pesquisado. Prática configurada por: escassas conexões entre representantes e representados; desinteresse dos parlamentares em discutir a maioria das proposições sobre educação; limites e constrangimentos impostos pelas instituições que regulam o processo deliberativo, privilegiando a não-participação e a participação passiva (LIMA, 2003); intuito de manter a representação como prática hegemônica de tomada de decisão para garantir a estabilidade dos resultados. Evidencia essa prática reduzida de democracia o procedimento que encerra a discussão da maioria das proposições: Em discussão. Encerrada a discussão. Chamada para votação, sem quaisquer intervenções dos vereadores. ; This study aims at analyzing the operation of the city council of Vítória, ES, Brazil in the process of enacting public education policies, so as to understand how the means of participation are configured in this process. We opt for the study of institutions (formal and informal norms, rules and procedures that regulate legislatures), based on the new institutionalism side (LIMONGI, 1994; HALL; TAYLOR, 2003; PERES, 2008; MARCH; OLSEN, 2008) and of the parliamentary deliberation process (FERRAZ, 2007) through which bills are considered by legislative bodies. These options were motivated by the concern about the conditions provided by the institutions that regulate legislative power and about the modus operandi of the Municipal Legislature in the deliberation process of consideration of municipal education policies. This study sees participation as a complement to representative democracy (SANTOS; AVRITZER, 2009), allowing participatory democracy practices to be built in the process of education policy consideration. Based on a case-study, this investigation was carried out through the exam of the organic law; the inside policy of the legislative power; and the 197 bills that went through legislatures from 1/1/1989 to 12/31/2014 before they were enacted. For an in-depth analysis, this study highlights 20 bills considered to represent education policies and had structuring features to the Municipal Education System. Although cases of "active participation" (LIMA, 2003) have been found, there was little practice of democracy as representative characteristic of the Legislative Power operation in the study period. This practice was characterized by poor connections between representatives and those they represent; disinterest of representatives to discuss most of the propositions about education; limitations and constraints imposed by institutions regulating the decision-making process, which encourages "nonparticipation" or "passive participation" (LIMA, 2003); willingness to keep legislature as a hegemonic decision-making process that ensures the stability of results. This reduced democratic practice is highlighted by the procedures that end the consideration of most propositions: "Under discussion". "Discussion ended". "Call for voting", without any intervention by councilors. ; CAPES

Selama ini perhatian media massa cetak di Indonesia yang menurunkan tulisan tajuk rencana masalah pendidikan masih cukup rendah. Media massa cetak cenderung menurunkan tulisan tajuk rencana tema politik. Penelitian ini bertujuan untuk (1) mengetahui tingkat perhatian media massa cetak harian Bali Post terhadap permasalahan pendidikan, (2) mengetahui struktur penulisan tajuk rencana harian Bali Post terhadap pemaparan masalah pendidikan, (3) mendapatkan gambaran permasalahan-permasalahan pendidikan yang menjadi fokus kepedulian media massa cetak harian Bali Post selama kurun waktu tiga bulan. Jenis penelitian ini adalah penelitian deskriptif. Objek dan subjek penelitian ini adalah semua tajuk rencana yang terbit selama tiga bulan mulai tanggal 1 Februari s/d 30 April 2016 dalam bentuk guntingan koran (kliping). Metode pengumpulan data yang digunakan yaitu pencatatan dokumen (dokumentasi) dengan menggunakan pengkategorian intercoder. Data yang sudah terkumpul dianalisis menggunakan analisis deskriptif (kuantitatif dan kualitatif). Hasil peneltian ini menunjukkan bahwa (1) Tingkat kepedulian harian Bali Post terhadap masalah-masalah pendidikan berada pada urutan ke 1) Politik dan Pemerintahan, 2) Sosial Budaya, 3) Hukum dan Kriminal, 4) Pendidikan, 5) Ekonomi Bisnis dan seterusnya. Tingkat kepedulian sudah cukup baik yaitu 12 buah tulisan (16,67%) sudah di atas angka rata-rata (7,2%). (2) Anatomi tulisan tajuk rencana terhadap 12 tulisan yang menyangkut masalah-masalah pendidikan telah memenuhi layaknya sebuah tulisan tajuk rencana. Ketentuan yang dimaksudkan itu meliputi;pemaparan masalah pendidikan, pemberian kritik dan masukan untuk mencari jalan keluar pemecahan masalah (solusi).(3) Masalah-masalah pendidikan yang disoroti harian Bali Post (edisi 01 Februari 2016 s/d 30 April 2016) didominasi oleh masalah kualitas (mutu) pendidikan yaitu sebanyak 12 item (50% ) lebih, sedangkan masalah kuantitas sebanyak 2 item (8,33%), relevansi 9 item (33,33%), efektifitas dan efisiensi 4 item (16,66%). Kata Kunci : Tajuk Rencana, Bali Post, Masalah Pendidikan Nowadays, the attention of the print media in Indonesia which lowers editorial writing educational issues is still quite low. Print mass media tends to degrade editorial writing of political theme. This study aims to (1) determine the level of attention of the daily print media Bali Post on the issues of education, (2) determine the structure of editorial writing on daily Bali Post toward the exposure of educational issues, (3) get an overview of the educational issues that become the focus of concern of daily print mass media Bali Post over a period of three months. This research is a descriptive study. The object and subject of this research is all editorial published for three months starting from February 1 s/d 30 April 2016 in the form of newspaper clipping (clipping). Data collection method used is the recording of documents (documentation) using intercoder categorization. Data that have been already collected were analyzed using descriptive analysis (quantitative and qualitative). The results of this research show that (1) the level of concern of daily Bali Post toward the issues of education are in order to 1) Politics and Government, 2) Socio-Cultural, 3) Law and Crime, 4) education, 5) Business Economics and so on. The level of concern is good enough, namely 12 pieces of writing (16.67%) have been already above the average (7.2%). (2) Writing anatomy of editorials toward 12 articles concerning educational issues has met like a editorial writing. The provisions intended including; the exposure of educational issues, the criticism and feedback to find a way of problem solving (solution). (3) The issues of education highlighted by daily Bali Post (edition February 1, 2016 to 30 April 2016) are dominated by quality issues (quality) of education by 12 items more than (50%), while the issues of quantity are 2 items (8.33%), relevance of 9 items (33.33%), effectiveness and efficiency of 4 items (16.66%).keyword : Editorial, Bali Post, Education Issues

Adolescence is a period of human development in which problems with the perception of body image, self-esteem and self-concept proliferate, while the child is studying for Secondary Education. This study analyses the curricular treatment given to body image, self-esteem and self-concept in different legislative elements in the region of Valencia (Spain), using a qualitative methodology, through the technique of non-interactive documentary analysis. The results of the analysis of relevant academic planning stage documents in this region showed a presence of these statements contained in both the national Education Law and the regional education Law. They specifically appear in some elements of curriculum subjects such as Physical Education, Citizenship Education, Mathematics, Biology and Geology, Natural Science and Music, although not all of them take on the same role, emphasizing in this sense Physical Education as a subject that focuses more both on working and developing these aspects. Within the latter, a imbalance is shown in terms of prominence achieved in what is intended to learn (objectives) and its negligible representation in the tools proposed to achieve it (content) as well as how to evaluate it (evaluation criteria). ; La adolescencia es un periodo del desarrollo del ser humano en el que proliferan problemas con la percepción de la imagen corporal, la autoestima y el autoconcepto, mientras el niño se encuentra cursando estudios de Educación Secundaria Obligatoria. Este estudio analiza el tratamiento curricular que se dedica a la imagen corporal, la autoestima y el autoconcepto en los diferentes elementos legislativos en el ámbito educativo de la Comunidad Valenciana (España), mediante una metodología cualitativa, a través de la técnica del análisis documental no interactiva. Los resultados del análisis de los documentos, correspondientes a la ordenación académica de la etapa en esta comunidad autónoma, mostraron una presencia de estos contenidos tanto en los planteamientos del ámbito nacional concerniente a la LOE (2006) y el Real Decreto 1631/2006, como en los regionales materializados en el Decreto 112/2007. Aparecen específicamente en algunos elementos del currículo de materias como Educación Física, Educación para la Ciudadanía, Matemáticas, Biología y Geología, Ciencias de la Naturaleza y Música, a pesar de que no en todas ellas adquieren el mismo protagonismo, destacando en este sentido la Educación Física como materia que más se centra tanto en el trabajo como en el desarrollo de estos aspectos. Dentro de ella se muestra un desequilibrio en cuanto al protagonismo alcanzado en lo que se pretende que aprendan (objetivos) y en su ínfima plasmación en las herramientas para alcanzarlo (contenidos), así como en el cómo evaluarlo (criterios de evaluación). ; La adolescencia es un periodo del desarrollo del ser humano en el que proliferan problemas con la percepción de la imagen corporal, la autoestima y el autoconcepto, mientras el niño se encuentra cursando estudios de Educación Secundaria Obligatoria. Este estudio analiza el tratamiento curricular que se dedica a la imagen corporal, la autoestima y el autoconcepto en los diferentes elementos legislativos en el ámbito educativo de la Comunidad Valenciana (España), mediante una metodología cualitativa, a través de la técnica del análisis documental no interactiva. Los resultados del análisis de los documentos, correspondientes a la ordenación académica de la etapa en esta comunidad autónoma, mostraron una presencia de estos contenidos tanto en los planteamientos del ámbito nacional concerniente a la LOE (2006) y el Real Decreto 1631/2006, como en los regionales materializados en el Decreto 112/2007. Aparecen específicamente en algunos elementos del currículo de materias como Educación Física, Educación para la Ciudadanía, Matemáticas, Biología y Geología, Ciencias de la Naturaleza y Música, a pesar de que no en todas ellas adquieren el mismo protagonismo, destacando en este sentido la Educación Física como materia que más se centra tanto en el trabajo como en el desarrollo de estos aspectos. Dentro de ella se muestra un desequilibrio en cuanto al protagonismo alcanzado en lo que se pretende que aprendan (objetivos) y en su ínfima plasmación en las herramientas para alcanzarlo (contenidos), así como en el cómo evaluarlo (criterios de evaluación).

Adolescence is a period of human development in which problems with the perception of body image, self-esteem and self-concept proliferate, while the child is studying for Secondary Education. This study analyses the curricular treatment given to body image, self-esteem and self-concept in different legislative elements in the region of Valencia (Spain), using a qualitative methodology, through the technique of non-interactive documentary analysis. The results of the analysis of relevant academic planning stage documents in this region showed a presence of these statements contained in both the national Education Law and the regional education Law. They specifically appear in some elements of curriculum subjects such as Physical Education, Citizenship Education, Mathematics, Biology and Geology, Natural Science and Music, although not all of them take on the same role, emphasizing in this sense Physical Education as a subject that focuses more both on working and developing these aspects. Within the latter, a imbalance is shown in terms of prominence achieved in what is intended to learn (objectives) and its negligible representation in the tools proposed to achieve it (content) as well as how to evaluate it (evaluation criteria). ; La adolescencia es un periodo del desarrollo del ser humano en el que proliferan problemas con la percepción de la imagen corporal, la autoestima y el autoconcepto, mientras el niño se encuentra cursando estudios de Educación Secundaria Obligatoria. Este estudio analiza el tratamiento curricular que se dedica a la imagen corporal, la autoestima y el autoconcepto en los diferentes elementos legislativos en el ámbito educativo de la Comunidad Valenciana (España), mediante una metodología cualitativa, a través de la técnica del análisis documental no interactiva. Los resultados del análisis de los documentos, correspondientes a la ordenación académica de la etapa en esta comunidad autónoma, mostraron una presencia de estos contenidos tanto en los planteamientos del ámbito nacional concerniente a la LOE (2006) y el Real Decreto 1631/2006, como en los regionales materializados en el Decreto 112/2007. Aparecen específicamente en algunos elementos del currículo de materias como Educación Física, Educación para la Ciudadanía, Matemáticas, Biología y Geología, Ciencias de la Naturaleza y Música, a pesar de que no en todas ellas adquieren el mismo protagonismo, destacando en este sentido la Educación Física como materia que más se centra tanto en el trabajo como en el desarrollo de estos aspectos. Dentro de ella se muestra un desequilibrio en cuanto al protagonismo alcanzado en lo que se pretende que aprendan (objetivos) y en su ínfima plasmación en las herramientas para alcanzarlo (contenidos), así como en el cómo evaluarlo (criterios de evaluación). ; La adolescencia es un periodo del desarrollo del ser humano en el que proliferan problemas con la percepción de la imagen corporal, la autoestima y el autoconcepto, mientras el niño se encuentra cursando estudios de Educación Secundaria Obligatoria. Este estudio analiza el tratamiento curricular que se dedica a la imagen corporal, la autoestima y el autoconcepto en los diferentes elementos legislativos en el ámbito educativo de la Comunidad Valenciana (España), mediante una metodología cualitativa, a través de la técnica del análisis documental no interactiva. Los resultados del análisis de los documentos, correspondientes a la ordenación académica de la etapa en esta comunidad autónoma, mostraron una presencia de estos contenidos tanto en los planteamientos del ámbito nacional concerniente a la LOE (2006) y el Real Decreto 1631/2006, como en los regionales materializados en el Decreto 112/2007. Aparecen específicamente en algunos elementos del currículo de materias como Educación Física, Educación para la Ciudadanía, Matemáticas, Biología y Geología, Ciencias de la Naturaleza y Música, a pesar de que no en todas ellas adquieren el mismo protagonismo, destacando en este sentido la Educación Física como materia que más se centra tanto en el trabajo como en el desarrollo de estos aspectos. Dentro de ella se muestra un desequilibrio en cuanto al protagonismo alcanzado en lo que se pretende que aprendan (objetivos) y en su ínfima plasmación en las herramientas para alcanzarlo (contenidos), así como en el cómo evaluarlo (criterios de evaluación).

Представленная статья посвящена проблемам повышения качества образования в соответствии с требованиями Федерального государственного образовательного стандарта, которое актуализирует проблему целенаправленной организации педагогической подготовки военных педагогов на основе компетентностного и субъектного подходов, определяющих цели и результаты их обучения.Существующая обязательная педагогическая подготовка офицеров-преподавателей вузов проводится, в основном, по программе «Школа начинающего преподавателя». Однако эта подготовка является только начальным этапом в становлении офицера-преподавателя и не соответствует требованиям, предъявляемым к уровню профессионализма военных педагогов.Пополнение преподавательского состава военных вузов осуществляется за счет офицеров, окончивших адъюнктуру и офицеров, пришедших из войск, обладающих практическим профессиональным опытом, но не имеющих глубоких знаний в области психологии, педагогики и методики преподавания учебных дисциплин. Разноуровневая подготовка преподавателей военного вуза потребовала дифференцированного подхода к разработке системы на основе вариативного педагогически полезного дидактического обеспечения, позволяющей в комплексе учитывать факторы, влияющие на формирование основных структурных компонентов педагогической деятельности. В этой связи, автор разработал структурно-функциональную модель подготовки преподавателей военных учебных заведений к педагогической деятельности.В статье рассмотрены организационно-педагогические условия подготовки преподавателей к профессиональной деятельности, базирующиеся на понимании сущности педагогической подготовки преподавателей военных учебных заведений как специально организованного педагогического процесса, направленного на овладение офицерами профессионально-значимыми для преподавательской деятельности компетенциями. Их реализация способствует формированию совокупности профессионально-значимых компетенций преподавателя: коммуникативной, технологической, регулятивной, рефлексивной и прогностической.Содержание подготовки, ориентированной на формирование профессионально-значимых компетенций осуществляется на основе модульного подхода, включающего курсы, ориентированные на формирование составляющих профессиональной компетентности, сочетание которых в модуле зависит от начальных характеристик имеющегося опыта преподавателей; а также дифференцированного подхода в соответствии с особенностями имеющегося профессионально-педагогического опыта.Значимыми показателями продуктивности реализации предложенных организационно-педагогических условий является мотивированность преподавателей на освоение программ подготовки и активизация самообразовательной деятельности офицеров-преподавателей в области педагогической деятельности. ; The article is devoted to the problems of education quality enhancement in accordance with the requirements of the Federal State Educational Standard, which actualizes the problem of task-based organization of pedagogical training of military instructors on the basis of competence-based and subject-based approaches which predetermine training objectives and results. The existing compulsory pedagogical training of officers at military institutions of higher education is carried out mostly within the framework of the Programme «Young Teacher School». However this training programme represents only the initial stage of forming a military instructor and does not meet the requirements for the professional level of military instructors. The teaching staff of military institutions of higher education is reinforced with the officers who finished the course of graduate work at a military academy and those officers who have a sufficient practical professional experience but do not have profound knowledge in the sphere of psychology, education science, and methods of teaching academic courses. The multi-tier training of military teaching staff has required the application of the differential approach to designing the system on the basis of variability of pedagogically useful didactic provision, which helps take into account the factors influencing the formation of the basic structural elements of pedagogical activity. With this in mind, the author has designed the structural-functional model of preparing the teaching staff of military institutions of higher education for pedagogical activities. The article sheds light upon organizational and pedagogical conditions of preparing the teaching staff for pedagogical activities based on regarding the entity of teacher training as a specially organized pedagogical process which is oriented at acquiring professionally significant competences. Their realization promotes the formation of such professionally significant competences of an instructor as communicative, technological, regulatory, reflexive, and prognostic. The contents of training oriented towards forming professionally significant competences is carried out on the basis of the modular approach, which includes the courses aimed at forming the elements of professional competence. Their combination in a module depends on the initial characteristics of teaching experience. The modular approach also includes the differential approach in accordance with the peculiarities of the available professional teaching experience. Significant parameters of productivity in realizing the organizational and pedagogical conditions are educators' motivation on covering the programme and activization of self-education activities of officers in the sphere of educational practice.

Penelitian ini bertujuan mendeskripsikan (1) struktur naskah drama buku kembang rampe kasusastraan Bali anyar wewidangan 2. (2) nilai pendidikan karakter yang ada di buku kembang rampe kasusastraan Bali anyar wewidangan 2. Subjek penelitian ini adalah naskah drama buku kembang rampe kesusastraan Bali anyar wewidangan 2. Objek penelitian ini adalah struktur dan nilai pendidikan karakter naskah drama di buku kembang rampe kasusastraan Bali anyar wewidangan 2. Penelitian ini menggunakan deskritif kualitatif. Metode pengumpulan data yang digunakan penelitian ini adalah metode dokumentasi. Metode analisis data yang di gunakan adalah (1) identifikasi data, (2) reduksi data, (3) klasifikasi data, (4) deskripsi data, (5) interprestasi, (6) penyimpulan. Hasil penelitian ini adalah (1) struktur naskah drama buku kembang rampe kasusastraan Bali anyar wewidangan 2 ada lima terdiri atas: tema, judul, tokoh dan karakternya, peristiwa, setting, alur dan piteket. (2) nilai pendidikan karakter naskah drama buku kembang rampe kasusastraan Bali anyar wewidangan 2 ada 17 di antaranya : jujur, toleransi, disiplin, religious, kerja keras, kreatif, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab. karena saya jurusan bahasa Bali maka dari itu saya lampirkan abstrak berbahasa Bali KUUB Tetilik puniki matetujon nlatarang indik (1) wangun ring sesuratan drama sane wenten ring buku kembang rampe kasusastraan Bali anyar wewidangan 2 (2) mustika ajah-ajahan pawatekan sane wenten ring sesuratan drama buku kembang rampe kasusastraan Bali anyar wewidangan 2. Jejering tetilik puniki inggih punika sesuratan sesuratan drama buku kembang rampe kasusastraan Bali anyar wewidangan 2.Panandang tetilikanyane inggih punika wangun lan mustika ajh-ajahan pawatekan ring sesuratan drama ring buku kembang rampe kasusastraan Bali anyar wewidangan 2. Tetilik puniki nganggen palihan tetilik deskriptif kualitatif. Ring tetilik puniki nganggen siki kramaning mupulang data inggih punika 1) kramaning dokumentasi. Data tureksa sane kaanggen minakadi: (1) identifikasi data, (2) reduksi data, (3) klasifikasi data, (4) deskripsi data, (5) interpretasi, (6) penyimpulan. Pikolih ring tetilik puniki inggih punika (1) Wangun sesuratan drama ring buku kembang rampe kasusastraan Bali anyar wewidangan 2 wenten lelima, minakadi: unteng; murda; pragina miwah pangabah-abahnyane; wicara, lelintihan, miwah rerawatan; lan piteket. (2) Mustika ajah-ajahan pawatekan ring sesuratan drama bukukembang rampe kasusastraan Bali anyar wewidangan wenten pitulas minakadi: arjwa (jujur), ngajinin pabinan (toleransi), pageh ring padewekan (disiplin), srada bhakti (religious), jemet (kerja keras), limbak ring papineh (kreatif), demokratis, jujut (rasa ingin tahu), bela Negara (semangat kebangsaan), tresna ring Negara (cinta tanah air), ngajinin kabisan sawitra (menghargai prestasi), asih kumasih ring sawitra (bersahabat), santi rasa (cinta damai), seneng ngwacen (gemar membaca), urati ngwerdiang palemahan (peduli lingkungan), asih ring krama (peduli sosial), sutindih ring swadharma (bertanggung jawab). Kruna jejaton : wangun, mustika ajah-ajahan pawatekan, drama.Kata Kunci : struktur, nilai pendidikan karakter, drama. ABSTRACT This study aimed to describe (1) the structure of drama in the book Kembang Rampe Kasusastraan Bali Anyar Wewidangan 2, (2) the value of character education in the book Kembang Rampe Kasusastraan Bali Anyar Wewidangan 2. The object in this study are structure and the value of character education of drama. The data obtained were analyzed using deskriptive qualitative method. Documentation method was used in collecting the data. Analysis data method was use were (1) identification data, (2) reduction data, (3) classification data, (4) description data, (5) inter achievement, (6) inference. The value of character education were (1) structure drama in Kembang Rampe Kasusastraan Bali Anyar Wewidangan 2 were theme, title, characters and characterization, event, setting, plot and mandate, (2) the value of character education drama in the book Kembang Rampe Kasusastraan Bali Anyar Wewidangan 2 were 17 consisted of the value of self-aware character education, there were be honest, tolerance, discipline, religious, hard work, democracy, fell want to know, nationality spirits, love homeland, appreciate achievement, friendly, love reading, the environment care, social care, responsible. keyword : structure, value character education, drama.

У статті розглядається досвід організації безперервного професійного розвитку лікарів-слухачів педіатрів на кафедрі дитячих хвороб ФПО ЗДМУ на прикладі курсів тематичного удосконалення лікарів-педіатрів. Наш досвід роботи із лікарями-слухачами курсів ТУ свідчить про наступне: викладання на післядипломному етапі лікарям-слухачам курсів тематичного удосконалення з педіатрії доцільно комбінувати, поєднуючи очний та дистанційний методи навчання; згідно результатів анкетування, дистанційне навчання з використанням сучасних комп'ютерних технологій сприймають позитивно 100 % лікарів-слухачів; вагомою перевагою комбінованого методу навчання є можливість економії коштів (витрати на відрядження слухача, оплата сумісництва) лікувальним закладом.В статье рассматривается опыт организации беспрерывного профессионального развития врачей-слушателей педиатров на кафедре детских болезней ФПО ЗДМУ на примере курсов тематического усовершенствования врачей-педиатров. Наш опыт работы с врачами-слушателями курсов ТУ 56 Вісник проблем біології і медицини 2014 Вип. 4, Том 2 (114) МЕДИЧНА ОСВІТА свидетельствует о следующем: преподавание на последипломном этапе врачам-слушателям курсов тематического усовершенствования из педиатрии целесообразно комбинировать, сочетая стационарный и дистанционный методы учебы; согласно результатов анкетирования, дистанционную учебу с использованием современных компьютерных технологий воспринимают положительно 100 % врачей-слушателей; весомым преимуществом комбинированного метода учебы является возможность экономии средств (командировочные расходы слушателя, оплата совместительства) лечебным заведением.This article reviews the experience of continuous professional development of medical students-pediatricians at FPE ZSMU Department of children illnesses on the example of the thematic improvement courses for pediatricians. The European Union of Medical Specialists gives the definition of continuous professional development (CPD) as an educational method of improving, updating and restoring of doctors' professional knowledge. The necessity of CPD system for Ukraine is due to many factors. The implementation of CPD programs is conducted under the orders and instructions of the Ministry of Health of Ukraine. However, we need a strong feedback of state structures and departments of universities which seek for modern, adapted to our society forms of CPD. This experience should be used to create national strategies of CPD. The aim of research. To analyze the work of the department of children illnesses, Faculty of Postgraduate Education (FPE) ZSMU, with the doctors who participate in the courses concerning the objectives of CPD. The results and their discussion. The implementation of competence-based approach to pediatricians' training at the courses of thematic improvement at the Department provides a broad use of active and interactive forms in educational process. During the courses, the combined method of education, which consists of classroom and extracurricular work carried out in full-time and part-time departments, is used. The students, within the existing program, choose the topics of the course. During the classroom work we use various forms of training: lectures and discussions, business games; studying of patients' cases, master-classes on emergency pre-medical and medical care using the special simulator classroom. Within each course 2 or 3 round tables are conducted with the participation of different specialists (TB specialists, immunologists, doctors of AIDS medical center, transfuziologists). Extracurricular work includes the course participants' practice at the workplace and the use of modern computer technologies for distance education, including using the platform Moodle. The control of knowledge and skills of students is held twice at the beginning and at the end of the course. The Department's good tradition is to conduct an anonymous questionnaire at the end of the courses. After each course the Department holds meetings where teachers analyze students' questionnaires, discuss the organization of the educational process, correct further strategies of the Department regarding CPD doctorspediatricians, students of the courses. Conclusions: the teaching at postgraduate stage of doctors -students of the courses of thematic improvement in Pediatrics is advisable to combine the full-time and the distance methods of education; according to the questionnaire results, distance education using modern computer technology is perceived positively by 100 % doctorsstudents of the courses; a significant advantage of the combined method of education is the possibility of saving money (travel expenses for a student, salary for a person who works instead of the student of the courses) by medical institution.

The past two decades the FYR of Macedonia has gone through the process of transition that has affected every domain of the political, economic, and social life in the country. The initial transitional recession has inter alia manifested salient effects on the labour market performance. Generally, the transitional reforms initially had negative effects on labour markets, which were manifested in declining participation rates and in persistent high unemployment. The processes of ownership restructuring and sectoral reallocation assumed a large-scale transformation of state owned firms into privatised ones and, a reallocation of a substantial part of the labour force from the manufacturing and agricultural sectors towards the expanding service sector. The experience in almost all transition countries, including the FYR of Macedonia shows that the creation of new jobs in the emerging private sector was not initially strong enough to absorb the mass of workers laid-off from the restructured state-owned firms. At the same time, the mismatch between the skill requirements of newly created jobs and effective skills owned by the workers has become a substantial problem. Consequently, the labour markets in early transition became less dynamic with a relatively stagnant unemployment pool leading to increases in unemployment and especially long-term unemployment. The initial 'transitional unemployment' differed in several aspects from other types of unemployment in that it was characterised by pronounced labour market segmentation, long average duration of unemployment and a low probability of exiting unemployment into employment. Recently, the problem of skill mismatch on the Macedonian labour market has received a considerable attention by a number of relevant institutions. In this context, the role of the government has been particularly evident after the adoption of the National Employment Strategy (NES) 2015 and the National Employment Action Plan (NEAP) 2011-2013. These two documents represent significant milestones in planning the development of the supply and demand of labour in the FYR of Macedonia. On the national level the main actors involved in the debates and policies about the skills requirements and matching are the Ministry of labour and social policy, Ministry of education and science, the Vocational and Educational Training Centre (VET Centre) and Employment Service Agency (ESA). Moreover, a number of non-government organisations with their projects have contributed to the debate about the perceived problems of matching and mismatch in education/training and employment. Most of these projects focus on the above mentioned deficiencies of the Macedonian labour market including the problem of mismatch between the demand and supply of labour and lead to formulation of guiding principles for the labour market policies. According to the empirical analyses in Macedonia exists substantial mismatch between supply and demand of skills. As a consequence, many employers find it difficult to hire workers with required skills despite high unemployment. A widespread adopted meaning of the notion 'skill' in the FYR of Macedonia include the formally acquired knowledge and experience that enables efficient performing of working activities. These skills are called 'hard' skills and might be acquired within the system of formal education or by non-formal providers of education. Besides the knowledge and experience gained during the process of formal and non-formal education, the notion of skills in the everyday communication implicitly encompasses the 'soft' skills that are largely acquired outside the school system. The 'soft' skills are strongly influenced by the family and social background and are perceived as significant determinant of the successful participation on the labour market. A common perception is that the problem of matching between education/training and employment in the FYR of Macedonia has to be tackled appropriately in order to attain a balance between supply and demand of skills on the labour market. For this purpose it is necessary to develop a wide platform that will include all relevant factors such as policymakers, employment service agency, educational and training institutions, social partners such as employers and trade unions and researchers.

To investigate the procedure for applying the proceeds from the reinvestment of income earned by five institutes of Higher Education Technical Private Trujillo District during the period 2006 to 2008 in order to demonstrate the proper use of such tax benefit, and thus knowing its impact on the quality of education. We have used direct and indirect sources of information as well as formats for the collection, storage and retrieval of information to assess reinvestment plans and implementation of income generated by the Institutes. This information was contrasted with the results from the application of SERVQUAL model, which defines service quality as the difference between perceptions by customers of the service and all expectations. Thus, a negative or positive customer quality of service when perceptions that it has obtained are below or above the expectations I had. In order to get such information, a survey to 331 students of institutes of the city of Trujillo, determining that there is need for proper planning before developing and sending Sunat reinvestment plans and the Ministry of Education, that the order to achieve a positive effect on the quality of education provided to students, since otherwise the benefit will not be an adequate response to the problems that arise in educational institutions as a result of lack of resources and infrastructure, teacher training, technology and equipment suitable for level of education. The paradox is that the Legislative Decree No. 882 Education Reinvestment Act was created with the purpose of educational institutions in general to reinvest their income in order to improve the quality and efficiency of service. It has been noted that educational institutions have been profitable, but the interest of reinvestment of income not being properly implemented to achieve satisfaction in the service, not making a positive impact on the student. ; Se investigó el procedimiento de aplicación de los recursos provenientes de la reinversión de renta obtenida por cinco Institutos de Educación Superior Técnico Privado del Distrito de Trujillo, durante el periodo 2006 al 2008, con el fin de demostrar el adecuado uso de dicho beneficio tributario, y conocer de esta manera su incidencia en la calidad del servicio educativo. Se ha recurrido a fuentes directas e indirectas de información así como a formatos para la toma, almacenamiento y clasificación de la información, a fin de evaluar los planes de reinversión y ejecución de renta generada por los Institutos. Dicha información fue contrastada con los resultados provenientes de la aplicación del modelo SERVQUAL, el cual define la calidad del servicio como la diferencia entre las percepciones por parte de los clientes del servicio y las expectativas previas. De esta forma, un cliente valorará negativamente o positivamente la calidad de un servicio cuando las percepciones que ha obtenido sean inferiores o superiores a las expectativas que tenía. Para lograr obtener dicha información, se aplicó una encuesta a 331 alumnos de los Institutos de la Ciudad de Trujillo, determinándose que es necesario realizar una adecuada planificación antes de elaborar y enviar los planes de reinversión a Sunat y el Ministerio de Educación, esto con la finalidad de lograr un efecto positivo en la calidad del servicio educativo brindado a los estudiantes, ya que de lo contrario dicho beneficio no será una respuesta adecuada a la problemática que se presentan en las Instituciones Educativas como consecuencia de la falta de recursos como: infraestructura, capacitación a docentes, tecnología y material idóneo para el nivel educativo. Lo paradójico del caso es que el Decreto Legislativo N° 882 Ley de Reinversión en Educación se creó con la finalidad de que las Instituciones Educativas en general reinviertan su renta con el objeto de mejorar la calidad y eficiencia del servicio. Se ha llegado a constatar que las Instituciones Educativas han sido rentables, sin embargo el beneficio de la reinversión de renta no está siendo aplicado de manera adecuada para lograr la satisfacción en el servicio, no logrando un efecto positivo en el estudiante.