Suchergebnisse

POLÍTICA Y EDUCACIÓN EN LA ESPAÑA CONTEMPORÁNEA -- PÁGINA LEGAL -- ÍNDICE -- INTRODUCCIÓN -- UNIDAD DIDÁCTICA I LOS GRANDES PROYECTOS -- I EL PROYECTO ILUSTRADO DE REFORMA DE LA EDUCACIÓN -- 1. ILUSTRACIÓN Y ANTIGUO RÉGIMEN -- 2. CARACTERÍSTICAS DEL PROYECTO ILUSTRADO DE EDUCACIÓN -- 3. LOS PROYECTOS DE LA DÉCADA DE LOS NOVENTA -- II UN SISTEMA EDUCATIVO NACIONAL: UN PROYECTO FRUSTRADO -- 1. HACIA LA CONSTRUCCIÓN DE UN ESTADO DE NUEVA PLANTA -- 2. BUSCANDO UN SISTEMA EDUCATIVO NACIONAL -- 3. EL TRIUNFO DEL SISTEMA EDUCATIVO ESTATAL -- III UN PROYECTO EDUCATIVO SINGULAR: LA INSTITUCIÓN LIBRE DE ENSEÑANZA -- 1. LA REFORMA EDUCATIVA DEL SEXENIO DEMOCRÁTICO -- 2. EL PROYECTO PEDAGÓGICO DE LA INSTITUCIÓN LIBRE DE ENSEÑANZA -- 3. LA VERTIENTE PÚBLICA DEL PROYECTO DE LA INSTITUCIÓN -- IV LA II REPÚBLICA: UN PROYECTO INACABADO -- 1. RASGOS DEL PROYECTO DE EDUCACIÓN REPUBLICANO -- 2. LA PLASMACIÓN CONSTITUCIONAL DEL PROYECTO DE LUZURIAGA -- 3. EL PROYECTO DE FERNANDO DE LOS RÍOS -- V LAS POLÍTICAS DEL PROFESORADO -- 1. LAS AMBIGÜEDADES DE LAS POLÍTICAS DEL PROFESORADO -- 2. LAS POLÍTICAS DE FORMACIÓN DE MAESTROS -- 3. LAS POLÍTICAS (FALLIDAS) DE FORMACIÓN DEL PROFESORADO DE EDUCACIÓN SECUNDARIA -- PARA AMPLIAR CONOCIMIENTOS -- UNIDAD DIDÁCTICA II LAS GRANDES LEYES DE EDUCACIÓN -- VI LAS LEYES LIBERALES DE EDUCACIÓN -- 1. LOS ANTECEDENTES DEL REGLAMENTO GENERAL DE INSTRUCCIÓN PÚBLICA DE 1821 -- 2. LA PRIMERA LEY GENERAL DE EDUCACIÓN -- 3. LA LEY MOYANO DE 1857 Y LA CONSOLIDACIÓN DEL SISTEMA EDUCATIVO ESTATAL -- VII LA LEY GENERAL DE EDUCACIÓN -- 1. EL FRANQUISMO Y SUS LEYES BÁSICAS DE EDUCACIÓN -- 2. EL CONTEXTO INMEDIATO DE LA LEY DE 1970 -- 3. PRINCIPALES INNOVACIONES DE LA LEY GENERAL DE EDUCACIÓN -- VIII LA CONSTITUCIÓN DE 1978 Y LA EDUCACIÓN -- 1. EL CONTEXTO CONDICIONANTE DE LA TRANSICIÓN POLÍTICA -- 2. LAS CARACTERÍSTICAS DEL CONSENSO CONSTITUCIONAL

The purpose of the article was to study the processes of state regulation of the higher education system in Ukraine in the context of ensuring the autonomy of universities. General and special scientific methods were used in the research process. It was determined that the target priorities of the regulation of higher education system development are: a) regulatory influences on higher education institutions; b) promotion of the level of investment attractiveness of the higher education system; c) optimization of the use of limited financial resourcesn and; d) improvement of approaches to distribution of state orders for personnel training for the national economy, which further includes: state financing of research works carried out by higher education institutions. In conclusion, it has been proved that in order to ensure modernization changes in the higher education system, it is necessary to stimulate enterprises to cooperate with universities in the spheres of education and scientific research; to stimulate the inflow of investment resources from the business sector into the higher education system and to improve specific financial support tools for higher education institutions and enterprises developing cooperation with universities.

The objective of the article was to analyze the dialectic of rights and responsibilities in education. The importance of education is so great that the thesis of the responsibility of the person to receive education has now been recognized. In order for the right to education to be exercised, the domestic law of states provides for a set of responsibilities for participants in the educational process, the implementation of which actually guarantees access to education. The real economic opportunities of States have a great impact on the real content of the dialectical process of interaction of rights and responsibilities in the field of education. The relationship between the participants in the educational process is regulated at several levels: first, the rules of domestic law and then the contractual level, represented by the statutes of educational institutions, comes into force. It is concluded that, in the most advanced systems, there may be a level of intra-group agreements that are completely voluntary. The practical content of the educational process is influenced by several factors, including ideology, the objectives set by a given society, the traditions and customs that have developed in it.

The purpose of the study was the analysis of the implementation of the reform of primary education as a structural model of the formation of the preparation of the future elementary school, for the design of the educational environment. The research methodology used included the analysis of legislative documentation to determine the requirements for the professional activity of an elementary school teacher. The procedure and features of actions for the development of a structural-functional model, of the formation of the readiness of future elementary school teachers to design an educational environment include: analysis of objects; choice of the form of the model; theoretical, methodical, spatio-temporal, material-technical, legal substantiation; the choice of a factor of formation of the system; establishment of connections and dependencies of the main components. The content of the developed main blocks of the model: meta - purpose and task; methodological - approaches and principles; content-procedure - updated content of the discipline content of the vocational and practical training cycle, forms of organization of the educational process, methods, means of training and diagnostics; organizational and pedagogical conditions; stages: adaptation, intensification and identification. It is concluded that the developed model reflects the actual educational process of achieving the expected results.

Das Verhältnis zwischen Öffentlichkeit und Religion ist einer der großen Klassiker der Geistesgeschichte, der bis heute nichts von seiner Bedeutung eingebüßt hat. Mit großer Regelmäßigkeit rekurrieren Soziologen und Politikwissenschaftler auf eine Rückkehr der Religionen in den öffentlichen Raum. Im Zuge von Säkularisierung, Globalisierung und Digitalisierung stehen moderne Öffentlichkeiten und Religionen in einem stetig komplexeren Netz wechselseitiger Transformation. Einen besonderen Kristallisationspunkt dieses intensiven Wechselverhältnisses bilden die beiden großen Schlüsselthemen öffentliche Bildung und universitäre Forschung. Die im vorliegenden Band versammelten Beiträge beleuchten schlaglichtartig einige ausgewählte Aspekte in diesem weiten Feld vom Ende des 18. Jahrhunderts bis in die Gegenwart.

Rethinking Popular Education (PE) in the contemporary world requires awareness of a scenario where multiple tensions emerge and keep the attitude of permanent question of practices and theories alive on social transformation. PE, as an option and political practice, necessarily generates a transformation of the social educational project, which not only boils down to formalized and institutionalized school, but overcomes conventional boundaries and is addressed as a pedagogical movement, with a critical and transformative sense.

El artículo de revisión, se orienta a las humanidades en la educación superior, en la era digital. A partir de la misión de la educación, con su compromiso de la formación humana y profesional, el ágora digital es considerada tanto escenario como mediación para las humanidades en la educación superior. La sociedad tecnológica plantea unos retos que se pueden examinar en estudios de finales del siglo XX e inicios del XXI. Asimismo, la situación de la educación y la formación humanística en este nuevo escenario abre unos senderos que se determinan como horizontes para su caminar en este nuevo hábitat digital. Aprendizaje autónomo y colaborativo, multiculturalismo, pensamiento crítico, responsabilidad planetaria, son saberes que pueden fortalecerse con la mediación de las TIC