Suchergebnisse

In this article, Dr. José Manuel Esteve presents the challenge for our country in a multinational political unit, as Europe hopes to be, as opposed to the variety of a state structured into Autonomous Communities. Through a review of our history, since the reign of the Catholic Monarchs to the present day, he describes specific moments in which the administration has tried to unify by law the variety of Spain, carrying out what he calls a "melting-pot policy". According to him, the process of European unification should stand upon the reinforcement of a common body of values which are able to promote a European identity and boost real unity through variety. The present day situation, which transfers to the educational field the different ways of socialization produced by a multicultural and multilingual society, contemplates new educational problems, among them the qualification of teachers to teach in a class that comprises students from different origin, the supervision and enlargement of curricular contents and the learning languages in order to improve communication between peoples. In short, he supports a multifaceted outlook on education after the acceptance of variety. ; El Doctor José Manuel Esteve plantea en este artículo el reto que supone la integración del Estado en una Comunidad política supraestatal, como la que aspira a ser Europa, frente a la diversidad de un Estado organizado en Comunidades Autónomas. A través de un repaso por nuestra historia, desde los Reyes Católicos a la actualidad, describe momentos en los que la denominada por él "política del crisol" intenta unificar por decreto la diversidad de España. En su opinión, el proceso de unidad europea deberá basarse en el fortalecimiento de un núcleo de valores comunes capaces de fomentar una identidad europea y promover una unidad real a través de la diversidad. La situación actual, que traslada a la institución escolar los diferentes modelos de socialización producidos por una sociedad multicultural y multilingüe, plantea nuevos problemas ...

Over the last decade the issues concerning higher education quality and its assurance have become very important in European countries therefore the aim of this article is to carry out a comparative analysis of conditions that determined introduction of accreditation process in Western and Central / Eastern European countries and to discuss Lithuania's case. Methods: literature analysis, document analysis, causative – comparative analysis. First of all the experience of European countries in the field of introduction of higher education accreditation is analysed. In the second part the influence of Bologna process on the expansion of accreditation process is presented. In the second part Lithuania's case is discussed. The conclusions are presented in the end of the article. Having analysed the experience of European countries in the field of higher education quality assurance, it can be stated that Western and Central / Eastern European countries chose different ways and time for introduction of accreditation process because of different political, social, and cultural situations. The demand for accreditation procedures gained extreme importance in Europe after the acceptance of The Bologna declaration. Nevertheless quality assurance was not the strong point of Bologna declaration, further documents of this process and its initiated reforms filled in the gap paying enormous attention to the aspects of quality and naming accreditation as one of the possible ways to assure quality Lithuania adopted accreditation together with most Central / Eastern European countries during the first generation of implementation of accreditation mechanisms.

Over the last decade the issues concerning higher education quality and its assurance have become very important in European countries therefore the aim of this article is to carry out a comparative analysis of conditions that determined introduction of accreditation process in Western and Central / Eastern European countries and to discuss Lithuania's case. Methods: literature analysis, document analysis, causative – comparative analysis. First of all the experience of European countries in the field of introduction of higher education accreditation is analysed. In the second part the influence of Bologna process on the expansion of accreditation process is presented. In the second part Lithuania's case is discussed. The conclusions are presented in the end of the article. Having analysed the experience of European countries in the field of higher education quality assurance, it can be stated that Western and Central / Eastern European countries chose different ways and time for introduction of accreditation process because of different political, social, and cultural situations. The demand for accreditation procedures gained extreme importance in Europe after the acceptance of The Bologna declaration. Nevertheless quality assurance was not the strong point of Bologna declaration, further documents of this process and its initiated reforms filled in the gap paying enormous attention to the aspects of quality and naming accreditation as one of the possible ways to assure quality Lithuania adopted accreditation together with most Central / Eastern European countries during the first generation of implementation of accreditation mechanisms.

The article analyzes the processes by which Spanish anarchists, active in the 1930s, worked in hundreds of villages to establish anarchist education, with the goal of raising a generation that would bring about radical changes in society. This period was especially favorable for anarchism in Spain, with the flourishing of communes where anarchist education could take shape. These activists, motivated by their dedication to social revolution, were well aware of the relationship between new paradigms in education & the desired political transformation. The educational model they created was fraternal, cooperative, & free. The educational ideals of the Spanish anarchists were matched by their cultural ideals, which they were intent on passing on to future generations. The article argues that the Spanish anarchist movement, when compared to other sociopolitical movements of the era, was virtually unique in its efforts in the field of education.

This article presents a preliminary account of the status of secondary education in Afghanistan. No previous references can be found which include reliable and detailed statistical information or policy analysis of any kind regarding the secondary education sub-sector in Afghanistan. Thus, more than accurate data collection and analysis, this paper can only attempt to open up the political dialogue about secondary education in the country by identifying the relevant policy issues and putting them into the context of secondary education policies in post-conflict developing countries. Considering the increase of the demand for education over the last three years,together with present birth rates in Afghanistan, it is easy to anticipate a huge increase of demand for secondary education starting in 2007 (even if high repetitionand drop-out rates persist at current levels). Adding to that is the fact that the recently approved Constitution has extended compulsory education until the end oflower secondary school, that is, the 9th grade. It will certainly take more than the formal adjustments to the secondary school curriculum now being undertaken to beable to cope with the rapidly approaching new secondary education scenario in Afghanistan. This article reviews the different sub-sectors of the secondary education system, including vocational training and the public maddrassahs, and concludes with specific recommendations focusing on the critical role of the secondary school sector in the construction of a balanced and forward-lookingeducation system in Afghanistan.Este artículo presenta una visión preliminar de la situación de la educación secundaria en Afganistán en los años inmediatamente posteriores al cambio de régimen de 2001-2002. No existen todavía referencias previas (al menos en inglés o en español) con información estadística fiable y detallada o con análisis político de ningún tipo en relación con el sector de la secundaria en Afganistán. Por tanto, el presente artículo, construido sobre un estudio de campo llevado a cabo en Enero de 2004, sólo puede aspirar a abrir el diálogo político sobre educación secundaria en el país, identificando los temas más relevantes y colocándolos en el contexto de las políticas de educación secundaria en los llamados países post-conflicto del mundo en desarrollo. Teniendo en cuenta el aumento de la demanda de educación durante los años 2002-2004, junto con las tasas de la natalidad, es fácil anticipar un incremento espectacular de la demanda de educación secundaria en Afganistán a partir de 2007 (incluso en el caso de que se mantengan las altas tasas de repetición y de deserción que son ahora la norma). A esto contribuye también sin duda el que la Constitución aprobada a comienzos de 2004 ha extendido la escolarización obligatoria hasta el final de la secundaria de primer ciclo, esto es, el grado 9º. Hará falta sin duda algo más que pequeños ajustes formales en el currículo de la secundaria, como los que actualmente se están llevando a cabo, para hacer frente al nuevo escenario de la educación secundaria que tan rápidamente se está acercando a Afganistán. Este trabajo pasa revista a cada uno de los distintos sub-sectores del sistema escolar de secundaria, lo que, aparte de las escuelas generales, incluye a los institutos de formación profesional y a las ¿madrasas¿ que son financiadas con fondos públicos. El acceso a la educación secundaria (la tasa actual de escolarización está en el 8 por ciento) en Afganistán se ve limitado por varios factores, en particular el número y la localización de las escuelas, que en su mayoría son urbanas. Hay importantes disparidades regionales, de tal modo que el número de escuelas secundarias en relación con la población escolar es sensiblemente más bajo en las regiones del sur y del oeste del país. La desigualdad de género en el acceso a la secundaria continúa siendo muy importante: Dependiendo de la región o la provincia, la tasa de escolarización de las niñas en secundaria varía desde el 34 por ciento hasta el 0. Todavía hoy hay provincias enteras en que ni una sola niña está matriculada en la escuela secundaria superior. A todo esto se une la limitación impuesta por el escaso número de profesores ¿ y sobre todo de profesoras ¿ de secundaria tanto en determinadas regiones y provincias como en ciertas áreas curriculares (matemáticas y ciencias especialmente). El casi exclusivo énfasis actual, en buena medida impulsado por las distintas organizaciones donantes, sobre la educación primaria y en la universitaria, no permite anticipar que se vayan a llevar a cabo las reformas y las inversiones necesarias en el sector de la secundaria. Y no es necesario insistir en que ello puede llevar a desequilibrios importantes en el sistema educativo afgano, que al no poder hacer frente a la demanda de secundaria, podría ver cómo disminuyen ¿ o no siguen creciendo como es necesario ¿ las tasas de graduación en la primaria, cómo se amplía el déficit de profesorado tanto de primaria como de secundaria, y cómo continúan sin abrirse las puertas de la educación superior a las mujeres. Conseguir universalizar la educación secundaria de primer ciclo ¿ ya obligatoria, como se ha dicho ¿ va a requerir políticas muy decididas y orientadas a colectivos específicos. La provisión de escolarización habría de concentrarse en provincias, distritos y grupos étnicos muy específicos, además de las mujeres, que en principio no tienen asegurada su inclusión en un sistema que está en rapidísimo crecimiento

El discurso que sigue persigue poner de manifiesto las semejanzas y diferencias observadas en aspectos fundamentales de la Educación Especial (EE) en los contextos de España y Portugal, así como las necesidades candentes en cada contexto. Para ello, se han realizado contrastes legislativos y documentales, de una parte, y estudios de casos, de otra. Los primeros se refieren a las leyes educativas y decretos significativos y a obras relevantes de sendos contextos. La segunda constituye el estudio de campo, consistente en estudios de casos de personas especialmente relevantes por su historia profesional ligada a la EE; en concreto tres personas en el contexto portugués y otros tres en el español. ; o relatório que se segue pretende trazer a manifesto as semelhancías e diferencías observadas nos aspectos fundamentais da Educaçao Especial (EE) nos contextos de Espanha e Portugal, assim como, as necessidades evidentes em cada contexto. Para ele, tem-se realizado contrastes legislativos e documentais, de urna parte, e estudos de casos, de outra. Os primeiros referem-se as leis educativas e decretos significativos e a obras relevantes de ambos os contextos. A segunda constitui o estudo do campo baseado em estudos de casos de pessoas especialmente relevantes pela sua história profissional ligada a EE; em concreto tres pessoas do contexto Portugues e outros tres do contexto Espanhol. ; This paper highlights the observed similarities and differences regarding the Special Education's key factors within the Spanish and Portuguese context. In the same way, it also presents current issues evolving in each context. In order to achieve this, we have compared legal and non-legal documents and, on the other hand, we have conducted a case study. The former refers to education laws and decrees, and documents related to both contexts. The latter constitutes a case study which includes three Spanish and three Portuguese whose professional career is intimately linked to Special Education.

After the enactment of the new Colombian Political Constitution in 1991, an immediate response was generated by the secularism option of the State, as a non denominational State, in which the Freedom of Religion in equal legal conditions was guaranteed. In the daily Colombian life since the XIX century it was considered a Christian nation for its customs, rites, and religious practices, the interference of the secular modern world was entering with naturalization papers, among a popular idiosyncrasy covered with expressions of popular religiosity and religious language. This new change immediately made the State institutions secular, especially public schools where the religion of yesteryear gave way to the education of values. As time passes, it is the government itself in its law 115 of 1994 which reintroduced values as an importance of integral formation in a person. It is considered that the individual in all his dimensions, religious or transcendent dimension being one of them. Therefore the government again takes into account the subject «Religion» as a mandatory and fundamental subject in the curriculum. This article tries to make a reenactment of this reality. ; Después de la promulgación de la nueva Constitución Política de Colombia, dada en 1991, la reacción inmediata la generó la opción laicista del Estado, como un Estado aconfesional, donde se garantizaba, en condiciones de igualdad legal, la libertad de cultos o libertad religiosa. Si bien, la cotidianidad de la vida colombiana, desde el siglo XIX, se consideraba toda ella cristiana por sus costumbres, ritos y prácticas religiosas, la ingerencia del mundo moderno secular ingresaba con carta de ciudadanía en medio de una idiosincrasia popular bañada de expresiones de religiosidad popular y lenguajes religiosos. El nuevo cambio inmediatamente laicizó las instituciones del Estado, en especial, la escuela pública donde la religión de antaño cedió paso a la educación en valores. Con el tiempo, es el mismo Estado, en su ley 115 de 1994, quien retoma el valor e importancia de la formación integral del sujeto: considerándolo en todas sus dimensiones, una de ellas, la dimensión religiosa o trascendente. Por lo tanto, el Estado volvió a considerar la materia de educación religiosa escolar como una asignatura obligatoria y fundamental. El presente artículo hace una aproximación a esta realidad.

El presente escrito es el resultado de la invetigación anterior, en la cual el propósito era identificar las políticas públicas que se habían llevado a cabo durante la primer amitad del siglo XX en el departamento de Santander. ; This writing is the result of the previous investigation, in which the purpose was to identify the public policies that had been carried out during the first half of the 20th century in the department of Santander.

The country is characterized by extreme and relative poverty that together make up a majority of the population with essential deficiencies for a daily life, without being able to satisfy the genuine aspirations that make up the minimum profile of quality of life, as they are associated with the basic human needs. For quality of life, in the context of a duty to be, it is conceived as access to minimum levels of health, education, housing, nutrition, work and protection against calamities.The quality of life is also associated with freedom, a basic effective consumption and the real possibility of enhancing their human condition. This poverty incapacitates people to participate in economic, cultural and political life; with material deprivations, lack of civil and political rights that guarantee their citizen participation and ignorance of the identities and particularities of gender, ethnicity, religion or preference for social groups. ; El país se destaca por una pobreza extrema y relativa que en conjunto conforman una mayoría de la población con carencias esenciales para una vida di na, sin poder satisfacer las genuinas aspiraciones que conforman el perfil mínimo de calidad de vida, por cuanto se asocian con las necesidades humanas básicas. Por calidad de vida, en el contexto de un deber ser, se concibe como el acceso a niveles mínimos de salud, educación, vivienda, nutrición, trabajo y protección contra las calamidades.Se asocia también la calidad de vida con la libertad, un consumo efectivo básico y la posibilidad real de potenciar su condición humana. Esa pobreza incapacita a las personas para participar en la vida económica, cultural y política; con privacidades materiales, carencia de los derechos civiles y políticos que garanticen su participación ciudadana y desconocimiento de las identidades y particularidades de género, etnia, religión o la preferencia por grupos sociales.

The Bologna declaration stresses the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies. Additionally the declaration highlights the need to promote European co-operation in quality assurance with a view to develop comparable criteria and methodologies. The cooperative activity of universities created preconditions for students' mobility under the Leonardo da Vinci and Socrates programmes. Hence, a comparison of efficiency of engineering education studies at partner institutions has become a topical issue. The paper presents the problems related to engineering education quality at different universities and suggests a system of indicators that are applicable for education quality estimation. The main idea is to compare the distinguished aspects of the education process and to evaluate quality of teaching. The efficiency of different subjects (social and engineering) is estimated by applying sets of criteria, to be implemented by incorporating a proposed system of criteria into questionnaires for students at Vilnius Gediminas Technical University (VGTU), who participate in student mobility programmes. Processing of the received responses let the author achieve the ultimate aim, i.e. to trace differences in the quality of teaching. Policy implications in the field of engineering education quality management are seen as main outcome of presented research.

The Bologna declaration stresses the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies. Additionally the declaration highlights the need to promote European co-operation in quality assurance with a view to develop comparable criteria and methodologies. The cooperative activity of universities created preconditions for students' mobility under the Leonardo da Vinci and Socrates programmes. Hence, a comparison of efficiency of engineering education studies at partner institutions has become a topical issue. The paper presents the problems related to engineering education quality at different universities and suggests a system of indicators that are applicable for education quality estimation. The main idea is to compare the distinguished aspects of the education process and to evaluate quality of teaching. The efficiency of different subjects (social and engineering) is estimated by applying sets of criteria, to be implemented by incorporating a proposed system of criteria into questionnaires for students at Vilnius Gediminas Technical University (VGTU), who participate in student mobility programmes. Processing of the received responses let the author achieve the ultimate aim, i.e. to trace differences in the quality of teaching. Policy implications in the field of engineering education quality management are seen as main outcome of presented research.

Galardonada la universidad de Los Andes y premiada la democracia venezolana. University of Los Andes awarded and Venezuelan democracy honored. Anzola, Myriam Larga vida a EDUCERE.Long life to EDUCERE. Anzola, Myriam EDUCERE: diez años, una experiencia crítica, una celebración y un culto al saber publicado.EDUCERE: ten years, a critical experience, a celebration and an ode to published knowledge. Rivas, Pedro José EDUCERE: la palabra como experiencia.EDUCERE: the word like experience. Zambrano Leal, Armando El aspecto socio-cultural del lenguaje oral y escrito: visión Vygotskyana.The socio-cultural aspect of thought and language: the Vygotskyan vision. Mota de C., Carmen R. y Villalobos, José La evaluación: del pasado al presente.Evaluation: from the past to the present. Figueroa Marcano, Miguel Ángel Modelos cualitativos de evaluación.Cualitative patterns for evaluation. Fonseca, José Gregorio Educación ¿un mundo al revés?Education: an upside-down world? Pulido, Asdrúbal Nosotros mismos entre los otros.Ourselves among the others. Portillo Parody, Jairo Consideraciones discursivas sobre el género en el discurso académico e institucional: ¿dónde está ella?Discursive considerations on genre in the academical and institutional discourse: where is she? Morales, Oscar Alberto y González Peña, Carolina Escuela y corporeidad femenina: la cuestión del género en el desarrollo motriz de la mujer.School and feminine corporeity: the question of gender in the motor development of women. Pateti Moreno, Yesenia La imagen de la madre: su valoración en educación inicial.The image of a mother: her value in primary education. Alfonzo, Norys La enseñanza de las ciencias en la universidad de Los Andes: caso de los proyectos didácticos.Teaching science at the university of Los Andes: didactical projects case. Escalona, José y Fontal, Bernardo Los conceptos de calor, trabajo, energía y teorema de Carnot en textos universitarios de termodinámica.The concepts of heat, work, energy and Carnot's theorem in thermodynamics university texts. Alomá, Eduardo y Malaver, Manuel La universidad venezolana y el desarrollo regional.Venezuelan universities and regional development. Fuenmayor Toro, Luis Entre la utopía y la realidad de la vida universitaria.Between the utopia and reality of university life. Jiménez Jiménez, José y De Hoyos Martínez, Jesús E. Primeras conferencias de contabilidad de costos: una alternativa de enseñanza y actualización.First conferences of cost accounting: an alternative of teaching and modernization. Morillo Moreno, Marysela C. Educación, ciencia, tecnología e innovación: formación para un nuevo ordenamiento social.Education, science, technology and innovation: Education for a new social order. Bustamante, Suleima; Pérez, Isabel y Maldonado, Marisabel La investigación en educación matemática: una hipótesis de trabajo.Research in mathematics teaching: a work hypothesis. Castro de Bustamante, Jeannett Estrategia de transformación académico-administrativa para una educación en valores en la facultad de ciencias económicas y sociales de la universidad del Zulia.Academical-administrative transformation strategy for and education in values from the faculty of social and economics Sciences at the University of Zulia. Ávila Urdaneta, Maritza; Ríos de Morales, Mercedes y Cuenca, Emilia Programa nacional de formación de educadores. Misión Sucre.National program of teachers education. Sucre's mission. Ministerio de Educación Superior Cavilaciones desde la ventana: coloquio con Don Simón Rodríguez.Ponderings from the window: conversations with Don Simón Rodríguez. Anzola, Myriam Álvarez, María del Carmen: Pequeños lectores, escritores y poetas. Juegos de lenguaje para niños y niñas de 2 a 6 años (y de pronto más.).Little readers, writers and poets. Language games for children from 2 to 6 years old (and soon for older children). Reseñado por: Solé, Maira ; 511-518 ; suleimabu@cantv.net ; isabelpdm@cantv.net ; marisabelmp@hotmail.com ; trimestral ; Nivel analítico