Suchergebnisse

Competency-based learning in elementary education requires the integrated instruction of multiple competencies. Because of its inherent complexity, the assessment of such instruction poses significant challenges. This study presents the results of instructional and assessment experiences implemented in elementary schools of Costa Rica and Japan during the 2019 school year. These activities aimed at developing ATC21s competencies related to local and global citizenship, critical thinking, and ICT literacy. In each country, an experimental group (26 students in Costa Rica and 27 in Japan) participated in two learning units that incorporated animated shorts, graphic organizers, and comics to address community issues. The results from both units are assessed through the analysis of comics and questionnaires. Control groups (25 students in Costa Rica and 27 in Japan) participated only in the questionnaires, which focused on concepts related to community and citizen participation. The comics' analysis focused on the participants' citizens self-awareness and critical thinking skills. The questionnaires' analysis dealt with attitudes related to community and citizen participation. In Costa Rica, the analysis of the comics showed significant increases in critical thinking (PPC) and citizen self-awareness (PCC) scores in the second unit. In both units, Japanese students showed better performance in PPC and PCC than their Costa Rican peers. In both countries, correlations were found between PPC and PCC. The analysis of the questionnaires did not show conclusive results in either country. These results suggest that narrative is more suitable than description and exposition for students to express active and critical attitudes related to citizenship and democracy. ; El aprendizaje basado en competencias en educación primaria requiere la formación integrada de múltiples competencias. Debido a su complejidad inherente, su evaluación supone retos importantes. Este artículo presenta los resultados de experiencias de formación y evaluación realizadas en escuelas de Costa Rica y de Japón durante el año escolar del 2019, dirigidas a desarrollar competencias ATC21s (Evaluación y Enseñanza de las Competencias del Siglo XXI) relacionadas con conciencia ciudadana, pensamiento crítico y literacidad en TIC. En cada país, un grupo experimental (26 estudiantes en Costa Rica y 27 en Japón) participó en dos unidades de aprendizaje, que incorporaron cortos animados, organizadores gráficos e historietas para abordar problemas comunitarios. Los resultados de ambas unidades fueron evaluados mediante el análisis de historietas y cuestionarios. Los grupos de control (25 estudiantes en Costa Rica y 27 en Japón) participaron solo en los cuestionarios, los cuales se centran en los conceptos de comunidad y participación ciudadana. El análisis de historietas se enfocó en la conciencia ciudadana y en las habilidades de pensamiento crítico de las personas participantes, y el análisis de cuestionarios se centró en nociones vinculadas con comunidad y participación ciudadana. En Costa Rica, el análisis de las historietas mostró incrementos significativos en los puntajes de pensamiento crítico (PPC) y conciencia ciudadana (PCC) entre las dos unidades. En las dos unidades, el estudiantado japonés mostró un mejor desempeño en PPC y PCC que sus pares costarricenses. En ambos países se encontraron correlaciones significativas entre PPC y PCC. En los grupos experimentales y de control de ambos países, el análisis de los cuestionarios no mostró resultados concluyentes. Estos resultados muestran que la narrativa es más adecuada que la descripción y la exposición para que las personas estudiantes expresen actitudes activas y críticas relacionadas con ciudadanía y democracia ; El aprendizaje basado en competencias en educación primaria requiere la formación integrada de múltiples competencias. Debido a su complejidad inherente, su evaluación supone retos importantes. Este artículo presenta los resultados de experiencias de formación y evaluación realizadas en escuelas de Costa Rica y de Japón durante el año escolar del 2019, dirigidas a desarrollar competencias ATC21s (Evaluación y Enseñanza de las Competencias del Siglo XXI) relacionadas con conciencia ciudadana, pensamiento crítico y literacidad en TIC. En cada país, un grupo experimental (26 estudiantes en Costa Rica y 27 en Japón) participó en dos unidades de aprendizaje, que incorporaron cortos animados, organizadores gráficos e historietas para abordar problemas comunitarios. Los resultados de ambas unidades fueron evaluados mediante el análisis de historietas y cuestionarios. Los grupos de control (25 estudiantes en Costa Rica y 27 en Japón) participaron solo en los cuestionarios, los cuales se centran en los conceptos de comunidad y participación ciudadana. El análisis de historietas se enfocó en la conciencia ciudadana y en las habilidades de pensamiento crítico de las personas participantes, y el análisis de cuestionarios se centró en nociones vinculadas con comunidad y participación ciudadana. En Costa Rica, el análisis de las historietas mostró incrementos significativos en los puntajes de pensamiento crítico (PPC) y conciencia ciudadana (PCC) entre las dos unidades. En las dos unidades, el estudiantado japonés mostró un mejor desempeño en PPC y PCC que sus pares costarricenses. En ambos países se encontraron correlaciones significativas entre PPC y PCC. En los grupos experimentales y de control de ambos países, el análisis de los cuestionarios no mostró resultados concluyentes. Estos resultados muestran que la narrativa es más adecuada que la descripción y la exposición para que las personas estudiantes expresen actitudes activas y críticas relacionadas con ciudadanía y democracia

Doutoramento em Economia ; By focusing on the relationship between financial stability and monetary policy for the cases of Chile, Colombia, Japan, Portugal and the UK, this thesis aims to add to the existing literature on the fundamental issue of the relationship between financial stability and monetary policy, a traditional topic that gained importance in the aftermath of the GFC as Central Banks lowered policy rates in an effort to rescue their economies. As the zero-lower bound loomed and the reach of traditional monetary policy narrowed, policy makers realised that alternative frameworks were needed and hence, macroprudential policy measures aimed at targeting the financial system as a whole were introduced. The second chapter looks at the relationship between monetary policy and financial stability, which has gained importance in recent years as Central Bank policy rates neared the zero-lower bound. We use an SVAR model to study the impact of monetary policy shocks on three proxies for financial stability as well as a proxy for economic growth. Monetary policy is represented by policy rates for the EMEs and shadow rates for the AEs in our chapter. Our main results show that monetary policy may be used to correct asset mispricing, to control fluctuations in the real business cycle and also to tame credit cycles in the majority of cases. Our results also show that for the majority of cases, in line with theory, local currencies appreciate following a positive monetary policy shock. Monetary policy intervention may indeed be successful in contributing to or achieving financial stability. However, the results show that monetary policy may not have the ability to maintain or re-establish financial stability in all cases. Alternative policy choices such as macroprudential policy tool frameworks which are aimed at targeting the financial system as a whole may be implemented as a means of fortifying the economy. The third chapter looks at the institutional setting of the countries in question, the independence of the Central Bank, the political environment and the impact of these factors on financial Abstract stability. I substantiate the literature review discussion with a brief empirical analysis of the effect of Central Bank Independence on credit growth using an existing database created by Romelli (2018). The empirical results show that there is a positive relationship between credit growth and the level of Central Bank Independence (CBI) due to the positive and statistically significant coefficient on the interaction term between growth in domestic credit to the private sector and the level of CBI. When considering domestic credit by deposit money banks and other financial institutions, the interaction term is positive and statistically significant for the case of the UK for the third regression equation. A number of robustness checks show that the coefficient is positive and statistically significant for a number of cases when implementing a variety of estimation methods. Fluctuations in credit growth are larger for higher levels of CBI and hence, in periods of financial instability or ultimately financial crises, CBI would be reined back in an effort to re-establish financial stability. Based on the empirical results, and in an effort to slow down surging credit supply and to maintain financial stability, policy makers and governmental authorities should attempt to decrease the level of CBI when the economy shows signs of overheating and credit supply continues to increase. The fourth chapter looks at the interaction between macroprudential policy and financial stability. The unexpected interconnectedness of the global economy and the economic blight that occurred as a result of this, recapitulated the need to implement an alternative policy framework aimed at targeting the financial system as a whole and hence, targeting the maintenance of financial stability. In this chapter, an index of domestic macroprudential policy tools is constructed and the effectiveness of these tools in controlling credit growth, managing GDP growth and stabilising inflation growth is studied using a dynamic panel data model for the period between 2000 and 2017. The empirical analysis includes two panels namely an EU panel of 27 countries and a Latin American panel of 7 countries, the chapter also looks at a case study of Japan, Portugal and the UK. Our main results find that a tighter macroprudential policy tool stance leads to a decrease in both credit growth and GDP growth while, a tighter macroprudential policy tool stance results in higher inflation in the majority of cases. Further, we find that capital openness plays a more important role in the case of Latin America, this may be due to the region's dependence on foreign capital flows and exchange rate movements. Lastly, we find that, in times of higher perceived market volatility, GDP growth tends to be higher and inflation growth tends to be lower in the EU. In the other cases, higher levels of perceived market volatility result in higher inflation, higher credit growth and lower GDP Abstract growth. This is in line with expectations as an increase in perceived market volatility is met with an increased flow of assets into safer markets such as the EU. This thesis establishes a relationship between financial stability and monetary policy by studying the response of Chile, Colombia, Japan, Portugal and the UK in the aftermath of the GFC as Central Banks lowered policy rates in an effort to rescue their economies. In short, the results of the work conducted in this thesis may be summarised as follows. Our results show that monetary policy contributes to the achievement of financial stability. Still, monetary policy alone is not sufficient and should be reinforced by less traditional policy choices such as macroprudential policy tools. Secondly, we find that the level of CBI should be reined in in times of surging credit supply in an effort to maintain financial stability. Finally, we conclude that macroprudential policy tools play an important role in the achievement of financial stability. These tools should complement traditional monetary policy frameworks and should be adapted for each region. ; info:eu-repo/semantics/publishedVersion