Suchergebnisse

If we look at Europe at this moment, we can appreciate the great educational plurality, which is product of the countries that compose this region. If the school systems are diverse, the results and educational figures that characterize each one of them are also diverse. Throughout the article we notice that international evaluations have become a controversial tool although, sometimes, these evaluations are effective and usable to get to know the educational models of each country. We look at the Programme for International Student Assessment (PISA) and we analyse various educational indicators with special reference to equity in Europe and, more specifically, in the member States of the European Union. In general, large-scale evaluations offer excellent material for finding out the current state of education systems, for assessing trends or for defining new challenges. Their influence on education policies is well known. ; Si miramos hacia Europa en estos momentos, podemos apreciar la gran pluralidad educativa que existe, fruto de los países que la componen. Si diversos son los sistemas escolares, diversos son también los resultados y las cifras educativas que caracterizan a cada uno de ellos. A lo largo del artículo advertimos que las evaluaciones internacionales se han convertido en una herramienta controvertible aunque, en ocasiones, eficaz y aprovechable para conocer los modelos educativos de cada país. Nos detenemos en el Programme for International Student Assessment (PISA) y analizamos diversos indicadores educativos con especial mención a la equidad en Europa y, más concretamente, en los países miembros de la Unión Europea. En general, las evaluaciones a gran escala ofrecen un material excelente para conocer el estado actual de los sistemas educativos, para valorar las tendencias o para definir los nuevos desafíos. Su influencia sobre las políticas educativas es notoria. ; Se olharmos agora para a Europa, podemos apreciar a grande pluralidade educativa, fruto dos países que a compõem. Se os sistemas escolares são diversos, os resultados e as figuras educacionais que caracterizam cada um deles também são diversos. Ao longo do artigo notamos que as avaliações internacionais se tornaram uma ferramenta controversa, embora às vezes eficazes e utilizáveis, daí ser imortante conhecer modelos educacionais de cada país. Analisamos o Programme for International Student Assessment (PISA) e vários indicadores educacionais com referência à equidade na Europa e, mais especificamente, nos países membros da União Europeia. Em geral, as avaliações em larga escala oferecem excelente material para conhecer o estado atual dos sistemas educacionais, para avaliar tendências ou para definir novos desafios. A sua influência nas políticas educativas é bem conhecida.

No se entiende hoy un sistema educativo de calidad si no incluye políticas encaminadas a mejorar las oportunidades educativas de todos los estudiantes. En todos los casos, los sistemas deben evolucionar favoreciendo las características personales y, a la vez, integrando las diferencias económicas, sociales, culturales, religiosas de cada país. Esta pluralidad solo tendrá verdadero sentido si se presentan como oportunidades y, en definitiva, como un camino necesario para lograr la inclusión, para mejorar y evolucionar. Para que cada sociedad alcance una mayor igualdad, tanto la educación como la formación juegan un papel determinante. En la Unión Europea, la Comisión en materia de educación y formación ha propuesto, de cara al 2020, la consecución de seis objetivos. Entre ellos se anuncia la importancia que tiene mejorar la escolarización de las etapas de educación infantil así como las tasas de abandono prematuro. Concretamente, en el próximo bienio, las cifras de niños y niñas en edad preescolar de más de cuatro años deben alcanzar el 95% y, por otro lado, se debe lograr reducir por debajo del 10%, el abandono temprano de escolares en la educación y la formación. Este estudio analiza estos dos indicadores, viendo su evolución en diversos países y reconociendo la relevancia que pueden tener ambos, ya directa o indirectamente, en los procesos de inclusión y en su optimización. Aumentando el primero y disminuyendo el segundo se favorecen las medidas relacionadas con la proporcionalidad y la equidad educativa. La elección de estos dos ámbitos tiene su explicación en el propio concepto de inclusión y en las dimensiones asociadas al mismo. ¿Sería acertado indicar que aquellos países que tienen mejores cifras en materia de educación infantil y de abandono temprano tienen también mejores datos acerca de la calidad educativa y, por consiguiente, en materia de inclusión? Buscamos algunos ejemplos que nos ayuden a entender y explicar estos argumentos aunque, realmente, no parece oportuno considerarlos como hechos absolutos pero sí relacionados. ; The development of education systems should promote personal characteristics in all cases while, at the same time, integrating the economic, social, cultural, and religious differences within each country. This diversity will only have real meaning if it is presented as an opportunity and ultimately, as a necessary inclusionary path for improvement and growth. Education and training play a decisive role in achieving greater social equality. In the European Union, the Education and Training Commission has proposed six benchmarks to be met by 2020. These include improving schooling provision for the early stages of primary education, as well as improving early drop-out rates. Specifically, in the next two years, at least 95% of children (from 4 to compulsory school age) should participate in early childhood education school; and the rate of early leavers from education and training aged 18-24 should be below 10%. This study analyses these two indicators by looking at how they have fared in different countries and recognising their direct or indirect impact in the optimisation of inclusion processes. Increasing the first indicator while decreasing the second encourages measures related to proportionality and educational equality. The choice of these two areas can be explained by the concept of inclusion and its associated dimensions. Would it be accurate to say that those countries that have better figures in terms of early childhood education and early school drop-out rates also have better data in terms of educational quality and, consequently, of inclusion? This paper provides some examples to gain a better understanding of these arguments, since it does not seem appropriate to consider them in isolation but rather as interrelated aspects.

Actualmente estamos inmersos en la llamada era de la calidad, aunque no es menos cierto que también lo estamos en la era de la acreditación. Este artículo analiza las Agencias de Acreditación de los países miembros de la Red Iberoamericana para la Acreditación de la Calidad de la Educación Superior (RIACES) y en torno a ellas nos detenemos en la denominación que adopta cada país, en la naturaleza de las mismas, así como en la legislación que ampara la creación y los fines, deberes y atribuciones establecidas en torno a cada institución. Desde esta revisión y aunque no parece factible tener un modelo de sistema educativo único a nivel mundial, sin embargo, sí parece viable arbitrar un sistema de evaluación integrador en la enseñanza superior; las agencias de acreditación pueden contribuir en ello. AbstractAt present, we are involved in the so-called "Quality era", even if it is no less true that we are also in the "Accreditation era". This paper analyzes the Certification Agencies of the member countries of the Ibero-American Network for Quality and Accreditation in Higher Education (RIACES) and around them we reflect on the denomination that adopts each country and their nature, as well as in the legislation that protects the creation and the purposes, duties and attributions established for each institution. Even it is does not seem feasible to provide a single global educational system model, it seems affordable to create an integrating assessment system in higher education, to which accreditation agencies may contribute.

Changes in the labour market, digital and technological models imposed on society, high numbers of school dropouts in some countries, as well as new qualifications and training skills make many governments consider the utility of extending compulsory education up to 18 years or not, at least as a prospective study. It is not a new measure in some counties, but in the case of Finland it is indeed, where the new age limit has already in place since August 2021, when the Ministry of Education and Culture and the Finnish National Agency for Education launched the Plan for the period 2021-2024, which aims at implementing this initiative. This way, Finland intends to increase young employability rates, their equality indicators, as well as their formative level and skills. Specifically, by the end of this cycle, in 2024, an evaluation has been scheduled to assess the impact of the reform. ; Los cambios en el mercado laboral, los modelos tecnológicos y digitales que se imponen en la sociedad, las altas cifras de abandono escolar que hay en determinados países, así como las nuevas competencias de cualificación y de formación, hacen que muchos gobiernos se planteen –al menos como un estudio prospectivo- la conveniencia o no de ampliar la enseñanza obligatoria hasta los 18 años. No es una medida nueva para algunos países, pero sí lo es en el caso de Finlandia, cuya obligatoriedad ha dado comienzo este curso escolar, en agosto de 2021. Para ello, the Ministry of Education and Culture y the Finnish National Agency for Education han puesto en marcha el Plan 2021-2024, a partir del cual se pretende implementar esta disposición. De esta forma, Finlandia proyecta aumentar las tasas de empleo que afectan a esta población, aumentar también los indicadores de igualdad entre los jóvenes, así como el nivel formativo y de competencias. A la vuelta de unos años se podrá ver la efectividad de esta medida y la oportunidad o no de la misma. Concretamente, a final de este ciclo, en 2024, está previsto una evaluación del impacto de la reforma.

Effective time management plays a major role in the performance society, and not only psychological, but also socio-cultural and pedagogical factors are involved in students' effective organization of time. Mainstream scientific discourse has argued that effective learning depends to a large extent on students' organizational skills. However, researchers have paid scant attention to the socio-cultural and pedagogical aspects that are involved in the development of these skills. The purpose of this article is to critically analyze the dominant scientific narratives on the study of the effective use of time by students. To this end, this study was designed based on a critical review of the literature from 1990 to 2021. The Web of Science and Scopus databases were consulted. A total of 51 papers met the inclusion criteria. The results suggest that learning to organize and optimize academic time is important for social coordination, well-being and achievement of students' academic and life goals. However, the acceleration of instructional time has a major emotional impact on the school population. The conclusion is the need to investigate the subjective and collective experiences of students on the emotional impact that speed, work overload and multitasking have on their academic and personal lives.

La República de Croacia inició en 2015 un proyecto piloto denominado e-Škole que incluía entre sus objetivos desarrollar un modelo de escuelas «digitalmente maduras», de manera que las Tecnologías de la Información y la Comunicación (TIC) ocuparan un lugar destacado en todas las etapas educativas, siendo incorporadas al curriculum y que tanto estudiantes como profesorado mejoraran sus competencias digitales. Dicho proyecto se materializó en el programa experimental de reforma curricular "Škola za život", cuya implementación está prevista que culmine este mismo año 2020. Dada la naturaleza de esta iniciativa innovadora que se encuentra, durante su desarrollo, con una crisis sanitaria provocada por la pandemia del COVID19, se convierte en estos momentos en una reforma especialmente significativa y oportuna. Sin embargo, el aula y los centros educativos, habitualmente testigos de cualquier transformación, han sido sustituidos por un escenario completamente distinto: el hogar y el entorno familiar. En este nuevo contexto se deben aplicar actualmente muchos de los propósitos que dieron lugar a la creación de la reforma y la promovieron. Entre sus retos estaba desarrollar un cambio integral en la forma de impartir conocimientos y en su aprendizaje, centrado en las tecnologías. Actualmente los ordenadores y tabletas, junto a otros recursos tecnológicos, han sido los principales medios para su aplicación. Ante esta realidad, el Ministerio de Ciencia y Educación croata ha publicado diversos Informes en los que se ofrecen directrices, normas específicas y diversas pautas que deben seguir los docentes, directores de centro, familias y también los estudiantes para alcanzar un modelo común de aprendizaje on-line eficaz. Tomando en consideración ambas circunstancias, una reforma en curso y la necesidad de establecer un nuevo modelo de formación virtual por circunstancias sobrevenidas, analizamos en este artículo los Informes gubernamentales publicados para facilitar este tránsito en los que se refleja el valor de los recursos tecnológicos, que identifican ampliamente su reforma curricular. ; The Republic of Croatia initiated in 2015 a pilot project named e-School that included, among its aims, the development of a model of "digitally mature" schools, so that Information and Communication Technologies (ICT) have a relevant place at all educational levels and are incorporated into the curriculum with a view to improve the technological skills of both teachers and students alike. The implementation of this experimental project, which has been given the title of 'School for Life', is expected to be carried out this very year, 2020. Given the current situation that many education systems find themselves in as a result of the COVID19 pandemic, the project has proven to be a particularly timely and significant reform. However, classrooms and educational centres, that have normally been the witnesses of such transformations, have been replaced by a completely differ-ent scenario: i. e the home and family environment. It is in this new context in which many of the proposals the reform was created and promoted with must be applied today. Among its challenges was developing a comprehensive change in relation to teaching methods, with an increased empha-sis to be placed on technological resources. Nowadays, computers and tablets, together with other technological resources, have become the primary means for its application. Facing this reality, the Croatian Ministry of Science and Education has published several reports in which they pre-sent guidelines, specific rules and diverse patterns that may be followed by teachers, headmasters, families and also students, in order to achieve an effective online learning model. Considering both circumstances, a running reform and the need of establishing a new virtual education model due to unexpected circumstances, we analyse in this article reports published by the Croatian government outlining the facilitation of this transition in which the value of the technological resources with regard to curricular reform has been shown.

A lo largo de este artículo , se realizó un recorrido por los procesos de formación, por las instituciones y por la legislación que ha regulado el acceso y la actividad laboral de los maestros en España durante los siglos XIX y XX. A pesar de ser un período amplio, tan solo se detuvo en aquellos elementos más significativos de cada plan de estudio, en las diferentes materias del currículum o en las evaluaciones que, en cada caso, debían superar los aspirantes a la enseñanza. Los cambios arbitrados en la sociedad y en la vida económica y política de la época han marcado indudablemente la formación recibida y los estilos educativos del profesorado. Para ir dando luz a cada etapa, se navegó principalmente a través de la Gaceta de Madrid , del Boletín del Estado y de las Constituciones de cada momento, que permitieron echar una mirada a la historia y a la realidad que vivían los maestros y maestras de la época ; Ao longo deste artigo, realizou - se uma pesquisa nos processos de formação, nas instituições e na legislação que regulamentou o acesso e a atividade de trabalho dos professores de educação primária na Espanha durante os séculos XIX e XX. Apesar de ser um período amplo, buscou - se dar atenção somente aos elementos mais significativos de cada plano de estudo, nas d iferentes disciplinas do currículo ou nas avaliações que, em cada caso, os aspirantes ao ensino tiveram que superar. As mudanças arbitradas na sociedade e na vida econômica e política da época marcaram, sem dúvida, o treinamento recebido e os estilos educa tivos do corpo docente. Para realizar cada etapa , recorreu - se principalmente à Gazeta de Madrid , a o Boletim do Estado e às Constituições de cada momento, que permitiram lançar luz à história e à realidade vivida pelos professores e professoras da época ; Throughout this article, we made a tour by the formation processes, institutions and legislation that adjusted the access and "maestros" (teachers of primary school) work activity in Spain, in the 19th and 20th centuries. Despite it is a broad period, we just dealt with the more significant elements in each study, in the different subjects of the currículum or in the evaluations, that, in each case, the aspirants to teaching had to overcome. The changes arbitrat ed in the society and in the economic and political life of that time marked, with no doubts, the training received and the educative styles of the teachers. To give light to each stage we have navigated, mainly, through Gazeta de Madrid , State Bulletin an d the Constitutions at each moment, which permitted to have a look in the history and reality experienced by the "maestros" and "maestras" of the time

This research aims to conduct a comparative analysis on the content and purpose of the Spanish educational policies through two perspectives: on the one hand, from the perspective that argues that the subject "Education for Citizenship" should be taught as a subject in the curriculum, and from the perspective that emphasizes that this content can be taught through the contents of other subjects with a transversal character. To do so we first examine the concept of citizenship and the educational policies through legislation that has regulated the Spanish education from the 1990 Act to the present. Secondly, we analyze some undertaken initiatives for developing its contents. Finally we show the results and conclusions of the work regarding to the comparison both in law as in the area of the curriculum.

Despite the efforts made by politicians as well as health care and education professionals to improve the population's mental health and to optimize social integration, the data provided by the World Health Organization still point to worrisome conditions, since during the first decade of the 21st Century –between the years 2000 and 2010– more than 20% of the population will suffer from some type of mental disorder throughout their lives. These numbers expose not only the importance of raising awareness about this issue, but the urgency to demand that necessary measures be taken in order to prevent these disorders from developing, starting from early childhood. The following study presents, along those lines, a diagnosis of children's mental health in Spain, focusing on the Autonomous Community of Andalusia. This analysis reports, firstly, a brief history of children's mental health in Spain; secondly, a map of the many contributions that are being made by both the health care and educational systems; and finally, it offers several contributions and considerations that, in our opinion, justify the existence of certain prevention programs that are specifically directed toward children.

Children's participation is a universal right recognised by the United Nations Convention on the Rights of the Child. This right corresponds to an image of children as social actors because of their relevant role in achieving inclusive, equitable, and sustainable development. Participation can take different forms and levels of involvement: consultative, collaborative, and child‐led. This study aimed to explore types and results of child‐led participatory practices. A scoping review was carried out to find out what evidence is available on child‐led participatory experiences. Based on 674 identified papers, a total of 33 studies met the inclusion criterion. The qualitative analysis employed in this review allowed us to explore the depth and themes of these experiences. The results obtained showed that the experiences analysed differed in (a) the research design and data collection methods of the studies, (b) the age of the participating children, (c) countries in which the experiences took place, (d) specific topics, and (e) outcomes. Moreover, they all shared a non‐adult‐centric view of children's capacities for transformative action. The review has contributed to improving our understanding of children's transformative capacities based on the possibilities offered by adults when they adopt a child‐rights approach and integrate co‐participatory approaches, encouraging us to rethink childhood from other cultural codes inspired by equality, recognition, and agency.

No se entiende hoy un sistema educativo de calidad si no incluye políticas encaminadas a mejorar las oportunidades educativas de todos los estudiantes. En todos los casos, los sistemas deben evolucionar favoreciendo las características personales y, a la vez, integrando las diferencias económicas, sociales, culturales, religiosas de cada país. Esta pluralidad solo tendrá verdadero sentido si se presentan como oportunidades y, en definitiva, como un camino necesario para lograr la inclusión, para mejorar y evolucionar. Para que cada sociedad alcance una mayor igualdad, tanto la educación como la formación juegan un papel determinante. En la Unión Europea, la Comisión en materia de educación y formación ha propuesto, de cara al 2020, la consecución de seis objetivos. Entre ellos se anuncia la importancia que tiene mejorar la escolarización de las etapas de educación infantil así como las tasas de abandono prematuro. Concretamente, en el próximo bienio, las cifras de niños y niñas en edad preescolar de más de cuatro años deben alcanzar el 95% y, por otro lado, se debe lograr reducir por debajo del 10%, el abandono temprano de escolares en la educación y la formación. Este estudio analiza estos dos indicadores, viendo su evolución en diversos países y reconociendo la relevancia que pueden tener ambos, ya directa o indirectamente, en los procesos de inclusión y en su optimización. Aumentando el primero y disminuyendo el segundo se favorecen las medidas relacionadas con la proporcionalidad y la equidad educativa. La elección de estos dos ámbitos tiene su explicación en el propio concepto de inclusión y en las dimensiones asociadas al mismo. ¿Sería acertado indicar que aquellos países que tienen mejores cifras en materia de educación infantil y de abandono temprano tienen también mejores datos acerca de la calidad educativa y, por consiguiente, en materia de inclusión? Buscamos algunos ejemplos que nos ayuden a entender y explicar estos argumentos aunque, realmente, no parece oportuno considerarlos como hechos absolutos pero sí relacionados. ; A quality education system needs to include policies aimed at improving the educational opportunities of all students. The development of education systems should promote personal characteristics in all cases while, at the same time, integrating the economic, social, cultural, and religious differences within each country. This diversity will only have real meaning if it is presented as an opportunity and ultimately, as a necessary inclusionary path for improvement and growth. Education and training play a decisive role in achieving greater social equality. In the European Union, the Education and Training Commission has proposed six benchmarks to be met by 2020. These include improving schooling provision for the early stages of primary education, as well as improving early drop-out rates. Specifically, in the next two years, at least 95% of children (from 4 to compulsory school age) should participate in early childhood education school; and the rate of early leavers from education and training aged 18-24 should be below 10%. This study analyses these two indicators by looking at how they have fared in different countries and recognising their direct or indirect impact in the optimisation of inclusion processes. Increasing the first indicator while decreasing the second encourages measures related to proportionality and educational equality. The choice of these two areas can be explained by the concept of inclusion and its associated dimensions. Would it be accurate to say that those countries that have better figures in terms of early childhood educa - tion and early school drop-out rates also have better data in terms of educational quality and, consequently, of inclusion? This paper provides some examples to gain a better understanding of these arguments, since it does not seem appropriate to consider them in isolation but rather as interrelated aspects