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Search Results: 1 - 10 of 31851 matches for " education policy "
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National Observatory on Special Education: Network Study about Inclusive Education in Brazil  [PDF]
Mendes Eniceia, Cia Fabiana
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.39009

Considering the importance of collaborative networks of research, a group of Brazilian researchers has created the National Observatory on Special Education (in Portuguese Oneesp), whose focus is on the production of integrated studies about policies and practices directed to the issue of school inclusion in Brazilian reality. The present project has focused on a nationwide study about a government policy to stimulate the creation of support services to students with special educational needs in regular schools, called “Multifunctional Resource Rooms (MRR)”. According to official data, between 2005 and 2011 the Brazilian Ministry of Education had financed 30.000 MRR spread in all Brazilian states. To what extent this type of service has supported the education of children and young with educational special needs? To answer these questions 203 researchers from 16 Brazilian states, representing 22 universities are leading a network study to analyze the municipalities’ implementation of this policy. Studies were conducted involving 58 municipalities for concurrently produce, knowledge and professional development through collaborative research, and were conducted through interviews with focus groups composed of approximately 450 MRR teachers, and then a national study survey in progress, directed to about 500 MRR teachers. The analysis of the results, still preliminary, indicated that the policies of the municipalities, despite following some guidelines from the Ministry of Education, were translated to their reality and assumed quite different local expressions depending in part on local history of the development of services of special education in determined reality.

A Wonderful African Success Story
Richard P. Phelps
Nonpartisan Education Review , 2006,
Abstract: no abstract
The Separate Path and the Well Traveled Road
Barry Garelick
Nonpartisan Education Review , 2010,
Abstract: no abstract
Update on MCAS: Is it Working? Is it Fair?
Ronald K. Hambleton
Nonpartisan Education Review , 2006,
Abstract: no abstract
Creativity and Education  [PDF]
Robina Shaheen
Creative Education (CE) , 2010, DOI: 10.4236/ce.2010.13026
Abstract: This paper starts with a brief background of the link between creativity and education, including the beginning of the most recent interest in the two. There is a short summary of the reasons for this renewed interest. This is followed by a discussion into the dissatisfactions over current education and its changing role in the light of increasing importance being accorded to creativity. Lastly, evidence in educational policy documents from around the world is presented to show the steps being taken for implementation of creativity in education.
The Performance as Educator in the Health System: Implications for Brazilian Health Workers Education Process  [PDF]
Alva Helena De Almeida
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.511106

This paper has the purpose of discussing the performance as health educators in the Brazilian Unified Health System (SUS) and also emphasizing the importance of the educational process for health workforce qualification as well as management device of health systems. This performance has been a strong strategy for SUS implementation process in Brazil.

Assessment of Gender Policy in Selected Tertiary Agricultural Education Institutions in Africa  [PDF]
Drame Yaye Aissetou, Oluwole Matthew Akinnagbe, Ochola Alfred, Chakeredza Sebastian, Hien Mipro
Agricultural Sciences (AS) , 2015, DOI: 10.4236/as.2015.69099
Abstract: The paper assesses the existing gender policy document in fourteen (14) selected agricultural faculties and colleges in tertiary institutions in Africa. This paper is an output of research report on Programme of Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development (SASACID) implemented by the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE). Data for the study were collected from 207 respondents (8 deans of ANAFE SASACID pilot institutions, 36 academic staff/lecturers of SASACID pilot institutions and 163 students of SASACID pilot institutions) through the use of online survey. Data collected were analysed and presented using frequency, percentage and charts. Results of the survey revealed that 25.0% of the institutions studied indicated that they had a formal gender policy document in place in their institutions with regards to staff recruitment and students’ admission, while about 25.0% had an informal gender practices on staff recruitment and students’ admission. Higher proportion (60.0%) of the institution had neither a formal policy document nor informal practices as regards staff recruitment and students admission. Some of the constraints faced by the Institutions with a gender policy were insufficient female applicants in agricultural courses, societal norms and remote location of some of the faculties/colleges of agriculture. To encourage both males and females to study agriculture in higher institutions of learning and to create and sustain a fair and just academic environment where both have equal opportunities, there is a need to have a gender policy document and the need to create awareness.
Creative Education, Globalization and Social Imaginary  [PDF]
Ponsan Rojanapanich, Nattavud Pimpa
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.24046
Abstract: The concept of creativity in education is linked with a range of social factors. By examining the relationship among social, educational factors and creativity among students in Thailand, this study proposes that educators and policy makers must understand various global factors that affect contemporary education. They include changes in contemporary politics, culture and communication in the global education contexts. The study confirms that modern cultural factors and concept of gender are marked as key predictors of the development of creativity among young Thai students. It is reported in this study that various facets of globalization also promote creativity and imagination among young Thais. Young Thai students in this study are, in fact, willing to participate in many creative educational and social activities.
System and Policy in the Planning of Higher Education in Mexico  [PDF]
Gonzalo Varela-Petito
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.326148
Abstract: In higher education in Mexico, the tension between institutional practice and the directives of government authority produces a scenario of uncertainty. In recent decades the government has used planning mechanisms in an attempt to induce a more solid direction all round. Such a policy tries to assert itself in generic criteria such as the opening of opportunities by increasing student enrollment numbers and the radius of social recruitment. It does not relinquish the maxim of educational achievement and quality of service. Nevertheless, given the interinstitutional complexity of the system, it is hard to ensure that these would bring about significant corrections in the short term. The crux of the matter lies in the resolution of the ties between the government and the Higher Education Institutions (HEIs), indeed, between centralization and autonomy. One escape route from this tension has been the parallel growth of the private higher education sub-system, but in relation to the public sector the approach of official policy has been to advance evaluations as a means of information and control.
Philosophy of Education: A Tool for National Development?  [PDF]
Godwin Abiogu
Open Journal of Philosophy (OJPP) , 2014, DOI: 10.4236/ojpp.2014.43040

This paper is an exposition on the theoretical and practical relevance of educational philosophy to national development. It postulated that philosophical ideas have been responsible for shaping the development of societies through the channels of education. Contextually, the concepts of “education”, “philosophy”, and the nexus between philosophy and philosophy of education were articulated. The term “development” was analyzed. The paper examined philosophy of education as a tool in the development of the nation from the perspective of men’s capacity to think more critically and reflectively. Seen also from men’s pursuit for wisdom, the good life, educational policy formulation and the intellectual development of the teacher and the learner in their educational practice, relevant implications and recommendations were proffered based at the end of the paper.

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