Academic literature on the topic 'Centros educativos particulares'

El acoso escolar es uno de los principales retos a los que se enfrentan los sistemas educativos modernos. Especialmente relevante es esta cuestión cuando las personas con necesidades educativas especiales sufren dicho acoso. Este trabajo tiene como objetivo conocer la prevalencia del acoso escolar en estudiantes con necesidades educativas especiales en un entorno rural. Para ello, un total de 115 estudiantes, junto con 8 docentes, participaron en el estudio. Dos cuestionarios ad hoc fueron creados para tal fin. Los resultados muestran que los estudiantes con discapacidad intelectual y del desarrollo y los estudiantes con autismo sufren en mayor medida situaciones de acoso escolar. Sin embargo, los estudiantes con trastornos del aprendizaje son el colectivo, dentro de los estudiantes con necesidades educativas especiales, que menos porcentaje de situaciones de acoso reportaron. En cuanto a las condiciones en las que se desarrollan estas situaciones entre centros públicos y particulares, los datos muestran como en los centros particulares no existe formación al respecto, se comunica en menor medida estas situaciones a las familias y, en líneas generales, se intenta ocultar el problema. Los autores concluyen que existe una necesidad incipiente de trabajar estos temas en las aulas y con el profesorado de todo tipo de centros educativos.

El presente trabajo evaluó la existencia de relación entre las variables liderazgo y clima organizacional. La metodología desarrollada estuvo enmarcada en el enfoque cuantitativo y en el tipo de diseño no experimental con diseño correlacional. El liderazgo y clima organizacional en los centros educativos particulares implica las percepciones que los trabajadores de una determinada institución educativa tienen de un conjunto de factores. Los resultados de la investigación muestran que los docentes perciben en los directivos estilos de Liderazgo transformacional y transaccional en los directores, existiendo un clima organizacional aceptable. Finalmente se concluye en el estudio que existe una relación moderada entre el liderazgo y el clima organizacional.

Introducción: la estimulación musical temprana es una herramienta útil que mejora el desarrollo en la lingüística y en las habilidades motoras, cognitivas y sociales de niños pequeños. El proceso es complejo y específico, y se puede hacer de oído o escribiendo una puntuación. Objetivo: desarrollar un método con canciones infantiles para estimular desde bebés hasta niños de 3 años que se pueda utilizar desde personas particulares a instituciones públicas y privadas como redes de cuido y guarderías. Métodos: basándome en mi propia experiencia familiar, recomiendo cinco etapas: preliminar (escuchar música clásica dentro del útero), etapa uno (música que muestra amor por los niños), etapa dos (música para desarrollar habilidades motoras gruesas), etapa tres (música para la diversión y las habilidades sociales) y la etapa cuatro (música para desarrollar habilidades cognitivas). Resultado: la música como una herramienta de estimulación temprana refuerza el vínculo entre padres e hijos y podría promover el vínculo entre maestros y estudiantes. Conclusión: mi impresión es que el método tuvo efectos positivos en el sueño de mis hijos, las habilidades motoras gruesas, la habilidad social, el desarrollo cognitivo y la lingüística.

Se han elaborado normas percentilares y Puntajes Z para una población escolar de segundo a sexto grado de Lima metropolitana, pertenecientes a centros educativos estatales y particulares. Las variables tenidas en cuenta son edad y grado escolar. Previamente se realizó la adaptación cultural de algunos ítemes mediante análisis psicométrico verificándose la validez y confiabilidad del instrumento.

El estudio de los derechos gremiales de los estudiantes secundarios en las escuelas públicas ha sido una temática escasamente indagada en nuestro medio. Las dificultades organizativas se encuentran relacionadas con las trayectorias estudiantiles en las instancias organizativas como los centros de estudiantes, las estructuras de poder institucional y normativo instaladas en las escuelas, y las particulares condiciones de los escenarios escolares. El juego de los diversos sujetos presentes en la institución se complejiza por la dinámica y ejercicio del poder en la escena institucional escolar. Al respecto nos preguntamos: ¿Qué parámetros organizativos se plantean respecto de la participación ciudadana de los jóvenes estudiantes? ¿Qué viabilidad plantean los gérmenes organizativos de estudiantes secundarios en los formatos actuales para la agremiación juvenil? Los derechos ciudadanos sean civiles, políticos, sociales gremiales o reproductivos, permanecen condicionados en términos estructurales, por la lógicas de organización social tanto como por los espacios sociales e institucionales, incluida la escuela. En tal sentido, la investigación que planteamos pretende hacer un aporte al estudio de las particularidades de los procesos de institucionalización de centros de estudiantes en escuelas medias y su relación con la construcción de representaciones sociales delos jóvenes en torno a la ciudadanía.

ResumenLa inclusión de las personas con necesidades específicas de apoyo educativo, relacionadas con los trastornos del espectro autista (TEA), en los centros educativos, se define bajo los principios de integración curricular, realizada sobre el mismo espacio regular. En la universidad existe actualmente un importante desarrollo normativo en base a la orientación psicopedagógica que trata de responder a la equidad de la educación de las personas con discapacidad, que acceden a realizar sus estudios de grado. Desde esta perspectiva, es necesario establecer los criterios básicos y las orientaciones educativas sobre los cuales ha de apoyarse el diseño de programas en el ámbito universitario. Esta investigación trata precisamente de responder a esta cuestión, con el objetivo principal de exponer las variables predictivas más significativas que faciliten las bases de dichos programas, así como establecer las pautas de intervención psicopedagógica correspondientes. En efecto, los resultados, hallados mediante un análisis de regresión lineal por pasos facilita la deducción de conclusiones acerca de la elaboración de un programa general de intervención, que luego tendría necesariamente que adaptarse a las necesidades particulares de cada situación.

La política pública chilena intenta reducir la brecha de resultados educativos entre escuelas municipales, particulares subvencionadas y privadas a través de un proceso llevado a cabo durante la última década. La Ley de Subvención Escolar Preferencial (SEP) ha sido parte de la solución del estado chileno a la problemática anterior. Esta investigación vincula predictores de la SEP con sus clasificaciones como variable respuesta. El objetivo es evaluar el impacto de la ley a través del análisis de las variables matrícula, resultados educativos e índices de vulnerabilidad, en contraste con la clasificación SEP asignada, utilizando un modelo estadístico cuantitativo. Las estadísticas de ocho años consecutivos (2008-2015) en la cohorte de cuarto básico de la región de Valparaíso fue el universo seleccionado para evaluar la consistencia entre la ley y la clasificación de las escuelas. La metodología del estudio es de tipo cuantitativa, longitudinal, explicativa y correlacional. Las técnicas de análisis de datos, descriptivas e inferenciales, establecen que los predictores estudiados, y considerados por la ley, no tuvieron un impacto significativo ni sostenido en el tiempo respecto de la clasificación, concluyendo una inconsistencia entre lo proyectado y lo observado. El impacto de la SEP no es la respuesta para equiparar los resultados.

<p style="text-align: justify;">El presente estudio tuvo como propósito identificar cuál o cuáles de los modelos de familia y estilos parentales prevalecen en los diferentes contextos educativos analizados, del mismo modo se propone determinar cómo los contextos familiares y comunitarios repercuten en los procesos educativos de los estudiantes; para ello, se recopiló información de 10 centros educativos tanto fiscales como particulares, realizando tres visitas por semana, los días lunes, miércoles y viernes, empleando 5 horas de trabajo, con un intervalo de quince días. La investigación asumió un enfoque mixto (cuantitativo- cualitativo); como instrumentos de recolección de datos se utilizó una encuesta para recabar datos con relación al contexto familiar, y se aplicaron la ficha de observación para describir el tipo de familia y los estilos parentales de los cuales provienen los estudiantes. Los resultados preliminares arrojan el predominio del modelo monoparental y el estilo permisivo, igualmente se pudo constatar que existen índices de bajo rendimiento académico en los discentes objeto de estudio.</p>

El presente artículo aborda el estudio de prácticas pedagógicas alternativas a la presencialidad que se han desarrollado en el escenario de excepcionalidad por la pandemia COVID-19 en Uruguay. Un país que tiene características particulares en cuanto a políticas de inclusión de tecnologías a los centros educativos en todos los niveles desde hace más de diez años. Compartimos una reflexión pedagógica sobre ciertos supuestos que hemos denominado desplazamientos de la presencialidad a la virtualidad. Finalmente se presentan de forma sucinta algunos resultados del estudio de sistematización de experiencias pedagógicas que se organizaron para su análisis, en los siguientes ejes: medios y dispositivos utilizados, potencialidades y dificultades de uso, actividades, acompañamiento de las familias, la evaluación y el teletrabajo docente.

Como baluarte de las políticas de Estado en materia de TIC, el gobierno ha ofrecido utilizar los medios tecnológicos en aras de potenciar el sistema educativo incluyente y de calidad, garantizando el acceso de todos los estudiantes del territorio nacional. Por ello, se hace necesario analizar, en el contexto rural del municipio de Tunja, el efecto de las políticas de Estado en materia de TIC, desde un abordaje relacionado con las facilidades o barreras para el acceso a la infraestructura computacional y comunicacional, el uso que los maestros han dado a los recursos con los cuales han podido contar en sus situaciones particulares y el grado de apropiación de estas tecnologías en su quehacer docente. En tal sentido, esta investigación de carácter mixto permitió develar las latentes necesidades y preocupaciones de los maestros. Además se concretó, a partir de la experiencia de los docentes, una secuencia para la incorporación de las TIC para los centros educativos rurales, que incluye la planificación, capacitación de maestros, disposición y gestión de recursos, mantenimiento y seguimiento e incentivos.

El presente trabajo de investigación se propone demostrar la relación que existe entre el Clima Laboral y el Síndrome de Burnout en el personal docente de secundaria, el estudio es de carácter no experimental, el diseño utilizado fué el descriptivo correlacional. El tipo de muestreo fué el probabilístico, el número de participantes estuvo compuesto de 367 profesores de ambos sexos, de diferente grado de nivel secundario de menores de los centros educativos estatales y particulares de Lima Metropolitana. Los instrumentos que se emplearon para la medición de las variables fueron la escala de Clima Social de R.H Moos y el Inventario Burnout de Maslach. En los resultados obtenidos se observaron niveles medios de burnout, en los colegios estatales y particulares. En cuanto a la correlación de la dimensión autorrealización del clima laboral con el síndrome de burnout en la muestra total de estudio, se observó que la variable autonomía tiene una correlación positiva pero baja, con la dimensión agotamiento emocional y con la dimensión despersonalización del síndrome de burnout. Esta misma variable autonomía del clima laboral, tuvo una correlación negativa baja con la dimensión realización personal. En cuanto a la correlación de la variable organización con las diferentes dimensiones del burnuot como son cansancio emocional, despersonalización y realización personal no se obtuvieron correlaciones estadísticamente significativas. La variable presión del clima laboral, tampoco correlacionó con cansancio emocional y despersonalización del síndrome de burnout, pero si correlacionó en forma negativa con la dimensión realización personal. En cuanto a la comparación del clima laboral entre los colegios estatales y particulares no se encontraron diferencias significativas en las variables autonomía, organización y presión. En cambio, en el síndrome de burnout los profesores de colegios estatales obtuvieron un puntaje alto en cansancio emocional y despersonalización en comparación con los colegios particulares. Nótese también un bajo puntaje en la dimensión realización personal. En los colegios particulares en cambio fueron notorios los puntajes altos en la dimensión realización personal.
Tesis

La investigación tuvo como objetivo principal analizar cuáles son las políticas y percepciones sobre los incentivos laborales en tres centros educativos particulares religiosos de una misma congregación en Lima. La investigación se desarrolló en base al método del estudio de caso cualitativo descriptivo. El recojo de la información empleó el análisis documental y las entrevistas semi estructuradas a informantes de cada escuela. Se desarrollaron tres entrevistas por cada colegio, considerando al Director General, Administrador General y a un docente con más de 5 años de ejercicio laboral en la Institución Educativa. Luego del análisis de los resultados y la triangulación de la información, se determinaron las siguientes conclusiones: La oficina de educación que concentra a los tres colegios ofrece una serie de incentivos valiosos para sus respectivas Comunidades Educativas, pero no han desarrollado un análisis paralelo de su proceso de implementación. Se investigó tres colegios de diferentes realidades empleando la tipología de incentivos planteada por Vegas y Umansky (2005). Los tres colegios tienen percepciones mayoritariamente positivas sobre los estímulos vinculados a: formación continua, diferenciales de sueldo, reconocimiento y prestigio, beneficios personales y familiares, infraestructura y materiales de enseñanza adecuados, incentivos por años de servicio y dominio de la profesión. Los tres colegios cuentan con Reglamentos Internos en los que describen las principales actividades donde figuran beneficios personales y familiares e iniciativas de formación continua. Los tres colegios tienen una percepción mayoritariamente positiva frente a las acciones implementadas, pero sugieren generar indicadores para poder ofrecer los estímulos de forma más justa para los miembros de la comunidad educativa, intensificar la cultura de la felicitación y emplear medios alternativos involucrando a las familias de los trabajadores a través de actividades de integración.
Tesis

La resolución de problemas es el centro del trabajo del área de matemática. Este enfoque se basa en el desarrollo del pensamiento, a través de situaciones problemáticas de contexto real. El estudio tuvo como objetivo diagnosticar el nivel de logro de la capacidad de resolución de problemas en estudiantes de segundo año de educación secundaria de una I.E. privada. La investigación se encuentra dentro del paradigma positivista, de tipo descriptiva. La muestra fue no probabilística, asignada de acuerdo a un protocolo establecido entre la Dirección de la I.E. y el investigador, constituido por 20 estudiantes, entre hombres y mujeres, a quienes se aplicó un test estructurado por componentes, cada uno organizado con dos preguntas, haciendo un total de 8 ítems; denominándose: resuelve problemas de cantidad, de regularidad, equivalencia, cambio, de movimiento, forma, localización y de gestión de datos e incertidumbre. Este instrumento fue validado por cinco expertos en el tema y posteriormente aplicado; del cual se obtuvo como resultado que los estudiantes no alcanzaron un logro significativo en la resolución de problemas puesto que la gran mayoría de ellos se ubicó en un logro de proceso.

Estudio descriptivo comparativo del desarrollo de las competencias básicas en matemáticas en estudiantes de cinco años de dos centros educativos estatales y dos particulares del distrito de La Molina. La población estuvo conformada por 61 alumnos de centros educativos estatales y 50 alumnos de centros educativos particulares. El instrumento utilizado fue el test Tedi-Math. En el trabajo, se llegó a la conclusión que sí hay diferencias en el desarrollo de las competencias básicas en matemática en alumnos de cinco años a nivel de gestión y en las diversas competencias evaluadas. A nivel de género los resultados fueron similares.
Comparative descriptive study of the development of the basic math skills in students 5 years old of two public educational institutions and two privates of La Molina district. The population was formed by 61 students of public educational institutions and 50 students of private educational institutions. The instrument used was the test Tedi-Math. As a conclusion, there are differences in the development of the competitions mathematics basic in 5- years-old students to level of management and in the diverse evaluated competitions. A genre level the results were similar
Tesis

La tesis presentada se enfoca en la necesidad de incluir un modelo gestión de servicios basado en el ciclo de vida del servicio de tecnologías de información (TI) en las instituciones educativas particulares (IEP) de la región Lambayeque. Para lo cual, se realizó análisis de conceptos y metodologías reconocidas, las mismas que están relacionadas con la gestión de servicios, mismos que fueron adaptados en el contexto de IEP proporcionando recursos necesarios para la mejora de sus procesos. Por otro lado, el diagnóstico realizado a una muestra de estas organizaciones, permitió detectar la carencia de una adecuada implementación de gestión de servicios, por lo mismo que se determinó el desconocimiento de terminología, acerca de la gestión de servicios a nivel de la alta dirección, trayendo consigo pérdidas económicas, insatisfacción y desmejora de la imagen institucional. Como objetivo general se planteó, la implementación de un modelo de gestión basado en el ciclo de vida del servicio de TI para mejorar los procesos del mismo en las instituciones educativas particulares de la región Lambayeque, proponiendo la elaboración del mismo basado en metodologías y estándares adaptados, que posean características que mejoren los servicios de TI en el contexto de instituciones educativas particulares. La validación del modelo fue por juicio de expertos, lo cual, a través del Alpha de Cronbach su midió la confiabilidad del mismo, y para su contenido se utilizó el coeficiente de concordancia de Kendall. Finalmente, se aplicó un caso de estudio para una IEP de la región, que permitió la validación del modelo, es decir se estableció el servicio como tal (cartera y catálogo), así mismo se identificaron a usuarios finales y responsables del servicio, se describieron las funcionalidades de los mismos, permitió además la elaboración del plan de transición y medición del servicio de TI, todo ello para asegurar un servicio de calidad, mismo que genere valor a las IEP.

Compara los estilos de vida saludables en escolares de un centro educativo nacional y otro particular. Es una investigación de tipo cuantitativo, método descriptivo comparativo y de corte transversal. La población del C.E. 3080 es de 50 escolares y del C.E. Markham de 21 escolares de cuarto grado de primaria. El instrumento es un cuestionario. Encuentra que los estilos de vida saludables están presentes en los escolares en un 52.38% (11) del C.E. Markham y en un 30.00% (15) del C.E. 3080. El 61.90% (13) de los escolares del C.E. Markham y el 40.00% (20) del C.E. 3080 tienen correcta higiene corporal saludable. De los escolares del C.E. Markham, el 85.71% (18) no presenta alimentación saludable en la escuela y el 52.38% (11) no presenta alimentación saludable en el hogar; de los escolares del C.E. 3080, el 86.00% (43) no presenta alimentación saludable en el hogar y el 82.00% (41) no presenta alimentación saludable en la escuela. Los escolares del C.E. Markham en un 80.95% (17) y del C.E. 3080 en un 66.00% (33) tienen correcta actividad física. Concluye que la mayoría de escolares del C.E. Markham y la minoría de escolares del C.E. 3080 presenta estilos de vida saludables. La mayoría de escolares del C.E. Markham y la minoría de escolares del C.E. 3080 tienen correcta higiene corporal como estilo de vida saludable. La gran mayoría de ambos centros educativos no presentan alimentación saludable. Ambos centros educativos tienen correcta actividad física como estilo de vida saludable.
Tesis

Así, una forma de saber en qué medida el centro escolar cumple o no con las exigencias de la sociedad, cómo responde a los entornos cambiantes, cómo se está desarrollando el proyecto educativo, cuáles son sus resultados, qué tanto está desarrollando un servicio de calidad educativa, es realizando procesos de evaluación institucional.
Tesis

La investigación tuvo como objetivo principal analizar la percepción de las maestras en relación con las políticas de estímulos docentes planteadas en el centro educativo particular Trilce Primaria del distrito de Villa María del Triunfo en la ciudad de Lima. La muestra del estudio estuvo constituida por 4 docentes del nivel primario, a quienes se sometió a entrevistas semiestructuradas que fueron debidamente grabadas para su posterior trascripción y análisis. También se realizó investigación bibliográfica y se consultó documentos del Centro Educativo Particular Trilce sobre políticas de estímulo para sus trabajadores. Luego del análisis de los resultados y la triangulación de la información, se arribó a las siguientes conclusiones: -El centro educativo particular Trilce cuenta con políticas de estímulo a la labor docente, establecidas en documentos institucionales. Estas políticas consisten en incentivos de tipo monetario y no monetario, que se entregan en fechas señaladas y de acuerdo a los resultados de la evaluación interna que se aplica a las docentes. -Las maestras de Trilce perciben estas políticas como una motivación para su labor, especialmente porque consideran justo premiar e incentivar el esfuerzo que realizan en su trabajo diario. Asimismo, sugieren implementar nuevos estímulos, o mejorar algunos de los ya existentes, con miras a potenciar su labor y a reafirmar su identificación con la institución.
Tesis

La presente tesis revela las ideologías lingüísticas construidas por escolares pertenecientes a un grupo socioeconómico medio-bajo y a otro medio-alto de Lima. El análisis comparativo de sus discursospermite encontrar cuatro ideologías lingüísticas predominantes. Una de ellas es la de la “lengua culta”, que consiste en la creencia de que existe una manera correcta de hablar el castellano y, por ende, formas incorrectas; aunque esta creencia es compartida por ambos grupos, se encuentran dos visiones distintas en ellos: para los alumnos del nivel medio-bajo, utilizar la lengua “culta”es, sobre todo, saber el significado de las palabras, usar un vocabulario “culto” (en el sentido de rebuscado); para los otros, saber ciertas normas de uso y emplear un vocabulario preciso. Otra ideología en común es la de la “buena educación”: la manera “correcta” de hablar se adquiere por medio de la educación. Sin embargo, aquí también existen diferencias: para los alumnos del grupo medio-bajo, “buena educación” refiere básicamente a un mayor nivel deinstrucción; para los otros, el término alude a ser parte de una “buena familia” y, como consecuencia de ello, de un “buen colegio”. Otra ideología, propia solo del grupo medio-bajo, es la de la “igualdad de oportunidades” (Siegel 2006), que consiste en la creencia de que cualquiera puede aprender la lengua “culta”gracias a la educación y, en consecuencia, ascender socialmente si se esfuerza lo suficiente. Finalmente, figura la ideología del “fatalismo étnico-cultural”, propia del grupo medio-alto y opuesta a la anterior; esta creencia refuerza el papel de la “buena familia” como determinante de la jerarquía social: quien no ha aprendido la lengua culta durante su infancia está condenado a no adquirirla porque es algo que solo se logra con la “buena crianza” o con el “roce social”.
Tesis

La interrelación Psicología, Cultura y Educación plantea una encrucijada con distintos mapas de lecturas, en el que conviven y, también, disputan distintos paradigmas con implicaciones en las construcciones teóricas acerca de los fenómenos educativos, los sujetos y colectivos, las prácticas instituidas e instituyentes de la subjetividad. Los futuros docentes tienen derecho a formarse en contacto con miradas plurales y realizar diversos recorridos fundados para el análisis en profundidad de los problemas educativos actuales y, en particular, de las prácticas docentes, considerando la diversidad de contextos y destinatarios de la educación. Una particularidad de la mirada psicológica que proponemos en este volumen reside en que tensiona la supuesta coexistencia armónica entre el desarrollo humano, los procesos y las condiciones educativas de las instituciones. Del mismo modo, tensiona las concepciones que abogan por la linealidad y uniformidad de los procesos y ritmos de aprendizaje y, por efecto, del desarrollo. En contrapunto, reparamos en la diversidad como elemento constitutivo de la conformación subjetiva en la experiencia educativa. La obra adquiere singular valor por tratarse de un emprendimiento cooperativo de las Cátedras “Psicología Educacional” y “Psicología y Cultura en el Proceso Educativo” del Departamento de Ciencias de la Educación, de la Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata. Se aspira dar inicio a una serie de publicaciones en línea con los respectivos programas de estudio, como recurso de apoyo y profundización de los temas. Un propósito central es ayudar a pensar la educación de la diversidad de colectivos humanos y, de este modo, entender y mejorar el proceso de aprender y de enseñar, que es el núcleo de las situaciones educativas en los futuros escenarios laborales. Desde esta perspectiva, se pretende aportar a la construcción del quehacer educativo y de una actitud reflexiva, crítica y ética de los futuros profesionales de la educación, para promover el derecho a la educación y la inclusión social y educativa. La selección de temas asume una perspectiva constructivista e incorpora aportes de la Psicología Cognitiva, la Psicología Cultural, las Epistemologías Genética y Sociogenética, el Psicoanálisis, la Antropología Cultural, la Psicología Social, la Psicolingüística, la Neurolingüística y otras disciplinas afines. Nuestra premisa de partida reconoce la estrecha relación entre el aprendizaje, el desarrollo, la cultura, la mente y la educación.

This chapter discusses the central questions about the content and distribution of education debated by philosophers in recent years. How should educational opportunity be distributed between individuals? Should society aim to achieve equal opportunity, or should it allow departures from equality provided the least advantaged are thereby helped or everyone enjoys an adequate education? Should society seek to eliminate or temper only inequalities that are caused by class differences, or also those caused by individuals’ genetic endowments? Education is not merely a good to be distributed; it is also a vehicle for shaping individuals’ beliefs and desires. Is it permissible for the political community to raise children to have a sense of justice, and for the community or parents to get children to adopt a particular conception of the good life, such as particular religious convictions? Finally, may parents determine the kind of education that their child receives?

El libro aborda la importancia de la comunicación en la vida cotidiana, en particular en el ámbito educativo. Desarrolla los medios más habituales para comunicarse, así como los obstáculos que nos impiden llegar a una comunicación clara y profunda con los demás. Vivir es comunicarse, vivir es convivir. También aborda la importancia de las TIC en la comunicación educativa, así como las posibles consecuencias en el abuso de éstas. Finalmente, el capítulo central del libro es la Inteligencia Emocional en la comunicación, qué es ésta y cómo implementarla en la vida personal y en la educación, en particular accediendo al buen sentido del humor en la comunicación. Se concluye con la siguiente aseveración. "Quien no se comunica, se muere", se aisla, no crece humanamente y no contribuye al desarrollo humano de los demás en la comunidad.

Concebido na lógica comemorativa das duas décadas de vida do CEIS20, este livro reúne a selecção de doze capítulos que podemos entender como cobrindo algumas importantes dimensões do campo epistemológico das Ciências da Educação. Um primeiro grupo de trabalhos desafia-nos a equacionar toda a problemática que começa na organização axiológica que deve envolver as práticas educativas, percorre algumas questões que se colocam às decisões de organização e ousam abordar a relação entre o conhecimento e os processos que permitem a sua aquisição e uso. Um segundo grupo de textos centra-se, de uma maneira mais particular, na necessidade de um reequacionamento permanente dos problemas que a relação entre as decisões políticas e as práticas educativas (resultantes dessas decisões e/ou impostas pelas dinâmicas pessoais e sociais) colocam.

Este libro deja a consideración de la comunidad académica una colección de trabajos hechos en el marco de la Red Universitaria para la Educación con Tecnología (RedUnete), colaborativo en el que participan instituciones de educación superior de Colombia y de España. El eje vertebrador del esfuerzo es el uso transformador de tecnologías digitales en educación superior, el cual se espera que redunde en flexibilización y enriquecimiento de procesos académicos a este nivel y en el interior de cada unidad docente, programa e institución y grupos de estas. El libro está organizado en dos secciones. La primera se centra en temas estructurales, por ejemplo, el desarrollo de cultura y competencia digital entre los miembros de cada comunidad educativa, la alineación entre las competencias digitales de los egresados con los requerimientos del sector donde se espera que se desempeñen, así como las oportunidades de racionalizar los esfuerzos institucionales cuando se participa en la creación y el aprovechamiento de objetos y recursos educativos digitales. La segunda sección se centra en temas sustantivos, y en esta se aprende sobre lo educativo, operativo y organizacional de experiencias de educación superior en las modalidades virtual y combinada con enfoque transformador. En todas las experiencias se va más allá de mezclar actividades presenciales y virtuales, toda vez que se propicia el uso de estrategias pedagógicas que favorecen la participación activa de los estudiantes en la construcción, el debate y la socialización de conocimientos, con facilitación de los docentes y en el interior de comunidades de aprendizaje apoyadas con tecnología digital. El libro cierra invitando a la reflexión acerca de los retos que tienen las instituciones de educación superior de cara al compromiso mundial para sacar adelante la Agenda 2030 de Naciones Unidas, en particular lo que tiene que ver con el cuarto de los objetivos de desarrollo sostenible, relacionado con educación de calidad para todos.

In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.

Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book.The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously.

Is “education” a thick epistemic concept? The answer depends on the viability of the “thick/thin” distinction, as well as the degree to which education is an epistemic concept at all. I concentrate mainly on the latter, and argue that epistemological matters are central to education and our philosophical thinking about it. Insofar, education is indeed rightly thought of as an epistemic concept. In laying out education’s epistemological dimensions, I hope to clarify the degree to which it makes sense to regard the concept as “thick.” I also discuss the relationship between philosophy of education and virtue epistemology, as well as the sense in which being educated might itself be thought to be an epistemic virtue. Finally, I urge virtue epistemologists in particular, and epistemologists generally, to turn their attention to questions of education, to further both the philosophy of education and epistemology itself.

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

Abstract This paper aims to analyse the configuration of factors contributing to research uptake in education, with a particular focus on the Romanian context. One subsequent objective is to identify mechanisms for developing better synergies, not only between educational practice and research but also between these and educational policy. In doing so, the paper argues for shared responsibility among higher education institutions and policymakers for improving the educational system. The paper relies on results from a survey administered to a selected sample of civil servants in the Romanian central administration involved in the planning, evaluation and implementation of public policies in the field of education. Our results address the mechanisms of research uptake and utilisation by the central administration (communication and dissemination strategies, clarity, access and availability of research data, policymakers’ preferences for certain research topics) and the perceived relationship between researchers and policymakers (for example, the strength and nature of the relationship, or policymakers’ general involvement in research studies). The findings of our study pave the way for an in-depth analysis of organizational factors likely to affect research utilisation: research culture and engagement with researchers; the political and managerial context likely to promote research transfer; and the financial context needed to foster quality results.

AbstractEducation is widely recognised as a key factor in improving social mobility and improving life chances. Therefore, this is fundamental to UK education policy which aims to improve outcomes for all children, particularly those from disadvantaged backgrounds. As a result of expansion of the European Union over the past decade, there has been an increase in the number of Central and Eastern European Roma families settling the United Kingdom. Together with indigenous Gypsies and Travellers, Roma families remain some of the most marginalised and disadvantaged families in the UK, with Gypsy and Roma children having the poorest educational outcomes of all pupil groups. An inclusive educational philosophy underpins the UK educational system, however, there is a tension between current austerity measures and outcome driven education policy and the principles of inclusive practice. Whilst there are examples of good practice and inclusive educational experiences for Roma children, some barriers and exclusions are also evident.

AbstractThe British Mandate over Palestine did not prevent France from exercising its cultural influence over the Melkite community. This chapter analyses the ways in which the French deployed cultural diplomacy in relation to the Melkites, attempting to use culture as a means to politically influence the Melkite community in Palestine. It highlights the role of Archbishop Gregorios Hajjar (1875–1940, in post 1901–1940), a central figure in the Melkite Arabic community as well as a francophone and francophile personality. In particular, it considers Hajjar’s efforts to expand education for Melkite children in northern Palestine, and how both Hajjar and the French used aspects of cultural diplomacy to achieve their respective aims in funding the building and staffing schools, versus the expansion of francophone education in Mandate Palestine.

AbstractThe presence of China in the OSCE region is becoming resilient, particularly after Beijing began providing infrastructural loans to OSCE states. The size of the issued infrastructural loans in less developed economies is disproportionate to national economies, resulting in the borrowing countries becoming incapable of paying back the loans. In this chapter, I argue that China’s practices of infrastructural loans and China’s overall standing on minority issues and democratization contradicts the OSCE core principles and undermines OSCE integrity. To illustrate this, I use, first, the example of the promotion of non-democratic practices through non-transparent procurement, surveillance of civilians, and supply of police hardware for suppression and control of political dissidents (based on evidence from Eastern and Central Europe, and Central Asia) and, for the second example, I illustrate the violation of minority rights in re-education camps in the Xinjiang region (based on political and civic reaction from Central Asia), which Chinese authorities call “Vocational Education and Training Centers.” The first example helps to analyze how Chinese foreign loans contradict the democratic commitments of the borrowing countries. Chinese infrastructural loans promote non-democratic practices in borrowing countries through unfair, non-transparent procurement in infrastructural development projects. The Chinese side also provides surveillance systems and anti-protest police vehicles and ammunition which help to undermine individual rights and freedoms. The second example helps to analyze the reaction of Central Asian Muslim countries toward China’s treatment of kin-groups, namely the lack of critical reaction of CA states despite their OSCE-membership and commitment toward promotion of individual rights and freedoms (including freedom of faith). China has been providing infrastructural loans to most OSCE member states over the past two decades; and these member states have not officially responded to Chinese treatment of their own kin-groups, such as Kazakh, Kyrgyz, and Uyghur minorities—according to the OSCE core principles on minority rights. The OSCE core principles are categorized under the “human dimension” to ensure OSCE states’ “respect for individual rights and fundamental freedoms” and their commitment to “abide by the rule of law; promote principles of democracy; strengthen and protect democratic institutions” Yamamoto (2015). Most likely if there were no infrastructural loans from China, the OSCE countries under analysis would respond to Chinese domestic policy toward ethnic minorities critically. Most likely, by providing surveillance and police machinery, China tends to support the existing political regimes in borrowing countries and, by its non-transparent procurement, it does not encourage enforcement of laws.

AbstractThe purpose of this chapter is to present and discuss the main impacts of Portuguese public policies in the area of education in Portugal, since 25 April 1974. To this end, diversified information was collected, processed and analysed involving legal and other documents about these national policies, especially those of greater impact on Ciganos, in addition to thorough mapping of ongoing projects of local and social support in the Lisbon and Porto metropolitan areas, where the empirical research is being carried out. At a later stage, interviews were held with technical staff, project coordinators and local institutions, as well as Ciganos and their families. The purpose of using various data collection techniques is to capture the reality experienced by Cigano individuals and families, namely patterns of continuity and social change, particularly in the area of education, through triangulation between the discourses of informants and scientific knowledge already consolidated in these matters. We present a critical and reflexive interpretation of the policy orientations and achieved social rights, focusing on narratives of Ciganos, stakeholders and school representatives centred on what has changed in the school trajectories of Ciganos, in terms of continuity, success and permanence in public education.

AbstractUsing TIMSS 2015 data and a person-centred approach, the chapter focuses on academically resilient students in Norway and Sweden in grade eight. The self-belief profiles of academically resilient students compared with the nonresilient groups (i.e., low SES/low achievement, high SES/low achievement and high SES/high achievement) are investigated. Further, we evaluated the characteristics of the classroom environment for each of the profiles. After accounting for student SES and achievement, personal characteristics, advantages and disadvantages in the classroom and the school environment, we identified distinctive student profiles that might be more prone to risk. In the context of the equality–inequality paradigm, recognition of these profiles can strengthen the possibility to reduce the gap in battling different aspects of inequality across social groups. Concurrently, although we distinguish the same student groups across Sweden and Norway, their distribution within the countries differs. The latter results contribute to the ongoing debate on the dissolution/unification of the Nordic model, especially regarding particular trends within the Swedish education system.

This chapter shows how PhD mobility across organizations constitutes a source of normative isomorphism that has led towards the “collegialization” of some Spanish Technology Centres (TCs). In particular, the study of nine TCs located in four Spanish regions has been essential to identify the normative mechanisms embedded in doctoral training and scientific careers that have promoted the convergence among R&D organizations. Thus, TCs collaborating intensively with higher education institutions through hybrid researchers have adopted academic models of knowledge production. Interestingly, they have also introduced doctoral training programs to reinforce their legitimacy in the eyes of their collaborators and investors. As a result of these changes, TCs move towards a more proactive position in the processes of knowledge transfer to gain an advantageous position in an innovation system.

At the heart of Zionists’ nation-building project was the care and education of Jewish children in East-Central Europe. Young people were particularly affected by the war, often having lost family and home. Zionists saw them as the future of the nation, and the struggle for their well-being and education came to be a key element of their efforts during the war. This chapter shows how Zionists built orphanages and kindergartens, schools, and summer camps, and how these institutions functioned on a day-to day basis. These efforts in particular demonstrate that the war was also a time of great opportunity and experimentation for education activists. They tried to apply new pedagogical theories within their institutions based on their ideas of Jewish childhood and its role in producing upright, nationally conscious Jews who were the future of the nation. Gender relations are particularly key in this context: young women played an ever-increasing role in the movement through their involvement with childcare and education. The war opened up a range of new possibilities for young people, and particularly for young women to attain hitherto unheard-of roles within the Zionist movement. These changing gender and age relations within the Zionist movement mirrored changed relations within the wider society, due to the pressure of the war, and shaped the movement for decades to come.

This chapter analyses the crucial transition of the movement from its charismatic beginnings to the institutionalization of Bais Yaakov. Bais Yaakov has frequently been called a revolution in Jewish education. The chapter proposes that Bais Yaakov was a particular kind of revolution: a charismatic social movement that followed the trajectory that is inevitable for such movements if they are not to fail, from charisma to institutionalization and routinization. It focuses particularly on the year 1925, which marked the shift from a movement still under the sway of its founder, Sarah Schenirer, to one dominated by its Central Offices and the larger organizational framework of Agudath Israel, the political organization of Orthodox Jews. This shift was accompanied by a burst of literary creativity centred on the Bais Yaakov Journal.

This chapter examines the campaigns to add education rights to state constitutions, with particular emphasis on how the common school movement was able to establish the states' constitutional duty to provide education. The leaders of the common school movement insisted that government had a moral duty to expand opportunities for children whose parents could not otherwise afford to educate them, and that state legislatures should be legally obligated to fulfill it. This movement's central claim was that the value of constitutional rights lay in their potential to promote policy changes by forcing legislatures to pass the kinds of redistributive policies they tended to avoid. The chapter considers the evidence for an American positive-rights tradition that exists primarily at the state level and discusses Congress's motive for the creation of constitutional rights as a case of entrenchment. It argues that education provisions found in state constitutions are positive rights.

A review of institutional practices is presented to elicit the extent to which assessment practices really align with the principles of the standards-based paradigm. An institutional case presents the creation of a framework for practice and its use in evaluating institutional practices. Insights at institutional level suggest that mainstream practices and cultural change may need transformation. In particular, design, student engagement, marking and review of assessments may require strengthening. The ensuing institutional agenda to address central areas of concern have evolved into a range of institution-wide initiatives. The case illustrates how faculty and centre projects may work together to enhance the shared understanding of institutional “good” assessment practice and the development of communities of practice.

Many organizations grapple with uncertainty and vagaries of economic and political climate. A number of companies attained dramatic competitive advantages in their fields by creating comprehensive, complex communication and information networks. These companies, facilitated by the increasing efficiencies and speed of information technology, remained flexible and adaptable to change by working in a network centric way. Much of the network centric (NC) related work done to date has been mainly in the technological domain. This paper focuses on the human and organizational factors that need to be considered to make the most of the future network centric warfare (NCW) and enable future warfighters to deal with war, peace, terrorism and overall uncertainty. Particular focus is placed on the issues that individuals and groups face in the NC environment. Such issues include: organizational culture, cognitive demands, and knowledge mobilization and learning.

About one and a half years after the pandemic began, in every corner of the world, we have a clearer picture of the effects of the pandemic on education, and the conclusions are worrying, which means that the problem is deeply felt in education. The rapid need for digitization, the challenges of a new curriculum adapted to teaching online, the negative psycho-social impact of pupils resulting from isolation, anxiety, insecurity, and in particular the increase in school drop-out rates due to lack of access to online learning, There are some of the realities facing the global education system due to Covid-19. Strengthening educational institutions alongside teachers can be a key condition for the recovery of education in the post-pandemic period, undeniable, with the support of central and local public authorities.

Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.

The establishment of physic gardens (gardens particularly focused on plants with medicinal properties) dates back to the middle of the 16th century and generally had strong links with university medical schools (Bennett, 2014). Wyse Jackson in 1999 described botanic gardens as ‘institutions holding documented collections of living plants for the purposes of scientific research, conservation, display and education’. In 2014, Bennet described the role of botanic gardens in university education as akin to learning in Paradise. By 2050 it is predicted that almost two thirds of the world’s population will live in an urban environment. This may have a huge impact on our ability to both experience and understand the natural world. Plants have a massive impact on the earth’s environment. This paper focuses on learning beyond the classroom in botanic & physic gardens and in industry settings using the annual Applied Plant Biology fieldcourse in UCC as a case study. The Applied Plant Biology residential fieldcourse has been running for the past five years (started in 2014) and takes place around Easter each year. I am the coordinator. It is a 5 day residential course for 3rd year Plant Science students. The learning outcomes of the fieldtrip state that; students should be able to discuss recent developments in industrial plant science research (facilitated in part by visits to a multinational (Syngenta) and smaller family owned companies (Tozers)); be able to explain worldwide plant conservation approaches and plant biodiversity in the context of different plant ecosystems and anthropogenic environmental impacts through engagement with such centers of excellence as Kew Botanic Gardens in London, Kew’s Millenium Seedbank Wakehurst in Sussex and the Chelsea Physic Garden in central London.

Control engineering is a cornerstone of most undergraduate engineering programs in colleges and universities around the world. The analysis and synthesis of automatic controllers, in particular, the PID controller, is a central focus of these courses and modules. However, due to its highly abstract nature, students usually find the content challenging and difficult to comprehend. This is aggravated by the employment of traditional lecture/recitation deductive teaching formats as means of delivery of the content. Here, an inductive-based week long design activity strategically held in the middle of the semester was conceived to introduce and motivate the notion of feedback control. During the course of the week, students in teams design, analyze and synthesize automatic controllers to enable a standardized differential wheeled robotic platform to traverse a line circuit autonomously. The strategy to achieve this capability is intentionally left to be open-ended, and students have the design freedom to select and position sensors needed to sense the track, as well as implement and troubleshoot the programming required to enable autonomous control. The activity culminates with a pulsating head-to-head single elimination tournament to decide the overall champion.

ABSTRACT Background: Nearly half of the world’s population rely on solid fuels (wood or coal) for their everyday household energy needs. Much of this fuel is burned in open fires and simple stoves with inadequate ventilation, causing very high levels of smoke exposure, particularly for women and infants. This study aimed to investigate the associations between psychological, nutritional factors, and ambient smoke exposure, affect the risk of low birth weight. Subjects and Method: A case control study was carried out at 25 community health centers in Gunungkidul, Yogyaarta, Indonesia, from January to February 2020. A sample of 200 infants was selected by simple random sampling. The dependent variable was low birth weight. The ondependent variables were maternal education, early marriage, family income, maternal age at pregnancy, ambient smoke exposure, gestational stress, anemia, and maternal mid-upper arm circumference (MUAC). The data were obtained from medical record, maternal and child health book, and questionnaire. The data were analzed by path analysis. Results: The risk of low birth weight was directly increased with maternal age <20 or ≥35 years (b= 1.7; 95% CI= 0.62 to 2.9; p= 0.002), anemia (b= 2.7; 95% CI= 1.77 to 3.67; p<0.001), gestational stress (b= 1.7; 95% CI= 0.41 to 2.99; p= 0.009), and ambient smoke exposure (b= 1.6; 95% CI= 0.62 to 2.72; p= 0.002). The risk of low birth weigth was indirectly decreased with early marriage, maternal education, maternal MUAC, and family income. Conclusion: The risk of low birth weight is directly increased with maternal age <20 or ≥35 years, anemia, gestational stress, and ambient smoke exposure. The risk of low birth weigth is indirectly decreased with early marriage, maternal education, maternal MUAC, and family income. Keywords: low birth weight, early marriage, gestational stress, path analysis Correspondence: Isne Susanti. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutarni 36A, Surakarta 57126, Central Java. Email: isnesusanti@gmail.com. Mobile: +6285271128121. DOI: https://doi.org/10.26911/the7thicph.01.49

Designing of web accessibility features need to accommodate cultural differences in the multicultural world. This paper finds the literature on how the web accessibility features of educational website can be improved for multicultural users by using the User Centred Design (UCD) approach. This paper reviews previous research on multicultural approach, accessibility functions and UCD approach. The reviews found some multicultural factors interpreted in terms of some cultural variables like Power distance, Uncertainty avoidance, Individualism, Universalism, Masculinity, Neutral Culture, Specific culture and Achievement level during the designing of multicultural web sites, and the close observation on multicultural user’s understanding is important in designing well-functioned accessibility features. This paper explores the background on the UCD approach in designing the multicultural web accessibility, beyond the access for users from different cultures. In particular, this paper intends to explain the opportunity of UCD approach in designing the multicultural accessibility features.

ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52

The COVID-19 pandemic led to a strong digitalization push at university level teaching. The latter had to be converted to distance modes quickly. This paper discusses the consequences of these developments for the field of social science research education, a discipline where the personal interaction between lecturers and students traditionally plays a major role in the transfer of knowledge and competences. Accordingly, we ask whether lecturers accepted distance learning as part of their work and if they will implement the associated digital teaching modalities into their regular teaching repertoire in the future. Furthermore, indicators shaping the acceptance of future distance teaching are explored. The article is based on a continuous online survey of lecturers (n = 169) who teach social science methods and methodology at Austrian public universities. The results of this study show that more than 40 % of the sample with or after the experience of distance teaching will retain some aspects of it in their teaching due to the CODIV-19 pandemic. In particular, the evaluation of the preparation effort, the interaction with students and the attitude toward new didactic methods play a central role in the acceptance of distance teaching.

Lack of employment opportunities for young people is a major concern across Africa, and involves many policy areas. In Côte d’Ivoire, the situation is challenging because of political and economic crises that have beset the country in recent decades, impacting negatively on education and accentuating job insecurity, particularly among rural youth. Tackling the problem in rural areas requires a youth-centred approach that builds long-term, well-targeted and coordinated interventions based on young people’s lived experience.

Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

Nordic welfare states are world renowned for providing high quality public services. Nordic municipal and regional authorities, in particular, play a central role in the delivery of key public services in areas, such as, health, education, and social care. However, in recent years, public authorities have faced several challenges which have reduced capacity and resources, including long periods of austerity following the 2008 financial crash, rapid demographic changes caused by an ageing population, and the COVID-19 health crisis. In response to these challenges many public authorities have looked to inter-regional, inter-municipal and cross-border collaborations to improve the quality and effectiveness of public service delivery (OECD 2017; ESPON 2019). Indeed, collaborative public service delivery is becoming increasingly prominent in the Nordic Region due to a highly decentralized systems of governance (Nordregio 20015; Eythorsson 2018).

Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.

Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.

As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.

1.1 Macroeconomic summary Economic recovery has consistently outperformed the technical staff’s expectations following a steep decline in activity in the second quarter of 2020. At the same time, total and core inflation rates have fallen and remain at low levels, suggesting that a significant element of the reactivation of Colombia’s economy has been related to recovery in potential GDP. This would support the technical staff’s diagnosis of weak aggregate demand and ample excess capacity. The most recently available data on 2020 growth suggests a contraction in economic activity of 6.8%, lower than estimates from January’s Monetary Policy Report (-7.2%). High-frequency indicators suggest that economic performance was significantly more dynamic than expected in January, despite mobility restrictions and quarantine measures. This has also come amid declines in total and core inflation, the latter of which was below January projections if controlling for certain relative price changes. This suggests that the unexpected strength of recent growth contains elements of demand, and that excess capacity, while significant, could be lower than previously estimated. Nevertheless, uncertainty over the measurement of excess capacity continues to be unusually high and marked both by variations in the way different economic sectors and spending components have been affected by the pandemic, and by uneven price behavior. The size of excess capacity, and in particular the evolution of the pandemic in forthcoming quarters, constitute substantial risks to the macroeconomic forecast presented in this report. Despite the unexpected strength of the recovery, the technical staff continues to project ample excess capacity that is expected to remain on the forecast horizon, alongside core inflation that will likely remain below the target. Domestic demand remains below 2019 levels amid unusually significant uncertainty over the size of excess capacity in the economy. High national unemployment (14.6% for February 2021) reflects a loose labor market, while observed total and core inflation continue to be below 2%. Inflationary pressures from the exchange rate are expected to continue to be low, with relatively little pass-through on inflation. This would be compatible with a negative output gap. Excess productive capacity and the expectation of core inflation below the 3% target on the forecast horizon provide a basis for an expansive monetary policy posture. The technical staff’s assessment of certain shocks and their expected effects on the economy, as well as the presence of several sources of uncertainty and related assumptions about their potential macroeconomic impacts, remain a feature of this report. The coronavirus pandemic, in particular, continues to affect the public health environment, and the reopening of Colombia’s economy remains incomplete. The technical staff’s assessment is that the COVID-19 shock has affected both aggregate demand and supply, but that the impact on demand has been deeper and more persistent. Given this persistence, the central forecast accounts for a gradual tightening of the output gap in the absence of new waves of contagion, and as vaccination campaigns progress. The central forecast continues to include an expected increase of total and core inflation rates in the second quarter of 2021, alongside the lapse of the temporary price relief measures put in place in 2020. Additional COVID-19 outbreaks (of uncertain duration and intensity) represent a significant risk factor that could affect these projections. Additionally, the forecast continues to include an upward trend in sovereign risk premiums, reflected by higher levels of public debt that in the wake of the pandemic are likely to persist on the forecast horizon, even in the context of a fiscal adjustment. At the same time, the projection accounts for the shortterm effects on private domestic demand from a fiscal adjustment along the lines of the one currently being proposed by the national government. This would be compatible with a gradual recovery of private domestic demand in 2022. The size and characteristics of the fiscal adjustment that is ultimately implemented, as well as the corresponding market response, represent another source of forecast uncertainty. Newly available information offers evidence of the potential for significant changes to the macroeconomic scenario, though without altering the general diagnosis described above. The most recent data on inflation, growth, fiscal policy, and international financial conditions suggests a more dynamic economy than previously expected. However, a third wave of the pandemic has delayed the re-opening of Colombia’s economy and brought with it a deceleration in economic activity. Detailed descriptions of these considerations and subsequent changes to the macroeconomic forecast are presented below. The expected annual decline in GDP (-0.3%) in the first quarter of 2021 appears to have been less pronounced than projected in January (-4.8%). Partial closures in January to address a second wave of COVID-19 appear to have had a less significant negative impact on the economy than previously estimated. This is reflected in figures related to mobility, energy demand, industry and retail sales, foreign trade, commercial transactions from selected banks, and the national statistics agency’s (DANE) economic tracking indicator (ISE). Output is now expected to have declined annually in the first quarter by 0.3%. Private consumption likely continued to recover, registering levels somewhat above those from the previous year, while public consumption likely increased significantly. While a recovery in investment in both housing and in other buildings and structures is expected, overall investment levels in this case likely continued to be low, and gross fixed capital formation is expected to continue to show significant annual declines. Imports likely recovered to again outpace exports, though both are expected to register significant annual declines. Economic activity that outpaced projections, an increase in oil prices and other export products, and an expected increase in public spending this year account for the upward revision to the 2021 growth forecast (from 4.6% with a range between 2% and 6% in January, to 6.0% with a range between 3% and 7% in April). As a result, the output gap is expected to be smaller and to tighten more rapidly than projected in the previous report, though it is still expected to remain in negative territory on the forecast horizon. Wide forecast intervals reflect the fact that the future evolution of the COVID-19 pandemic remains a significant source of uncertainty on these projections. The delay in the recovery of economic activity as a result of the resurgence of COVID-19 in the first quarter appears to have been less significant than projected in the January report. The central forecast scenario expects this improved performance to continue in 2021 alongside increased consumer and business confidence. Low real interest rates and an active credit supply would also support this dynamic, and the overall conditions would be expected to spur a recovery in consumption and investment. Increased growth in public spending and public works based on the national government’s spending plan (Plan Financiero del Gobierno) are other factors to consider. Additionally, an expected recovery in global demand and higher projected prices for oil and coffee would further contribute to improved external revenues and would favor investment, in particular in the oil sector. Given the above, the technical staff’s 2021 growth forecast has been revised upward from 4.6% in January (range from 2% to 6%) to 6.0% in April (range from 3% to 7%). These projections account for the potential for the third wave of COVID-19 to have a larger and more persistent effect on the economy than the previous wave, while also supposing that there will not be any additional significant waves of the pandemic and that mobility restrictions will be relaxed as a result. Economic growth in 2022 is expected to be 3%, with a range between 1% and 5%. This figure would be lower than projected in the January report (3.6% with a range between 2% and 6%), due to a higher base of comparison given the upward revision to expected GDP in 2021. This forecast also takes into account the likely effects on private demand of a fiscal adjustment of the size currently being proposed by the national government, and which would come into effect in 2022. Excess in productive capacity is now expected to be lower than estimated in January but continues to be significant and affected by high levels of uncertainty, as reflected in the wide forecast intervals. The possibility of new waves of the virus (of uncertain intensity and duration) represents a significant downward risk to projected GDP growth, and is signaled by the lower limits of the ranges provided in this report. Inflation (1.51%) and inflation excluding food and regulated items (0.94%) declined in March compared to December, continuing below the 3% target. The decline in inflation in this period was below projections, explained in large part by unanticipated increases in the costs of certain foods (3.92%) and regulated items (1.52%). An increase in international food and shipping prices, increased foreign demand for beef, and specific upward pressures on perishable food supplies appear to explain a lower-than-expected deceleration in the consumer price index (CPI) for foods. An unexpected increase in regulated items prices came amid unanticipated increases in international fuel prices, on some utilities rates, and for regulated education prices. The decline in annual inflation excluding food and regulated items between December and March was in line with projections from January, though this included downward pressure from a significant reduction in telecommunications rates due to the imminent entry of a new operator. When controlling for the effects of this relative price change, inflation excluding food and regulated items exceeds levels forecast in the previous report. Within this indicator of core inflation, the CPI for goods (1.05%) accelerated due to a reversion of the effects of the VAT-free day in November, which was largely accounted for in February, and possibly by the transmission of a recent depreciation of the peso on domestic prices for certain items (electric and household appliances). For their part, services prices decelerated and showed the lowest rate of annual growth (0.89%) among the large consumer baskets in the CPI. Within the services basket, the annual change in rental prices continued to decline, while those services that continue to experience the most significant restrictions on returning to normal operations (tourism, cinemas, nightlife, etc.) continued to register significant price declines. As previously mentioned, telephone rates also fell significantly due to increased competition in the market. Total inflation is expected to continue to be affected by ample excesses in productive capacity for the remainder of 2021 and 2022, though less so than projected in January. As a result, convergence to the inflation target is now expected to be somewhat faster than estimated in the previous report, assuming the absence of significant additional outbreaks of COVID-19. The technical staff’s year-end inflation projections for 2021 and 2022 have increased, suggesting figures around 3% due largely to variation in food and regulated items prices. The projection for inflation excluding food and regulated items also increased, but remains below 3%. Price relief measures on indirect taxes implemented in 2020 are expected to lapse in the second quarter of 2021, generating a one-off effect on prices and temporarily affecting inflation excluding food and regulated items. However, indexation to low levels of past inflation, weak demand, and ample excess productive capacity are expected to keep core inflation below the target, near 2.3% at the end of 2021 (previously 2.1%). The reversion in 2021 of the effects of some price relief measures on utility rates from 2020 should lead to an increase in the CPI for regulated items in the second half of this year. Annual price changes are now expected to be higher than estimated in the January report due to an increased expected path for fuel prices and unanticipated increases in regulated education prices. The projection for the CPI for foods has increased compared to the previous report, taking into account certain factors that were not anticipated in January (a less favorable agricultural cycle, increased pressure from international prices, and transport costs). Given the above, year-end annual inflation for 2021 and 2022 is now expected to be 3% and 2.8%, respectively, which would be above projections from January (2.3% and 2,7%). For its part, expected inflation based on analyst surveys suggests year-end inflation in 2021 and 2022 of 2.8% and 3.1%, respectively. There remains significant uncertainty surrounding the inflation forecasts included in this report due to several factors: 1) the evolution of the pandemic; 2) the difficulty in evaluating the size and persistence of excess productive capacity; 3) the timing and manner in which price relief measures will lapse; and 4) the future behavior of food prices. Projected 2021 growth in foreign demand (4.4% to 5.2%) and the supposed average oil price (USD 53 to USD 61 per Brent benchmark barrel) were both revised upward. An increase in long-term international interest rates has been reflected in a depreciation of the peso and could result in relatively tighter external financial conditions for emerging market economies, including Colombia. Average growth among Colombia’s trade partners was greater than expected in the fourth quarter of 2020. This, together with a sizable fiscal stimulus approved in the United States and the onset of a massive global vaccination campaign, largely explains the projected increase in foreign demand growth in 2021. The resilience of the goods market in the face of global crisis and an expected normalization in international trade are additional factors. These considerations and the expected continuation of a gradual reduction of mobility restrictions abroad suggest that Colombia’s trade partners could grow on average by 5.2% in 2021 and around 3.4% in 2022. The improved prospects for global economic growth have led to an increase in current and expected oil prices. Production interruptions due to a heavy winter, reduced inventories, and increased supply restrictions instituted by producing countries have also contributed to the increase. Meanwhile, market forecasts and recent Federal Reserve pronouncements suggest that the benchmark interest rate in the U.S. will remain stable for the next two years. Nevertheless, a significant increase in public spending in the country has fostered expectations for greater growth and inflation, as well as increased uncertainty over the moment in which a normalization of monetary policy might begin. This has been reflected in an increase in long-term interest rates. In this context, emerging market economies in the region, including Colombia, have registered increases in sovereign risk premiums and long-term domestic interest rates, and a depreciation of local currencies against the dollar. Recent outbreaks of COVID-19 in several of these economies; limits on vaccine supply and the slow pace of immunization campaigns in some countries; a significant increase in public debt; and tensions between the United States and China, among other factors, all add to a high level of uncertainty surrounding interest rate spreads, external financing conditions, and the future performance of risk premiums. The impact that this environment could have on the exchange rate and on domestic financing conditions represent risks to the macroeconomic and monetary policy forecasts. Domestic financial conditions continue to favor recovery in economic activity. The transmission of reductions to the policy interest rate on credit rates has been significant. The banking portfolio continues to recover amid circumstances that have affected both the supply and demand for loans, and in which some credit risks have materialized. Preferential and ordinary commercial interest rates have fallen to a similar degree as the benchmark interest rate. As is generally the case, this transmission has come at a slower pace for consumer credit rates, and has been further delayed in the case of mortgage rates. Commercial credit levels stabilized above pre-pandemic levels in March, following an increase resulting from significant liquidity requirements for businesses in the second quarter of 2020. The consumer credit portfolio continued to recover and has now surpassed February 2020 levels, though overall growth in the portfolio remains low. At the same time, portfolio projections and default indicators have increased, and credit establishment earnings have come down. Despite this, credit disbursements continue to recover and solvency indicators remain well above regulatory minimums. 1.2 Monetary policy decision In its meetings in March and April the BDBR left the benchmark interest rate unchanged at 1.75%.

In central Rakhine State, Myanmar, 130,000 displaced Rohingya and Kaman people have been confined to camps for more than eight years. Without access to basics such as adequate education and healthcare services and largely unable to leave the camps, these communities urgently need real solutions that will support their rights and dignity. The Myanmar government has also recognized the importance of bringing an end to these camps and has taken some steps in this direction. This report explores the current policy commitments made by the Government of Myanmar in relation to durable solutions for displaced Rohingya in Rakhine State. It then focuses on findings from extensive discussions with displaced Rohingya people, particularly women, regarding their priorities for an end to their displacement and opportunities for a better future. The IDPs consistently pointed to the importance of being consulted and engaged as part of any process aimed at closing the camps, of having their rights recognized, particularly in relation to freedom of movement, and of being afforded choice in terms of possible return to their places of origin or another place of their choosing.

This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Bulgaria. To do this, the report utilised indicators of: youth population; you-th employment and unemployment; education; and, NEETs distribution. The characteri-sation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the indi-cators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2009 and 2019 the rural youth population aged 15 to 24 years has been increasing in Bulgaria. Although the youth unemployment rate is higher in cities, rural areas faced more difficulties in overcoming the effects of the crisis, particularly among young adults aged over 25 years. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications compared with young people in early school leavers in rural areas between 2009-2019, even though it still remains well above the 10% target defined by the Europe 2020 strate-gy. Finally, the proportion of NEETs in Bulgaria is higher in rural areas, in all age groups with available data, compared to cities and towns and suburbs, thereby revealing territorial inequalities in access to employment and education opportunities

This report describes a particular situation of young population in Romania: the population of NEETs, with a focus on rural NEETs.Based on a complex methodology which uses data from different national sources (INS) and international sources (Eurostat, EU Labour Force Survey-EU-LFS, OECD),this report gives an overview of the evolution and particularities of NEETs in Romania during the previous deca-de, namely 2009-2019.Within the last ten years, the population of NEETs in Romania has grown rapidly, placing Ro-mania in first place in the EU-28 in terms of the share of this population among the young population. Thus, in 2009 Romania with a NEET rate of 13.9%, occupied first places in the EU, along with Bulgaria (19.5%), Italy (17.5%), Latvia (17.5%) (Eurostat, 2020). A decade later, in Bulgaria and Latvia, the NEET rate decreased significantly to 13.7% and 7.9%, respectively, but in Romania and Italy it increased by more than 1pp: 14.7% in Romania and 18.1% in Italy. (Eurostat, 2020). The causes for this are both individual (way of life, socio-familial origin, expectations and aspirations) and socio-economic (accessibility of the education system, development of lifelong learning, correspondence between education and labour market demand, particu-larities of the Romanian labour market, socio-economic policies supported by central and local authorities, etc.)