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Статті в журналах з теми "Art education policies"
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Baxter, Laurie. "Cross-Provincial Policies in Canadian Art Education." Marilyn Zurmuehlen Working Papers in Art Education 4, no. 1 (1985): 36–38. http://dx.doi.org/10.17077/2326-7070.1106.
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Suominen, Anniina, Tiina Pusa, Aapo Raudaskoski, and Larissa Haggrén. "Centralizing queer in Finnish art education." Policy Futures in Education 18, no. 3 (May 16, 2019): 358–74. http://dx.doi.org/10.1177/1478210319837836.
Повний текст джерелаАнотація:
The article examines if and how gender diversity and queer are present in the policies guiding Finnish art education and how these documents might influence praxis. The authors explore relations between policy and practice through a close study and analysis of the Finnish national core curriculum for basic education as it relates to the broader Finnish culture of power and politics. The authors approach the topic using epistemic injustice as the framework, and suggest that current international and national policy and guidelines that define human rights, gender equality, the rights of gender and sexual minorities, and education have created a broad and deeply seated normative, binary mindset that not only impairs the actualization of equity in education but also makes it a paradox. To unpack the suggested epistemic injustice, the authors contextualize their arguments through a critical study of policies and guidelines for human rights and Finnish compulsory education and frame this with particular theories, the capability approach and feminist and critical pedagogy.
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Kivanc Oztug, Emine, and Burcu Karagoz. "Music Education Policies of Northern Cyprus." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 442–48. http://dx.doi.org/10.18844/prosoc.v3i3.1613.
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This research is a descriptive study aiming to examine the music education policies of North Cyprus in accordance with the documents determining the music education policy. In the research, the general purpose of North Cyprus regarding education, the general structure of the education system, council decisions of the Ministry of Education, government programs and the activity reports of the Ministry of Education, since 1982, were examined and put forward in connection with the existing music education in North Cyprus. The research was conducted by using descriptive analysis, one of the qualitative research methods. However, it was not possible to reach any resources related with the four council meetings held between the years 1982 and 1985, therefore, the research was limited between the years 1995-2015. The findings obtained were sorted in relation with music, music education, and art and culture concepts, then associated with the activity reports and council decisions of Ministry of Education and education programs of the government of the period. The study results revealed that, no expressions on music, music lessons or, culture and art were took place in the council decisions taken between the years 1995-2005, however it is also seen that the council meetings held and some of the decisions taken in 2014 were a little more comprehensive. Furthermore, in the activity reports of Ministry of Education, it is seen that there are conceptualized music-related articles, however, most of them are not realized and/or sufficient.Keywords: Music, Music Education, Activity Reports, Government Decisions
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Kárpáti, Andrea, and Emil Gaul. "Art Education in Post-Communist Hungary: Ideologies, Policies, and Integration." Arts Education Policy Review 97, no. 1 (October 1995): 11–17. http://dx.doi.org/10.1080/10632913.1995.9935049.
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Adams, Eileen. "Coalition cultural and education policies: Impact on art and design education in schools." Cultural Trends 24, no. 1 (January 2, 2015): 6–10. http://dx.doi.org/10.1080/09548963.2014.1000601.
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Scarsbrook, Sarah. "Artists Shaping Policies Through Higher Art Education. How Visual Artists Develop Policies that Affect their Lives, Practices, and Careers." Journal of Cultural Management and Cultural Policy / Zeitschrift für Kulturmanagement und Kulturpolitik 8, no. 2 (December 1, 2022): 175–92. http://dx.doi.org/10.14361/zkmm-2022-080209.
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Abstract This paper centralises visual artists in policymaking processes. It foregrounds the ways artists influence and determine the policies that affect their lives, practices, and careers through their higher art education in London (UK) art schools between 1986-2016. The uninvited and indirect processes by which artists are shaping policies using their education is captured through artsbased/informed methods developed for listening, analysing, and interpreting alongside grounded theory methodology. The practitionerled approach is key to noticing and raising the subtle agitations in the actions and inactions that underscore artists’ role as policy progenitors. Artists’ relationships with professional development and their experiences of structureless pedagogies, which are aligned to artistic myth are foregrounded. Their acceptances, rejections, and reframing of their fine art curricula is where their influence in shaping policy sits.
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Scarsbrook, Sarah. "Artists Shaping Policies Through Higher Art Education. How Visual Artists Develop Policies that Affect their Lives, Practices, and Careers." Journal of Cultural Management and Cultural Policy / Zeitschrift für Kulturmanagement und Kulturpolitik 8, no. 2 (December 1, 2022): 175–92. http://dx.doi.org/10.14361/zkmm-2022-0208.
Повний текст джерелаАнотація:
Abstract This paper centralises visual artists in policymaking processes. It foregrounds the ways artists influence and determine the policies that affect their lives, practices, and careers through their higher art education in London (UK) art schools between 1986-2016. The uninvited and indirect processes by which artists are shaping policies using their education is captured through artsbased/informed methods developed for listening, analysing, and interpreting alongside grounded theory methodology. The practitionerled approach is key to noticing and raising the subtle agitations in the actions and inactions that underscore artists’ role as policy progenitors. Artists’ relationships with professional development and their experiences of structureless pedagogies, which are aligned to artistic myth are foregrounded. Their acceptances, rejections, and reframing of their fine art curricula is where their influence in shaping policy sits.
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Liu, Baowei. "PROMOTING ART EDUCATION FOR LIFELONG LEARNING AMONG CHINESE SECONDARY EDUCATION: A CRITICAL REVIEW." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 493–97. http://dx.doi.org/10.21474/ijar01/12319.
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The changing paradigmatic of the education sector and learning environment recognizes the need to integrate the art education to boost students learning capacities and creative thinking. Similarly, China, the emergent world economy also emphasizes the need for the creative education sector and opts to fill the gap in the Chinese education system. The article will provide the literature review in a wide range to see the scope and remits of art education around the globe and how it integrates intelligent and critical thinking of students and how effective it is and China current policies to fill this gap. Hence, the finding depicts that art education nurtures students analytical and creative thinking in the changing paradigm of the education sector.
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Wood, Craig. "The secret art of pedagogical alchemy." Open Scholarship of Teaching and Learning 2, no. 1 (October 20, 2022): 1–21. http://dx.doi.org/10.56230/osotl.45.
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This paper reveals secrets. Like their Renaissance counterparts, pedagogical alchemists often work in secret networks as they struggle against dominant forces. Pedagogical alchemists seek to transform assemblages of neoliberal education policies, shifting enactments of such policies from replication of systemic hierarchies and oppressions towards teacher and student experiences of joy, hope, and resistance. The secret art of pedagogical alchemy adopts critical praxis research method that amplifies epistemological insights arising from teacher experience. This paper utilizes performative autoethnography and social fiction to interrogate the influence of socio-political context on the labour of an 8th grade school-teacher. The secret art of pedagogical alchemy locates the experiences of a pedagogical alchemist whose 8th grade history class includes a unit of work on Renaissance alchemist Isabella Cortese. The experiences are framed by globalised, neo-liberal education policy assemblage. Like the writings of Renaissance alchemist, Isabella Cortese, the voice of the 8th grade history pedagogical alchemist is performed in quatrains that are written in iambic pentameter.
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Bračun Sova, Rajka, and Metoda Kemperl. "The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression." Center for Educational Policy Studies Journal 2, no. 2 (June 30, 2012): 71–90. http://dx.doi.org/10.26529/cepsj.386.
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One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage.Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obviousneglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.
Дисертації з теми "Art education policies"
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Lim, Kyungeun. "An Inquiry of How Art Education Policies are Reflected in Art Teacher Preparation| Examining the Standards for Visual Arts and Art Teacher Certification." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635268.
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Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study explores the connections between art education policy and the field of art education through a focus on art teacher preparation in Indiana. Additional attention was paid to perceptions of the appropriateness of alternative licensure routes in relation to policies of academic and quality standards and the extent to which visual art teachers’ sense of identity as teachers and artists is affected by appropriation of these standards.
The theoretical framework of this study is the need to understand policy appropriation of standards (including visual art and art teacher preparation standards) as an on-going process, that is continually influenced and changed by internal (human level) and external (institutional level) factors. The appropriation process is effectively expressed through practices, narratives, and texts of practitioners.
To understand the status and factors of the art education policy appropriation in art teacher preparation, I collected data as printed or digital documents, and as interviews with faculty members and pre-service art teachers in two traditional visual art teacher preparation programs in Indiana. I analyzed external (institutional level) and internal (human level) factors to adopt and work with state and national standards. While national standards for visual art education (were adopted by many states and presented as voluntary policy, in Indiana the national standards were built into the Indiana’s Academic Standards for Visual Art Standards for K-12 students. Visual art teachers were required to complete a traditional teacher preparation program and pass examinations to become licensed to teach art.
Findings reveal that faculty of higher art teacher education programs in Indiana paid attention to the national and state standards in K-12 visual art and the standards for teacher education when preparing students to become licensed K-12 art educators. External motivations were accreditations system for teacher preparation requested by Indiana Department of Education related to NCATE. Schools and districts could be external motivations that pre-service art teachers adopt the standards in order to succeed in a job market. Internal factors were respects of roles and leaders of art education associations, desires to train/be qualified teachers and attain balanced knowledge between art studio and art education. Alternative routes to licensure were viewed as economically advantageous but not supportive of high-quality education. Policy had little impact on issues of identity. I concluded with recommendations for improvement in art teacher preparation that were needs of supportive policies for pre-service teachers’ teaching and teaching licensure including traditional and alternative licensures.
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Lidström, Anders. "Discretion : an art of the possible : education committees in the Swedish system of government." Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-62936.
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Discretion is commonly analyzed as the scope for choice set by formal superiors. This study aims at developing an alternative theory of discretion which also takes into account the assumptions of the actors in implementing positions. The theory is constructed with the purpose of being an empirical tool for analyzing discretion on a nation-wide basis and in a central-local government context. It concerns two main questions: to what extent does discretion vary and how can this variation be explained? The theory section concludes with a number of empirically testable hypotheses. The concept of discretion is defined as the scope for choice available to actors, in formally subordinate positions, vis-à-vis their superiors. It is seen as a special case of autonomy, as it is attributed to subordinates and primarily concerns one dimension of autonomy, namely freedom of action. In the second half of the study, the theory is applied empirically to the discretion available to Swedish local government Education Committees. A questionnaire study of all Education Committee Chairpersons and Chief Education Officers and in-depth interviews of a selected sample of these have been undertaken. The empirical study clearly indicates that there is variation in discretion. In spite of the uniformity of the system of governing local education, it is found that the limits for discretion are set differently by different Education Committee representatives. The variation follows a pattern which has been, at least partly, reconstructed. Variables which appear as important in explaining variation include: the extent to which the control system is regarded as efficient; the size and population density of the local authority; and individual traits such as length of experience and gender. However, our analysis also shows that these explanations are more valid in certain contexts than in others, which points the way for further research.digitalisering@umu
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Bredariolli, Rita Luciana Berti. "XIV Festival de Inverno de Campos do Jordão: variações sobre temas de ensino da arte." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-19112010-091513/.
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Dentre o conjunto de edições do Festival de Inverno de Campos do Jordão, tradicionalmente dedicadas à música erudita e formação de jovens concertistas, a realizada em 1983 se destaca como dissonância. A XIV edição deste evento se particularizou, especialmente, por ter sido dedicada aos professores de Educação Artística da rede pública de ensino do estado de São Paulo. O programa pedagógico do XIV Festival de Inverno de Campos do Jordão, direcionado à formação destes profissionais, é o tema deste estudo. Como objetivo, a análise da concepção de ensino da arte, enunciada pelos discursos sobre as oficinas que o compuseram. Como caminho, optamos pelo levantamento e análise de um conjunto de fontes primárias escritas e visuais, formado por textos de jornais, revistas, catálogos, relatórios, cartas, ilustrações e registros fotográficos das ações pedagógicas realizadas neste Festival de 1983. Juntamos a estes documentos, relatos de alguns dos participantes deste evento, recolhidos por entrevistas semiestruturadas. Da interação entre estas fontes e nossos referenciais teóricos, foi criada esta escrita, enleada pelo encontro entre memória e história. Deste percurso inferimos estas ações artístico-educacionais, experimentadas durante o XIV Festival de Inverno de Campos do Jordão, como contribuições para um processo de recomposição do ensino de arte realizado ao longo da primeira década de sua institucionalização no sistema escolar brasileiro.From all the editions of the Campos do Jordão Winter Festival [Festival de Inverno de Campos do Jordão], which traditionally promoted chamber music and courses for young concert musicians, the 1983 edition stands out in dissonance. The XIV Festival was different, mainly because it was devoted to teachers of Art Education from the São Paulo state public education system. This paper addresses the pedagogical program of the XIV Festival de Inverno de Campos do Jordão. This paper aims at analyzing the concept of teaching art conveyed by the discourse about the workshops that took place during the festival. To this end, we have gathered and examined a collection of primary written and visual sources including newspapers, magazines, reports, letters, illustrations, and photos taken of the pedagogical activities during the 1983 Festival. In addition to these documents, we undertook a semi-structured interview with some of the Festivals attendees. This study is a result of the interrelationship between our sources of data and theory, interwoven by the meeting of Memory and History. Based on the path we chose, we infer that the artistic and pedagogical activities experienced during the XIV Festival contributed to the process of restructuring the teaching of art during the first ten years as of its incorporation by the Brazilian school system.
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Banner, Terron. "A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.
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Alvarenga, Cérise. "Jovens, profissionais de ensino e instituições artísticas e culturais: relações no espaço social." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-17082016-160140/.
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Esta pesquisa investigou as relações dos jovens estudantes e profissionais de escolas públicas da Região Metropolitana de Belo Horizonte (RMBH) com as manifestações artísticas a partir da experiência de visitação em instituições artísticas e culturais que atuam na promoção do direito à arte e à cultura. Entendendo tais experiências como processos situados historicamente, toma em consideração tanto os sentidos construídos pelos jovens, como também as enunciações advindas dos profissionais das escolas que agendam as visitas. Nesse contexto, o Brasil apresenta pela primeira vez o Plano Nacional de Cultura (PNC) e o Estatuto do Jovem. O entendimento do jovem não apenas como um ser que vivencia um período de transição entre a adolescência e a idade adulta, mas como um sujeito, e a compreensão da arte e do acesso aos diferentes territórios da cidade como direitos são construções discursivas recentes. A investigação foi realizada por meio de pesquisas bibliográfica, documental e de campo. Por meio das pesquisas bibliográfica e documental, busca-se situar e problematizar as construções social e histórica da categoria juventude, os seus direitos e as políticas públicas na área da cultura. Na pesquisa de campo, a pesquisadora acompanhou a visita de 112 estudantes dos Ensinos Fundamental e Médio de três escolas públicas às instituições artísticas e culturais. Foram realizadas conversas com jovens que participaram das visitas em grupos de cinco a oito participantes, totalizando 24 alunos. Também, foram realizadas entrevistas com dois jovens e com três profissionais de ensino. Os procedimentos foram gravados em áudio mediante autorização dos participantes e/ou responsáveis. A orientação metodológica ocorreu por meio de fundamentos da micro-história e da fenomenologia. Os conceitos de habitus, espaço físico e social de Pierre Bourdieu e as formulações sobre o campo estético de Arnold Berleant auxiliam a pensar os sentidos que emergiram. A visita parece constituir um gesto dos professores, que é impulsionado pela revisitação de suas próprias relações com a arte, com a escola e com os espaços culturais. Visitar tais espaços pode conter o sentido apontado por Bourdieu, que reproduz valores e hábitos, perpetuando estratificações sociais que fixam posições de classe, mas também provocam os estudantes a pensarem essas posições. O percurso fora da escola e a relação com as manifestações artísticas arremessam os jovens a construírem significações, recuperando as ações ou o gesto daqueles trabalhadores que participam do processo de produção social da arte nas instituições visitadas. Para os professores e jovens, a experiência desse trânsito parece conter um coeficiente de possibilidades na formulação de questionamentos e na ampliação de espaços e processos educativos, esboçando possíveis enfrentamentos às restrições e limites do contexto escolar e de outras situações de segregação e de desigualdades sociais descritas pelos jovens e seus professoresThis study investigated the relations of public school young students and teachers with artistic events from the experience of visiting artistic and cultural institutions that promote the right to art and culture in the metropolitan region of Belo Horizonte (RMBH). Understanding such experiences as historical processes, the senses constructed by the youth and the enunciations from the school professionals that schedule the visits were taken into account. In this context, Brazil for the first time presents the National Culture Plan (PNC) and the Statute of the Youth. The understanding of the youth as a subject, not only as a being that experiences a period of transition between adolescence and adulthood, and the comprehension of art and access to different areas of the city as rights are recently discussed constructions. The study was conducted by bibliographical, documentary and field research. Bibliographical and documentary researches aim to locate and question the social and historical construction of the youth category, their rights and public policies in the field of culture. The researcher attended 112 Middle School and High School students from three public schools in the artistic and cultural institutions during the field trip. Talks were held with students that were in the visits in groups of five to eight participants; also two students and three teachers were interviewed. Procedures were recorded with the authorization of the participants and or keepers. Methodological orientation was based on micro-history and phenomenology. Concepts of habitus, physical space and social space of Pierre Bourdieu and formulations of the aesthetic field Arnold Berleant help to figure the meanings that emerged. The visit appears to be a gesture of teachers that is driven by reviewing their own relationships with art, with the school and with the \"cultural spaces\". Visiting the latters may carry the sense pointed out by Bourdieu of values and habits, perpetuating social stratification that fix class positions, but also cause the students to think in these positions. The course out of school and the relationship with the artistic manifestations launch the youth to build meanings, recovering the actions or the gesture of those workers who participate in the social process of production of art in the visited institutions. For the teachers and the young students, the experience in this transit seems to comprehend a coefficient of possibilities in formulating questions and magnification of educative spaces and processes, sketching possible confrontations to the restrictions and limitations of the school context and other situations of segregation and social inequalities described by the youth and their teachers
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DELFINO, ANTONIO. "O currículo de Arte – a linguagem do Teatro para os anos iniciais do Ensino Fundamental no Estado de São Paulo." Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1597.
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This work, “The Art curriculum – Theater language in the early years of Elementary School in the State of São Paulo”, has as object of study the Curriculum Guidelines and Art Teaching (OCDArte) in the language of Theater, for the 1st, 2nd and 3rd years of Elementary Education of the Education Secretariat of the State of São Paulo (2013/2015). The authors of this curriculum proposal are: an expert consultant in the area of Theatre and an Art Reference Group, constituted by seventeen Art Coordinating Teachers of the Pedagogic Nuclei of the Regional Teaching Directories (PCNP) of which the investigator of this research was part. The adopted methodologies in this research have a qualitative and quantitative character including literature review and documentary research. This analysis consists of an account of the construction and implementation process of the curriculum guidelines that are the subject of this study and that had collaborative authoring proposal; then we set off for a contextualization of the social and political point of these steps; made a brief analysis of its editorial and graphic structure; and finally we focused our analysis on the specific area of our study, the theater language, on these curriculum guidelines for the early years, discussing the adopted methodologies, its teaching resources and its theoretical basis, in order to put into perspective and deepen the different dimensions of the document. Our goal is to understand if the construction process of these guidelines has enabled the participation of all stakeholders, how it manifests the theatrical language in these guidelines, and further contribute to the discussion of this curriculum and didactic proposal, reflecting on its alignment with contemporary design trends of art, education and art learning. We note that the OCDArte, in the language of theater, as it is structured, has an important role in education for the early years, since the preparation of educators in this language is generally insufficient. On the other hand, we notice some gaps in the choices and adaptations of literary works that permeate the studied learning situations, as well as a shy presence of contextualization action and interdisciplinary proposals.
Esse trabalho, “O currículo de Arte – a linguagem do Teatro para os anos iniciais do Ensino Fundamental no Estado de São Paulo”, tem como objeto de estudo as Orientações Curriculares e Didáticas de Arte (OCDArte), na linguagem do Teatro, para os 1ºs, 2ºs e 3ºs anos do Ensino Fundamental da Secretaria de Educação do Estado de São Paulo (2013/2015). Os autores dessa proposta curricular são: um consultor especialista na área do Teatro e um Grupo de Referência de Arte, composto por dezessete Professores Coordenadores de Arte dos Núcleos Pedagógicos das Diretorias Regionais de Ensino (PCNP) do qual o pesquisador dessa investigação fez parte. As metodologias adotadas para este estudo têm caráter qualitativo e quantitativo incluindo revisão bibliográfica e pesquisa documental. Essa análise compõe-se de um relato do processo de construção e implementação das orientações curriculares que são objeto desse estudo e que teve proposta de autoria colaborativa; partimos então para uma contextualização do momento social e político dessas etapas; fizemos uma breve análise da sua estrutura editorial e gráfica; e finalmente focamos nossa análise na área específica do nosso estudo, a linguagem do teatro, nessas orientações curriculares para os anos iniciais, discutindo as metodologias adotadas, os recursos pedagógicos e as bases teóricas, no sentido de colocar em perspectiva e aprofundar as diferentes dimensões do documento. Nosso objetivo é compreender se o processo de construção dessas orientações permitiu a participação de todos os atores envolvidos, como se manifesta a linguagem teatral nestas orientações, e ainda contribuir para a discussão dessa proposta curricular e didática, refletindo sobre seu alinhamento com as tendências contemporâneas de concepção de arte, de educação e de aprendizagem em arte. Observamos que as OCDArte, na linguagem do Teatro, como está estruturada, tem um papel relevante no ensino para os anos iniciais, visto que, a preparação dos educadores nessa linguagem é, regra geral, insuficiente. Por outro lado, percebemos algumas lacunas nas escolhas e adaptações das obras literárias que permeiam as situações de aprendizagem estudadas, assim como uma presença tímida da ação de contextualização e das propostas interdisciplinares.
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Ferreira, Melina Coutinho. "Arte: um estudo em representações sociais." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6031.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
The present study, of quantiqualitative nature, had as its main purpose to locate and understand how the teachers who are in action at the Art subject in schools and also those students who are in initial formation in Degree of Education, in the town of Jataí, State of Goiás, socially represent the Art and its educative process. The research problem is related to the context which engages the teaching of art providing opposing understandings, since its obligation by Law No. 5962/71 until the current days. First, the study gathered information from the Municipal and State Departments of Education in the early years of 2014 and 2015, to map the local reality about the teachers who work in the artistic discipline. Later, we contact the schools and consequently the teachers. Successively it reached the stage of collecting the materials where we contacted 28 teachers in action. The data were collected by using the free word association technique and semi- directive interview to identify possible social representations of the teachers. Then in the third stage of collection of materials using the free word association technique, 209 students of Pedagogy have been contacted. The statements were recorded, transcribed and analyzed according to the Social Representation Theories. The EVOC software processed the collected material using the technique called free evocation of words. Looking at the Social Representation Theories, the Central Nucleus Theory and the Education and Art teachers´knowledge we developed our understanding considering the specificity of the collected materials. From the initial understanding of the data, it is understood that the social representation of art and its teaching consists of elements anchored in judgment assignments and explanations that express the act of enjoying and practicing the art school. It also points to the importance of teaching focused on developing abilities, skills, creativity, imagination, socialization and critical sense. The previous experiences in school produce information that reflect and refract the historical development and the meaning of art in (and out of) school. The data also show that the art of teaching image constructed by the subject is divided more than one dimension, expressing an idealized representation of a space in which to learn and be happy must be present; one in which the art is represented by a hard reality; providing the structure of social representations of art related to social knowing, on one hand, understands the culture as art, and in the other hand, understands the cultural or sentimental expression. This connection of elements promote the structuring of social representations related to the values established in the lived experience in a school subject that bears the marks of a school that has not yet overcome its difficulties.
A presente pesquisa, de natureza quantiqualitativa, teve como objetivo principal localizar e compreender como os professores que estão em atuação na disciplina de Arte nas escolas e também daqueles estudantes que estão em formação inicial no curso de Pedagogia, no município de Jataí, Estado de Goiás, representam socialmente a arte e o seu processo educativo. O problema da pesquisa está relacionado ao contexto que envolve o ensino de Arte, desde sua obrigatoriedade por meio da Lei nº 5692/71 até os dias atuais, que oportuniza entendimentos dicotômicos sobre o mesmo. Primeiramente, fez-se um levantamento junto às Secretarias de Educação, Municipal e Estadual, no início dos anos de 2014 e 2015, para mapear a realidade local quanto aos professores que atuam na disciplina de Arte. Posteriormente, ocorreu o contato com as escolas, para assim, contatar os professores. Sucessivamente, chegou a fase de coleta dos materiais, momento em que foram contatados 28 professores em atuação, por meio do uso da Técnica de Associações Livres de Palavras (TALP) e de entrevista semidiretiva para identificar as possíveis representações sociais professorais. Em seguida, na terceira fase de recolha de materiais, por meio da TALP, foram contatados 209 estudantes de Pedagogia. Os dizeres nos momentos das entrevistas foram gravados, transcritos e analisados à luz da Teoria das Representações Sociais (TRS). O software EVOC foi utilizado para processar o material coletado com a técnica de evocações livres. Tendo por norte os fundamentos da TRS, da Teoria do Núcleo Central (TNC) e de conhecimentos das áreas de Formação de Professores e da Arte/Educação, elaboramos nossas compreensões considerando a especificidade dos materiais recolhidos. Com a compreensão inicial dos dados, entende-se que a representação social professoral sobre a arte e seu ensino é constituída por elementos ancorados em atribuições de juízo estético e explicações que expressam o ato de fruir e praticar a arte na escola. Também apontam para a importância do ensino centrado em desenvolver capacidades, habilidades, criatividade, imaginação, socialização e senso crítico. E as experiências escolares passadas produzem na constituição das representações sociais informações que refletem e refratam o desenvolvimento histórico e o sentido da arte na (e fora da) escola. Os dados mostram ainda que a imagem do ensino de Arte construída pelos sujeitos divide-se em mais de uma dimensão, expressam uma representação idealizada, de um espaço no qual o aprender e o ser feliz devem estar presentes; uma em que a Arte é representada por uma realidade difícil; propiciam a estruturação de representações sociais sobre a Arte vinculadas ao saber social que, por um lado, compreende a cultura como arte, por outra perspectiva, parte do entendimento de expressão cultural ou sentimental. Essa conexão de elementos favorece a estruturação de representações sociais vinculadas aos valores estabelecidos na experiência vivenciada em uma disciplina escolar que carrega as marcas de um ensino que ainda não superou suas dificuldades.
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Couper, Brian J., and n/a. "Residential police education and its implications for curriculum design." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060629.170144.
Повний текст джерелаАнотація:
The current policy in New South Wales of referring to
its law enforcement body as Police without reference to the word
"force", is testimony to the re-emergence of the concept of community
policing.
This study deals with this phenomenon and the concept
of discretion, which allows police to take action according to
the dictates of a given situation rather than always act within
the strict letter of the law. While the power of discretion
should be used lawfully and ethically, political, legal and social
acceptance of such an approach allows a more flexible strategy
for coping with issues associated with deviant behaviour and
social injustice.
Therefore, the study present a holistic approach to
a curriculum for police recruits. It deals with the linking
of "reactive" and "proactive" policing strategies by means of
discretion and in so doing enhances the police officer's ability
to make a reasoned judgement in choosing between a number of
alternatives according to the dictates of the situation.
The proposed curriculum takes account of new policing
strategies, students' needs and career aspirations, modem
technology, effective teaching methods and the need for recruit
training to be attuned to dynamic changes in social needs and
demands.
The study also emphasises the need for further research
into the role of field training officers and the integration
of field training with academy education as a vital component
in the preparation of a police officer for the complex role ahead.
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Gunn, Paul W. (Paul Wayne). "AIDS and Higher Education in Texas: Policies at Accredited Institutions." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332547/.
Повний текст джерелаАнотація:
This study of all of the post secondary institutions accredited by the Commission on Colleges of the Southern Association of Colleges and Schools which were located in Texas determined the number that had policies regarding persons with AIDS. The study determined how long policies had been in effect and analyzed policies in order to determine commonalities and differences. An additional purpose was to examine relationships between five major variables and 18 topics which were identified as being issues likely to be addressed in institutional AIDS policies.
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Smith, Kenneth D. "Benchmarks in American Higher Education: Selected Approaches for Distance Education Copyright and Intellectual Property Policies." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2266/.
Повний текст джерелаАнотація:
An evaluation of American higher education distance education programs was conducted to explore how they approach intellectual property, copyright and information sharing/antitrust policy concerns for Internet-based programs. An evaluation of the current status of distance education and Internet-based training in higher education was conducted through a pilot study that included a random sample of 223 accredited institutions. Seventy-seven institutions responded to a survey, of which there were 14 Research I&II, 17 Doctorate I&II, and 46 Master's I&II institutions included in this study. A review of institutional policy approaches for these 77 institutions was conducted via Internet Web site and bulletin review. A multiple-case study was also conducted which included 10 of the top 30 accredited distance education institutions in America. Policy approaches were examined for all institutions and differences were discussed for public and private institutions as well as the following Carnegie Class institutions- Research I&II, Doctorate I&II and Master's I&II. Ten percent of all institutions that responded to the pilot study developed a written policy addressing antitrust/information-sharing concerns. Additionally, the data indicated that 22% of institutions in these Carnegie Class ranges published copyright and intellectual property policy on their institutions' Internet Web site. Ninety percent of the institutions in the case study advised of central control for the distance education program, as well as central control for copyright and intellectual property policy.
Книги з теми "Art education policies"
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Forbidden language: English learners and restrictive language policies. New York: Teachers College Press, 2010.
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Silverman, Harry. The Education Amendment Act, 1980 (Bill 82) implementation study: Board policies and school level practices. Toronto, Ont: Ministry of Education, 1987.
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1944-, Wilson Anne Keeton, Seller Wayne, and Ontario Ministry of Education, eds. The Education Amendment Act, 1980 (Bill 82) implementation study: Board policies and school level practices. Toronto, Ont: Ministry of Education, 1987.
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Great Britain. Department for Education. Education Act 1993: Draft circular on the organisation of special educational provision and draft regulations governing schools' SEN policies and SEN support services. London: Department for Education, 1993.
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Great Britain. Department for Education. Education Act 1993: Draft circular on the organisation of special education provision anddraft regulations governing schools' SEN policies and SEN support services. London: DFE, 1994.
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Get'man, Viktor, Ol'ga Rozhnova, Svetlana Grishkina, Vera Sidneva, Mihail Litvinenko, Roza Kaspina, Mariya Vahrushina, et al. International Financial Reporting Standards. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1147319.
Повний текст джерелаАнотація:
The textbook analyzes the system of international financial reporting Standards (IFRS): its principles, formation, advantages and feasibility of implementation.
All IFRS are considered: presentation of financial statements; inventories; statement of cash flows; accounting policies, changes in accounting estimates and errors; contracts, etc. The financial lease is also reflected in the lessee's statements under RAS and IFRS, etc.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students studying in the areas of "Economics" and "Management", as well as for everyone who wants to improve their level in the field of preparing consolidated financial statements.
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Caruana, Sandro, Karl Chircop, Phyllisienne Gauci, and Mario Pace. Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8.
Повний текст джерелаАнотація:
Valuing diversity is one of the main goals of language education. This is both related to the education of learners of different nationalities and to the reasons for which languages are learned today, often determined by the need for social integration and to find employment. Language competences gain value through multilingualism, together with opportunities for intercultural communication. At the same time, language policies should be evaluated and renewed constantly. These issues are discussed in this volume, through contributions which take different languages into consideration and which are based on varied theoretical and conceptual frameworks, while pertaining to the fields of Applied Linguistics and Language Education.
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United States. Congress. House. Committee on Education and Labor. Subcommittee on Employment Opportunities. The Income and Jobs Action Act of 1985: Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, first session, on H.R. 1398 ... hearing held in Chicago, IL, September 4, 1985. Washington: U.S. G.P.O., 1985.
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US GOVERNMENT. An Act to Amend the Omnibus Crime Control and Safe Streets Act of 1968 to Extend the Retroactive Eligibility Dates for Financial Assistance for Higher Education for Spouses and Dependent Children of Federal, State, and Local Law Enforcement Officers Who Are Killed in the Line of Duty. [Washington, D.C: U.S. G.P.O., 2000.
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United States. Congress. House. Committee on Education and Labor. Subcommittee on Employment Opportunities. The Income and Job Action Act of 1985: Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Oakland, CA, August 27, 1986. Washington: U.S. G.P.O., 1986.
Знайти повний текст джерелаЧастини книг з теми "Art education policies"
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Rousseau, Grégoire, and Nora Sternfeld. "Educating the Commons and Commoning Education: Thinking Radical Education with Radical Technology." In Post-Digital, Post-Internet Art and Education, 117–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_7.
Повний текст джерелаАнотація:
AbstractAll over the world, education—which could be understood as a universal right and public good—is facing processes of economization and privatization. Technology—which could be understood as a common means of production, collaboratively developed—is taken away from the public and put into corporate hands. This article is designed as a conversation investigating the question of shared and common knowledge from the perspectives of an educator and an engineer, respectively. The dialogue explores necessary convergences in radical practices of commoning, and possible future strategies for education and Open Technology. It asks how new models can challenge the neoliberal agenda and move away from established policies, and how a collective re-appropriation of the means of production could emerge within a post-digital society.
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Dias, Belidson, Irene Tourinho, Fernando Miranda, Olga Lucia Olaya Parra, Vanessá Freitag, and Tatiana Fernández. "Looking at New Trends and Policies in Latin American Art Education." In The Palgrave Handbook of Global Arts Education, 157–70. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55585-4_10.
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Krüger, Heinz-Hermann. "Young Adults’ Exclusive Educational Careers in the Transition to Higher Education or Employment: Key Findings of a Qualitative Longitudinal Study." In Life Course Research and Social Policies, 71–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_5.
Повний текст джерелаАнотація:
AbstractThis paper examines the effects of changing modes of transition in a highly segmented education system that also provides designated spaces for the education of internationally mobile educational elites and future functional elites in the social fields of sport, dance, music, and art. It focuses on a—at least in the German context—little-researched example of the institutional modes of doing transitions available to students on such exclusive educational pathways in their transition from school to university or school to work. The results underscore that the provision of an excellent school infrastructure alone does not guarantee a promising career transition. How these career pathways are shaped depends crucially on the interplay between institutional demands, regulations, and spaces of opportunity and young adults’ biographical orientations and how they are embedded in different, milieu-specific spaces of experience.
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Bağcı, Cahit. "The Impacts of Online Education on Ecology of Learning and Social Learning Processes." In Educational Theory in the 21st Century, 51–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_3.
Повний текст джерелаАнотація:
AbstractDevelopments in the IT sector and technological advancements around the world have forced educational systems to also change accordingly. Radically affecting the usual flow and order of economic and social life around the world, the global COVID-19 pandemic and social isolation have generated rapid changes. The ongoing process has revealed no previous preparations to have occurred or principles to have been designed for dealing with unforeseen circumstances in terms of matters ranging from internet infrastructure to technological equipment, digital educational tools, access to content, education managers, educators, students, and parents, digital literacy, and social learning environments. A future remodeling of social learning processes, particularly the role of school, ecology, and models of learning is predicted. Education is expected to become a hybrid system composed of face-to-face and online learning processes paralleling one another, whereas teaching is predicted to take place over digital platforms through different modules and software programs. Evaluation, accreditation, and certification are fully expected to take place digitally. Schools will be reshaped with a functional mission in mind, paying special attention to behavior, ethics, consciousness, values, culture, civilization, history, art, and sports; the development of skills, socialization, group work, and teamwork; social and psychological development; and analytical thinking. Rather than engaging in theoretical discussions, this article will tackle the predomination of digitalization and the effect of online education policies and applications on social learning processes as well as the ecology of learning. This article will present solutions, analyzing these matters regarding their pedagogical as well as problematic dimensions.
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Penn, Everette B., and Shannon A. Davenport. "The Community Safety Education Act of Texas." In Police and Youth, 132–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429424519-8.
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Healy, Deborah, and Kristin O’Donnell. "Safe Schools Are No Accident." In Policing America’s Educational Systems, 194–206. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315155715-12.
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Tavcer, D. Scharie. "Policies and programming." In Sexual Violence Policies and Sexual Consent Education at Canadian Post-Secondary Institutions, 81–116. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003332671-4.
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Baptista, João, Cristina Sin, and Orlanda Tavares. "Data and Reflections on Access-Transition to Higher Education in Portugal." In Equity Policies in Global Higher Education, 143–69. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_7.
Повний текст джерелаАнотація:
AbstractThis chapter analyses inequalities in the transition from upper secondary to higher education in Portugal, using empirical data from the General-Directorate of Education and Science Statistics (DGEEC). It argues that educational inequalities are already present in Portuguese students’ trajectories before higher education and that the transition to higher education therefore reflects these different opportunities. The central argument is that socioeconomic status is the most important aspect that directly or indirectly conditions transition to higher education in Portugal, and thus is the primary source of inequality in participation. The findings also point to other factors similar to those already highlighted in the literature as responsible for inequalities in access to higher education: previous schooling, gender, different regional opportunities and selection and admission criteria, with socioeconomic status appearing to be transversal to and/or aggravate the influence of most of these other factors (except gender). Disadvantaged students who manage to surmount all the different obstacles and reach higher education belong to a group of resilient “academic survivors”. Based on the findings of this study, several areas of intervention are proposed.
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Dobkins, Vicky, and D. Scharie Tavcer. "Understanding consent education." In Sexual Violence Policies and Sexual Consent Education at Canadian Post-Secondary Institutions, 46–80. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003332671-3.
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Amaral, Alberto. "Equity in Higher Education: Evidences, Policies and Practices. Setting the Scene." In Equity Policies in Global Higher Education, 23–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_2.
Повний текст джерелаАнотація:
AbstractWidening access to higher education became an issue of political concern after the Second World War. It aimed both at improving social justice by granting conditions of access to all social groups and by improving economic performance because a more educated population would contribute to the economic competitiveness of countries. Equity has two components, fairness—which implies that personal and social circumstances do not hinder achieving educational potential, and inclusion, which means that all are able to attain a basic standard of education. It was believed that social inequalities could be reduced through the massification of higher education and, although some progress has been made in terms of increased participation, inequalities seem to persist. Much of what happens in terms of inequity is related to higher education being a positional good. Social groups from deprived backgrounds are not in a good position to compete for positional goods, which have a tendency to be monopolised by social groups from privileged backgrounds. The positional character of higher education makes fairness difficult to attain. Inclusion policies, by promoting a progressive increase of parents with higher education degrees will contribute in a safe, even if slow way, to progressively lower the level of inequity.
Тези доповідей конференцій з теми "Art education policies"
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WANG,, YOU-SHENG, and AHMAD FAROQ. "COMPARISON OF HIGHER EDUCATION BETWEEN CHINA AND PAKISTAN." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35698.
Повний текст джерелаАнотація:
China Pakistan friendly relations have a long history and have cooperation in many aspects, including education. However, due to the different systems and policies, higher education in the two countries also has great differences. The paper compares and analyzes the secondary education, education policies and objectives, challenges and difficulties encountered in the two countries, which is conducive to better education exchanges between the two countries in the future.
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XIE, LIN. ""BEAUTIFUL" FENCES: CEILING OF CAREER DEVELOPMENT FOR COMMUNITY WORKERS—BASED ON THE ANALYSIS OF THE POLICY OF COMMUNITY WORKER TEAM CONSTRUCTION IN CHENGDU." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35734.
Повний текст джерелаАнотація:
Community workers are the mainstay of community governance, and the key to building a team of community workers lies in the formulation and improvement of policies related to community and team construction. At present, community workers are facing a "ceiling" for career development, which will not only affect the stability of the community workforce, but also the effectiveness of community governance. In this regard, Chengdu Municipality issued the Chengdu Community Full-time Workers Management Method in 2018. Based on the analysis of the policies on the construction of community workers in Chengdu, the author will propose possible problems in the relevant policies in terms of remuneration, education and training, career promotion and assessment and evaluation, and put forward a few thoughts on improving the policies to further ensure that community workers have more room for career development and promote the effectiveness of community governance. This will further ensure that community workers have more room for career development and promote the construction and development of the community workforce.
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LIU, JIE, and CHANG-CHEN GAO. "ANALYSIS OF GOVERNMENT PROVIDING PUBLIC EMPLOYMENT SERVICE UNDER THE NEW EMPLOYMENT PATTERN." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35727.
Повний текст джерелаАнотація:
Employment is the largest livelihood of more than 1.3 billion people and the most basic support for economic development. The Communist Party of China (CPC) Central Committee and the State Council insist on giving priority to employment in economic and social development, encourage the creation of a favorable environment for mass entrepreneurship and innovation, and maintain overall stability in China's employment situation, coupled with the new employment model of de-employerization and platformization along with the technological progress of the Internet and the upgrading of mass consumption. However, we should also see that there are still many difficulties and problems in the current economic and social development, the new employment form breaks the old industry and legal order under the interest relationship and management norms, the traditional employment groups, management means, labor law system, employment service management, social security policies and so on to form an impact. In order to alleviate the current situation, our country should actively explore the innovative mechanism of the government to provide public services to promote employment, and the author also puts forward some suggestions from the following aspects through his own research: first, to establish the diversified public employment service supply mechanism which is government-led, market and social supplement; from the above aspects, the quality and efficiency of the supply of public employment services under the new industry are improved from the above aspects.
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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.
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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources
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Lugonjić, Marija. "Comparative Analysis of Medical Workers." In Organizations at Innovation and Digital Transformation Roundabout. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.33.
Повний текст джерелаАнотація:
Continuous Medical Education (CME) is becoming a minimum condition for adapting to today's changes and achieving success in professional and personal fields.The aim of this paper is a comparative analysis of CME in Serbia, the European Union, and the United Kingdom; US, Russian Federation and Iran. The aim of this comparative study was to assess the main countryspecific institutional settings applied by governments. Methods: A common scheme of analysis was applied to investigate the following variables: CME institutional framework; benefits and/or penalties to participants; types of CME activities and system of credits; accreditation of CME providers and events; CME funding and sponsorship. The analysis involved reviewing the literature on CME policy. Results: The US system has clear KME boundaries because it is implemented solely by credentialed institutions that organize dedicated meetings with the clear purpose of educating medical professionals.The European Union has not yet been able to reconcile the differences it has inherited from its members. Only "general" conditions are defined. Continuing medical education cannot be arbitrary, like any other organizational process. Everything has to be controlled in advance. Education in the Russian Federation is regulated by the law, Art. 2 and must be viewed as a whole. Doctors and healthcare professionals and their associates earn points through accredited continuing education programs for obtaining and renewing licenses of the Serbian Medical Chamber and KMSZTS - Chamber of Nurses and Health Technicians of Serbia. The Ordinance establishes the conditions for issuing, renewing and revoking the license for independent work, ie. License to Healthcare Professionals. (RS Official Gazette 102/2015) Conclusin: This comparative exercise provides an overview of the CME policies adopted by analyzed countries to regulate both demand and supply. The substantial variability in the organization and accreditation of schemes indicates that much could be done to improve effectiveness. Although further analysis is needed to assess the results of these policies in practice, lessons drawn from this study may help clarify the weaknesses and strengths of single domestic policies in the perspective.
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Monteiro, Caique Cahon. "Aesthetic Experience and Digital Culture: New Flows in The Space of Art Exhibition." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.67.
Повний текст джерелаАнотація:
Artistic institutions are traditionally places of cultural and social memory reverberation. Such spaces have a character of institutionalisation of the cultural market. Contemporary works of art and the exhibition format are factors that shape the possibilities of consumption and experience from visitors within these spaces. By taking advantage of the artifices of their time, art and artists appropriate new digital Technologies, digital culture contextualizes this movement, interweaving new paradigms in the exhibition spaces of museums, galleries and cultural centres. It is clear that the artistic production that involves digital media at some level creates increasingly subjective and hybrid paths between machine and human in the processes. This occurs not only in the scope of raw material and in the production of their poetics and narratives, but also in every present social context, of consumption, access, and dissemination of artistic works. In the last 10 years there has been a growing number of public in cultural institutions in Brazil (data from IPEA - Institute for Applied Economic Research), this curve does not resemble any increase in investment in public policies, improvement in education or culture. This rate of increase in visitors to cultural spaces is like the increase in access to mobile devices and use of the internet and social networks, perhaps, at some level, it shows that internet access and digital culture may be enabling an environment of spontaneous dissemination for the artistic market in Brazil. With the advent of smartphones and the constant use of this technology in various moments of leisure and work, the habit of taking a picture from any work of art has become something normalised in institutions. This process can create different media flows that reformulate the visitor's experience in front of the exhibition space. In this way, the traditional and passive spectator subject is mixed with the user subject present in digital culture, with its agency potential and sharing capacity. Although these photographs present themselves in society as a cultural product, their visualisation and distribution extend to a computational level. This master's research project proposes to establish dialogues between the field of communication and the arts, especially digital culture, and aesthetic experience. The object of study is the production of photographic images made by visitors to cultural exhibitions through smartphones and shared on the Instagram social network. Through the use of artificial intelligence, it will be possible to analyse hundreds of images from the Instagram social network that were taken at the Banco do Brasil Cultural Centre, located in the city of Rio de Janeiro, Brazil (Brazilian institution with the highest number of visitors in the last 5 years). This qualitative and quantitative analysis enables a reflection on the contemporary media character present in art exhibition spaces and the observation of new experiences between public, work, and digital culture.
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Vitória Abrahão Cabral, Marina, and Valdir Júnio dos Santos. "Restorative justice and the resolution of judicial conflicts: na analysis of the restorative justice Program of the General Department of Social and Education Actions (DEGASE –RJ)." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212436.
Повний текст джерелаАнотація:
The analytical and practical field of restorative justice is linked to the debates on the new social conflict management that challenge the institutional design of criminal justice and the Brazilian legal system. When starting from the problematization of the Brazilian criminal justice, we assume that the penalty under neoliberalism presents itself as a societal project that is sustained by the paradox of the potentiation of the police and penitentiary State and the minimization of the economic and social areas of action of the State. Thus, restorative justice emerges as an efficient conflict resolution mechanism, mainly because its criminal approach is based on equating relationships and repairing the damage caused to individuals and communities. In this context, this research aims at analyzing the impact of the implementation of the Restorative Justice Program of the General Department of Social and Education Actions (DEGASE, abbreviation in Portuguese) established by Ordinance 441 of September 13, 2017, within the scope of the social and education units, as well as the challenges presented to those responsible for implementing the law in the state of Rio de Janeiro, Brazil (judges, public defenders, members of the Public Prosecution Service and the DEGASE System) inthe management of restorative practices directed at juvenile offenders deprived of freedom. This problematization raises questions about the limits of the definition of crime and punishment; the relationship between criminal law; and the protection of human rights. The research is structured in three stages: systematic review of the academic field of restorative justice and the Brazilian criminal justice system; elaboration of a framework of the experiences of policies developed in the field of restorativejustice in the state of Rio de Janeiro; and the elaboration of the sociodemographic profile of adolescents and their family structure –analyzing the variables:gender, infraction, age group, monthly family income, education, family structure, and territoriality. It is expected to obtain a critical view of the state of the art of literature on restorative justice in the Brazilian criminal justice system and the debate in the field of conflict resolution criminalized by juvenile offenders served by the Restorative Justice Program of the General Department of Social and Education Actions (DEGASE).
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
Повний текст джерелаАнотація:
[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Wei, Qin. "The Transformation of Police Training in the View of Policing Revolution." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.54.
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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.
Повний текст джерелаАнотація:
With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.
Звіти організацій з теми "Art education policies"
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Anayatova, Dilraba, Marina Basu, Saiarchana Darira, Andrew Freiband, Devynn Glanz, Atota Halkiyo, Setrag Hovsepian, et al. Turn it around! An education guide to climate futures. Mary Lou Fulton Teachers College, May 2022. http://dx.doi.org/10.14507/oge-tia.
Повний текст джерелаАнотація:
Building on the scientific evidence and keeping in focus policy promises made over the decades, this report mobilizes the power of socially engaged art to bring together visions and voices of youth from across the globe in a collective effort to address the root causes of the climate crisis. It starts with the premise that education is directly implicated in the climate crisis and our failure to imagine alternatives. But it can also be the catalyst for radical change. Aiming to shift and shuffle the dominant knowledge systems and categories with the cards from the Turn It Around! deck, this report urges you to turn toward the reality of the climate crisis by capturing its devastating impacts from youth perspective in a way statistical data might not. It challenges existing education policies, practices, and patterns as no longer possible, tolerable, or even thinkable. With the powerful imagination and creativity of youth, the report activates a series of turning points — intergenerational, decolonial, methodological, and pedagogical — in order to turn around the environmental catastrophe, while reconfiguring the role of education toward ecologically just and sustainable futures.
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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.
Повний текст джерелаАнотація:
The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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Hayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.
Повний текст джерелаАнотація:
Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.
Повний текст джерелаАнотація:
Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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Tumbula, Samuel. Systematic review on the determining factors of school failure in the 1st year of engineering degree courses in Angola. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0111.
Повний текст джерелаАнотація:
Review question / Objective: What are the determining factors of school failure in the 1st year of engineering courses according to the perception of teachers and students of higher education institutions in Angola? Condition being studied: Our systematic review aims to analyze the determining factors of school failure in the 1st year of engineering courses (factors related to the teacher, student, higher education institution and educational policies). Study designs to be included: Questionnaires/Scale, interviews, focus group, case and multi-case studies, observational studies, document analysis.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.
Повний текст джерелаАнотація:
Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.
Повний текст джерелаАнотація:
This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt008.
Повний текст джерелаАнотація:
The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.
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Arifi, Besa. Education in Preventing & Countering Violent Extremism: Considerations for the Western Balkans. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/pn2022.1.wb.
Повний текст джерелаАнотація:
Violent extremism in the Western Balkans takes many forms, from Western Balkans foreign fighters recruited to participate in conflicts abroad, including in the Middle East and Ukraine; to ethno-nationalist organizations that spread inter-ethnic hatred, some emanating from and glorifying legacies of conflict spanning back to the breakup of the former Yugoslavia and regional conflicts in the 1990s; to chauvinism and anti-EU and anti-NATO ideas that emerge to become even more serious and with greater consequences for the region and socio-political cohesion and dynamics. As violent extremism continues to evolve and adapt in the Western Balkan countries, efforts to address it must also adjust to new threats from both internal and external sources. Recent research on violent extremism in the Western Balkans, and North Macedonia specifically, suggests that education may be an important tool in addressing violent extremism in the region. Some have suggested educational initiatives may assist in addressing online and offline disinformation and extremist narratives. Furthermore, addressing ongoing issues within ethnically divided educational systems may play an important role in working to address some of the ethnic-based divisions that can contribute to ”othering” dynamics. Others have further suggested that education and other support services can play a role in aiding the transition of those imprisoned on charges related to violent extremism and returning families back into society. As countries throughout the Western Balkans continue to update and revise their national action plans and policies to address violent extremism, greater consideration of the role of education and how it might be integrated into these policies is needed. This publication, based on findings from a large-scale literature review mapping the state of research on education in P/CVE in the Western Balkans and beyond,offers a series of considerations for policymakers and practitioners looking to incorporate education in future efforts to address drivers, both real and potential, of violent extremism in Western Balkan states. While findings from this paper are contextualized within the broader experiences of the Western Balkans, specific examples based on experiences in individual countries, North Macedonia most notably, are detailed to provide an in-depth example of considerations for policymakers interested in further incorporating education into P/CVE plans moving forward.
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.
Повний текст джерелаАнотація:
Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.