Journal of Supranational Policies of Education最新文献

IB DIPLOMA PROGRAMME CORE AS A SUPPLIER OF GLOBAL CITIZENSHIP EDUCATION Ib文凭课程核心作为全球公民教育的供应商

Journal of Supranational Policies of Education Pub Date : 2020-12-29 DOI: 10.15366/JOSPOE2020.12.004

S. L. Edwards

{"title":"IB DIPLOMA PROGRAMME CORE AS A SUPPLIER OF GLOBAL CITIZENSHIP EDUCATION","authors":"S. L. Edwards","doi":"10.15366/JOSPOE2020.12.004","DOIUrl":"https://doi.org/10.15366/JOSPOE2020.12.004","url":null,"abstract":"Global citizenship education (GCED) is a growing field in international education. The Sustainable Development Goal (SDG) target 4.7 cited GCED as an official aim of the United Nations for 2030 in order to improve sustainable development, and this has created an increase in global research relating to the assessment of GCED within curriculums. The International Baccalaureate (IB), a private international organization known for its mission statement that promotes lifelong education for a peaceful world, prefers the term international mindedness. Consequently, the IB rarely addresses the concept of global citizenship directly in its Diploma Programme (DP). This paper studies the relationship between the existing DP curriculum and GCED through first providing a definition of GCED and its cognitive, socio-emotional, and behavioral conceptual domains according to UNESCO’s theoretical framework. The study suggests that the DP curriculum unequally addresses the GCED domains and lacks definitive learning objectives that are recommended by UNESCO. While the IB is known for its international education, the DP does address GCED elements that are crucial to active citizenship within the written curriculum, nor are the existing elements assessed at any point in the program.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129726127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ENTREPRENEURSHIP COMPETENCE FOR SOCIETY AND SCHOOLS IN TIME OF CRISIS. A SYSTEMATIC BIBLIOGRAPHIC REVIEW 危机时刻的社会和学校的创业能力。系统的书目回顾

Journal of Supranational Policies of Education Pub Date : 2020-12-29 DOI: 10.15366/JOSPOE2020.12.003

Cristina Castellote López, P. C. García

{"title":"ENTREPRENEURSHIP COMPETENCE FOR SOCIETY AND SCHOOLS IN TIME OF CRISIS. A SYSTEMATIC BIBLIOGRAPHIC REVIEW","authors":"Cristina Castellote López, P. C. García","doi":"10.15366/JOSPOE2020.12.003","DOIUrl":"https://doi.org/10.15366/JOSPOE2020.12.003","url":null,"abstract":"Entrepreneurship education plays an essential role in the development of countries. The purpose of this study is to conduct a systematic review of the literature to encourage Spanish education to organize more entrepreneurship proposals in schools that can reinforce the country after the coronavirus crisis. This competence's value lies in its perception as a strategy that engages actions to achieve social advantages. The databases used were Google Scholar, WOS, SCOPUS, Dialnet and Redalyc. After applying eligibility criteria and eliminating duplicates, 30 articles were selected, which are the main basis for the treatment of business competence and the proposal of an intervention for secondary school students, which aim to generate entrepreneurship competences among them, that improve their employability and their coping in crisis situations derived from health pandemics such as those we have recently experienced due to the coronavirus. The results are discussed by the positive impact of the work of this competence in the society and in the education of the students. In addition, the research offers a reflection on the feasibility of the proposal in the future.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121706933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

SPANISH LEGISLATION AND IB PYP LANGUAGE POLICY DEVELOPMENT 西班牙立法和ib语言政策的发展

Journal of Supranational Policies of Education Pub Date : 2020-12-29 DOI: 10.15366/JOSPOE2020.12.006

Veronica Steffen, Daniel Steffen, Ángeles Bueno-Villaverde

引用次数: 0

LOS ESPACIOS OLVIDADOS DE PARTICIPACIÓN Y AUTONOMÍA ESCOLAR FRENTE A LOS PROCESOS DE RENDICIÓN DE CUENTAS Y BUROCRACIA EN MÉXICO 墨西哥被遗忘的参与和学校自治空间与问责和官僚程序

Journal of Supranational Policies of Education Pub Date : 2020-11-26 DOI: 10.15366/jospoe2020.11.005

Haleyda Quiroz Reyes

{"title":"LOS ESPACIOS OLVIDADOS DE PARTICIPACIÓN Y AUTONOMÍA ESCOLAR FRENTE A LOS PROCESOS DE RENDICIÓN DE CUENTAS Y BUROCRACIA EN MÉXICO","authors":"Haleyda Quiroz Reyes","doi":"10.15366/jospoe2020.11.005","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.005","url":null,"abstract":"This article reflects on the dilemma presented by international discourses on an educational renewal that is committed to granting autonomy to schools as nerve centers where true pedagogical action spaces are developed as opposed to the demands for obtaining successful test results, global comparisons and accountability. It is in this contradictory overwhelming and inoperative challenge of education where we intend to focus this analysis that we approach with a positive look at progressive autonomy and its struggle to adapt to the particularities and needs of the social and cultural context of schools under the influence of a bureaucratic context. In the case of Mexico, facing two important challenges, getting rid of bureaucratic structures and in turn responding to the demands of transparency and accountability that hinder pedagogical initiatives and participation of school management under evaluation processes with inquisitive requirements designed and programmed from the central administration. However, there is an inexhaustible effort to advance in the challenge of reestablishing spaces for democratic and collaborative participation where educational purposes can once again be linked to the aspirations, goals and daily life of the school community.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126171351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

LA EVALUACIÓN DE LA CALIDAD EDUCATIVA EN EL PARADIGMA DE LA EDUCACIÓN PARA VIVIR EN BOLIVIA 玻利维亚生活教育范式中的教育质量评估

Journal of Supranational Policies of Education Pub Date : 2020-11-26 DOI: 10.15366/jospoe2020.11.006

Magda Zea O’Phelan Calla

{"title":"LA EVALUACIÓN DE LA CALIDAD EDUCATIVA EN EL PARADIGMA DE LA EDUCACIÓN PARA VIVIR EN BOLIVIA","authors":"Magda Zea O’Phelan Calla","doi":"10.15366/jospoe2020.11.006","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.006","url":null,"abstract":"En los últimos años, la evaluación de la calidad educativa se ha convertido en la piedra angular para direccionar las políticas educativas de los países hacia un sistema de educación global y homogéneo. Sin embargo, también han surgido proyectos educativos divergentes que pretenden generar nuevas propuestas al proceso de evaluación educativa, partiendo de sus propias realidades y contextos.\u0000El objeto del presente trabajo es analizar las características de la Evaluación de Calidad Educativa en Bolivia, que se plantea como una propuesta endógena, desde la diversidad y pluralidad para garantizar la calidad en Educación con una visión amplia e integral acorde a la realidad boliviana y al paradigma del Vivir Bien que se refleja en la Ley Educativa Avelino Siñani-Elizardo Pérez.\u0000Se concluye que la evaluación de la calidad educativa en el Paradigma del Vivir Bien genera diversas propuestas discursivas, que giran en torna a ampliar el concepto de la calidad educativa y convertirla en un proceso de evaluación integral y comunitario, sin embargo, más allá de su gran fuerza discursiva ha tenido dificultades en su concreción y aplicación.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128302136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

EL PAPEL DE LA OCDE EN LA DIFUSIÓN INTERNACIONAL DE POLÍTICAS EDUCATIVAS: EL CASO DE LA AUTONOMÍA ESCOLAR CON RENDICIÓN DE CUENTAS 经合组织在教育政策国际传播中的作用:以学校自主和问责为例

Journal of Supranational Policies of Education Pub Date : 2020-11-26 DOI: 10.15366/jospoe2020.11.002

Antoni Verger, Clara Fontdevila, Lluís Parcerisa

引用次数: 0

POLÍTICAS DE EVALUACIÓN ESTANDARIZADA Y GOBERNANZA “EMPRESARIAL” EN EDUCACIÓN 教育中的标准化评估政策与“公司”治理

Journal of Supranational Policies of Education Pub Date : 2020-11-26 DOI: 10.15366/jospoe2020.11.001

Enrique-Javier Díez-Gutiérrez

{"title":"POLÍTICAS DE EVALUACIÓN ESTANDARIZADA Y GOBERNANZA “EMPRESARIAL” EN EDUCACIÓN","authors":"Enrique-Javier Díez-Gutiérrez","doi":"10.15366/jospoe2020.11.001","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.001","url":null,"abstract":"This article analyses closely the policies of standardized evaluation that continue to be implemented throughout the world and which represent one of the most incisive mechanisms of the new paradigm of “neo-liberal governance” in education. It investigates how this evaluation model demands the implementation of new managerial \"business\" style techniques in educational institutions and it is supported by rhetoric that proclaims the necessity of decentralization and of educational autonomy for schools. However, this discourse does not refer to pedagogical autonomy, but to financial autonomy - decentralization without resources. In this context, the so-called \"New Public Management\" comes to the fore as a mechanism of governance for public services, applied to education. The article explores how these stratagems operate, what they \"make one do\" and how they become tools of social control since they require the active participation of those involved and impose a rationale oriented to \"self-governance\" under the pressure of competition, in accordance with the principle of calculating maximum individual interest. Finally, in a proactive sense, this article raises the need for a different approach to educational evaluation and management that is both possible and necessary in a democratic and inclusive model.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116100531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

LA AUTONOMÍA DE LOS CENTROS EDUCATIVOS BRASILEÑOS EN EL CONTEXTO DE TRANSICIÓN DE LA NUEVA GESTIÓN PÚBLICA A LA POST NUEVA GESTIÓN PÚBLICA (PNGP) 在新公共管理向后新公共管理过渡的背景下，巴西教育中心的自主权

Journal of Supranational Policies of Education Pub Date : 2020-11-26 DOI: 10.15366/jospoe2020.11.004

Juliano Mota Parente, Cláudia da Mota Darós Parente

引用次数: 0

CONVERGÊNCIAS E DIVERGÊNCIAS NA FORMAÇÃO INICIAL DO PROFESSOR NO BRASIL E PORTUGAL 巴西和葡萄牙初级教师教育的趋同与分歧

Journal of Supranational Policies of Education Pub Date : 2020-11-26 DOI: 10.15366/jospoe2020.11.007

Vlademir Marim, Tharles Vilela Procópio

{"title":"CONVERGÊNCIAS E DIVERGÊNCIAS NA FORMAÇÃO INICIAL DO PROFESSOR NO BRASIL E PORTUGAL","authors":"Vlademir Marim, Tharles Vilela Procópio","doi":"10.15366/jospoe2020.11.007","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.007","url":null,"abstract":"Esse estudo tem como objetivo analisar as convergências e divergências no contexto sociopolítico e educativo na formação inicial do professor no Brasil e em Portugal. Refletiu-se sobre a importância da universidade na formação docente para a melhoria da qualidade da educação e as propostas de ensino voltadas para a formação dos futuros docentes, embasadas nas leis que regulamentam e regem o sistema de ensino e a compreensão e seleção dos dados sociopolítico e educativo do Brasil e de Portugal. Como metodologia de pesquisa foi utilizada a metodologia comparada, composta das fases: descritiva, interpretativa, justaposição e comparativa. A partir da justaposição e análise dos dados foi possível perceber a importância da formação inicial dos professores, destacando as propostas, projetos e leis que normatizam o processo de ensino, apontando a necessidade de formar docentes com competências e habilidades que proporcionem a qualidade do ensino e aprendizagem. No estudo realizado, ficou evidente a necessidade de um olhar crítico e propostas de políticas públicas eficazes para a consolidação da qualidade do ensino e da formação inicial dos professores, que são os protagonistas, com os alunos, de todo o processo de ensino e aprendizagem.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115640832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

VALOR DE USO Y VALOR DE CAMBIO EN LOS SISTEMAS EVALUATIVOS UNIVERSITARIOS. ANÁLISIS DE DOS INSTITUCIONES: UNIVERSIDAD DE MATANZAS, CUBA Y UNIVERSIDAD AUTÓNOMA DE CIUDAD JUÁREZ, MÉXICO 大学评价体系中的使用价值与变化价值。两所机构的分析:古巴马坦萨斯大学和墨西哥CIUDAD juarez自治大学

Journal of Supranational Policies of Education Pub Date : 2020-11-26 DOI: 10.15366/jospoe2020.11.003

Sofía Guadalupe Corral Soto

{"title":"VALOR DE USO Y VALOR DE CAMBIO EN LOS SISTEMAS EVALUATIVOS UNIVERSITARIOS. ANÁLISIS DE DOS INSTITUCIONES: UNIVERSIDAD DE MATANZAS, CUBA Y UNIVERSIDAD AUTÓNOMA DE CIUDAD JUÁREZ, MÉXICO","authors":"Sofía Guadalupe Corral Soto","doi":"10.15366/jospoe2020.11.003","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.003","url":null,"abstract":"This article analyze the dynamics of evaluation of the academic and scientific production of the universities as an integral part of the social relations of production which are inherent in the capitalistic system. The role of researchers as knowledge workers is located, and scientific work, as an economic and political activity determined by social and historical interests. The objective of this article is the recognition of academic and scientific production as a source of value, and of the place that subjects occupy as producers of knowledge, within the capitalist scheme. For this, a methodology based on Marxist critical theory has been followed, in an exercise of transposition of the classic categories of use value and exchange value, applied to the university environment of knowledge production. The contributions of Ernest Mandel, Antonio Negri and Bolívar Echeverría are taken for a broaden understanding of the concept of Marxist value. As a result of this approach, two antagonistic models of knowledge assessment are identified; on one hand, a progressively restrictive and capitalizing logic of knowledge is observed, and on the other, a greater autonomy for subjects prevails against the lucrative imposition of capital.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121819899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0