{"title":"安达卢西亚、马德里和巴斯克地区教育监察局的一般行动计划","authors":"Cristóbal Barea Romero","doi":"10.23824/ase.v0i26.579","DOIUrl":null,"url":null,"abstract":"A comparative description of the current Action Plans of the Education Inspection of the Junta de Andalucia, the Basque Country and the Community of Madrid is made. It establishes the common and divergent elements, as well as the objectives, contents and main lines of action in the three C.C.AA. The underlying inspection model is briefly evaluated. Finally, we conclude with some of the desirable characteristics in the PGA in the discourse of 21st century inspection.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"8 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"LOS PLANES GENERALES DE ACTUACIÓN DE LA INSPECCIÓN EDUCATIVA DE ANDALUCÍA, MADRID Y EL PAÍS VASCO\",\"authors\":\"Cristóbal Barea Romero\",\"doi\":\"10.23824/ase.v0i26.579\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A comparative description of the current Action Plans of the Education Inspection of the Junta de Andalucia, the Basque Country and the Community of Madrid is made. It establishes the common and divergent elements, as well as the objectives, contents and main lines of action in the three C.C.AA. The underlying inspection model is briefly evaluated. Finally, we conclude with some of the desirable characteristics in the PGA in the discourse of 21st century inspection.\",\"PeriodicalId\":167213,\"journal\":{\"name\":\"Avances en Supervisión Educativa\",\"volume\":\"8 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Avances en Supervisión Educativa\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.23824/ase.v0i26.579\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Avances en Supervisión Educativa","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.23824/ase.v0i26.579","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
LOS PLANES GENERALES DE ACTUACIÓN DE LA INSPECCIÓN EDUCATIVA DE ANDALUCÍA, MADRID Y EL PAÍS VASCO
A comparative description of the current Action Plans of the Education Inspection of the Junta de Andalucia, the Basque Country and the Community of Madrid is made. It establishes the common and divergent elements, as well as the objectives, contents and main lines of action in the three C.C.AA. The underlying inspection model is briefly evaluated. Finally, we conclude with some of the desirable characteristics in the PGA in the discourse of 21st century inspection.
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