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Knowledge-based recommender systems have always had their privileged place among all Decision Support Systems (DSS), given their advantage on several points over other techniques. Our paper presents a framework implementing a hybrid form of Rule-Based Reasoning and Case-Based Reasoning (RBR-CBR), to address the rarely discussed domain of educational planning. The system has been tested and presented outstanding results with a high accuracy, which will benefit educational planners’ decision support. We have also developed a dedicated application for this project to visualize the results obtained.

This paper aimed to investigate the effect of educational scholarship on the performance of the professors of AJA Command University. The study population included all professors of AJA Command and Staff University and the statistical population of this study was the organizational professors of the university which was calculated using Cochran's formula with a 95% confidence level. In this research, in the first (qualitative) step, through interviews with experts, the data collected from documents and interviews were categorized, processed, and judged, and in the next step ( Quantitative method) Using descriptive and inferential statistics, the data were analyzed and the effect of educational research on the performance of the professors of this university was investigated and practical suggestions were provided to improve the performance of professors in the field of educational research.

Formative assessment (FA), in contrast to product-oriented summative assessment, is carried out in the classroom for the purposes of providing students developmental feedback. With a close relationship to instruction, FA is done to analyze both learning goals and the instructional processes involved. This kind of classroom-based assessment can be used to raise the learners‟ awareness of the language content and lesson objectives (Rea-Dickins, 2001; Rea-Dickins, 2006; Rea-Dickins & Gardner, 2000). According to Rea-Dickens (2007), good FA practices provide learners with ample opportunities for language practice by involving them in collaborative learning activities and offering them self- and peer-assessment opportunities.

This paper is dedicated to the contemporary society and culture with a progressive perspective particularly focused on the families and the schools, in the light of the current coronavirus pandemic that has triggered new reflections and has proposed, or re-proposed, some important values. In reference to this lesson, the author writes about an educational planning that concerns these institutions. With a primary task entrusted to Italian pedagogy and training. Tempo di pausa, tempo di scelta. Per una progettazione educativa dopo il coronavirus Il contributo indaga, ovviamente con uno sguardo in progress, la società e la cultura contemporanee sui versanti particolarmente delle famiglie e delle scuole, alla luce dell’attuale pandemia da coronavirus che ha attivato nuove riflessioni e proposto, o riproposto, taluni valori fondamentali. Nel solco di questa lezione, l’autore dà spazio a una progettazione educativa che riguarda questi istituti. Con un compito primario affidato alla pedagogia e alle didattiche italiane.

Background and objective: There are some important factors in educational virtual environment that need a systemic perspective which pedagogical aspect is more important than the other aspects of educational system. Thus, using educational components in a correct way can be led to success of virtual education and e-learning. Materials and methods: To do this study it is used descriptive method. It is used a research made questionnaire (with Cronbach's alpha= .902) and the opinions of virtual education experts in the world and also it is used Delphi technique to data collection. Out of 1076 e-mail address, which is found through websites and scientific journals and after sending several emails, finally 200 responders tended to collaboration. Out of 73 initial components 52 components via expert opinion is remained. They were analyzed using SPSS software through factor analysis. 0ut of 52 factors only 4 factor can explain variances. Results: It is found 4 main pedagogical factors including Digital Concepts including, teacher Roles and competences, Evaluation including, teaching strategies. Conclusion: It is generally found 39 subcomponents about these 4 pedagogical aspects in virtual education. Including Digital Concepts including 10 subcomponents, teacher Roles and competences including 14 subcomponents, Evaluation including 10 subcomponents, teaching strategies including 5 subcomponents. They are still in neonatal stage of development. Paper Type: Research Article.

O presente texto tem como objeto o Plano Nacional de Formação de Professores (PARFOR), no que diz respeito aos cursos de formação inicial. Realiza uma análise do referido plano buscando descrever e analisar sua implantação e implementação no estado de Mato Grosso do Sul e tendo como principais fontes os documentos oficiais de âmbito nacional, informações do site eletrônico que gerencia o processo de inscrição e seleção ao PARFOR – Plataforma Freire, dados disponibilizados pelas Instituições envolvidas no plano e pelo Fórum Permanente de Apoio à Formação Docente em Mato Grosso do Sul.This paper approaches the Brazilian teacher training plan (PARFOR), in what refers to initial training courses. It studies the plan, attempting to describe and analyze its implantation and implementation in the state of Mato Grosso do Sul. The main sources for this study are the official national-level documents, information from the website that manages the registration and selection process of the PARFOR – the Plataforma Freire, and information shared by the institutions involved in the plan and by the permanent Forum of support to teacher training of the state of Mato Grosso do Sul.

Neste trabalho investigamos a construção de práticas interdisciplinares de ensino e pesquisa com base na interlocução estabelecida entre instituições de ensino básico e superior. Apresentamos alguns atores de natureza humana e não humana, responsáveis pela interação instaurada no espaço escolar, tomado como campo de pesquisa e caracterizado como complexo. Os resultados da pesquisa mostram que a assunção da complexidade constitutiva pode auxiliar na compreensão do funcionamento das situações de ensino, evitando diagnósticos simplificados e precipitados, o que dificulta a resolução dos reais problemas em contextos de formação.In this paper, we investigate the construction of interdisciplinary practices of education and research based on the dialogue between primary schools and universities. We present some human and non-human agents responsible for the interaction established on school grounds, taken as a complex research field. The results show that the constitutive complexity assumption can be of help in understanding the functioning of teaching situations, avoiding simplified and precipitated diagnosis, which makes it difficult to solve the real problems in the teachers' preparation contexts.

O artigo contextualiza e avalia os resultados do Plano Nacional de Educação (PNE) 2001-2010, evidenciando que as metas para a educação de jovens e adultos (EJA) não serão alcançadas. Analisa a abordagem conferida à EJA nos documentos preparatório e final da Conferência Nacional de Educação (CONAE) e indica desafios prioritários desse campo educativo a serem enfrentados pelo novo PNE 2011-2020 nos âmbitos das concepções político-pedagógicas, do financiamento, da formação e profissionalização dos educadores e do regime de colaboração entre as esferas de governo.This paper contextualizes and assesses the results of the 2001-2010 National Plan for Education. It clearly demonstrates that the goals for youth and adult education (YAE), established by Law 10.172, will not be reached. It analyzes the approach given to YAE in the preparatory and final documents of the Brazilian Conference on Education. The main challenges that the new National Plan for Education 2011-2020 will have to face in this field of education concern political-pedagogical concepts, funding, educator formation and professionalization, as well as collaboration among the different spheres of government.

O estabelecimento de políticas educacionais, em muitos momentos, apoia-se no processo de consulta às bases que, além de trazer subsídios para o planejamento, confere certo grau de legitimidade às decisões tomadas pelos dirigentes educacionais. Entretanto, a tomada de decisões a partir da consulta às bases, geralmente planejada e subsidiada pelos Órgãos de poder, não reflete, na maioria das vezes, o pensamento e a palavra das bases teoricamente consultadas. Tal afirmativa encontra sustentação em Charles Suaud, sociólogo francês cujos estudos revelam que uma "base" tem apenas uma autonomia muito relativa em relação ao trabalho institucionalizado de enquadramento e de mobilização que a constitui como tal. Tendo como foco o estudo de Suaud, é feita uma análise do I Congresso Mineiro de Educação - primeira tentativa oficial de democratização das relações de poder na escola pública de Minas Gerais. Conclui-se que, pretendendo ser uma forma democrática de planejar a educação, o Congresso acabou caindo no lugar-comum dos processos de consulta às bases, patrocinados pelos grupos de poder: os responsáveis pelo estabelecimento das políticas, que promovem e patrocinam os processos de consulta, determinam quando, como e onde as bases serão ouvidas e até que ponto sua palavra será incorporada nos documentos, nos discursos e nas iniciativas oficiais.El establecimiento de política de educación, en muchos momentos, es basado en la consultación a las bases que, además de traer los subsidios para la planificación, verifica cierta legitimidad a las decisiones tomadas por los líderes de educación. Sin embargo, los procesos de toma de decisiones que empiezan de la consultación a las bases, normalmente flotó y subvencionó por los Órganos de poder, no contemple, la mayoría del tiempo, el pensamiento y la palabra de las bases consultó teóricamente. Este afirmativo encuentra la sustentación en Charles Suaud, sociólogo francés cuyos estudios revelan que una base tiene una autonomía muy relativa con respecto a el trabajo institucionalizado de constitución y de movilización que la constituye. Tiendo como sustentación el estudio de Suaud, es hecho un análisis del Primer Congreso de Educación de Minas Gerais - el primero esfuerzo oficial de democratización de las relaciones del poder en la escuela pública de Minas Gerais. Pretendendo ser um modo democrático de planear la educación, el Congreso terminó como todos los procesos de consultación a las bases, patrocinados por los grupos de poder: el responsable por el establecimiento de la política que promueve y sponse lo proceso de consultación, determine cuando, como y donde las bases se oirán y cómo sus palabras se incorporarán en los documentos, en los discursos y en las iniciativas oficiales.Frequently educational policies are designed after consultations promoted by public officials to the targeted social groups. This debate lends legitimacy and shed light on educational planning. Nevertheless, more often than not, decision making does not reflect the real opinions of the interested groups once the process is lead by burocrats in power. The French sociologist Charles Suaud suggested that interested groups have very little influence on the burocrats definition of who they are and how should their representatives be appointed.This paper is an analysis inspired by Charles Suaud work of I Congresso Mineiro de Educação - a pioneer endeavour to broaden democratic participation in Minas Gerais public schools. It is showned that governmental officers that controlled the allegedly democratic hearings, decided unilaterally. When, how and where interested groups would be allowed to give their real opinion and to what extent these might be taken into consideration.