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Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research methodology with the philosophical framing of Bricolage to generate data that was analysed using Critical Discourse Analysis. The emerging farmers and extension practitioners volunterily engaged in the emancipatory discourse to outline the learning challenges using agricultural extension methods. Presenting agricultural information to the emerging farmers in the form of the Basic Education pedagogy, undermine the adult education prerequisites for the emerging farmers during training and farm visits. The emerging farmers, as adults exposed to agricultural extension, has to be conducted so guided by the trialled and tested adult education principles. By law, every individual over 15 years of age are entitled to adult education. The extension practitioners need to be acquainted with the adult education perspective. Keywords: Technological skills transfer, Emerging farmers, Extension, Pedagogic praxis

Resumo O objetivo do estudo é analisar os usos dos resultados das avaliações de larga escala na formulação de políticas públicas educacionais no Brasil, com base no Sistema de Avaliação da Educação Básica (Saeb). A pesquisa foi desenvolvida em três etapas: pesquisa documental; aplicação de um questionário sobre o uso dos resultados; e entrevistas com representantes estaduais, aprofundando as informações coletadas na etapa anterior. Apresenta-se, como resultado uma matriz classificatória na qual as políticas educacionais identificadas estão relacionadas, principalmente, ao uso dos dados como instrumento de gestão, à formação de professores, à disseminação de informações sobre o sistema educacional, à produção de materiais pedagógicos, a critérios de distribuição de recursos e a políticas de incentivo salarial. Conclui-se que os resultados gerados estão sendo, de fato, utilizados na formulação de políticas educacionais. Contudo, é necessário ampliar o uso das informações disponibilizadas para além do desempenho dos alunos nos testes cognitivos. Abstract The purpose of the study is to analyze the uses of the results of large scale evaluations in the formulation of public educational policies in Brazil, based on the Basic Education Assessment System (Saeb). The research was developed in three stages: documentary research; application of a questionnaire on the use of results; and interviews with state representatives, deepening the information collected in the previous stage. As a result, a classification matrix in which the educational policies identified are related mainly: to the use of data as a management tool; to the training of teachers; to the dissemination of information about the educational system; and to the production of pedagogical materials based on the distribution of resources and on salary incentive policies. It is concluded that the results generated are actually being used in the formulation of educational policies; however, it is necessary to increase the use of the information available in addition to the performance of the students in the cognitive tests. Resumen El propósito del estudio es analizar los usos de los resultados de las evaluaciones a gran escala en la formulación de políticas públicas educativas en Brasil, basadas en el Sistema de Evaluación de la Educación Básica (Saeb). La investigación se desarrolló en tres etapas: investigación documental; aplicación de un cuestionario sobre el uso de los resultados; y entrevistas con representantes estatales, profundizando la información recolectada en la etapa anterior. El resultado es una matriz clasificatoria en la que las políticas educativas identificadas se relacionan, principalmente, con el uso de datos como herramienta de gestión, con la formación de docentes, con la difusión de información sobre el sistema educativo, con la producción de materiales pedagógicos, a discreción distribución de recursos y políticas de incentivos salariales. Se concluye que los resultados generados, de hecho, están siendo utilizados en la formulación de políticas educativas. Sin embargo, es necesario ampliar el uso de la información disponible además del desempeño de los estudiantes en las pruebas cognitivas.

This article explores whether and how contemporary discourses in lifelong learning (LLL) can support intercultural universities in Latin America. Since the late twentieth century, LLL has primarily been seen through a Eurocentric lens, with a strong focus on the development of skills for knowledge-based economies and societies. As this discourse has been promoted and adopted by so-called developing countries, the focus has shifted from an identified need for continuous learning in a global society to mainly targeting the promotion of basic education, as is evidenced by the United Nations Sustainable Development Goals. In this context, we have identified a need for further discussion and research on intercultural universities, many of which are becoming increasingly vulnerable in current neoliberal times. This article looks at two intercultural universities in Mexico and Ecuador and suggests that a more indigenized approach to LLL could provide a stronger sense of ownership and participation in decision-making. Thus, LLL can be an ally for a new and decolonized conceptual framework that further legitimizes intercultural universities and provides a long-term strategy for the future.

There are millions of children attending English as a Medium of Instruction (EMI) government schools for their basic education. The vast majority of these are in countries across the Global South. In these contexts, EMI policy decisions are rarely based on educational arguments while global learning discussions exist with limited engagement with the challenges of EMI. This is despite a significant evidence base that highlights the widespread impact that EMI has both on educational quality and inequalities. A recent British Council position paper suggests that EMI research tends to be descriptive, perceptions-based and lacking in theoretical underpinning. This paper responds to this critique by bringing together critical theories of social and epistemic justice to develop a series of questions that could be used to interrogate the multiple ways that EMI impacts children’s basic education in the Global South.

No número três da revista Química Nova na Escola (QNEsc), publicado em maio de 1996 (o número 1 foi publicado em maio de 1995 e o número 2, em novembro de 1995), o artigo de abertura, de apenas uma página, foi “Sobre prováveis modelos de átomos”. Na época, a revista rompia algo que então era usual: publicar o segundo ou terceiro número de uma revista. Há 25 anos não se tinha os contadores como Google Acadêmico, mas se pode referir que, quando a QNEsc conseguia chegar aos professores da Educação Básica, o texto era considerado muito importante. Agora, pretende-se revistá-lo. Um quarto de século depois, a ciência continua encontrando mistérios ao explorar os modelos e átomos que conhecemos. Junto a isso, descobrimos que, em meio a uma pandemia que atingiu a humanidade, precisamos ser cada vez mais indisciplinares para alfabetizar cientificamente. Assim, o objetivo principal desse artigo é realizar discussões acerca da alfabetização científica e da formação de professores que atuam na área de Ciências da Natureza, a partir de uma reflexão crítica do artigo supramencionado.

Este artigo apresenta os resultados de uma pesquisa do tipo Estado do Conhecimento, realizada com o objetivo de mapear e analisar as produções científicas sobre o coordenador pedagógico no Brasil. Os textos analisados são teses localizadas na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD/Ibict) e no Catálogo de Teses e Dissertações da Coordenadoria de Aperfeiçoamento de Professores do Ensino Superior (CTD/CAPES). Para acessar os textos utilizamos a ferramenta eletrônica de busca com as palavras-chave “coordenador pedagógico” e “coordenação pedagógica”, tendo como filtro o recorte temporal de 2009 a 2019. Foram localizados 255 teses, das quais foram selecionadas 25 para análise dos resumos – somente aquelas que tinham como foco a atuação do coordenador pedagógico nas etapas do Ensino Fundamental e Ensino Médio da Educação Básica. As análises apontam que a maior parte das teses encontradas para as palavras-chave “coordenador pedagógico” e “coordenação pedagógica” enfatizam o seu processo formativo. Quanto a temática “bem-estar dos coordenadores pedagógicos”, concluímos que é uma temática ainda não discutida na academia, pois não foi localizado nenhum trabalho sobre o tema. Entendemos, por meio deste Estado do Conhecimento, ter encontrado um campo propício a novas pesquisas.

Background With increasing urbanization in developing countries, sanitation workers are frequently involved in road traffic collisions. Our purpose was to study specific collisions involving sanitation workers and provide decision-making suggestions and reference measures for the sanitation industry and urban managers to reduce the occurrence of collisions. Methods We obtained online news data about sanitation worker road traffic collisions in China between 2013 and 2017 and analyzed occurrence time and location, victim characteristics, and causes of collisions. Results In China, between 2013 and 2017, 511 road traffic collisions were reported, with the fewest in February and July. Most occurred around 5:00 a.m. in Eastern regions and in urban areas. Victims were mainly over 50 years old, with more females than males. Collisions usually resulted in death at the scene. The ambiguity of laws, the exploitation of workers through industry outsourcing, and the difficulty of processing claims may be the main factors preventing victims from obtaining legal compensation. Conclusions The most common cause of collisions was drivers’ speeding, but workers also regularly risk death by crossing the road in pursuit of their duties. The absence of legal controls for environmental protection, the excessive pursuit of efficiency in urban governance, and the lack of basic education of sanitation workers are underlying causes of collisions. Raising awareness about sanitation worker road traffic collisions will help protect the work safety rights of this vulnerable group.

The study mainly focused on determining the evolving roles of the outstanding school heads in meeting the challenges of the new normal. It also aimed to develop a compendium of best practices to help the school leaders in addressing the difficulties they are encountering in the new normal. This qualitative research utilized phenomenology as an approach. There are 10 outstanding school heads - participants who were chosen through purposive sampling by which the participants share common experiences. The researcher used validated semi-structured interview guide questions as the main instrument, and a one-on-one interview was conducted in order to obtain meaningful data. The data were transcribed and coded for the researcher to come up with the emerging themes. The themes that emerged from the testimonies of the participants were clustered into a superordinate theme: Plugged in surveillance, evince reciprocity, paradigmatic positive alacrity, and fondness of diversity. Moreover, a compendium of best practices was developed to provide opportunities and tools for the school leaders in addressing and meeting the challenges in the new normal in education. The results of the study can be used by the school heads in addressing the challenges that they are facing in different circumstances like this pandemic. Their roles are becoming broader and spiced up by some complications brought about by the need to be more responsive and able to maintain the quality characteristics of basic education services primarily wielded out by teachers and with the support of local stakeholders in these most trying times of pandemic. A compendium of best practices is necessary since it will serve as the guide of the school heads in providing solutions to the existing problems because of the pandemic, and at the same time, it will be their framework in replicating and adapting the best practices shared by the participants.

This study examines the perceptions of social welfare and education officers in Ghana about school social work practice and its possible contributions to improving academic performance at the basic level of education. Qualitative data were collected through two focus group discussions with social workers and education officers. Participants expressed views that school social work interventions are needed to strengthen the bond between the home and the school, help students deal with psycho-social problems, and reduce the burden on teachers. Suggestions were also made on the best ways to foster the practice of school social work in Ghana. Theses coalesced around three core themes: active engagement of stakeholders, a robust funding mechanism to develop and sustain social work interventions in schools, and a long-term agenda to train and recruit more school social workers.

Tildelingsmodeller er budgetmodeller, der tildeler ressourcer fra et overliggende styringsniveau til decentrale udførerenheder ved anvendelse af matematiske formler. Denne form for budgetmodel vil altid repræsentere en incitamentsstruktur. Effektbaserede tildelingsmodeller er karakteriseret ved, at de indebærer incitamenter, der fremmer effektskabelse. I artiklen skelnes mellem direkte effektbaserede tildelingsmodeller, hvor tildelingskriterierne er formuleret som effektmål, og indirekte effektbaserede tildelingsmodeller, hvor formålet med tildelingskriterierne er at sikre økonomiske incitamenter til at øge omkostningseffektiviteten, men uden at effekt indgår som et tildelingskriterium. For at vise, hvordan principperne kan anvendes i praksis, fokuserer vi på grundskolen, hvor det er en central opgave at sikre, at de enkelte skoler har tilstrækkelige ressourcer til at gennemføre undervisningen for de børn, der er indskrevet på skolen, samt at imødekomme børnenes behov. Vi viser eksempler på, hvordan effektbaserede principper kan anvendes på grundskoleområdet, idet vi dels viser, hvordan der kan indbygges direkte incitamenter i en tildelingsmodel, dels diskuterer, hvilke betingelser der skal være opfyldt, for at direkte effektbaserede tildelingsmodeller kan anvendes.

Despite heavy investments in training and development, low-quality education standards and challenges in management practices have been a sticky problem in the Kenyan education sector. Organization Theory guided the main aim of this study in establishing the relationship between management policies and transfer of skills for public secondary school headteachers in schools management. The study adopted a descriptive research design. Questionnaires were used to collect quantitative and qualitative data. Data were analyzed through descriptive and inferential statistics. The study population comprised 226 headteachers. A mixture of stratified random sampling and census study was adopted in sampling 69 respondents. The results established that management policies explained a 23.4% variation in the transfer of skills for school heads. ?1 = 0.536 and p-value = 0.000 (p

The purpose of this study was to study the elements of the teacher development system in learning management according to the concept of Education 4.0 with a professional learning community process in secondary schools under the Office of the Basic Education Commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. The sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, which is a 5-level rating scale. System Components Teacher development in learning management According to the educational model 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, there are 4 main components, 13 subcomponents, namely; 1) The inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) The process consists of (1) Identifying challenging problems, (2) Concept finding stage, (3) Planning and development stage, (4) Testing and evaluation stage, (5) Presenting results to society. 3) Productivity consists of (1) Teachers have knowledge and understanding of learning management, (2) Teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. And, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components..

PurposeThe purpose of this article is to investigate the effectiveness of accountability mechanisms employed in financial management practices of school principals in the Eastern Cape Provincial Department of Education. The strengths and weaknesses of the systems and mechanisms of the processes to hold school principals accountable are explored in detail in this study. The argument that this article seeks to advance is that accountability of the school principal to the school governing body (SGB) does not yield the best results in terms of efficiency. It creates a loose arrangement in terms of which the school principal takes part in financial mismanagement in schools.Design/methodology/approachData collection was made through semi-structured interviews whose purpose was to draw experiences from SGBs, particularly the finance committees who are in fact the sub-committees of the SGBs; as well as literature review. The finance committee is made up of the chairperson of the SGB, the secretary of the SGB, the treasurer of the SGB, and the financial officer who is a clerk responsible for the keeping and the management of financial records of the school. The process started with semi-structured interviews, then transcribing, coding, developing themes, making meaning of the themes and subsequently developing a principle.FindingsMechanisms employed by schools and the Department of Education to hold principals accountable for their financial management practices fail to make them fully accountable and effectively face the consequences of acts on their part that are illegal and unlawful. The mechanisms need a great deal of overhauling. The argument that this article seeks to advance is that this account of the school principal to the SGB does not yield the best results in terms of efficiency. It creates a loose arrangement in terms of which the school principal easily gets away with a crime when financial mismanagement occurs in the school.Research limitations/implicationsParticipants could possibly not be comfortable and willing, to tell the truth as it is. Participants might have the fear that telling the truth could land them in trouble with the law. Whilst participants were assured by the researchers of their anonymity and the confidentiality of the information given by them, there was no guarantee that the fear of being exposed would subdue completely. There was also a possibility that some participants would not be willing to say the truth as it is for fear of being victimised by other participants for exposing the status quo in their schools.Practical implicationsThe findings and recommendations from this study may be used by the Department of Basic Education as a source of information for policymakers and stakeholders to understand the effectiveness of their mechanisms to ensure the accountability of school principals on issues of financial management. On the basis of this study, policymakers will then be able to revisit their policies for the purpose of strengthening them. The principal is therefore responsible for the day-to-day administration and management of school funds because of this mandatory delegation. However, when things go wrong, it is the SGB that is held liable.Social implicationsSchool principals hold dual accountability in terms of which they are accountable to the employer only in so far as their professional responsibilities are concerned on financial management in the first instance. They are by no means accounting officers in schools. In the second instance, they are fully accountable to the SGB for issues relating to financial management. Section 16A of SASA lists the functions and responsibilities for which the principal as an employee of the Department of Basic Education, and in his official capacity as contemplated in Sections 23(1) and 24(1) (j) of the same Act, is accountable to the head of department (HOD).Originality/valueThe study provides a theoretical and empirical contribution to the existing literature on the effectiveness of the mechanisms employed to ensure the accountability of school principals in their financial management practices in schools. It offers practical recommendations putting in place mechanisms that effectively hold school principals wholly accountable for their financial management practices in schools. Most of the time, it is easy for the principal to get away with a crime even in instances where he or she is called upon to account for alleged financial mismanagement.

Extension actions and projects can help maintain the relationship between the university and society, in order to meet the needs of the external community, maintaining connections with social demands, public policies and diverse social movements in order to reduce inequalities and promote social inclusion. The project UFS de Braços Abertos, which is linked to the course in Tourism, is one such project. It offers guided tours for visiting elementary and high school students to the university campus, in order to present the university, its courses, the services offered, and the research and extension projects developed, creating a closer relationship between higher education and basic education. Based on this premise, this work analyzes the relationship between tourism, university extension and basic education, through the guided tours conducted as part of the UFS de Braços Abertos project, focusing on specifically on the participation of the Executive Secretarial course. In terms of approach to the problem, this study used qualitative research. The methodological procedures adopted were bibliographic research, and interviews with the head of the Executive Secretarial department and students of the course. We also sought to identify the perceptions of lecturers of the Executive Secretarial course in relation to the importance of the project, and the visits by school students to the University. The project helps to demystify the widely held perception, among students in basic education, that attending a federal university is a distant reality. The school students often arrive with this view, but after the visit, they are able to understand more how this universe works, and can dream of applying for place at university when they leave school. The report of experience presented clearly shows the important role of the UFS de Braços Abertos project, not only for the school students who may enter the university in the future, but also for students of the Tourism and Executive Secretarial courses, as it gives them an opportunity to promote and publicize the courses, stimulating the curiosity of the visiting students and showing them more about the respective professions, which can help them make future career choices.

Education is an indispensable public service for the country's development. In order to have access to quality education, more must be invested, especially in basic education, since it is the basis for educational development; however, not as much is invested compared to other OECD countries. In recent years, the basic education budget as a percentage of GDP has shown a downward trend from 2.3% to 1.9%. Similarly, in the results of the last PISA test, Mexicans were positioned below the average, reflecting low performance compared to the OECD average. The objective of this research is to analyze whether public spending on basic education in Mexico has an impact on the quality of education at this level, measured in terms of the PISA test. It is also based on the trend method to analyze variations in spending. This contributes to the fact that due to the decreasing trend of the indicators, the competent authorities in Mexico design new policies that meet the needs of the new generations and lead to an increase in the performance of young Mexicans and increase the degree of educational quality in basic education.

Este trabalho teve como objetivo realizar uma revisão sistemática de teses e dissertações que tratam de narrativas digitais de professores atuantes em escolas de Educação Básica e Educação Superior no país. Para tanto, buscou-se analisar dissertações e teses existentes no Portal de Periódicos da Capes do período de 2016 a 2018 sobre essa temática. Trata-se de uma a pesquisa exploratória e descritiva sendo que os seus dados e sua análise foram explorados de forma quantitativa e qualitativa. O material da investigação foi composto por 07 trabalhos que atenderam aos critérios de inclusão e exclusão previamente definidos. A análise permitiu observar que o tema foi pouco explorado no cenário brasileiro até 2017. Os resultados apontam que a partir de 2018 houve uma mudança significativa no que se refere ao aumento de pesquisas sobre as narrativas digitais de professores. Entre as áreas mais exploradas, o destaque é para a Educação, em seguida, a seguir estão os trabalhos na área de Ensino de Ciências e Cognição e Linguagem.

In view of globalization, the internationalization of basic education has become a world trend. It is an important strategic tool for each country to actively deal with the challenges of globalization, and it is also the main way to improve the quality of education around the world. The development of the internationalization of basic education requires the active participation of all countries around the world, in which it will have an impact and influence on the educational development, educational concept, and teaching management of all countries. However, only by conforming to the historical and inevitable trend of the internationalization of education, understanding the actual situation of the country’s economic development, social development, and educational context, studying and implementing development strategies, as well as integrating healthy internationalization into the educational practice, then the internationalization of education can develop further so as to promote the rapid development of the whole world’s education cause.

El propósito del presente artículo es dar a conocer la relevancia de la estrategia metodológica de flipped classroom o aula invertida en la educación, utilizando una revisión bibliográfica de 23 documentos en revistas indexadas (Redalyc, SciELO, Dialnet, EBSCO, EDUTEC, ProQuets y Scopus),en donde se ha podido apreciar que los fundamentos teóricos que justifican la estrategia metodológica de aula invertida son principalmente la teoría del conflicto cognitivo de Piaget, y el aprendizaje cooperativo de Vygotsky, donde el proceso de enseñanza y aprendizaje se concibe a través de un trabajo colaborativo e interactivo y de construcción por parte del estudiante. Esta estrategia emerge como una propuesta en el cambio educativo, que va desde la educación básica hasta la educación superior, como una oportunidad para fortalecer el proceso de enseñanza aprendizaje. Esta propuesta ha tenido gran impacto en el campo educativo ya que muchos docentes han mejorado su desempeño, con actividades dinámicas creando en los estudiantes una gran expectativa sobre la construcción de sus aprendizajes y ser el protagonista de los mismos, ayudando a solucionar problemas de su entorno. En tal sentido el método de aula invertida contribuye a mejorar la práctica docente, de igual modo, les permite dedicar un mayor tiempo a atender la diversidad en el aula y personalizar la respuesta educativa que se ofrece a cada alumno, adaptándola a sus necesidades individuales.

This research project had the objective of synthesizing and process of the development of functional competencies of Heads of Departments of secondary schools under Office of the Basic Education Commission in Thailand. The study of the synthesis of Heads of Departments is carried out in 3 steps, namely, 1) data reduction, 2) data display, and 3) conclusion drawing/verification. The findings were as follows. The 7 components consist of 1) intellectual leadership, 2) quality management, 3) educational innovation and information technology, 4) professionalism development, 5) curriculum, measurement and evaluation of learning, 6) learning organization, and 7) professional ethic.

Tendo presente o isolamento social provocada pela pandemia covid 19, ensinar e aprender só foi possível, através do formato ensino a distância, utilizando os computadores, smarphones, tablets, televisão, internet e plataformas digitais. O ensino presencial foi substituído pela modalidade de ensino a distância, obrigando as escolas a repensarem novos modos de organização curricular, pedagógica e administrativa, com o objetivo de poderem dar continuidade ao processo de ensino e de aprendizagem, junto de todos os alunos. Neste artigo, apresentamos os resultados de um estudo que teve como objetivo principal conhecer as perspetivas de professores da educação pré-escolar e do 1.º ciclo do ensino básico, sobre como foram monitorizadas e avaliadas as aprendizagens, durante a educação a distância. Para isso, foram realizados dois inquéritos por questionário, um para os professores da educação pré-escolar e outro para os professores do 1.º ciclo do ensino básico. Os dados foram recolhidos, através da plataforma Google forms, junto de (n=245) professores dos mesmos níveis de ensino e utilizamos o tratamento estatístico descritivo e inferencial, usando-se o software SPSS para a sua análise. Os resultados apontam que a maioria dos profesores: i) recorreram, ao manual adopado, vídeos, jogos, fichas e às plataformas digitais (facebook, whatsap, classroom,);ii) comunicou regularmente e acompanhou os alunos em todo o processo do ensino a distância com exceção dos alunos com ausência de recursos educativos a nível das Tecnologias Informação e Comunicação (digitais). Na avaliação as evidências avaliativas foram diversificada desde o trabalho individual; fichas; questionários; fotos; vídeos; portefólio; Ensaio/composições /reflexão crítica e outros. Os professores e alunos adaptaram-se a metodologias de trabalho, para mediar o ensino e aprendizagem, através do desenvolvimento de competências digitais.

En México, los bajos niveles de Comprensión Lectora señalados por distintas evaluaciones estandarizadas (SisAT, EXCALE, PLANEA-SEN y PISA), motivan esta investigación que plantea un análisis minucioso de las prácticas docentes cotidianas, para responder la pregunta de investigación: ¿Cómo el enfoque de la enseñanza directa en la alfabetización inicial impacta en la comprensión lectora de los alumnos de Educación Básica? Conocer esta interrelación contribuirá a resolver las problemáticas que aquejan la educación básica en nuestro país. El presente estudio considera los tres niveles de educación básica, preescolar, primaria y secundaria; a 190 docentes, es decir, el 70 % de la población magisterial y a 5,171 alumnos, es decir, 73% del total de adscritos a las diversas instituciones públicas y privadas de las zonas escolares 015 y 049 de Cancún, Quintana Roo. Para comprobar la hipótesis planteada y establecer la relación entre las variables, los datos recabados fueron sometidos a la prueba de chi-cuadrado () en donde el resultado figuró como 12.9991 > 6.635 por lo tanto (Hi) es positiva, de esta forma se precisa que el enfoque del método de adquisición de la lectoescritura empleado en la alfabetización inicial guarda estrecha relación y es determinante para la Comprensión Lectora.

The aim of this study was to examine the effect of cloud computing on predicting academic performance in Kuwait. Participants were respondents from College of Basic Education, department of Educational Technology. There were 130 participants (all were girls) from the first to fourth academic year. They aged 18-22 years (M= 20.6, SD= 5.76). This study utilized quantitative techniques and tools such as questionnaires for data collection. Pearson correlation and moderated hierarchical multiple regression analyses were employed to test study hypotheses. Descriptive data and inter-correlations indicated cloud computing adoption correlates positively with academic performance (r = 0.43). Findings also indicated that CC yielded a coefficient of multiple regression (R) of 0.327 and a multiple correlation square of 0.322. This shows that 32.2% of the total variance in AP of those who participated in the study is accounted for by CC. It was found that the following beta weight which represented the relative contribution of CC to the prediction of AP was observed. CC (b = 0.572, t = 7.892; P < 0.01). Key words: cloud computing; academic performance; Kuwaiti students; College of Basic Education, PAAET.

The article aims to understand how governmental actions have materialized the articulation between post-graduation in stricto sensu education and elementary school regarding teacher training through the discussion about the relationship between the stricto sensu formation and the continued formation of teachers who work in basic education. The concerns that led to the writing of this article were the questions regarding the role of the Coordination of Improvement of Higher Education Personnel (CAPES), the objectives of the Postgraduate Education Programs (PPGE) in relation to the training of their students, of the difference between the professional and academic masters in terms of the proposal for stricto sensu formation of the teacher of basic education, in relation to the regiments of the stricto sensu postgraduate programs in education. In order to make possible the proposed research, a bibliographical research was done on the subject and analysis of documents of the Ministry of Education (MEC), CAPES and the graduate programs stricto sensu. As considerations it is possible to infer that there are actions that materialize possible articulations between the post-graduation stricto sensu and elementary school, as well as institutions that already bring in their regiments this question. However, there is still a long way to go in the approximation between university and school.

The transition from basic education to higher education and, finally, to work, can be difficult to negotiate for any young person. Such a transition can be challenging, particularly within the curr...

Nas últimas décadas espalharam-se pelo mundo discussões e propostas relativas à Educação Ambiental (EA) e aos seus valores. A literatura que trata do assunto tem ressaltado a importância do trabalho com seu conteúdo valorativo, que não pode ser negligenciado. Entretanto, soma-se ao fato da EA ser um tema relativamente recente nos programas de formação docente as dificuldades do professor para trabalhar com valores. Este trabalho apresenta uma reflexão sobre essa questão, a partir de uma pesquisa bibliográfica que foca essencialmente alunos do ensino básico (7 a 10 anos de idade), estendendo-se o estudo nalguns casos até ao 3º ciclo do ensino básico (12 a 15 anos). A conceção de EA na maioria dos casos era desconhecida dos participantes, sendo que as discussões sobre a relação da questão ambiental e o modelo capitalista e consumista de nossa sociedade causou sentimentos de desânimo e ceticismo. Questões relativas à universalidade de valores, neutralidade do professor e dimensão afetiva, mostraram-se complexas, indicando a necessidade de espaços contínuos de formação, em que se considerem tanto conhecimentos a serem construídos e aprofundados, como sentimentos que surgem neste processo.

The article in question deals with the construction process of the Mathematical Curriculum Programs and Goals for Basic Education, concluded in 2013, and the Essential Apprenticeships concluded in 2018, in Portugal, prescribed curricular documents, whose constructions showed political components and which are being the subject of many conflicts and tensions in the context of the country. For the study, the policy cycle approach, formulated by Stephen J. Ball and collaborators, has been frequently used by curricular policy researchers, among other fields, configuring a relevant methodological bias for understanding the approval processes of documents from the contexts of production and influence, as well as the paradigms that guided these constructions and the ideological constraints that result from the international reform agenda. To achieve this objective, positions were analyzed through public letters and reports from entities at specific times during the processes of recent reforms of the documents prescribed for mathematical learning in Portugal. The study raised reflections on the vertical models, redemptions of curriculum documents that are no longer in force, the contents as instruments of management and performance, as well as the silencing of voices of educational entities during the reform processes.

The pandemic changed the student learning process at the basic education level, from face-to-face and turned into an online system. It has resulted in one aspect of student skills, namely creativity, being not optimal developed. The mobile graphic design training program, use the pixel lab application, provides a stimulus for students to hone creativity through making designs that will be needed in doing school assignments. The method of this program is divided into three stages, situation analysis, needing analysis, and implementation. The training was attended by 30 students from MI Jatigede – Bojonegoro. The training is divided into three sessions: introduction the applications, guided practice, and self-paced assignments. Keywords: Mobile Design Graph, Creativity, Pandemic, Basic Education Level

The sanitary emergency caused by COVID-19 determined the compulsory confinement; this confinement caused a change in the educational system, for example, leaving face-to-face education and moving to the virtual or remote way; it also meant that established concepts such as quality had a new connotation; consequently, principals, as managers and responsible for quality assurance in their institutions, faced a challenging situation at this juncture. The objective of this study was to explain the incidence of management to promote educational quality during the health emergency; a census sample of 84 principals belonging to private regular basic education institutions was used; two Likert-type questionnaires with 22 items were applied as an instrument, which were processed with the SPSS 24 program. In the explanatory and descriptive statistical processing of the study variables, the predominant level was acceptable. Therefore, it was concluded that management was adequate to promote educational quality in schools during the health emergency.

The relationships and differences between organizational learning and the performance of teachers in five public educational institutions in a district of Lima were determined. It was a quantitative study with a comparative correlational, non-experimental design. 145 teachers were surveyed with two validated questionnaires. The Tau-b-Kendall correlation test was used for correlation analysis. For score comparisons, the normal Z test, analysis of variance and a Scheffe test were used. Significant associations were found between the variables, and it was also determined that there were differences between the average scores of the teachers by educational level (initial, primary and secondary), with greater associations between teachers at the initial and secondary levels. Finally, the promotion of learning is an aspect that would require greater attention for the better performance of regular basic education teachers, and more aggressive strategies should be established from the institutional directions to promote more and better organizational learning as a work philosophy in these professionals in a social context where knowledge and technology interact at the level of mimicry in a structure that requires competitiveness at the human evolutionary level.

The objectives of this research to measure the effectiveness and analyze the factors that influence the effectiveness of basic training agricultural extension experts organized by the Secretariat Bakorluh Bengkulu Province. This research was conducted in March through June 2015 and used slovin methods. The study population was defined as many as 36 people of 40 people from the extension of existing civil servants. Data analysis was done by using tobit models. The results showed that : 1) some characteristics of extension that is age and work experience significantly influence the effectiveness of training 2) several factors including the method of training, facilities and trainers significantly influence the effectiveness of training. 3) The level of effectiveness basic education and training of agricultural extension experts by secretariat of Bakorluh Bengkulu province in middle category or sufficiently effective;.

This article discussed the challenges facing planning of education in Federal Capital Territory, Abuja, Nigeria. The article made used of secondary data which was sorted from print material and online publication. The article identified; inadequate planning funds, inadequate Educational Planners, lack of data/information to plan, lack of planning materials, political influence, political instability, institutional corruption, poor implementation of planed actions and poor capacity development of educational Planners as the challenges facing planning of education in Federal Capital Territory, Abuja. To solve these problems facing educational planning in Federal Capital Territory, Abuja, the following was suggested: generation of creditable data/information for planning, adequate funding of educational planning, provision of planning materials, employment of more professional educational planner, ensure independent of educational Planners, fight institutional corruption, ensure policy continuity in Federal Capital Territory, and ensure constant training and retraining programme for Educational planners in Federal Capital Territory, Abuja, Nigeria.

The existence of madrasah ibtidaiyah is equivalent to elementary school as part of basic education. The core activity of a school or madrasa is learning. Children enrolled by their parents in the madrasah ibtidaiyah are so that children can easily learn a number of important basic subjects so that children become pious children. In other words, children who learn will become adults, because they master a number of subjects, or the knowledge needed according to the curriculum to live in society, or continue to higher education. For this reason the effectiveness of learning becomes the teacher’s task, because it requires professional teachers who are able to realize successful learning, especially seen from changes in student behavior, both cognitive, affective, and psychomotor.

School lockdowns in response to COVID-19 have forced teachers around the world to quickly and unexpectedly shift from face-to-face to distance teaching. The struggle with the forced transition has been even more severe in the lower levels of schooling than in higher education institutions, which had already established online course delivery before the crisis. The current paper investigates Finnish primary teachers’ principles for high-quality distance teaching. Twenty primary teachers were interviewed in April 2020 during the fourth week of the two-month distance teaching period. The findings from phenomenographic analysis revealed that high-quality distance teaching at the primary level requires (1) relatedness, (2) design, (3) routine, and (4) control. This study illustrates the understanding of teachers’ working in a basic education system ranked among the best in the world and thus provides valuable insights for developing instructional practices in distance education. [ABSTRACT FROM AUTHOR] Copyright of Scandinavian Journal of Educational Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching aids at the higher education level are not something strange and rare, because the level of need in terms of material presentation is felt more useful and easy. Especially for the basic education level, a tool for delivering material to elementary school children which have been more conventional in the form of teachers reading or writing material, meanwhile, students copy what the class teacher writes. This habit of course will be slow and monotonous and can increase boredom in following the teaching and learning process. To reduce the level of boredom and the less attractive way of delivering this teaching material, it is necessary to have a way that can arouse learning enthusiasm for students at the basic education level, namely in the form of visual displays using computers as the main tool with more material content. new and innovative. This is even more so if it is applied in the form of introduction to nature reserves, history, and cultural heritage. The enthusiasm of the students while trying the puzzle game application based on the introduction of Bengkulu's culture and natural wealth encouraged the students to get to know and understand more about the importance of maintaining and being proud of the natural and cultural wealth of the Bengkulu people.

Pendidikan merupakan tonggak bagi peradaban suatu bangsa. Terlepas dari itu perkembangan teknologi informasi yang semakin pesat di era globalisasi saat ini tidak bisa dihindari lagi pengaruhnya terhadap dunia pendidikan. Seiring dengan perkembangan teknologi informasi khususnya internet dalam sistem informasi, proses belajar mengajar telah memanfaatkan teknologi informasi tersebut baik dari jenjang pendidikan dasar. Inovasi-inovasi baru mucul untuk menunjang kegiatan pembelajaran sebagai dampak dari perkembangan teknologi. Salah satu dari inovasi tersebut penggunaan smartphone menjadi sebuah media pembelajaran yang menarik dan menyenangkan apabila diisi sebuah aplikasi dan konten-konten edukasi. Penggunan smartphone telah meluas hingga ke berbagai macam kalangan, hingga ke peserta didik yang kini telah menggunakannya. Dengan ini diharapkan penelitain dengan pembuatan aplikasi mobile e-learning sistem informasi sehingga membantu memaksimalkan proses belajar siswa secara mudah

La investigación influencia del internet en el rendimiento académico de los estudiantes del nivel de Educación Secundaria de Educación Básica Regular de Cerro de Pasco, provincia y región Pasco – Perú, tuvo como objetivo principal determinar la influencia del uso de internet en el rendimiento académico, asimismo; describir como favorece en los aprendizajes de los estudiantes, y explicar en qué medida el uso del internet mejora el rendimiento académico de los estudiantes. El tipo de investigación fue básica de nivel descriptivo – explicativo, se utilizó el método científico, además el hipotético – deductivo, en una muestra de 92 estudiantes de tipo probabilístico estratificada. Se hizo uso la encuesta en la aplicación del cuestionario de 26 preguntas, obteniendo como resultado según el estadígrafo de Correlación de Pearson 0,639, nivel de correlación alta, lo que permitió determinar que el uso de internet influye en el rendimiento académico de manera significativa.

The School Operational Assistance Fund is the government's effort in increasing the achievement of the Compulsory Education Program, this cannot be separated from the situation during the current pandemic. The Ministry of Education and Culture of the Republic of Indonesia issued a circular regarding the use of School Operational Assistance funds during the pandemic, in this circular there were several changes to the policy on the allocation of funds and the emphasis on allocation related to preventing the transmission of Covid-19. The purpose of the study was to obtain an overview and describe the implementation of the distribution of School Operational Assistance funds in Bandung Regency during the Covid-19 pandemic. The method used is descriptive qualitative research method with data collection techniques in the form of observation, interviews, and documentation, while in analyzing the data the author uses three activity lines, namely data reduction, data presentation, and drawing conclusions. The findings of this study are that there are still schools that do not participate in socialization activities so that the implications for socialization are less than optimal because the socialization is less targeted. The conclusion that the authors take is that the implementation of BOS distribution in the Regency has not been maximized, this is because there are still indicators that have not been fulfilled in its implementation, especially those in the dimensions of communication and resources. Therefore, the authors suggest to local governments to improve the ability of schools in managing BOS funds through improving facilities and infrastructure, socializing, training, and hiring employees who have basic financial management.Keywords: Implementation, School Operational Assistance Fund, Basic Education

For many years there is a sharp decline in the number of applicants seeking engineering education in Ukraine. The trend has a direct threat to the economic situation and the existence of the Ukrainian state, because there are engineers and workers who determine GDP growth in our country, increase a welfare, a social benefits, an ability to reform the tax, judicial, law enforcement and health care systems, increasing of the defense capabilities of the Ukrainian Armed Forces, etc. Instead, today the most popular specialties among entrants are: foreign philology, law, international economics and psychology. The purpose of the article is to analyse main changes necessary for the implementation in the higher engineering education to level up graduates’ ability to solve the complex problems of technology and research in the industrial enterprises. The analysis of the reasons leading to the decline of the engineering education in Ukraine is conducted. Classification of factors that are the determinants for maintenance of high-quality engineering education is provided. Main factors that determine the popularity of engineering education and ways to increase its prestige are analysed. In particular, emphasis is placed on improving of the quality of secondary education, including mathematics and physics, on the importance of basic education of mechanical engineers, state policy in advertising engineering education, workload and wages, material-technical support, etc. It was proposed to gradually reduce the annual workload and to increase the allowances for the degree. The list of general engineering courses, fundamental in the training of a mechanical engineer, was provided., Внаслідок відкриття великої кількості нових спеціальностей, здебільшого неінженерного профілю, в Україні спостерігається неухильне зменшення абітурієнтів, які прагнуть здобути інженерну освіту. Ця тенденція несе загрозу як економічному становищу, так і самому існуванню української держави, оскільки діяльність саме працівників інженерних та робітничих професій є визначальною для зростання ВВП та підвищення добробуту громадян. Метою статті є аналіз основних змін, які необхідно провести у вищій інженерній освіті з метою підвищення рівня випускників, здатних вирішувати складні завдання конструкторського, технологічного та дослідницького характеру на промислових підприємствах. Для вирішення завдань дослідження було використано теоретичний метод (вивчення та аналіз сучасних умов підготовки інженерів-механіків у технічних закладах вищої освіти в Україні), порівняння та узагальнення наукових джерел із досліджуваної проблеми.. Виділено основні фактори, які підлягають змінам: державна політика в галузі популяризації інженерної освіти, навчальне навантаження та заробітна платня, матеріально-технічне забезпечення.

Worldwide, quality education is a platform for social and personal development. In recent times, pupils in basic schools in Nandom Municipality seem not to acquire critical learning skills and consequently are underperforming. This paper investigates the interrelated and multi-dimensional factors affecting quality education in basic schools in the Nandom Municipality. Through the system andhuman capital theories, the paper draws a link between the various kinds of educational inputs pupils receive, the processing of such inputs and their outcomes, which reflect in their academic performance at the Basic Education Certificate Examination (BECE). The study employed a mixed research methods design. Cluster sampling technique and purposive sampling technique were used to selectrespondents. The study found that many pupils are not acquiring foundational knowledge in Literacy and Mathematics as reflected in the BECE performance due to inadequate educational resources, poor school management and supervision, and family socio-economic background factors. The study concludes that the quest for quality education for pupils would continue to be illusive unless thefundamentals underpinning quality education such as school resources and management are improved. It is recommended that government provides adequate educational resources for schools and reinforces the decentralisation concept of school management. Keywords: Quality Education, Resources, Management, Pupils, Learning Achievements

O livro didático é um material importante para os estudantes da Educação Básica como fonte de consulta e, também, para os professores como suporte pedagógico. Este trabalho teve o objetivo de avaliar, no âmbito socioambiental, a abordagem do tema Chondrichthyes, em nove livros didáticos de Biologia do Ensino Médio, aprovados pelo Programa Nacional do Livro Didático 2015 (PNLD). Para avaliar as abordagens, por meio de metodologia qualitativa, utilizaram-se, como parâmetros, os critérios estabelecidos pelo PNLD 2015 e as Diretrizes Curriculares Nacionais para a Educação Ambiental. Observou-se a falta de uma abordagem crítico-reflexiva acerca da relação entre tubarões-ambiente-seres humanos. Verificou-se nos textos uma visão negativa atribuída aos tubarões devido aos incidentes de ataques a humanos. Constatou-se, assim, a necessidade de discutir a situação socioambiental dos Chondrichthyes, o papel desses organismos na regulação trófica dos oceanos e contextualizá-lo diante da problemática da perda de habitat e do finning, abandonando a visão antropocêntrica e utilitarista ainda encontrada em alguns livros didáticos do Ensino Médio.

Solo teaching has proved to be an important resource in school teaching practices when associated with other subjects, although it has not yet received due notoriety. This article aimed to report the importance of practical teaching and field activities for the development of knowledge in soils and environmental education with elementary school students from public and private schools in the city of Sao Luis- MA. The activities were developed with 6th and 7th grade students from the o Bom Pastor School and the Adventist School and 9th grade students from the Jose Goncalves do Amaral Raposo basic education unit in 2019. Expository and practical classes were held at the University premises Federal do Maranhao - Dom Delgado Campus with the objective of encouraging students to associate the contents covered in the classroom with the environment around them. It was found that the students' knowledge about the themes that involve the soil are still quite superficial and this is a reflection of the educational system itself limited to unilateral teaching practices, without much interaction with other disciplinestais, such as biology and chemistry, causing losses in the formulation of a reflective critical knowledge of students, especially in the process of environmental awareness. On the other hand, the realization of practical activities in the field and in the classroom with the handling of didactic resources enabled a vast exchange of knowledge that provoked in the students a series of questions and reflections about what they were experiencing.

O presente artigo traz em memória uma experiência de política pública municipal de Educação Profissional integrada com a Educação de Jovens e Adultos na etapa do Ensino Fundamental. A pesquisa objetiva evidenciar o processo de construção da política pública local, observando suas especificidades curriculares e sua aproximação com a política nacional de formação integral de trabalhadores (as), no período de 2004 a 2016. A investigação é de caráter qualitativo, sistematizada num perfil de estudo de documentos. Para organização dessa metodologia tem-se um tratamento do perfil da política municipal e há uma análise dessa experiência em atenção ao Decreto 5154/04 e ao Documento do Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade da Educação de Jovens e Adultos (PROEJA). Assim, a sistematização partiu dos documentos específicos do município em estudo e dos documentos das políticas nacionais citadas. A reflexão está fundamentada na análise das categorias formação integral e trabalho como princípio educativo. O referencial teórico filia-se a concepção de educação critico-humanística. A conclusão evidenciou que a política municipal teve proximidades com a política nacional, pois apresentava um compromisso de educação de trabalhadores (as) em perspectiva emancipatória, sustentada nos princípios fundantes da formação integral, além disso, elucidou caminhos próprios, retratando especificidades curriculares que mostraram ser significativas para uma proposta de Educação Profissional de base crítica.

This paper seeks to access the stated knowledge about the practices and challenges faced by teachers and educators in the activities of plastic and visual expression in Primary Education in Portugal. As teacher training is nowadays organized in two cycles of higher education: a first cycle of initial training in basic education and a second cycle of specialized training with emphasis on supervised teaching practices, we tried to study some reports of these practices, made to obtain the Master's degree. In these reports, future teachers present the activities implemented in the school context as well as the teaching-learning procedures and strategies developed with elementary school students with the integration of different curricular areas. Neste trabalho procura-se aceder ao conhecimento declarado sobre as práticas e desafios que se colocam aos professores e educadores nas atividades de expressão plástica e visual no Ensino Básico em Portugal. Estando hoje a formação de professores, organizada em dois ciclos de estudos superiores: um primeiro ciclo de formação inicial em educação básica e um segundo ciclo de formação especializada com ênfase nas práticas de ensino supervisionada, procurámos estudar alguns relatórios dessas práticas, realizados para obtenção do grau de mestre. Nestes relatórios, os futuros professores apresentam as atividades implementadas em contexto escolar bem como os procedimentos e as estratégias de ensino-aprendizagem desenvolvidos com os alunos do ensino básico com a integração das diferentes áreas curriculares.

Egyptis now developing and modernizing education via the administrations which cope with the age requirements. Those emphasize quality and competitive ability. Nevertheless, basic education in Egypt is confronted by various problems to reach assessment mechanics in addition to lack of formulating a paramount vision of syllabuses and school activities in order to reach common concepts which link workers, students and the local society. Besides, Students have no say about the syllabuses they study or the methods used to teach those syllabuses. Consequently, this weakens the application of quality pointers in schools. In addition, there are reasons related to the educational organizations themselves such as relying on traditional teaching methods, lack of professional development, the wide gap between the training programs and real needs of development, the weakness of school administrations to achieve reformation of quality and finally the lack of understanding and integration in internal functional roles. This research aims through seeking answers to the research questions concerning formulating assessment mechanics to the basic education total quality administration in the light of Egypt 2030 Strategy through: Assessing the basic stage effectiveness in general in the light of Egypt Strategy 2030. And Assessing the basic stage quality and accountability mechanics in the light of Egypt Strategy 2030. The importance of this research is that it is hoped to lend a helping hand to policy makers and decision takers in educational administrations to recognize the downsides of traditional school administrations, and how far workers are in need of such a kind of administration in order to be able to do their best. It is also hoped that the study presents a suggested concept of the mechanics to assess total quality. That concept is to cope with the world trends and the current efforts to reform education and which focus on achieving quality in educational organizations. Among the most important recommendations are the necessity of using modern teaching strategies which satisfy the students’ needs through training teachers to the recent strategies and providing the required technological methods to apply those strategies in order to better the internal competence through modifying the quality and quantity of inputs so that they can be used in the best means ever. he study was characterized by objective, human, place and time limitations. By objective limitations, the study was restricted to assessing effectiveness in general and assessing the mechanisms of quality and accountability needed to basic stages of education. Human limitations mean that the field study comprised a random sample of zone directors, heads of sectors, boards of trustee members in addition to school directors. Place limitations refer to some schools in Cairo, Behira, and The New Valley Governorates. Finally, time limitations signify that the field study was applied in the first semester of the school year 2019-2020

Despite the clarity of the South African Schools Act (SASA) 84 of 1996 on the need to craft and implement a learners’ Code of Conduct by school governing bodies (SGBs), there seems to be a gap between the espoused learner disciplinary policies and practice at schools. Using the case study research design, the knowledge scope on education policies by the school disciplinary committees (SDCs) was examined at two secondary schools in a predominantly rural South African district. The study employed a qualitative approach to gather data from purposefully selected informants using focus group and face-to-face interviews. The study sample was composed of 35 participants who were school disciplinary policy duty bearers, comprising 10 SGBs, 10 school management teams (SMTs) and 10 SDC members, as well as five class teachers. The main findings from the thematically analysed narrative data pointed to inadequate knowledge of policies by most SDC committee members. In addition, although the two schools had learners’ codes of conduct that were aligned to SASA, the SDCs were loosely adhering to the provisions of the disciplinary policies in their operations. The gap between the espoused policy and policy in action was found to be due to the policy duty bearers’ inadequate knowledge of the national policy that governs school discipline. This calls for the Department of Basic Education (DBE) to offer policy enhancement workshops for SDCs and to employ a policy monitoring instrument on the functioning of SCDs. https://doi.org/10.26803/ijlter.20.4.17

In this article, the authors analyze the current situation in Portugal, in terms of the relationship between basic education and higher education, focusing on the influence of the COVID-19 pandemic in these processes. Moreover, this piece also addresses the quality of student preparation in basic education for a positive and successful experience in higher education.