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The study aimed to reveal the training needs of educational training supervisors in the education departments in Makkah Al-Mukarramah region in the light of the skills of the twenty-first century, and to identify the training needs of training supervisors related to skills (critical thinking, problemsolving, creativity and innovation, cooperation, teamwork, communication, and computing). information technology, and self-learning), and aimed to reveal statistically significant differences between the average responses of educational training supervisors about their assessment of their training needs in the light of the twenty-first century skills that are attributed to the different variables (educational qualification, experience in training, employer in training, and workplace). To achieve the objectives of the study, the researcher used the descriptive approach, using the questionnaire tool, which contained six dimensions that represent the skills of the twenty-first century: (critical thinking, problem-solving, creativity and innovation, cooperation, working in a team, communication, computing and information technology, and selflearning). The questionnaire, using a comprehensive enumeration method, was conducted on educational training supervisors and supervisors in the education departments in Makkah Al-Mukarramah region, who numbered (176) male and female supervisors. [ABSTRACT FROM AUTHOR]

The research aimed to analyze the scientific production published in scientific articles, theses, dissertations and event proceedings on the uses of the results of external evaluations by the departments of education, school managers and teachers, seeking to understand how the authors of the productions analyzed point out that these instances of education networks appropriate the results of these evaluations. Methodologically, this is a bibliographic study, which was carried out in the Scientific Electronic Library Online (SciELO) databases and in the Portal Educ@ online education publications of the Carlos Chagas Foundation (articles), in the Brazilian Digital Library of Theses and Dissertations (BDTD) (theses and dissertations) and on the websites of the National Association of Education Policy and Administration (ANPAE) and the National Association for Research and Graduate Studies (ANPEd) (annals of events), having as search descriptors the words "external evaluation", "secretariat of education/managers/teachers" and "use of results". The results of the survey on the uses of the results of the external evaluation pointed to 12 studies referring to the departments of education, 8 studies focusing on school management and 10 dealing with uses by teachers, totaling 27 productions, considering that 3 works are repeated in the analyzed focuses. External assessment is centralized and predominantly focuses on student performance. These assessments are mainly based on Portuguese Language and Mathematics contents, which ends up leading to a narrowing of the curriculum, which also end up signaling the investment of education departments, school management and teachers in contents that will be charged for in exams carried out by the government. [ABSTRACT FROM AUTHOR]

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Practitioner research, as one example of research supported by universities, has developed in unexpected ways, some of them unhelpful and has not always generated the benefits predicted. This paper argues that practitioner research has become shaped more by the needs of universities than by the schools and teachers it was hoped it would serve. The paper goes on to explore the idea that the promise of practitioner research has been so beguiling that it has commandeered more than a wise share of attention in universities and that this has been at the expense of exploring some other avenues of engagement with schools. The paper notes that the evolution of practitioner inquiry has taken place at a time when regimes of accountability driven by central government have been visible globally and when universities and schools each had significant pressures to fulfil policy imperatives. The pressure towards performance has in England drawn the attention of universities and schools away from, rather than towards, each other: schools to revised curricula and performance, universities to research and funding. Practitioner research became developed as a skeleton for higher degrees and in that arena universities came to have a role in promoting and at the same time inhibiting and possibly damaging its development. Hopes that practitioner research would come to contribute to mainstream research were not fulfilled and both educational and more especially practitioner research remain problematic in the wider university research agenda. One response is to renew efforts to improve existing approaches and examples of this are now widespread. However, the paper observes that, at present universities’ support for schools seems to reflect only a small part of their much wider expertise and argues that education departments in universities might think much more radically about the range of expertise that they can offer schools, a more imaginative exploration. The paper continues by noting that the challenge for university departments of education of working together equally with schools and teachers is easy to aspire to, but not to fulfil, and this impacts on working with the authentic concerns of schools and on sharing expertise. Further opportunities are available: beyond education departments: for example, other university departments have expertise that education departments might link with which has hitherto remained unexplored. Additional areas which remain under-researched are the processes of incorporating educational change and in making judgments about educational initiatives. Readers are reminded that the accidental barriers produced by the categories of research, teaching and administration are accountancy categories and may demand creative and determined responses. The paper concludes that there is too much to lose by not exploring these or other wider possibilities and much to gain by doing so including opportunities in research. [ABSTRACT FROM AUTHOR]

Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino 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.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl 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.)