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La escuela rural del siglo XXI deberá adoptar un papel fundamental como motor de desarrollo local y como generadora de capital social. Para cumplir con esta función, los proyectos de centro deberían incluir la dimensión territorial, trabajando conjuntamente con la comunidad y los agentes locales, promoviendo así la equidad y la reducción de desigualdades en estos contextos. El presente artículo tiene como objetivo analizar la presencia de la dimensión territorial a través de un estudio transversal centrado en el análisis de los documentos de centro de una muestra representativa de 193 escuelas rurales catalanas. Los resultados evidencian que a pesar de la existencia de proyectos educativos y buenas prácticas que confirman el tratamiento de la dimensión territorial desde la ruralidad, la mayoría de las páginas web de los centros no reflejan con claridad ni su intención ni cómo sus prácticas educativas lo consiguen. Tampoco muestran si este tratamiento se desarrolla en colaboración con la comunidad educativa y las entidades locales. Las conclusiones se refieren a la necesidad de considerar mejoras en la visibilidad del trabajo de dimensión territorial en la escuela.

This text, critically addresses, the issue of education management in order to apprehend elements of a formative planning process based on the relationship between the Secretariat's Action Plan and the Municipal Education Plan (PME) and Political Pedagogical Project instruments. In general, we can declare that the principles of democratic management and participation are basic elements in a planning process for these instruments and that, according to the consonance of subnational plans with the National Education Plan, they are also articulators of education in the municipality. The data analyzed make it possible to indicate that the Secretariat's Action Plan planning process is developed in a distinct and disputed manner, with the idea of a plan standing out as an end in itself and without articulation., RESUMEN. Este texto aborda críticamente el tema de la gestión educativa con el fin de aprehender elementos de un proceso de planificación formativa a partir de la relación entre el Plan de Acción de la Secretaría y los instrumentos del Plan Municipal de Educación (PME) y Proyecto Político Pedagógico. En general, podemos afirmar que los principios de gestión y participación democrática son elementos básicos en un proceso de planificación de estos instrumentos y que, de acuerdo con la consonancia de los planes subnacionales con el Plan Nacional de Educación, también son articuladores de la educación en el municipio. Los datos analizados permiten indicar que el proceso de planificación del Plan de Acción de la Secretaría se desarrolla de manera diferenciada y controvertida, con la idea de un plan que se destaca como un fin en sí mismo y sin articulación., O presente texto aborda, de forma crítica, a temática da gestão da educação com o objetivo de apreender elementos de um processo formativo de planejamento a partir da relação entre o Plano de Ação da Secretaria e os instrumentos Plano Municipal de Educação (PME) e Projeto Político Pedagógico. De modo geral, podemos afirmar que os princípios de gestão democrática e de participação sejam elementos basilares em um processo de planejamento desses instrumentos e que, de acordo com a consonância dos planos subnacionais ao Plano Nacional de Educação, são também articuladores da educação no município. Os dados analisados possibilitam indicar que o processo de planejamento do Plano de Ação da Secretaria desenvolve-se de modo distinto e em disputa, sobressaindo-se a ideia de plano como um fim em si mesmo e sem articulação. Palavras-chave: planejamento da educação, plano municipal de educação, projeto político pedagógico, gestão democrática, transformação social. Municipal Education Plan and Pedagogical Political Project: tracks of praxis formative ABSTRACT. This text, critically addresses, the issue of education management in order to apprehend elements of a formative planning process based on the relationship between the Secretariat's Action Plan and the Municipal Education Plan (PME) and Political Pedagogical Project instruments. In general, we can declare that the principles of democratic management and participation are basic elements in a planning process for these instruments and that, according to the consonance of subnational plans with the National Education Plan, they are also articulators of education in the municipality. The data analyzed make it possible to indicate that the Secretariat's Action Plan planning process is developed in a distinct and disputed manner, with the idea of a plan standing out as an end in itself and without articulation. Keywords: education planning, municipal education plan, political pedagogical project, democratic management, social transformation. Plan de Educación Municipal y Proyecto Político Pedagógico: senderos del praxis formativo RESUMEN. Este texto aborda críticamente el tema de la gestión educativa con el fin de aprehender elementos de un proceso de planificación formativa a partir de la relación entre el Plan de Acción de la Secretaría y los instrumentos del Plan Municipal de Educación (PME) y Proyecto Político Pedagógico. En general, podemos afirmar que los principios de gestión y participación democrática son elementos básicos en un proceso de planificación de estos instrumentos y que, de acuerdo con la consonancia de los planes subnacionales con el Plan Nacional de Educación, también son articuladores de la educación en el municipio. Los datos analizados permiten indicar que el proceso de planificación del Plan de Acción de la Secretaría se desarrolla de manera diferenciada y controvertida, con la idea de un plan que se destaca como un fin en sí mismo y sin articulación. Palabras clave: planificación de la educación, plan de educación municipal, proyecto político pedagógico, gestión democrática, transformación social.

A Magyar Pedagógiai Társaság Kisgyermeknevelési Szakosztály vezetésével széles körű online felmérés készült 2020. első felében az életbe lépett óvodai bezárásokkal kapcsolatos változások feltérképezése érdekében. A kérdőíveket Bakonyi Anna, Kosztel Krisztina és Villányi Györgyné Jutka készítették. A kérdések tartalmaztak statisztikai adatkérést, online óvodai nevelési tervezést, módszertani és megvalósítási módokat, valamint kapcsolattartási, szervezési lehetőségek feltárását is. Az óvodapedagógusoknak és a szülőknek készült kérdőívekben arra kerestük a választ, hogy hogyan élték meg a karanténban, a virtuális térben működő sajátos helyzetet. Kíváncsiak voltunk arra, milyen tapasztalatokkal, érzésekkel lettek gazdagabbak, vagy éppen szegényebbek, s melyek azok a pozitív tudástartalmak, melyek átvihetők, sőt átviendők későbbre is, a mindennapi óvodai életbe. A Facebookon 2020. május 12-e és június 09-e között kiküldött kérdőíveket 1298 óvodapedagógus töltötte ki . A szülők 2020. május 11-e és június 03-a közötti időszakban válaszoltak a kérdésekre, 681-an.

Az 1965-ben fuggetlenne valt Szingapurban azonnal bevezettek a 6 osztalyos kotelező elemi iskolai oktatast – angol nyelven, ami akkor elsősorban az egyseges szingapuri identitas megteremtesenek eszkoze volt. Az angol fokozatosan a teljes oktatasi rendszer nyelveve valt, s a kozoktatas folyamatos bővitese mellett a fő hangsulyt a matematika es a termeszettudomanyok oktatasara helyeztek. Szingapur varosallam, ahol a fuggetlenseg elnyerese ota folyamatosan politikai egypart-rendszer műkodik. Ebből adodoan az oktatasi rendszer – a tanarkepzestől es -tovabbkepzestől a tantervekig es az egyes tananyagokig – erősen centralizalt. Mivel az oktatas tervezese a kezdetektől a makrogazdasagi tervezes szerves resze, a szingapuri oktatasi rendszer rugalmasan illeszkedik a gazdasagi strategia valtozasaihoz. A szingapuri oktatasi rendszer alapvetően angolszasz tipusu, s az orszag gazdasagpolitikajanak megfelelően folyamatosan igazodik a globalis gazdasagi es oktatasi trendekhez. A szingapuri kozoktatas nemzetkozi osszehasonlitasban is kulonosen sikeres – ezt a tovabbtanulasi aranyok es a PISA-felmeresekben elert kiemelkedő eredmenyei is tukrozik. = After its independence in 1965, Singapore immediately introduced six years long compulsory and free primary education in English. Teaching in English aimed creating a unified Singaporean identity. English gradually became the working language of the entire education system. Alongside a steady expansion of public education, the main emphasis was placed on mathematics and science. Singapore is a city-state, featuring a one-party political system since its independence. Consequently, its education system, including teacher training and in-service training to curricula and individual teaching materials, is highly centralised. Since education planning has been an integral part of macroeconomic planning, the education system in Singapore has been flexibly aligned to changes in economic strategy. Singapore's education system is essentially Anglo-Saxon and has been constantly adapted to global economic and educational trends just like the country's economic policy. Singapore's public education system is particularly successful by international standards, as reflected by the high share of students continuing studies in higher-level educational institutions as well as by Singapore’s outstanding rankings in the PISA surveys.

Educational planning documents highlight the importance of differentiation of the learning process and improving individuals' competencies to fulfil complex tasks. By a flipped learning approach, when the students acquire the new information at home, watching the instructional video, more time is devoted to the active learning process in the classroom, as a result of which the students have the opportunity to improve their competencies.Within this article's framework, a case study's data on using a flipped learning approach in teaching elementary school students are analysed. The study included fourteen 4th grade English as first foreign language students of Liepaja Centre primary school. The study was conducted in 2020 from 30 October till 27 November.The study's main objective is to analyse possibilities to differentiate the learning process according to students' individual needs and improve competencies using a flipped learning approach.The study found that teachers have an excellent opportunity to give students individual and useful feedback and differentiate students' work according to their individual needs. The study revealed that students have the possibility to improve competencies.It is useful to introduce teachers to the possibilities of a flipped learning approach to individualize the learning process and develop students' competencies as it is stated in education planning documents.

The advances in technology are eliminating the demand for certain occupations and creating new opportunities. Thus, the universities, teachers, and students have to collaboratively work together to restructure their departments, course offerings, and course contents. Failure to realize the aforementioned initiatives may lead to a loss of quality and competitiveness. This study proposes a decision support system capable of maintaining the quality and competitiveness of the departments and the course offerings. The proposed system consists of three stages. The first stage is the data collection stage. At this stage, data are collected from the internet using web scraping methods. In the second stage, the collected data are turned into meaningful and processable information by natural language processing methods. In the third stage, the alternatives are ranked using multi-criteria decision-making methods. The proposed decision support system provides useful information to several educational stakeholders. First, universities are informed on which departments to create or close as well as the relevant course offerings. Second, information are provided to the teachers to create new courses or shape the course contents. Finally, students are better informed on how to go about choosing the universities, departments, courses, or career paths to pursue. The applicability and reliability of the proposed decision support system were experimentally proven through the use of computer engineering-related job postings and course contents of the universities in Turkey.

The ubiquity of Information and Communication Technology (ICT) in every school framework in the world has become a trend. With ASEAN integration problems in 2015, can fresh and younger HEI's and their students cope with this trend? The goal of this analysis is to decide the preparedness and role of new HEI students in the field of ICT education. In this study a concise template utilizing a researcher-made questionnaire (α=.971) was used. The research findings show that students at college have a optimistic declaration ('agreement') on ICT use in education (x=3.71; S=.75). This was also shown that sex greatly affects the mindset of students (z=3.91, p=.00), where male attitudes are higher (x=3.91) than female attitudes (x=3.61). Moreover, it demonstrates that preparedness for ICT in general has little to do with the mindset of students towards the usage of ICT in school. Nonetheless, there is a important marginal positive association between ICT access and an attitude of significance to 0.05 (r=.15; p=.002; single-tailed), which suggests that the more a student gets introduced to ICT, the more he develops his attitude to ICT education. It was believed that ICT-based curriculum can be readily adopted and modified for the next several years by complete ICT adoption as the current educational framework. Current and younger HEIs will also spend more in ICT Accessibility and Connectivity to further boost ICT-based awareness and preparedness.

The main goal of this paper is to problematize the Plano de Desenvolvimento da Escola Interativo (PDDE Interativo) and the objectification of school management regulation mechanisms. The reflection has as reference the movement of administrative modernization and the regulation called ‘post-bureaucratic’, in which changes in the role of the State are identified, with a focus on managerial management. The analysis is done considering the World Bank’s prescription for the reform of the education systems of its partner countries, especially those in its ‘2020 strategy for education’. We highlight a movement of constriction to a given model of educational reform, based on strategic monitoring, carried out through the creation of online databases. Regulation is discussed from the perspective of the economic imperative, control over the work of the school management, the systematic and strategic collection of school data, as well as the result-oriented financing mechanism. Final considerations indicate the conflict of the PDDE Interativo with the Political Pedagogical Project, as well as pointing to the need to reinforce the autonomy of the school units and the commitment of organized civil society in the search for quality public education and socially referenced. The main goal of this paper is to problematize the Plano de Desenvolvimento da Escola Interativo (PDDE Interativo) and the objectification of school management regulation mechanisms. The reflection has as reference the movement of administrative modernization and the regulation called ‘post-bureaucratic’, in which changes in the role of the State are identified, with a focus on managerial management. The analysis is done considering the World Bank’s prescription for the reform of the education systems of its partner countries, especially those in its ‘2020 strategy for education’. We highlight a movement of constriction to a given model of educational reform, based on strategic monitoring, carried out through the creation of online databases. Regulation is discussed from the perspective of the economic imperative, control over the work of the school management, the systematic and strategic collection of school data, as well as the result-oriented financing mechanism. Final considerations indicate the conflict of the PDDE Interativo with the Political Pedagogical Project, as well as pointing to the need to reinforce the autonomy of the school units and the commitment of organized civil society in the search for quality public education and socially referenced. O artigo tem por escopo a problematização do Plano de Desenvolvimento da Escola Interativo (PDDE Interativo) e a objetivação de mecanismos de regulação da gestão escolar. A reflexão tem como referência o movimento de modernização administrativa e a regulação denominada ‘pós-burocrática’, na qual se identificam alterações no papel do Estado, com orientação à gestão gerencial. A análise se faz considerando as prescritivas do Banco Mundial para a reforma dos sistemas educacionais de seus países parceiros, em especial a constante em sua ‘Estratégia 2020 para a educação’. Destaca-se um movimento de constrição a um determinado modelo de reforma educacional baseado no monitoramento estratégico realizado por meio da criação de bancos de dados online. A regulação é discutida sob a ótica do imperativo econômico, do controle sobre o trabalho da direção escolar, da coleta sistemática e estratégica de dados da escola, bem como pelo dispositivo do financiamento orientado para os resultados. As considerações finais indicam o conflito do PDDE Interativo com o Projeto Político Pedagógico, bem como apontam para a necessidade de reforçar a autonomia das unidades escolares e o empenho da sociedade civil organizada na busca por uma educação pública de qualidade e socialmente referenciada.

Social Science disciplines have always been considered the second choice as compared to the hard sciences in the academic institutions of Pakistan. Does this apply to the national education policy as well, where the state intervention is catalytic in setting up the academic choices of the people? This study, by critically reviewing the national education policies and plans, endeavors to address this important question to understand the role of education planning in promoting/demoting social science academic disciplines in Pakistan. Education policy in Pakistan has been predominantly proposed through eight national five-year plans between 1955 and 1998, to primarily focus on increasing the national literacy rate, and promoting hard science education and vocational training. After the creation of Higher Education Commission of Pakistan in 2002, the policy significantly shifted to Higher Education, yet to focus (natural/computer) science, and technology. Social science is at the periphery of the knowledge mission in Pakistan. The paper concludes that even the long-awaited recent quantitative growth of social science disciplines fails to produce significant impact on national education policy that almost unanimously seeks their economic worth, instead of their inherent social value. Keywords: Education Policy, Social Sciences, Pakistan, Five-Year Plans, HEC

This study aims to describe the concept of educational planning for rural communities in Lahat district. This research is a qualitative qualitative research. Research subjects are rural people who will, are, and after sending their children to school. The data technique uses observation, interviews, and documentation. The data analysis technique was carried out in stages, namely data reduction, data presentation, and data collection. To maintain the validity of the data in the presentation, analysis was carried out with triangulation of sources and techniques. The results showed that there are 4 important elements in educational planning in rural communities, namely the choice of place and department, children's academic ability, parents' financial ability, educational goals, and study time. These four elements influence each other in rural community education planning.

Fostering equity by offering the best education possible to all students is one of the main goals of inclusive schooling. One instrument to implement individualised education is individualised educ...

This paper argues that the design and effective implementation of a school education project (SEP) at university can be a particularly efficient tool to implement a new educational model to improve higher education teaching. Our aim is not to propose an education project but its conceptualization and the dimensions it should include if implemented in the Spanish university context, where the SEP is a novel concept. The SEP identifies, aligns, harmonizes and mobilizes all the university elements and educational resources to achieve the established educational goals. These SEP elements stem from the analysis of, the reflection upon and consequential decisions on this proposal. As the SEP is currently not enforceable by law in Spain, its conceptual content mainly consists of our pre-university education experience, the main contributions of the Hispanic scientific literature from the last years, the experiences of academic-educational contract-programs in some universities and the European standards of quality that apply in the current universities accreditation processes. At an operational level, 35 dimensions are identified and classified into 7 standards which should be used by the universities to take strategical decisions. Having missed the opportunity to implement the SEP in our country during the EHEA implementation, the current university accreditation processes are a new and unexpected chance to implement it.

This study aims to explore the scientific treasures of Islam, especially in the Qur’an, Sunnah and Shirah Nabawiyah in formulating the ideal Islamic education planning concept along with examples of Islamic educational institutions that have been successful in planning so that they can become references for other Islamic educational institutions. This study uses descriptive qualitative research with data sources from Islamic literature. The results show that planning is a systematic and rational process by analyzing alternatives and any developments in Islamic education in an organization in order to achieve optimal goals in accordance with the worldview of Islam. Islam teaches that all aspects of life must be sourced from primary sources, in several verses of the Qur'an, Sunnah and Shirah Nabawiyah, it has been explained about the core concepts of a comprehensive Islamic education planning. Therefore, planning for Islamic education must be aimed at the interests of society and oriented towards the world and the hereafter.

Màster Oficial en Estudis Avançats en Història de l'Art. Facultat de Geografia i Història de la UB. Curs: 2020-2021, Tutor: Rosa Creixell, Per tal d’acotar el tema que abordarem, farem una aproximació concretant com s’estan repensant dels departaments d’educació de les institucions museístiques. Considerem que les relacions dels museus amb les escoles son molt fructíferes alhora d’educar els infants, sent un àmbit també molt afectat durant la Còvid-19. Aquest fet ens ha animat a voler estudiar quina ha estat la manera que han tingut els museus del territori català de seguir oferint un servei educatiu de qualitat tot respectant les mesures de seguretat necessàries. Cal tenir en compte que les relacions museu-escola solien ser de forma presencial, rebent els i les alumnes a les sales del museu, cosa que s’ha hagut de reformular. Ens interessarà veure, sobretot, com s’està fent front a aquesta problemàtica. Degut a que la nostre investigació tocarà una temàtica actual, no disposem d’una bibliografia específica en la qual ens puguem recolzar. És per aquest motiu que haurem de contactar directament amb els i les directores dels museus o bé els i les encarregades dels serveis educatius. La segona part del treball consistirà en elaborar una proposta didàctica per un museu en concret: el Museu Arxiu Tomàs Balvey de Cardedeu.

هدفت الدراسة إلى التعرف على النظرة العامة لخريجي الثانوية العامة نحو الالتحاق بکليات التقنية، وحصر الأسباب المعينة على التحاق خريجي الثانوية العامة بالبرامج التدريبية بکليات التقنية، کما تم أخذ أراء الخبراء والمختصين في مجال التدريب التقني والتعليم العام لتحديد سبل تعزيز النظرة الايجابية والحد من النظرة السلبية لدى خريجي الثانوية العامة تجاه الالتحاق بکليات التقنية، والتعرف على أهم نتائج بعض التجارب الدولية المشابهة. توصلت الدراسة إلى نتائج من أهمها: أن النظرة العامة لخريجي الثانوية العامة نحو الالتحاق بالکليات التقنية نظرة إيجابية متوسطة، إلا أن الطالبات تتمتعن بنظرة إيجابية عالية نحو الالتحاق بکليات التقنية مقارنة بنظرة إيجابية متوسطة من الطلاب، ولدى طلاب التخصصات الشرعية نظرة إيجابية أعلى ودافعية أقوى نحو الالتحاق بکليات التقنية مقارنة بزملائهم طلاب تخصصي العلوم الإدارية والعلوم الطبيعية، کما أن طلاب الثانوية العامة في مدينة جدة لديهم دافعية أقل نحو الالتحاق بکليات التقنية مقارنة بزملائهم المتواجدون في بقية المدن (الرياض، جيزان، الإحساء، سکاکا).وقد تلخصت الأسباب المعينة على الالتحاق بکليات التقنية في: توفر فرص عمل لمشاريع صغيرة (العمل الحر) بعد التخرج، وأهمية التدريب التقني والمهني في النمو الاقتصادي للمملکة، وحاجة سوق العمل لخريجي کليات التقنية. وکانت درجة موافقة أفراد الدراسة (الخبراء والمختصين) عالية جدا حول سبل تعزيز النظرة الايجابية والحد من النظرة السلبية لدى خريجي الثانوية العامة تجاه الالتحاق بکليات التقنية، والتي تتلخص بما يلي: تعزيز قيم العمل والاتجاهات الإنتاجية عن طريق توجيه الطلاب وإرشادهم في مراحل التعليم العام حول التدريب المهني ومجالاته ومميزاته وحاجة البلاد له، وإجراء البحوث التي تناقش مشکلات التدريب التقني، والتنسيق الفعال بين التخطيط التربوي والتخطيط الاقتصادي لتلبية احتياجات المجتمع ومتطلبات سوق العمل، وتطوير کليات التقنية لتمنح درجة البکالوريوس والماجستير والدکتوراه في مجالات الهندسة التطبيقية إضافة لبرنامج الدبلوم. وأخيرا لخصت الدراسة أهم ما يتميز به التدريب التقني والمهني في بعض التجارب الدولية، وأوصت بأهمية وضع خطة وطنية لتعزيز قيم العمل المهني والتقني، وضرورة دمج التدريب التقني في مراحل التعليم الاساسية، والترکيز على بحث مشاکل التدريب التقني في المملکة العربية السعودية وايجاد حلول لها. Abstract This study aims to identify the general perception of high school graduates about attending technical colleges, and identifying specific reasons for the enrollment of high school graduates training Technical Colleges. Ways to enhance positive and reduce the negative perception among high school graduates to attend colleges of technology were also identified by TVET and education experts. This study, also, identify some of The most important results of similar international experiences. The study finds that high school graduates perception of technical colleges in general is moderate. However, female students have higher positive perception towards technical colleges compared to moderate positive perception of male students. It is clear that students specialized in religious discipline have higher positive perception toward technical colleges enrollment compared to students specialized in administrative sciences and natural sciences. High school students in the city of Jeddah have less motivation toward technical colleges compared to their colleagues in the cities included in this study (Riyadh, Jizan, Al-Ahsa، Sakaka). The most important reasons to enroll in technical colleges has been: opportunity for small business (self-employment), the importance of technical and vocational training to the economic growth of the kingdom, and the labor market needs for technical colleges graduates. The degree of approval of the study individuals (experts and specialist(on ways to strengthen the positive and reduce the negative perception among high school graduates to attend technical colleges was very high، which can be summarized as follows: to promote the values ​​of work and productivity trends through guide students and guiding them in the stages of public education about vocational training and its scope and its features and the country needed him. Conduct research that discusses technical training problems. Coordinate between education planning and economic planning to meet the labor market needs and satisfy the people’s daily requirements. The need to develop technical education to not limit its programs to diploma and offer bachelors, masters and doctoral degrees in the field of applied engineering. Finally, the study summarizes the most important characteristic of global technical and vocational training. This study recommends that the importance of a national plan to promote vocational and technical work values​​, the need to integrate technical training in the stages of basic education, and focus the search on technical training problems in Saudi Arabia and its solutions. Abstract This study aims to identify the general perception of high school graduates about attending technical colleges, and identifying specific reasons for the enrollment of high school graduates training Technical Colleges. Ways to enhance positive and reduce the negative perception among high school graduates to attend colleges of technology were also identified by TVET and education experts. This study, also, identify some of The most important results of similar international experiences. The study finds that high school graduates perception of technical colleges in general is moderate. However, female students have higher positive perception towards technical colleges compared to moderate positive perception of male students. It is clear that students specialized in religious discipline have higher positive perception toward technical colleges enrollment compared to students specialized in administrative sciences and natural sciences. High school students in the city of Jeddah have less motivation toward technical colleges compared to their colleagues in the cities included in this study (Riyadh, Jizan, Al-Ahsa، Sakaka). The most important reasons to enroll in technical colleges has been: opportunity for small business (self-employment), the importance of technical and vocational training to the economic growth of the kingdom, and the labor market needs for technical colleges graduates. The degree of approval of the study individuals (experts and specialist(on ways to strengthen the positive and reduce the negative perception among high school graduates to attend technical colleges was very high، which can be summarized as follows: to promote the values ​​of work and productivity trends through guide students and guiding them in the stages of public education about vocational training and its scope and its features and the country needed him. Conduct research that discusses technical training problems. Coordinate between education planning and economic planning to meet the labor market needs and satisfy the people’s daily requirements. The need to develop technical education to not limit its programs to diploma and offer bachelors, masters and doctoral degrees in the field of applied engineering. Finally, the study summarizes the most important characteristic of global technical and vocational training. This study recommends that the importance of a national plan to promote vocational and technical work values​​, the need

Aim. The paper attempts to explore the impact ofrivate tutoring in light of the equity-related concerns especially in the context of the Indian society. Private tutoring is a phenomenon that has been an intrinsic part of the Indian education system since the 1980s. Methods. The paper is an outcome of the Masters of Philosophy dissertation work of the scholar submitted to National University of Education Planning and Administration, Delhi, India. Results. The structure of private tutoring is such that it mimics the regular school curriculum and modifies itself to match the needs of the school and the children. Any changes in the regular school curriculum bring a change in its supplement as well. It thus behaves like a shadow of the regular schools. Though private tutoring was believed to enhance learning opportunities of weak students, it has now become a 'parity of prestige' issue. Conclusion. The expansion of tutoring has begun to deepen the inequalities already prevalent in the stratified schooling system and society at large.

The enactment of the Tax Cuts and Jobs Act of 2017 (TCJA) introduces some of the most sweeping tax law changes in more than 30 years and enhances the flexibility investors have when using 529 college savings plans for more than just qualified higher education expenses. Investors can now use funds from these accounts to pay for qualified K–12 tuition expenses without being taxed or penalized on the earnings associated with the distributions at the federal level. While this new provision may make 529 college savings plans more attractive, investors may now need to reevaluate their investment holdings in these plans especially if they are using age-based portfolios and are planning for pre-undergraduate education expenses, post-graduate education expenses, or are considering using a combination of in-state and out-of-state 529 college savings plans to achieve their education planning goals. TOPICS:Portfolio management/multi-asset allocation, fundamental equity analysis

The purpose of this study was to evaluate learning programs at the primary school level of SAI using countenance Stake’s evaluation model. Data is obtained through the results of observations, interviews, and documentation with several stakeholders. The results revealed that: in congrruency, evaluation at the stage of antecedents obtained a percentage of 76% which means that education planning at SAI in the category is in accordance with the applicable education planning standards, at the stage of transactions it gets a percentage of 93%, which means that the process of implementing learning at SAI has been very in accordance with the standards of the learning process in the Minister of Education and Culture Regulation No. 22 of 2016, and at the stages of outcomes, it still must be a concern of the school especially in preparation for facing USBN. In contingency, the learning program in the "School of Nature Indonesia" in the category is in accordance with the learning standards in the national curriculum starting from planning, implementation, and school evaluation.

Con la implementación del concepto de inclusión educativa en el marco normativo colombiano, se presenta el estudio de caso de la Universidad Francisco de Paula Santander, como partícipe en el plan piloto de aplicación del Índice de Inclusión para Educación Superior (INES), entendido como una herramienta complementaria a la política de educación inclusiva colombiana efectuada durante el 2016 y el 2017, que permitió la medición de los niveles de inclusión de diecinueve universidades del país analizando sus oportunidades de mejoramiento hacia una educación de calidad. El presente artículo expresa los resultados de la valoración de dicha iniciativa en los aspectos vinculados a los doce factores de acreditación y la identificación, el registro y análisis de estrategias, acciones demostrativas y/o buenas prácticas subyacentes. Para tal fin, se empleó una metodología cualitativa con el uso de herramientas como la observación participante, la cual permitió reconstruir las estrategias y herramientas producidas en el marco de la herramienta INES – INCLUSIVE desde su fase inicial hasta su cierre y el análisis documental que facilitó el examen de la evolución del concepto de inclusión dentro del claustro académico. Esta investigación posibilito a la universidad registrar aquellas acciones y buenas prácticas susceptibles de réplica, con el fin de generar una reconstrucción de las acciones llevadas a cabo detrás de las experiencias significativas más exitosas y la protocolización de estas mediante la adopción de procesos que permitan su integración permanente en el quehacer diario de la institución. With the implementation of the concept of educational inclusion in the Colombian regulatory framework, the case study of the Francisco de Paula Santander University is presented, as part of the pilot plan for the application of the Inclusion Index in Higher Education (INES), understood as a complementary tool to the Colombian inclusive education policy carried out during the years 2016 to 2017 that allowed the measurement of the inclusion levels of 19 universities in the country analyzing their opportunities for improvement towards quality education. This article presents the results of the study of the impact of the aforementioned initiative in aspects related to the 12 accreditation factors in the execution of demonstrative actions and good practices for higher education in the institution under study. For this purpose, a qualitative methodology was used with the use of tools such as: participant observation, which allowed to expose the strategies produced within the framework of INES - INCLUSIVE from the experiences of the actors involved and the documentary analysis that facilitated the examination of the Historical evolution of the concept of inclusion within the academic faculty. This research, allowed the university to register those actions and good practices susceptible to replication in order to generate a reconstruction of the actions carried out behind the most successful significant experiences and protocolization of them through the adoption of processes that allow their permanent integration into the daily work of the institution. Com a implementação do conceito de inclusão educacional no marco regulatório colombiano, apresenta-se o estudo de caso da Universidade Francisco de Paula Santander, como participante do plano piloto de aplicação do Índice de Inclusão na Educação Superior (INES), entendido como uma ferramenta complementar à política de educação inclusiva colombiana realizada durante 2016 e 2017, que permitiu medir os níveis de inclusão de dezenove universidades do país, analisando suas oportunidades de melhoria para uma educação de qualidade. Este artigo expressa os resultados da avaliação da referida iniciativa nos aspectos relacionados com os doze fatores de acreditação e a identificação, registro e análise de estratégias, ações demonstrativas e/ou boas práticas subjacentes. Para tal, utilizou-se uma metodologia qualitativa com recurso a ferramentas como a observação participante, que permitiu reconstruir as estratégias e ferramentas produzidas no âmbito da ferramenta INES - INCLUSIVA desde a sua fase inicial ao seu encerramento e da análise documental que facilitou examinando a evolução do conceito de inclusão dentro do corpo docente. Esta pesquisa possibilitou à universidade registrar aquelas ações e boas práticas que poderiam ser replicadas, de forma a gerar uma reconstrução das ações realizadas por trás das experiências significativas de maior sucesso e a protocolização destas através da adoção de processos que permitam sua integração permanente no dia a dia da instituição.