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Researchers in the 1980s identified strong school-parent relations as a significant potential in the church sector, but this potential has not received enough attention in the European context. However, a serious obstacle to this partnership can be the unpreparedness, overwork, and deficit orientation of teachers, as well as their narrow-mindedness towards parents. Our analysis, based on Epstein's typology of parental involvement, focuses on the question whether partnership with parents in church-run schools shows any differences from that in state schools. Our qualitative research involved semi-structured interviews with teachers from 32 primary schools. Despite the similarities between school providers, we detected differences between church-run and state schools regarding Epstein's types of parental involvement. While in the former sector, schools appeared more active in creating a parental community, the latter was characterised by formal and individual ways of parental participation. The practical result of our research is that the parent-school partnership is an area in need of improvement and that different school providers can learn from each other's good practices. [ABSTRACT FROM AUTHOR]

What if the state school no longer existed?: The Netherlands is well known by its system of funded state and non-state schools. The freedom of civilians to found their own (religious) non-state schools is in theory 'backed' by a network of state schools, that are generally accessible and neutral in their education. Parents who can't register their child on a non-state school, because of its restrictive access policy on religious grounds, or don't want their child to go to it, always have the alternative of choosing a state school. But this delicate constitutional balance doesn't exist anymore. Over the years state schools have been privatized, governed as they are now by private law foundations without sufficient guarantees for their state character. On a lot of issues, such as: accessibility, neutral character, legal position of the personnel and curriculum, state schools don't differ from the vast majority of non-state schools anymore. What does this situation of a presence of, in actuality, only non-state schools mean for our concept of freedom of education? In general, government has to keep more distance to the system than it does now. As a consequence the arguments of non-state schools to select pupils at the gate become weaker. Also the principle of offering religious education on state schools is on the way. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

This paper presents the multiple recompositions and arrangements that are taking place in the primary education sector in Tamil Nadu and Pondicherry. In the aftermath of independence, Educational policies have evolved under the influence of a popular electorate and a strong regional identity. The challenge is to show how this model is evolving in a neoliberal context, subject to a new world educational order and under pressure from parents, who have been particularly inclined since the 2000s to espouse the codes of the new middle classes without, in most cases, belonging to them. The paper questions the conditions for the emergence and exercise of private non-state actors and also the way in which the State, particularly the regional State, negotiates relations between the public and private sectors through reservations, subsidies and vouchers. Focusing on the effects of national and regional education policies based on research conducted in Tamil Nadu and Pondicherry since 2013, the paper emphasizes on a qualitative material from semi-directive interviews with pre-schooling actors and families, questionnaires and observations, supported by the dual status of the author as a researcher and teacher by profession in France.

Copyright of Aula (0214-3402) is the property of Ediciones Universidad de Salamanca 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.)

Art education in Transylvanian state schools consists of music and fine arts lessons. Drama and dance appear only occasionally, in the form of an optional subject, at the request of the parents. At the same time, music and fine arts classes are present in an almost negligible proportion in the school activities of the students, despite the fact that the personality-shaping effect of music, drawing, painting and other artistic activities cannot be questioned. Most subjects in the curriculum aim exclusively at the intellectual development of the students, although one of the goals stated in the school curriculum is to enable students to express ideas, experiences, and feelings creatively through a variety of arts, including music and the fine arts beside literature. In order to accomplish this, it is essential for students to familiarise themselves with the tools of music and the fine arts as widely as possible and to make them use these tools with ease and confidence. But how can students acquire this knowledge within a school setting if art classes are present in a very low number of hours in the curriculum? What is one hour a week or even less enough for? In my research, I was curious to find out the opinion of Transylvanian students about art classes considered unimportant by curriculum and society. [ABSTRACT FROM AUTHOR]

The trained labour force in the Geomatics sector includes graduates from institutions providing secondary school, undergraduate, graduate and post graduate education and are developing rapidly. Most of the schools are state schools that contribute human resources to the sector. However, the presence of the private sector in this field has remained very limited. Studies are being conducted by professional non-governmental organizations, leading with the Geomatics and Cadastre Engineers Association and also by other prominent associations and foundations. Moreover, these non-governmental organizations, working in an international context, contribute to the efforts to further institutionalize the professional and organizational structure. A body structured to cover all institutions providing education in the profession and also all civil society representatives hasn't yet been established. The need stands out in particular for a civil society umbrella organization that includes graduates of educational institutions at different professional levels. [ABSTRACT FROM AUTHOR]

The state school lives immersed in the tension between democratic purposes and the ideals of merit and selectivity. In this context, state schools establish instruments of public praise for students who stand out academically or in other dimensions. We propose to map the rituals of academic distinction in Portuguese state schools and to discuss the widespread adoption of these mechanisms by secondary schools. However, neither their configuration nor the selection criteria are homogeneous, which points to the existence of distinct conceptualisations of excellence and margins of freedom for each school to define their own criteria for success.

Resumo O objetivo do presente estudo é problematizar a função social da escola no contexto das políticas de educação inclusiva, com base em um trabalho investigativo a respeito das práticas educativas e do processo de escolarização de dois alunos com deficiência, intelectual e múltipla. As discussões ancoram-se nas contribuições teórico-metodológicas da psicologia histórico-cultural que parte do pressuposto da natureza social do desenvolvimento humano e do papel da educação escolar no processo de constituição humana. A pesquisa de campo foi realizada em uma escola pública municipal do ensino fundamental de uma cidade do estado de São Paulo. Os registros em diário de campo e as videogravações do cotidiano da escola constituíram o material empírico para a análise, fornecendo elementos para se questionar os objetivos da educação escolar circunscritos ou restritos à socialização e ao trabalho de estimulação referentes aos alunos com deficiência. A análise destaca os modos e as possibilidades de participação dos alunos nas práticas educacionais e evidencia o desafio da escola em considerar as especificidades, tendo em vista as possibilidades de ensino-aprendizagem. Ao destacar o princípio da significação na elaboração histórica do conhecimento e ressaltando as diversas formas e condições de apropriação da cultura, o estudo aponta para a premência de se reconsiderar a função social da escola, de maneira a ampliar as possibilidades de conhecimento e desenvolvimento humano.

This article applies Claude Dubar's thesis to discuss the professional identities of eight teachers at a state school in Lisbon. In this case study, carried out in 2017-2018, the data collection involved life story interviews and questionnaires around social, economic and cultural issues. The analysis of biographical identity shows a trajectory of teachers who studied in state schools, who considered themselves dedicated and demanding, and who have had a solid academic background in their professional development. Identity for the others shows that the group is seen as active and devotedial by the community and has developed personal styles of teaching. The relational identity reveals a teaching exercise focused on educating young people from the upper-middle class to higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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.)