Lifelong learning policies supporting young adults in two Portuguese regions     

Mariana Rodrigues  Rita Queiroga  Ana Bela Ribeiro  Natália Alves  Tiago Neves 《International Journal of Lifelong Education》2020,39(1):61-74

ABSTRACT

Precarious jobs and unemployment have become common issues for many young adults due to the unfavourable labour market situation in Portugal. Against this background, lifelong learning (LLL) policies have been called in to play a role in creating economic growth and supporting the social inclusion of young adults in vulnerable educational and economic circumstances. These policies are defined at the national level; however, their implementation depends on the action of local actors who face specific challenges. This paper explores disparities in the definition and implementation of LLL policies targeting young adults in two Portuguese regions. Specifically, we analyse professional courses in Vale do Ave (North) and adult education and training courses in Alentejo Litoral (South). These regions were selected due to their dissimilar economic structure. This study adopted a qualitative approach through interviews with LLL experts and policy roundtables with local stakeholders and decision-makers in both regions. Data were transcribed and analysed using NVivo 10. The study shows that the two regions have different cooperation networks between local stakeholders, and that these impact the opportunities to influence the regional skills formation system differently. Also, the study shows that LLL policies are not designed to address destandardised life courses.  相似文献   

A Critique of the external product evaluation of the brazilian system of undergraduate education     

Lilia da Rocha Bastos  WilliamBurton Michael  DenizeTorres de Oliveira 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,17(1):151-158

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‘Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education     

Sharon Stein  Vanessa de Oliveira Andreotti  Rene Suša 《Critical Studies in Education》2019,60(3):281-301

Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Commonwealth Universities’ (ACU) ‘Beyond 2015’ campaign, which was launched in anticipation of the new UN Sustainable Development Goals. We argue that despite the ACU’s intention to provide ‘a platform for diverse voices, particularly from the global South’, the campaign was structured in a way that discouraged dissenting perspectives. More broadly, we consider available possibilities and limitations for challenging mainstream development agendas.  相似文献   

Aesthetic experiences in the Cerrado (Brazilian savanna): contributions to environmental education practice and research     

Valéria Ghisloti Iared  Haydée Torres de Oliveira  Alan Reid 《Environmental Education Research》2017,23(9):1273-1290

In this paper, we reflect on a study in Brazil’s Cerrado that attempts to address a lack of attention to an aesthetic dimension in environmental education practice and research. We start by tracing this lack to the overvaluing of the cognitive sphere in the educational process, noting its echo in the low aesthetic value attributed to the Cerrado biome. Then, through reflecting on an empirical, interview based study of sensations, perceptions and feelings evoked by aesthetic experiences in the Cerrado, we draw on insights from a hermeneutic phenomenological approach to identify key themes for environmental education research and practice in this regard. These include: recognising the singularity of experience; attending to the qualities of experience; acknowledging the value/s of ‘lighter’ and ‘darker’ experiences; and deepening emotions and verbal communication. In our final considerations, we discuss the limitations of the study, alongside new directions in studies of perception, experience, aesthetics and pedagogy that may also advance attention to an aesthetic dimension in environmental education practice and research.  相似文献   

Seed, soil and climate: What a minimum harvest is and how to assess it     

A. Ribeiro Netto 《Studies in Educational Evaluation》1985,11(3):245-247

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The curriculum as a tool for inclusive participation: Students’ voices in a case study in a Portuguese multicultural school     

Margarida César  Isolina Oliveira 《European Journal of Psychology of Education - EJPE》2005,20(1):29-43

Portuguese schools in urban areas became multicultural during the 90s. Some students are quite distanced from the school culture. Many repeat grades. The curriculum emerges as a means of (re)organizing school practice, so that it is designed to foster inclusion. It is a tool for social mediation between the culture and knowledge of teenagers, and academic ones. It shapes the interactions between participants, cultural tools and knowledge. The principles of inclusive schooling promote the respect for diversity, underlining the need to listen to all voices of a learning community. According to the sociocultural approach appropriating knowledge and developing competencies is a complex process. Interactive practices shape students’ academic performances. Collaborative project work has been used to promote students’ engagement. This action-research project developed an alternative curriculum in a class (grades 5 and 6) from a poor and multicultural school in Lisbon. A follow-up investigated the impact of the educational changes on the learners’ participation in school and in social practices, and on their future life. We aim at analyzing this alternative curriculum process by focussing on students’ narratives. Results highlight improvements in students’ academic and social competencies. Changing practices during compulsory education facilitated achievement and resulted in a better socialization.  相似文献   

Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy          下载免费PDF全文

Bruno Guimarães  José Ribeiro  Bernardo Cruz  André Ferreira  Hélio Alves  Ricardo Cruz‐Correia  Maria Dulce Madeira  Maria Amélia Ferreira 《Anatomical sciences education》2018,11(2):124-136

The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists.  相似文献   

Equality of educational opportunity at racially isolated schools: Balancing the need for teacher certification with teacher shortage     

James E. Bruno  George A. Marcoulides 《The Urban Review》1985,17(3):155-165

Providing for equality of educational opportunity at racially isolated schools continues to be an important area of concern for educational policy makers. Quality teachers to staff instruction programs at these schools is essential to promoting equal opportunity for minority groups. Unfortunately, these schools continue to suffer chronic teacher shortages. Recently, California implemented a teacher certification examination (CBEST) designed specifically to improve the quality of teachers entering the profession. An unintended consequence of the certification movement was the exacerbation of the teacher shortage problem at racially isolated schools. The purpose of this study is to examine the characteristics of teachers who passed and failed the CBEST. The study finds that failure rates are highest among minority teachers that are presently employed. The study also finds that the mathematics knowledge subscale scores best discriminate those passing from those failing the CBEST. An analytical approach for determining optimal cutoff scores on the CBEST which balances the need for certification with the problem of teacher shortage is proposed.  相似文献   

Mathematics attainment at inner-city schools: Establishing the need for systematic formative evaluation practices     

Robert R. Barner  Dr. James E. Bruno 《The Urban Review》1991,23(4):251-270

Recently there has been a great amount of research and professional educator interest in at-risk, poor academically attaining students, especially low socioeconomic status students at U.S. inner-city schools. A major factor that has been hypothesized in the research literature as being associated with poor academic attainment is the lack of critical and timely instructional feedback or formative evaluation. Using a sample of 130 inner-city senior high school students, the perceived quality and quantity of formative evaluation received by these students at their elementary and secondary school levels were assessed. in addition, each student was given a mathematics (pre-algebra) assessment using both a one and two-dimensional format (recognition plus confidence) to determine present levels of mathematics attainment. Finally data were collected from the cumulative grade-level folders of a subset of these students, especially norm-referenced data (NRT) in mathematics, to examine their relationship to scores on the Scholastic Aptitude Test-Quantitiative portion. The study finds that in addition to extremely poor mathematics attainment and poor formative evaluation practices there is little association between SAT (quantitative) scores and the grade-level (mathematics) NRT scores. These findings suggest that parents cannot depend on traditional norm-referenced measures to indicate actual mathematics attainment as these students are progressing through the schools. These findings also challenge urban school administrative personnel to reassess the use of NRT measures to monitor student progress and to develop more comprehensive and systematic formative evaluation procedures and practices for individual students as they progress through each grade level.  相似文献   

Doing time—Killing time at school: An examination of the perceptions and allocations of time among teacher-defined at-risk students     

Dr. James E. Bruno 《The Urban Review》1995,27(2):101-120

“Doing time” is an expression that is generally associated with prisoners who are disconnected from society and find themselves counting the days and minutes until their release from prison. In many respects, at-risk students attending our nation's large, urban, inner-city middle and high schools also consider themselves as not being connected to school or society and to be “doing time” in the classroom. Qualitative and subjective impressions of doing time at school have become the theme of many movies, books, and research articles. This study extends this qualitative type of research by quantitatively framing time allocation preferences and temporal dominance characteristics for a large sample of teacher-perceived “at-risk” students at several large urban high school sites. A sample of normal attaining students at the same school site served as a comparison group. The findings of this research effort generally support other more qualitative studies and indicate that there are strong preferences in at-risk students toward nondirected time-consuming activities (i.e., hanging out, video games, watching TV, etc.) with low-directed to nondirected time preference ratios. Normal attaining students had the reverse pattern, i.e., higher-directed to nondirected time preference ratios and higher preferences toward directed time-consuming activities that might be associated with investments in the schooling process (homework, studying, personal development, etc.). Interpretation of the circles test, a projective psychological procedure for establishing temporal dominance for at-risk students, revealed a general lack of recognition and connectiveness between past, present, and future events in their life and weak temporal dominance or orientation toward the future.  相似文献