Educação Comparada

Key indicators on education (OCDE)

The Output of Educational Institutions and the Impact of Learning

Financial and Human Resources Invested in Education

Access to Education, Participation and Progression

The Learning Environment and Organisation of Schools

 

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Source:  “Education at a Glance 2010: OECD Indicators”, see  www.oecd.org/edu/eag2010

Cidadania – Uma Visão para Portugal

Sinopse

É frequente ouvir os nossos concidadãos afirmarem que têm grande orgulho em serem portugueses. Como é que esta afirmação se coaduna com o habitual pessimismo patente na avaliação das nossas capacidades e potencialidades?

Ser cidadão em Portugal no início do século XXI é um tema que merece reflexão e que é muito mais vasto do que o conjunto dos direitos e deveres políticos inerentes ao regime e sociedade democráticos em que hoje vivemos, não podendo ser simbolicamente reduzido a uma série de cartões de identificação.

Assim, em Cidadania: Uma Visão para Portugal desafiámos várias personalidades que têm tido um papel relevante na formação da cidadania portuguesa, ao longo das últimas décadas, a escreverem sobre este tema.

Mário Soares, Diogo Freitas do Amaral, António Correia de Campos, Augusto Santos Silva, Eduardo Marçal Grilo, Francisco Louçã, Joaquim Gomes Canotilho, Jorge Miranda, José Manuel Fernandes, Miguel Cadilhe, Miguel Veiga, Paulo Teixeira Pinto e Teresa Ambrósio, aceitaram o repto. Estamos certos de que a leitura destes textos contribuirá para uma visão ampla e prospectiva do conceito de cidadania.

Fonte: Wook

Metas Educativas 2021- La educación que queremos para la generación de los bicentenarios (Fonte: OEI)

Documento final – Síntesis

Desde el 1 de octubre de 2010 al 12 de julio de 2011 el documento completo ha tenido 1.200.000 descargas completas. A una cifra similar llegó el documento a debate.
Al haberse recibido muchas peticiones en que señalaban el interés en contar con un documento de un menor número de página pero que tuviera la información ensencial de las Metas Educativas 2021 es por lo que se ha editado esta nueva versión: Documento final – Síntesis que esperamos tenga una buena acogida entre los profesionales de la educación de Iberoamérica.

Estos materiales están pensados para que tengan la mayor difusión posible y que, de esa forma, contribuyan al conocimiento y al intercambio de ideas. Se autoriza, por tanto, su reproducción, siempre que se cite la fuente y se realice sin ánimo de lucro.

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Índice

Índice
Presentación   9

Capítulo 1
Los bicentenarios, una oportunidad para la educación iberoamericana   13
Los bicentenarios de las independencias   13
El significado del proyecto   14
Objetivos del milenio y declaración mundial de educación
para todos: antesala de las metas educativas 2021   15
La integración de las dos agendas educativas 16

Capítulo 2
Situación y desafíos en la educación iberoamericana 19
Los avances en acceso, progresión y culminación educativa   20
La agenda pendiente y los grandes desafíos educativos para el siglo XXI   24

Capítulo 3
Significado y alcance de las metas educativas: ¿hacia dónde queremos ir juntos?   33
Gobernabilidad y participación social 33
Educar en la diversidad   35
Atención integral de la primera infancia 36
Garantizar el acceso a la educación 37
Una apuesta integral por la calidad de la enseñanza 37
Educación técnico-profesional (ETP)   42
Alfabetización y educación a lo largo de la vida   43
Desarrollo profesional de los docentes 44
Ampliar el espacio iberoamericano del conocimiento
y fortalecer la investigación científica   46

Capítulo 4
Las metas educativas, sus indicadores y sus niveles de logro   49
Meta general primera   49
Meta general segunda 49
Meta general tercera 51
Meta general cuarta 52
Meta general quinta 52
Meta general sexta 55
Meta general séptima   55
Meta general octava 56
Meta general novena 57
Meta general décima 58
Meta general décimo primera   58

Capítulo 5
Costos del cumplimiento de las metas educativas y su financiamiento presupuestario 61
El costo de las metas educativas 2021   62
Escenarios de financiamiento presupuestario de las metas educativas 2021   73

Capítulo 6
Fuentes de financiamiento adicionales para lograr
el compromiso con las metas educativas 2021   83

Las fuentes internas de financiamiento extrapresupuestario 84
Las fuentes externas para el financiamiento educativo 85

Capítulo 7
Programas de acción compartidos   89
Programa de apoyo a la gobernabilidad de las instituciones educativas,
a la consecución de pactos educativos y al desarrollo
de programas sociales y educativos integrales   90
Programa de atención educativa a la diversidad del alumnado
y a los colectivos con mayor riesgo de exclusión 91
Programa de atención integral a la primera infancia   92
Programa de mejora de la calidad de la educación 93
Programa de educación técnico-profesional (ETP) 96
Programa de educación en valores y para la ciudadanía   97
Programa de alfabetización y educación a lo largo de la vida 98
Programa para el desarrollo profesional de los docentes   99
Programa de educación artística, cultura y ciudadanía   100
Programa de dinamización del espacio iberoamericano del conocimiento   101

Capítulo 8
La evaluación y el seguimiento de las Metas educativas 2021: sostener el esfuerzo 105
Principales productos previstos del sistema de evaluación
Y seguimiento   106
Organización y mecanismos de coordinación 107

Capítulo 9
Bibliografía 109

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Involving citizens and communities in securing societal progress for the well-being of all – Methodological guide

Synopsis

Over the last 60 years, the idea that the creation of material wealth is essential for ensuring the well-being and fundamental rights of citizens has been broadly predominant. In this organisational model, based on an increase in quantitative wealth, there is an implicit link between growth, individual well-being and collective well-being. This view of constant improvement presupposes a commitment by states and businesses to the fair distribution of the benefits of growth. Accordingly, states – as guarantors of the collective well-being – have focused their efforts on improving gross domestic product (GDP).
Today, globalisation has destroyed the ethical link between growth and national well-being. A “negative” perception of GDP has developed as a result of problems of pollution, environmental destruction, increased inequalities between social groups and especially the realisation that growth alone is unable to secure material well-being for all or optimism for the future.
At a time when confidence has suffered significantly and when the old benchmarks are being challenged, this guide, following on from the Methodological guide entitled Concerted development of social cohesion indicators (2005), addresses the concept of societal progress for the well-being of all by involving citizens and human communities in defining what this means and how it can be brought about. It explains how we can move from the idea of well-being pure and simple to well-being for all, and describes the interactions between personal and collective well-being so as to build a shared vision of the future and an ability to work together based on deliberation, devising measurement tools and consultation, in an approach which takes into account both present and future generations.
This guide seeks to foster an approach to progress in order to make it more easily manageable and give it a more human face.
With this guide, the Council of Europe is making a contribution to the current debate on progress and well-being from its own perspective, which is to renew and strengthen democratic processes and the ability of citizens to be involved in the decisions relating to the challenges facing society.

Contents

Preface

Presentation of the guide and acknowledgements

Introduction

Part 1 — Rethinking well-being together with citizens and communities
Introduction                                                                                                                                           

CHAPTER 1 – A MULTITUDE OF INITIATIVES WORLDWIDE
CHAPTER 2 – DIFFERENCES AND SIMILARITIES BETWEEN THE INITIATIVES
CHAPTER 3 – DEVELOPING A GENERAL REFERENCE FRAMEWORK
Conclusion

Part 2 — Rethinking progress Introduction
CHAPTER 1 – UNDERSTANDING THE MEANING OF PROGRESS TODAY 

CHAPTER 2 – RETHINKING STRATEGIES FOR PROGRESS
CHAPTER 3 – CONTRIBUTIONS, LIMITATIONS AND FURTHER DEVELOPMENT OF THE EXISTING INITIATIVES FOR SOCIETAL PROGRESS
Conclusion

Part 3 — Rethinking reference frameworks
Introduction

CHAPTER 1 – IDENTIFYING THE COMPONENTS OF WELL-BEING FOR ALL (SOCIETAL PROGRESS)
CHAPTER 2 – BUILDING SOCIETY’S CAPACITY TO ENSURE WELL-BEING FOR ALL 
CHAPTER 3 – FINE-TUNING THE REFERENCE FRAMEWORK TO COMBINE METHODS
Conclusion

Part 4 — Rethinking the tools of societal progress (indicators)
Introduction

CHAPTER 1 – GENERAL APPROACH TO INDICATORS AS KNOWLEDGE AND ACTION TOOLS
CHAPTER 2 – METHODS FOR CONSTRUCTING INDICATORS OF SOCIETAL PROGRESS 
CHAPTER 3 – FROM INDICATORS TO ACTION STRATEGIES
Conclusion

Part 5 – Rethinking methods
Introduction                                                                                                                                                    

CHAPTER 1 – METHODS OF CONDUCTING ELABORATIVE PROCESSES AT LOCAL LEVEL 
CHAPTER 2 – METHODS OF CONDUCTING ELABORATIVE PROCESSES RELATING TO THE OTHER LEVELS 
CHAPTER 3 – METHODS OF CONDUCTING THE LAST FOUR PHASES OF ELABORATIVE PROCESSES
Conclusion

General conclusion

References

Fonte: Council of Europe

Constructing an inclusive institutional culture – Intercultural competences in cultural services

Synopsis

If we are to build an inclusive institutional culture within the increasingly pluralist societies of 21st century Europe, focussing solely on the development of skills and knowledge is not enough. There have to be changes in the way in which administrative authorities and the organisations providing services to the public view their role and in the action they take. 
While it is essential for migrants to learn the language of their host country, understanding the codes of conduct, standards, allegiances, rules and exceptions is perhaps an even greater challenge. 
This clearer understanding of the institutional fabric is an inevitable part of what is termed “integration” and also applies to minorities. 
Since this process does not occur unassisted, this guide puts forward a number of proposals to help acquire the institutional skills which are vital for understanding, dialogue, guidance, negotiation and conflict resolution, to name but a few. These are all aspects inherent in interaction processes and essential for respecting diversity. 
This guide is an indispensable tool for public and private operators, social workers, mediators and all other stakeholders aware of the need to incorporate these aspects into their exchanges, particularly when rights and human dignity are at stake. This will help nurture confidence in public institutions and avoid the development of fear or any other barrier which could lead to unequal access – or indeed no access – to social, health-care or other services. 
Through this work, the Council of Europe reminds us that in pluralist societies the most effective guarantee of successful integration and harmonious co-existence is social justice.

Contents

Preface

General introduction

Notes for the reader

Seven stages in constructing an inclusive institutional culture

Part A
Pluricultural realities and institutional responsibilities

Part B
Constraints, obstacles and resistance

Part C 
Intercultural skills: models for training and action

Part D
Needs identification/assessment and processing of requests

Part E
Translation, mediation and assessment: communication tools

Part F
Conflict resolution, negotiation and dialogue for mutual understanding

Part G
Approaches and introduction strategies for intercultural and diversity management

General conclusion

Appendices

Bibliography

Fonte: Council of Europe

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