Search

The general objective of the research was to explain educational management and teacher performance: Improving student learning in the mathematics area. The research was based on a qualitative approach and used a documentary-bibliographic typology. The organization of an analysis of the object of study and the creation of an analytical-reflexive process contributed to the expansion of the state of the art in relation to the topic addressed. A hermeneutic orientation was also adopted, which helped the interpretation and analysis of the qualitative foundations, searching for the meaning of the object studied, according to the researchers' position. It is concluded that educational management is an aspect of great importance when thinking about building quality education. Assuming this kind of leadership helps to make innovations as part of quality reforms in education systems, which must be implemented immediately, El objetivo general de la investigación fue explicar la gestión educativa y desempeño docente: Mejora del aprendizaje de estudiantes en el área de matemática. La investigación se basó en una modalidad cualitativa y utilizó una tipología documental-bibliográfica. La organización de un análisis del objeto de estudio y la creación de un proceso analítico-reflexivo contribuyó a la expansión del estado del arte en relación al tema abordado. Se adoptó además un enfoque hermenéutico que ayudó a la interpretación y análisis de los fundamentos cualitativos, buscando el significado del objeto estudiado, según la postura de los investigadores. Se concluyó que, la gestión educativa es un aspecto de gran importancia cuando se tiene que pensar en construir una educación con calidad. Asumir esta clase de liderazgo, ayuda a realizar innovaciones como parte de las reformas de calidad en los sistemas educativos, que deben ser implementadas de manera inmediata.

Doctorate education is a highly specialized and sophisticated type of higher education that intends to help develop students into autonomous researchers and scholars who can make novel contributions to their study fields. This paper explores the essential components of the doctoral education journey, with concentration on how to achieve academic success, doctorate Identity, and build relationships. The paper underscores the importance of positive relationships with advisors, peers, and family in facilitating the doctoral journey, while highlighting mentorship as essential for developing a strong researcher identity. Also, the paper pinpoints the essential elements that lead to academic achievement, including aptitude for the subject matter, drive, mentoring, and a nurturing atmosphere for research. Knowing the rules of discipline, doing research, and building faculty relationships all contribute to the formation of a doctorate identity. Overall, it highlights how important it is to take a comprehensive approach to doctorate education, incorporating identity formation, academic performance, and supportive connections, in order to help students make the shift from doctoral students to independent scholars.

This research utilizes intellectual data analysis to deepen insights into educational dynamics by examining university professors' behavioral responses to education management amidst socioeconomic uncertainty. The study applied sophisticated regression and cluster analysis tools to sociological survey data, focusing on professors' attitudes toward distance education. The survey assessed perceptions of its advantages and disadvantages, aiming to uncover factors influencing professors' inclinations toward this mode of teaching. Results revealed six distinct behavioral "profiles" or clusters of professors, each with unique responses to distance education. These insights guide recommendations for educational policy priorities aimed at addressing weaknesses in education management. Key strategies proposed include forming databases of behavioral responses and employing algorithms for deep intellectual analysis. Such measures intend to align educational practices with the values, welfare needs, and communication preferences of the scholarly community, thereby enhancing their propensity for distance education. The study concludes that a higher level of academic engagement in distance education can be achieved by tailoring educational strategies to the specific needs and values of different professor groups. This approach promises to improve the effectiveness of education management and the overall quality of education, benefiting both professors and students by creating a more supportive and effective teaching environment.

This study explores the influencing factors of smartphone dependence from four aspects: Individual factors, personal traits factors, psychological factors, and external environmental factors. It is found that: (1) In the study of individual factors, demographics is one of the research focuses. Gender and age are important demographic factors that affect smartphone dependence; (2) Personality traits are another major focus, and different personality dimensions can have different effects on smartphone dependence; (3)In terms of psychological factors, loneliness, anxiety and depression can positively predict individual smartphone dependence; (4) Family and university environment are considered two of the important external factors. It is concluded that more influencing factors of smartphone dependence within a larger social environment framework should be explored in the future research.

Many countries have Community Service Programs (CSPs) in their schools and colleges. These programs let students do social and civic work for their communities. They also teach students to be responsible and inclusive. But we don't know if CSPs really make society more inclusive. This paper studies CSPs in some Indian schools and colleges by surveying different stakeholders. The paper examines the goals, methods, results, and views of CSPs from students, teachers, administrators, community members, and experts. The paper also identifies the problems and successes of CSPs and suggests ways to improve them. The paper argues that CSPs make students and their communities more inclusive by increasing their social skills, values, and involvement.

Businesses and entrepreneurship drive economic and social development, but entrepreneurship teaching in secondary education has deficiencies due to limited use of methodologies, scarce teacher guidance in project management, and low student motivation. The objective was to design methodological strategies to address challenges in teaching entrepreneurship and management for high school teachers. Theoretical methods of induction, deduction, analysis, synthesis and structural systemic were applied, as well as the empirical survey method, with a descriptive, non-experimental design and quantitative approach. A questionnaire with a Likert scale was used. Results showed limited teacher knowledge about entrepreneurship teaching and the need to design business projects. It was concluded that teaching should be strengthened by implementing a proposal that enhances entrepreneurship and management training to develop entrepreneurial capabilities, skills and attitudes in students. A manual of strategies for fostering entrepreneurial spirit in high school students using project-based learning is proposed, aiming to guide teachers in entrepreneurship education. The manual includes key concepts, steps following the Canvas model, resources and legal aspects, and practical advice for creating value, generating impact and transforming reality through entrepreneurship., Las empresas y emprendimientos impulsan el desarrollo económico y social, pero la enseñanza de emprendimiento en educación media presenta deficiencias por el limitado uso de metodologías, escasa orientación docente en gestión de proyectos y poca motivación estudiantil. El objetivo fue diseñar estrategias metodológicas para enfrentar los desafíos en la enseñanza de emprendimiento y gestión para docentes de bachillerato. Se aplicaron métodos teóricos de inducción, deducción, análisis, síntesis y sistémico estructural, y el método empírico de encuesta, con diseño descriptivo no experimental y enfoque cuantitativo. Se utilizó un cuestionario con escala Likert. Los resultados evidenciaron limitado conocimiento docente sobre enseñanza de emprendimiento y necesidad de diseñar proyectos de negocios. Se concluyó que se debe fortalecer la enseñanza implementando una propuesta que potencie la formación en emprendimiento y gestión para desarrollar capacidades, habilidades y actitudes emprendedoras en los estudiantes. Se propone un manual de estrategias para la formación del espíritu emprendedor en estudiantes de bachillerato usando aprendizaje basado en proyectos, con el fin de orientar a los docentes en la enseñanza de emprendimientos.

Introduction: This journal presents the outcomes of a meticulous systematic review investigating the interconnection among college students' professional values, professional identity, and learning engagement within the realm of higher education in China. The primary objective is to underscore the significance of instilling professional values and identity in students, delving into their impact on motivation, professional aspirations, and overall learning encounters. The study employs a rigorous methodology, entailing an exhaustive exploration across diverse academic databases to locate and scrutinize existing literature on the subject. To fortify the reliability and validity of the findings, the chosen studies undergo a meticulous data extraction process and quality evaluation. Theoretical Framework: The study accentuates the relevance of integrating academic pursuits with career aspirations, fostering professional values, and cultivating a robust professional identity to enhance learning engagement among college students. The findings suggest that students exhibit heightened motivation and engagement when they discern a clear correlation between their academic pursuits and prospective employment. Additionally, the study underscores the pivotal role of school administration and curriculum design in acknowledging and nurturing professional values and identities. Higher education institutions are urged to create a conducive learning environment by incorporating activities and experiences aligning with students' career objectives. Methodology: The research employs a stringent methodological approach, encompassing an extensive search across academic databases to identify and analyze pertinent literature. The selected studies undergo thorough data extraction and quality assessment procedures to uphold the credibility and validity of the findings. Results: The evaluation of the research spotlights the imperative nature of harmonizing professional values, profession

Introduction: This study aims to explore the impact of counselor competencies on work performance, specifically focusing on the provision of academic and personal development support to college students. The research process involved a systematic review of academic databases, including ERIC, JSTOR, and ProQuest, using search terms such as competency, job performance, college counselors, and education management. Theoretical Framework: The study emphasizes the importance of counselor competencies in determining job performance. Counselors excelling in crisis intervention, career counseling, active listening, and interpersonal skills tend to perform better, effectively addressing students' needs and guiding them in academic and personal development. Methodology: Academic databases and publications were systematically reviewed to ensure the retrieval of relevant and recent material. Strict selection criteria were applied to guarantee the caliber and applicability of chosen sources. Results: The findings underscore the significance of counselor competencies in enhancing job performance. Counselors proficient in key areas exhibit effective interaction with students, catering to their needs, and fostering academic and personal development. Conclusion: The study highlights the need to prioritize the evaluation and improvement of counselor competencies. Tailoring counselor training programs to enhance critical abilities can benefit educational institutions, ensuring better support for students' academic and personal growth.

Measuring 21st century skills is one of the most important tasks of education and training systems. Measurement is what allows program managers to evaluate the effectiveness of a particular education program, diagnose the needs of individual students, or assess their development over time. Still, countries in Latin America and the Caribbean and around the world face challenges in this area. Using data from interviews, case studies, and an in-depth literature review, this policy brief evaluates the advantages and disadvantages of different types of assessment tools for measuring 21st century skills, discusses challenges of applying them in less-developed countries, and offers recommendations for stakeholders seeking to measure 21st century skills among children and youth, by utilizing existing instruments or adapting and testing them in local contexts.

With the deepening of the concept of "core competency", the teaching of English in Chinese high schools has gradually shifted from focusing on students' achievement to focusing on students' competency. The school-based curriculum, as an important supplement to high school teaching, plays a key role in improving the English core competency of high school students. Based on this, this paper firstly analyzes the background of Chinese high school English teaching under core competency and the significance of developing a school-based curriculum for high school English; secondly, effective development strategies will be proposed based on the basic ideas of high school English school-based curriculum design. It is hoped that the analysis in this paper will provide a reference for promoting the development and practice of a school-based curriculum for high school English in China.

The concept of the metaverse has gradually become a hot topic. With the continuous development of science and technology, people are trying to explore the development trend and possible application of the metaverse in the future world. With the continuous development of science and technology, people are trying to explore the development trend and possible application of the metaverse in the future world. The article gives a detailed explanation of the characteristics of the education metaverse and the mechanism of action of the education metaverse, which is considered to be one of the main application scenarios of the Metaverse. The article gives a detailed explanation of the characteristics of the education metaverse and the mechanism of action of the education metaverse, and reflects on the new teaching form of the education metaverse. From the perspective of critical reflection, it emphasizes adherence to reality-oriented, and people-oriented, and explores the two-way promotion of education and the metaverse.

The purpose of the present study was to explore whether trait gratitude correlates with subjective well-being (SWB) among Chinese university postgraduates as well as gender and only-child differences in the mean scores on measures of SWB and gratitude. A sample of 50 Chinese postgraduates participated in the research including the measurements of trait gratitude and subjective well-being. The findings indicate that gratitude was not associated with all items of SWB. However, the results find that gratitude was significantly and negatively correlated to negative affect, besides, satisfaction with life was positively correlated to the lack of deprivation and the gratitude to society. And the level of gratitude could be different in terms of gender and only child. The results indicate that female and not only-child reported higher levels of gratitude in comparison with male and only-child postgraduates respectively.

An important part of the higher education system in the new era is the general education. With the deepening of undergraduate education reform, more and more colleges and universities have focused on general education. Our country has been practicing the professional education model for a long time, which has led to some problems, such as a deviation in the education concept, a slow integration in the education mode, and a narrow field of vision in the curriculum. The development of general education in colleges and universities in the new era should go beyond the traditional misunderstanding, recognize the importance of general education, make effective integration with professional education, make full use of its own unique ideological connotation and outstanding characteristics, and strengthen the effective linkage with professional education.

This study used a qualitative research method to explore rural English teachers' emotional labor strategies and the factors that influence their emotional labor through interviews. The study found that rural English teachers used more genuine expression strategies and surface acting strategies and less deep acting strategies; teachers used more genuine expression strategies in their interactions with students and colleagues and more surface acting in their interactions with parents and leaders, among which, since most rural students are stay-at-home children, teachers need more emotional labor to communicate with their guardians; therefore, teachers mostly used surface acting, but hardly used deep acting and genuine expression strategies. Factors that influence their emotional labor include teachers' personalities, teaching experiences, colleague relationships, school rules about teachers' emotions, and teacher faculty status. Based on the findings, this study proposes recommendations to improve rural English teachers' emotional labor in order to promote the development of rural English teachers.

This note identifies the challenges that climate change imposes on education systems, including how ready students are to cope with climate change, the level of resilience of education systems, and climate sustainability strategies in the provision of education services. It continues with a conceptual framework on the value education adds to the climate change agenda. And finally, it presents actions to foster the development of knowledge, values and capacity for climate action, as well as skills for green jobs during school age, strategies to increase the resilience of the education system to climate change and options to reduce GHG emissions in the educational service.

Wang, Wang, Chen, and Yang (2016) defined research gaps as a region where the ability to infer a particular question is constrained by a lack of knowledge. It is an area where the methods and insufficient research data have limited the capacity to get to a fully reliable judgment on a research subject. Therefore, academics need to situate their objectives in the research gap of the subject field. Particularly research gaps are those research questions that have not been addressed properly beforehand. This not only indicates the study's relevancy but also the considerable contribution it could bring to the field of study (Issah, Hamza, & Prosper, 2022). According to Ajemba and Arene (2022) posing questions and finding new research areas based on previous studies are the first steps in doing research. The limitations of the study's design, the use of inadequate instruments, or other factors that the researcher could or could not control led to the development of a research gap. For new and inexperienced researchers, it might be challenging to explore the research gap due to a limited amount of criteria or established methodologies, making research gap analysis confusing and equivocal. For example, if the researcher is investigating a broad region and then going to pick a more specific field might contribute to the description of a statement of the problem. This study's goal is to offer a methodology for determining research gaps. It will make recommendations based on each aspect of the research gap analysis framework.

Under the environment of a “double reduction” policy, the concept of reducing the burden and increasing efficiency is of practical significance to constructing efficient classrooms, easing students’ excessive homework burdens and improving teaching quality for teachers. Frontline teachers, as implementers and promoters of the “double reduction” policy, innovate teaching methods from the mode of the layered teaching, homework management mechanism, language environment and assessment ways through interpreting the “double reduction” policy and combining it with the existing problems in junior high school English classroom. These ways ensure that students learn well in class and achieve the goal of reducing excessive academic burdens on students and increasing teaching efficiency for teachers.

The current paper is a quantitative study in which we used a survey instrument to gather data regarding teaching quality at Afghanistan universities. The purpose of this study is to identify the quality of teaching of university lecturers at Afghanistan universities. The data for this study was collected from university students through an online questionnaire containing the questions designed by the Ministry of Higher Education plus a questionnaire used by an internationally supported educational organization. The data was analyzed using the Excel program. The findings show that the quality of teaching at Afghanistan universities is satisfactory. As well as the participants have had a positive perspective regarding university teachers’ teaching.

The level of high school music curriculum instructional design determines the effectiveness of high school students' music discipline core literacy development. To clarify the mechanism of the influence of high school music curriculum instructional design on the cultivation of students' core literacy in music can help the cultivation of high school students' core literacy in music. The empirical study using structural equation modeling found that there were significant correlations among the four dimensions within the questionnaire: instructional goals, instructional content, instructional implementation, and instructional evaluation in high school music curriculum instructional design; there was no direct effect of instructional content on developing high school music discipline core literacy; there was a significant mediating effect of instructional implementation and instructional evaluation between instructional goals and high school music discipline core literacy There is no direct influence of teaching content on the development of core literacy in high school music; there is a significant mediating influence of teaching implementation and teaching evaluation between teaching objectives and core literacy in high school music; teaching objectives have a significant positive influence of teaching evaluation on teaching content, teaching practice and teaching evaluation. In this regard, in the process of high school music curriculum instructional design, music teachers should further enrich the instructional design system that helps develop students' core literacy in music.

According to the "English Curriculum Reform for Compulsory Education (2022 Edition)" formulated by the Ministry of Education of the People's Republic of China, the nature and orientation of compulsory education are combined with the emphasis on adjusting and optimizing the curriculum to cultivate socialist builders and successors with comprehensive development of moral, intellectual, physical, and aesthetic skills. This paper focuses on the problems of low level of content and a single form of literary elements in junior high school English textbooks and the lack of emphasis on existing literary elements in the current textbooks. The study also aims to find out the actual usage of the textbooks among front-line teachers and students through questionnaires and interviews, summarize the form of presentation of literary elements in the three editions, analyze their shortcomings through comparison, and learn from and supplement each other.

The present study aimed at investigating the effects of learning lexical chunks on the writing performance of EFL Chinese learners of Grade three students in Middle school, and at the same time taking into consideration the examining participants’ use of lexical chunks and their knowledge of them. After two rounds of action research, through questionnaire, test, interview and classroom observation data analysis, the author found that: 1. The average writing score of students increased by 1.67 points, with an obvious improvement effect. Second, students' writing confidence, chunk writing awareness and writing methods have also been greatly improved. 3. The number of language chunks written by students increased on the second test, but decreased on the third test. According to the author's interview on students' familiarity with writing topics, students think that familiar writing topics make them more able to express their ideas.

Among its functions, the Center for the Study of Educational Sciences of Pinar del Río leads research in the field of university management, of students inserted in the training processes of the master and doctoral academic programs in Educational Sciences. The master and doctoral students presented inconsistencies in the theoretical systematizations, when addressing the research objects related to the management of university processes. In general, they focused in an atomized and unconnected way the contents of the management of the process they were researching. For the research carried out, the authors of this paper used a system of theoretical and empirical methods, namely: documentary analysis, scientific observation, interviews, analysis and synthesis, induction and deduction, which allowed them to fulfill the objective of approaching the management of university processes and their dimensions, which serves researchers as a guide for the elaboration of their starting theoretical frameworks. A theoretical foundation was presented as a result of the systematization carried out, which contributed to giving organization and coherence to the theoretical frameworks of the research related to the management of university processes. This work constitutes one of the results of the research project on the management of university processes at the University of Pinar del Río., O Centro de Estudos de Ciências da Educação de Pinar del Río, entre suas funções, conduz pesquisas no campo da gestão universitária, de estudantes inseridos nos processos de formação dos programas acadêmicos de mestrado e doutorado em Ciências da Educação. Os mestrandos e doutorandos apresentaram inconsistências nas sistematizações teóricas, ao abordar os objetos de pesquisa relacionados à gestão dos processos universitários. Em geral, eles focaram de forma atomizada e desconectada nos conteúdos da gestão de processos que investigaram. Para as investigações realizadas, os autores deste trabalho utilizaram um sistema de métodos teóricos e empíricos, a saber: análise documental, observação científica, entrevistas, análise e síntese, e indução e dedução, o que permitiu cumprir o objetivo de fundamentar uma abordagem ao gestão dos processos universitários e suas dimensões, que servirão de guia aos pesquisadores para a elaboração de seus referenciais teóricos de partida. Uma fundamentação teórica foi apresentada como resultado da sistematização realizada, que contribuiu para dar organização e coerência aos referenciais teóricos das pesquisas relacionadas à gestão dos processos universitários. Este trabalho constitui um dos resultados do projeto de pesquisa sobre a gestão de processos universitários na Universidade de Pinar del Río., El Centro de Estudios de Ciencias de la Educación de Pinar del Río, entre sus funciones, lidera la investigación en el ámbito de la gestión universitaria, de los estudiantes insertados en los procesos formativos de los programas académicos de maestría y doctorado en Ciencias de la Educación. Los maestrantes y doctorandos presentaron inconsistencias en las sistematizaciones teóricas, al abordar los objetos de investigación relacionados con la gestión de los procesos universitarios. Por lo general, enfocaron de forma atomizada e inconexa los contenidos de la gestión del proceso que investigaban. Para las indagaciones realizadas, los autores de este trabajo utilizaron un sistema de métodos teóricos y empíricos, a saber: el análisis documental, la observación científica, las entrevistas, el análisis y la síntesis y la inducción y la deducción, que permitieron cumplir con el objetivo de fundamentar una aproximación a la gestión de los procesos universitarios y sus dimensiones, que le sirva a los investigadores como guía para la elaboración de sus marcos teóricos de partida. Se presentó una fundamentación teórica como resultado de la sistematización realizada, que contribuyó a dar organicidad y coherencia a los marcos teóricos de las investigaciones relacionadas con la gestión de los procesos universitarios. Este trabajo constituye uno de los resultados del proyecto de investigación sobre la gestión de los procesos universitarios en la Universidad de Pinar del Río.

Entrepreneurial Orientation (EO) has become increasingly prominent in the public sector and in educational organizations. A policy for educational management based on EO has dimensions related to innovation, proactiveness, and risk-taking, which are preceded by organizational characteristics such as management support, discretion/autonomy, rewards/recognition, organizational boundaries, and time availability. The objective of this study is to analyze the organizational characteristics that influence EO in Municipal Centers for Early Childhood Education (Centros Municipais de Educação Infantil - CEMEIs) in Brazil. The study was conducted in a town in the state of Minas Gerais and involved 15 CEMEIs, applying questionnaires to education professionals as coordinators, monitors, and teachers, whose data were processed using descriptive statistics and a structural equation model. The results present a construct for validating organizational characteristics that can influence EO in public early childhood education organizations. However, autonomy and management support were the determinants of EO in the organizations studied. Finally, there are implications and considerations for policies and strategies in public educational organizations, indicating EO as a way to deal with contingencies, resource scarcity, the stimulation of (intra)entrepreneurial culture and even potential early childhood education for entrepreneurship., La Orientación Empresarial (OE) está adquiriendo un papel cada vez más prominente en el sector público y en las organizaciones educativas. Una política para la gestión educativa basada en la OE tiene dimensiones relativas a la innovación, la proactividad y la asunción de riesgos que van precedidas por características organizativas tales como el apoyo por parte de los equipos directivos, la discreción/autonomía, las recompensas/el reconocimiento, los límites organizativos y la disponibilidad de tiempo. El objetivo del presente estudio consiste en analizar las características organizativas que influyen en la OE de los centros municipales de Enseñanza Preescolar (Centros Municipais de Educação Infantil - CEMEI) en Brasil. En el estudio que se llevó a cabo en una ciudad del estado de Minas Gerais tomaron parte 15 CEMEI donde se administraron cuestionarios entre profesionales de la educación tales como coordinadores, monitores y docentes, cuyos datos se procesaron empleando estadísticas descriptivas y un modelo de ecuaciones estructurales. Los resultados presentan un constructo para validar las características organizativas que pueden tener una incidencia en la OE de los centros públicos de enseñanza preescolar. No obstante, la autonomía y el apoyo de la dirección fueron los determinantes de la OE en las organizaciones estudiadas. Por último, existen implicaciones y consideraciones sobre las políticas y las estrategias que se aplican en los centros educativos públicos, señalándose la OE como una forma de abordar las contingencias, la escasez de recursos, la estimulación de la cultura (intra)empresarial e incluso la posibilidad de una enseñanza preescolar para el emprendimiento.

La presente investigación constituye el resultado de la experiencia profesional durante doce años consecutivos en el MINEDUC, detectando como una de las principales limitaciones en los docentes la falta de comunicación entre el personal administrativo institucional y la afectación en la productividad laboral, el factor gestión, abarca diferentes aspectos tales como: la ética del líder y el trabajo en equipo. En este orden de ideas, es importante, describir y analizar la gestión y el desempeño laboral para lograr alcanzar los objetivos trazados durante el año escolar. La temática es de actualidad por su incidencia en el paradigma de la gestión educativa y la productividad laboral docente. Para su desarrollo se consultó una amplia bibliografía relacionada con el tema y se tomaron como premisas las exigencias planteadas por los procesos administrativos en la unidad educativa “17 de abril”, particularmente la gestión educativa y la productividad laboral, se relacionan con la capacidad de dirigir y la necesidad de fortalecer el clima organizacional. La aplicación de diferentes instrumentos científicos en esta investigación, y los métodos empíricos, teóricos, y las encuestas permitieron como objetivo de la investigación determinar la relación entre los procesos de gestión y la productividad laboral desde la perspectiva en los docentes, se realizó la valoración de factibilidad de la propuesta y tuvo como resultado que una comunicación asertiva mejora la productividad laboral y fortalece el rendimiento en los docentes, potenciando la formación educativa, lo que demuestra la pertinencia e impacto de la investigación realizada en el contexto educativo., The present investigation constitutes the result of the experience as a teacher for twelve consecutive years in the MINEDUC, detecting as one of the main limitations in the teachers the lack of communication between the institutional administrative staff and the affectation in the teaching labor productivity, the management factor, It covers different aspects such as the ethics of the leader and teamwork. In this order of ideas, it is important to describe and analyze the management and work performance to achieve the objectives set during the school year. The theme is current due to its impact on the paradigm of educational management and teacher labor productivity. For its development, a wide bibliography related to the subject was consulted and the demands posed by the administrative processes in the educational unit were taken as premises, particularly educational management and labor productivity, which are related to the ability to lead and the need to strengthen the organizational climate. The application of different scientific instruments directed in this research, through the empirical and theoretical research methods used, and the surveys allowed the objective of the research to determine the relationship between management processes and labor productivity from the teaching perspective. The feasibility assessment of the proposal was carried out and the result was that assertive communication improves labor productivity and strengthens teachers' performance, enhancing educational training, which demonstrates the relevance and impact of the research carried out in the educational context., A presente investigação constitui o resultado da experiência como docente durante doze anos consecutivos no MINEDUC, detectando como uma das principais limitações nos professores a falta de comunicação entre o pessoal administrativo institucional e a afectação na produtividade do trabalho docente, na gestão fator, Abrange diversos aspectos como a ética do líder e o trabalho em equipe. Nesta ordem de ideias, importa descrever e analisar a gestão e o desempenho do trabalho para atingir os objetivos traçados durante o ano letivo.O tema é atual devido ao seu impacto no paradigma da gestão educacional e da produtividade do trabalho docente. Para o seu desenvolvimento foi consultada ampla bibliografia relacionada ao tema e tomaram-se como premissas as demandas impostas pelos processos administrativos na unidade educacional, em especial a gestão educacional e a produtividade do trabalho, que estão relacionadas à capacidade de liderança e à necessidade de fortalecer o clima organizacional. A aplicação de diferentes instrumentos científicos direcionados nesta pesquisa, por meio dos métodos de pesquisa empíricos e teóricos utilizados, e dos levantamentos permitiram ao objetivo da pesquisa determinar a relação entre os processos de gestão e a produtividade do trabalho na perspectiva docente. A avaliação de viabilidade da proposta foi realizada e o resultado foi que a comunicação assertiva melhora a produtividade do trabalho e fortalece o desempenho dos professores, potencializando a formação educacional, o que demonstra a relevância e o impacto das pesquisas realizadas no contexto educacional.

Penelitian ini mempunya tujuan untuk mendiskripsikan tentang bagaimana meningkatkan kepercayaan dan reputasi lembaga pendidikan, bagaimana peningkatan efisiensi dan efektivitas manajemen pendidikan, dan bagaimana cara membangun komunikasi efektif untuk mempertahankan citra positif . Metode yang digunakan dalam penelitian ini adalah metode penelitian kepustakaan. Studi literatur diperoleh dari berbagai sumber seperti jurnal ilmiah, buku, makalah seminar, dan publikasi lain yang terkait dengan topik penelitian baik offline maupun online. Data yang diperoleh dianalisis dengan menggunakan model kualitatif interaktif. Model analisis data ini terdiri dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa langkah yang diambil untuk meningkatkan kepercayaan dan reputasi lembaga pendidikan diantanya transparansi dan akuntabilitas, kualitas pendidikan yang unggul, partisipasi dan keterlibatan pemangku kepentingan, komunikasi efektif, fokus pada etika dan nilai, penghargaan dan pengakuan dan melibatkan alumni. Langkah untuk peningkatan efisiensi dan efektivitas manajemen pendidikan dengan cara perencanaan yang matang, evaluasi dan pemantauan berkala, peningkatan tata kelola, penggunaan teknologi, pengembangan sdm, kolaborasi dengan pihak eksternal, mengutamakan prioritas pendidikan dan pengelolaan keuangan yang bijaksana. Dan langkah dalam membangun komunikasi efektif untuk mempertahankan citra positif dengan melakukan klarifikasi identitas dan nilai lembaga pendidikan, komunikasi terbuka dan transparan, respon cepat dan tanggap, komunikasi positif tentang prestasi dan keberhasilan, melibatkan pemangku kepentingan dalam perencanaan dan evaluasi dan tetap terbuka terhadap umpan balik

Communication is the most basic activity carried out by humans. with communication humans can relate to each other every day in various activities. This article describes the role of communication in education management with a description of the focus on communication patterns in higher education institutions. This article uses the library research method. Library research involves collecting data and information from various library sources, such as reference books, articles, notes, and various journals related to the problem under study. The results showed that the role of communication in education management is a source of educational information, control and coordination, planning and achieving goals, increasing motivation. While the form of communication carried out in higher education institutions is formal communication, non-formal, internal communication, external communication, leadership communication, communication between lecturers, communication between lecturers and students, communication between students while the communication pattern in higher education is downward communication (Downward Communication), upward communication, Horizontal communication, horizontal communication, Diagonal communication.

Son yıllarda hem ülkemizde hem de dünyanın birçok yerinde doğal afet adı verilen pek çok felaket gerçekleşmektedir. Doğal veya insan kaynaklı bu felaketler birçok can ve mal kaybına neden olduğu bilinmektedir. Anlık ger-çekleşen ve çoğu kez insanoğlunun bu felaketler karşısında çaresiz kaldığı görülmektedir. Doğal afetlerin gerçekleşmesinin önüne geçilemeyebilir. An-cak belki en az kayıp, en az zarar ve en az yaralanma ile kurtulmak mümkün olabilir. Kuşkusuz ki bu durumdan kurtulmanın en etkili yollardan birisinin de bireysel ve toplumsal eğitimin olduğu gerçeği unutulmamalıdır. Bu tür felaketlerin öncesinde, anında ve sonrasında neler yapılması konusunda bireylerin ne düşündüğü, nasıl davrandığı, neler hissettiği çok önemlidir. Bu temelde bu çalışmanın amacı, 8. sınıf öğrencilerinin doğal afetlere ilişkin bilişsel yapılarını kelime ilişkilendirme testi aracılığıyla ortaya koymaktadır. Çalışma 2023 yılında yapılmıştır. Çalışma grubu, Mardin/Artuklu ilçesine bağlı 8.sınıfta öğrenim gören 196 öğrenci oluşturmaktadır. Öğrenciler amaçlı örneklem ile seçilmiştir. Testi oluşturmak amacıyla doğal afetleri oluşturan 4 anahtar kavram (deprem, sel, kuraklık, orman yangınları) seçilmiştir. Öğrencilerin akıllarına ilk gelen kelimeleri teste yazmaları istenmiştir. Elde edilen verilere göre anahtar kavramlara verilen cevap sayıları ile ilgili bir frekans tablosu hazırlandı. Verilen anahtar kavramlarla kavram ağları oluşturuldu. Anahtar kavramlar arasındaki ilişki incelendiğinde 4 anahtar kavramın ölüm cevap kelimesiyle ilişkilendirildikleri görülmüştür. Sonuç olarak elde edilen bulgu-lar incelendiğinde öğrencilerin daha çok felaket anında ve sonrasında ya-şanılan olaylar hakkında fikir sahibi olduğu ancak doğal afetlere karşı alınması gereken önlemler hususunda bilgi eksikliği olduğu tespit edildi. Bu bağlamda çevre eğitimi temelinde doğal afet içeriklerinin verilmeye çalışıldığı başta fen bilimleri, biyoloji, sosyal bilgiler, coğrafya gibi disiplinlerden etkili olarak yararlanıl, In recent years, there have been many natural disasters both in the world and in many parts of the world. The cause of many losses of life and property from these natural or man-made disasters is known. It is seen that a moment has come true and most of the time, human beings are helpless in the face of these disasters. Natural disasters cannot be prevented. However, it may be possible to get rid of it with the least loss, the least damage and the least survival. Undoubtedly, it should not be forgotten that one of the most effective ways of getting rid of these women is individual and social education. What to do before, during and after such disasters—what to do, how to behave and what happens is very important. The purpose of these compounds is to reveal the therapeutic structures of 8th grade for natural disasters through the word-kill test. The study was carried out in 2023. The study group consists of 196 8th grade students in Mardin/Artuklu district. It was chosen for the purposes of the students. In order to create the test, four key concepts that make up na-tural disasters (earthquake, flood, drought, forest fires) were selected. People were asked to write down the first words that came to mind. According to the information obtained, a frequency table related to the answer componen given to the key concepts is prepared. Concept networks are inc-luded with the given key concepts. Relationship scheme between key concepts It was seen that four keywords were associated with the death response. As a result, it was determined that the findings obtained mostly had an idea about the events experienced during and after the disaster, but there was a lack of information about the necessary precautions in the fight against natural disasters. In this context, it is seen that disciplines such as science, biology, social studies and geog-raphy, in which natural disaster contents are tried to be given on the basis of environmental edu-cation, should be used effectively.

Bu çalışmanın amacı, 2017 yılında Al-Zu’bi Omar-Fauzee ve Kaur tara-fından okul öncesi dönem çocuklarına yönelik hazırlanmış “Yaratıcı Düşün-meyi Öğrenme Motivasyonu Ölçeği (Motivation to Learn Creative Thinking Scale)”nin Türkçe uyarlaması yapılarak geçerlik ve güvenirlik çalışmasını gerçekleştirmektir. Bu amaca bağlı olarak çalışmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Bu kapsamda 2020-2021 eğitim öğretim yılı bahar döneminde İstanbul’da bağımsız anaokulları ve ilkokullar bünyesindeki anasınıflarında görevine devam eden ve verilerin daha hızlı ve kolay elde edilmesi için uygun örnekleme yöntemine göre belirlenen 41 öğretmen ve 189 çocuk araştırmanın çalışma grubunu oluşturmaktadır. Araştırmada veri toplamak için Yaratıcı Düşünmeyi Öğrenme Motivasyonu Ölçeği (Motivation to Learn Creative Thinking Scale) kullanılmıştır. Ölçek uyarlama çalışmasında öncelikle dil incelenmiştir. Açımlayıcı Faktör Analizi kullanılarak yapı geçerliğine bakılmıştır. Ardından güvenirlik analizlerine yer verilmiştir. Örneklem büyüklüğünün KMO=,933 ve Bartlett’s Sphericity testi p=,000≤0.05 sonuçlarına göre faktör analizi yapılabilmesine uygun olduğu saptanmıştır. Açımlayıcı Faktör Analizi sonucunda maddelerde 5 faktörlü bir yapı elde edilmiştir. Cronbach Alfa güvenirlik katsayısının ölçeğin tamamı için 0,94 olduğu görülmüştür. Yapılan analizler kapsamında Yaratıcı Düşünmeyi Öğrenme Motivasyonu Ölçeği Türkçe formunun geçerli ve güvenilir olduğu sonucuna ulaşılmıştır., The aim of the research is to adapt the “Motivation to Learn Creative Thinking Scale” by Al-Zu’bi, Omar-Fauzee and Kaur (2017) to Turkish. For this aim, the survey model, one of the quantitative research methods was used in the study. In this context, 41 teachers and 189 children, who work in independent kindergartens and kindergartens within primary schools in Istanbul in spring semester of the 2020-2021 academic year and determined according to the convenience sampling method in order to obtain the data faster and easier, constitute the study group of the research. The Motivation to Learn Creative Thinking Scale was used to collect data in the study. Language validity, construct validity and reliability analysis were performed in the scale adaptation study. In order to determine the construct validity of the scale, firstly, Exploratory Factor Analysis was performed. KMO,933 and Bartlett's Sphericity test p=.000 ≤0.05 were found to be suitable for sample size and factor analysis of the study. As a result of the exploratory factor analysis, a five-factor structure of the items was obtained. The Cronbach Alpha reliability coefficient was found to be 0.94 for the entire scale. It was decided that the Motivation to Learn Creative Thinking Scale is a valid and reliable measurement tool.

The importance of media and the media industry is steadily increasing. This significance is attributed to the unlimited power of media, making it the primary determinant of daily life for societies. The influence of media on society has become a well-known reality. Despite this awareness, all layers of society often remain indifferent to this situation. This allows media to produce influential content in the desired areas and effectively utilize it. As a result, almost all social institutions and fields are exposed to the power of media. Therefore, this research aims to examine media in education, media usage, and the resulting media manipulation, and to identify the effects and consequences on stakeholders. When considering the results obtained without research, it can be observed that students, teachers, and parents are somehow influenced by the media. This influence not only affects individuals but also influences their choices and can take control of their decision-making mechanisms. School choices and the perception of a good school can be shaped by the media, and media can influence many of an individual's educational preferences. The importance of society's media literacy and conscious content selection has begun to increase for the functional use of media. In this context, it is crucial to provide media literacy education to individuals and take necessary precautions against the negative consequences of media usage. Additionally, the establishment of institutions equipped with expert staff who are aware of the manipulative processes of media has become a high-level societal necessity. In order to prevent the emergence of social problems in the future, it is necessary to provide education activities that enable the new generations and societies to acquire skills such as objective information evaluation and adherence to ethical values. Based on all the data obtained from the research, a series of protective measures and recommendations are presented, Medya ve medya sektörünün önemi giderek artmaktadır. Bu önem medyanın etki gücünü sınırsızca arttırmasıyla toplumların günlük yaşamının temel belirleyicisi olmasına neden olmaktadır. Medyanın toplum üzerindeki etkisi artık oldukça iyi bilinen bir gerçeklik halini almıştır. Bu gerçeklik bilinmesine rağmen toplumun tüm katmanları çoğu zaman bu duruma kayıtsız kalabilmektedir. Bu durum medyanın istediği alanda farklı nedenlerden dolayı toplumları yönlendirici içerikler üretmesine ve bunu etkili biçimde kullanmasına imkân tanımıştır. Böylece hemen hemen tüm toplumsal kurum ve alanlar medyanın etki gücüne maruz kalmaktadır. Bu nedenle bu araştırmada eğitimde medya, medya kullanımı ve bu süreç içerinde ortaya çıkan medya manipülasyonuna ilişkin bir inceleme yapılarak paydaşlar üzerindeki etkileri ve sonuçları tespit edilmeye çalışılmıştır. Araştırmadan elde edilen sonuçlar dikkate alındığında öğrenciler, öğretmenler ve veliler de bir şekilde medyanın etkisi altında kalmaktadırlar. Söz konusu etki sadece bireylerle kalmayıp bireyin tercihlerini de etkilemekte ve bireyin karar mekanizmalarını ele geçirilebilmektedir. Okul seçimleri, iyi okul algısı medya tarafından şekillendirilebildiği gibi medya bireylerin eğitime dair birçok tercihini etkileyebilmektedir. Medyanın işlevsel kullanımı için toplumların medya okuryazarlığı ve bilinçli içerik seçimi gibi yeterliklerinin önemi giderek artmaya başlamıştır. Bu önem bağlamında bireylere medya okuryazarlığı eğitimi verilmesi, medya kullanımının olumsuz sonuçlarına yönelik gerekli tedbirler alınmalıdır. Bununla birlikte medyanın manipülatif süreçlerinin farkına vararak tedbirler alabilecek uzman kadrolarla donatılmış kurumların tahsis edilmesi üst düzeyde toplumsal bir ihtiyaç haline gelmiştir. Gelecekte toplumsal sorunların oluşmaması için yeni nesillere ve toplumlara objektif bilgi değerlendirme ve etik değerlere uygun davranma gibi bazı becerilerin eğitim-öğretim faaliyetleriyle kazandırılması gerekmektedir. Araştırmadan elde ed

Entrepreneurial Orientation (EO) has become increasingly prominent in the public sector and in educational organizations. A policy for educational management based on EO has dimensions related to innovation, proactiveness, and risk-taking, which are preceded by organizational characteristics such as management support, discretion/autonomy, rewards/recognition, organizational boundaries, and time availability. The objective of this study is to analyze the organizational characteristics that influence EO in Municipal Centers for Early Childhood Education (Centros Municipais de Educação Infantil - CEMEIs) in Brazil. The study was conducted in a town in the state of Minas Gerais and involved 15 CEMEIs, applying questionnaires to education professionals as coordinators, monitors, and teachers, whose data were processed using descriptive statistics and a structural equation model. The results present a construct for validating organizational characteristics that can influence EO in public early childhood education organizations. However, autonomy and management support were the determinants of EO in the organizations studied. Finally, there are implications and considerations for policies and strategies in public educational organizations, indicating EO as a way to deal with contingencies, resource scarcity, the stimulation of (intra)entrepreneurial culture and even potential early childhood education for entrepreneurship., La Orientación Empresarial (OE) está adquiriendo un papel cada vez más prominente en el sector público y en las organizaciones educativas. Una política para la gestión educativa basada en la OE tiene dimensiones relativas a la innovación, la proactividad y la asunción de riesgos que van precedidas por características organizativas tales como el apoyo por parte de los equipos directivos, la discreción/autonomía, las recompensas/el reconocimiento, los límites organizativos y la disponibilidad de tiempo. El objetivo del presente estudio consiste en analizar las características organizativas que influyen en la OE de los centros municipales de Enseñanza Preescolar (Centros Municipais de Educação Infantil - CEMEI) en Brasil. En el estudio que se llevó a cabo en una ciudad del estado de Minas Gerais tomaron parte 15 CEMEI donde se administraron cuestionarios entre profesionales de la educación tales como coordinadores, monitores y docentes, cuyos datos se procesaron empleando estadísticas descriptivas y un modelo de ecuaciones estructurales. Los resultados presentan un constructo para validar las características organizativas que pueden tener una incidencia en la OE de los centros públicos de enseñanza preescolar. No obstante, la autonomía y el apoyo de la dirección fueron los determinantes de la OE en las organizaciones estudiadas. Por último, existen implicaciones y consideraciones sobre las políticas y las estrategias que se aplican en los centros educativos públicos, señalándose la OE como una forma de abordar las contingencias, la escasez de recursos, la estimulación de la cultura (intra)empresarial e incluso la posibilidad de una enseñanza preescolar para el emprendimiento.

The incident of “attending a University or college by the means of Fraudulence” has not only trampled on the bottom line of educational fairness and social justice but also the dignity of national laws and administrative regulations. There are three main reasons for the repeated occurrence of “attending a college by the means of Fraudulence”: firstly, the lack of strict audit in the admission process of college entrance examination; secondly, the lack of strict review in the admission process of college freshmen; thirdly, the lack of strict supervision in the cultivation process of college talents. In order to effectively prevent the recurrence of the incident of “attending a University or college by the means of Fraudulence”, education administration should join with universities and social third-party organizations to plug the loopholes in the admission process of college entrance examination with systematic audit mechanism, the loopholes in the admission process of new students in universities with systematic review mechanism, and the loopholes in the cultivation of talents in universities with systematic supervision mechanism.

This paper introduces Aalborg University's "problem-based, project-oriented" PBL education model, analyzes Aalborg University's five departments, campus services and innovation, and gives examples of Aalborg University's activities in the research, teaching, management and operation of 17 Sustainable Development Goals. Aalborg University's experience shows that sustainability should become a core part of the university's activities and become a mission-oriented university that fulfils the three major functions of talent cultivation, scientific research and social services and contributes to the sustainable development of the environment, society and economy of the world.

This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.

It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.

In this note, we describe the procedure used to search, filter and code information from studies that credibly measure the impact of managerial skills training on several specific outcomes (managerial skills, productivity, profits, firm survival).

As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.

In recent decades, many countries in Latin America and the Caribbean (LAC) have experienced large movements of people fleeing from extreme poverty, situations of violence or socioeconomic, political, and environmental difficulties. These migratory flows include children and adolescents who, among other things, require access to educational services, a basic right that governments in the region have committed to guarantee. In this context, migration and education interact in different ways in countries of origin and destination. This paper introduces the relationship between migration and education in Latin America and the Caribbean. It is organized in five parts. The first part describes the regional migration context. The second part describes the relationship between education and migration, both in countries of origin and destination. The third part presents the specific challenges faced by migrant students; and the fourth part explores initiatives for inclusion in different countries of the region, some which provide answers to these challenges. Finally, the fifth part presents a series of recommendations for migration policies in order to address the challenges that persist in the regions education systems.

Curriculum reform is at the top of the education agenda today. Skills gaps between what society and the labor market need and what formal systems of education and training provide are growing. The curriculum is the primary instrument for education systems to translate what society needs in terms of human capital, into specific content, competencies, and skills. The curriculum reflects the standards of what students should know and be able to do by the end of their school and formative years. However, regardless of the approach education systems take to design their curriculum, there is not always a straight correspondence between the intended standards on paper (i.e., the intended curriculum), and the actual teaching and learning that happens in the classroom (i.e., the de facto curriculum). This report examines how different education systems inside and outside Latin America and the Caribbean have incorporated 21st century skills in their curriculum, and the enabling conditions to translate the intended curriculum into a de facto curriculum in the classroom. How people are educated and trained today will determine whether countries in the region will be able to transform and provide greater prosperity and opportunities for all.

During the COVID-19 pandemic, 165 million students in Latin America and the Caribbean were abruptly disconnected from education. By the end of 2021, schools had been closed for an average of 237 days, more than anywhere else in the world. Although the COVID-19 pandemic has affected the lives of many people around the world, it has not done so uniformly. Perhaps one of the most devastating legacies of the pandemic is its effect on young people. During one of life's most critical developmental periods, large numbers of young people have been deprived of education and exposed to increased levels of social, health, economic insecurity, domestic violence and abuse. Despite the efforts of the entire educational community to ensure that students maintain some level of learning, the evidence collected in this report shows that many schoolchildren did not participate in meaningful learning activities and that the slowdown in the accumulation of skills and human capital it will have immediate and long-term consequences for the well-being of countries. Why? It wasn't just the pandemic. It was the fact that the region and its educational systems were not well prepared to withstand a shock of this magnitude. The short and long-term effects of the health crisis cannot be understood if the story does not include the starting conditions. The purpose of this report is to provide those responsible for educational policy throughout the region with an idea of the magnitude of the damage, its consequences if immediate, substantial and effective measures are not taken, and the priorities of educational policy taking into account the starting point and the effects of the pandemic. More importantly, the report also provides a compass for the education sector to develop evidence-based responses to the immediate needs of young people, as well as the medium-term measures needed to rebuild our education systems so that be more resilient, equitable, and efficient in developing effective learner

At the IDB Group, we are supporting the countries of the region in their efforts to ensure the education systems of the region meet the needs of the 21st century generations through safe reopening, providing in-person and hybrid education services, and transforming education systems. This brochure provides a summary of the main aspects of the IDB's work in education and highlights the most significant results in the year 2021.

The present bibliographic research article aims to provide a theoretical model aimed at the development of emotional intelligence to achieve adequate leadership of managers in educational institutions in the northern sector of the city of Guayaquil - Pascuales Parish. The focus of this research is mixed and theoretical methods such as: historical-logical and theoretical systematization were used to establish the state of the art, facilitate the analysis and classification of information sources, to analyze the antecedents and the importance of emotional intelligence in education. Empirical methods such as observation and surveys directed at managers on educational management and teachers issues were used to determine the importance of emotional intelligence as a transversal axis in educational leadership. Likewise, the expert criteria method was applied to validate the research proposal. One of the main conclusions that have been obtained from this study is the control of emotions and feelings, knowing and motivating oneself, generating favorable results in the workplace and fostering commitment among members of the educational community., El presente artículo de investigación bibliográfica tiene como objetivo aportar un modelo teórico direccionado al desarrollo de la inteligencia emocional para lograr un adecuado liderazgo de los directivos y los docentes en las instituciones educativas del sector norte de la ciudad de Guayaquil - Parroquia Pascuales. El enfoque de esta investigación es mixto y se utilizaron métodos teóricos como: el histórico-lógico y el de sistematización teórica para establecer el estado del arte, facilitar el análisis y la clasificación de las fuentes de información, para analizar los antecedentes y la importancia de la inteligencia emocional en el ámbito educativo. Se emplearon métodos empíricos tales como la observación y las encuestas dirigidas a directivos y docentes en temas de gerencia educativa, para determinar la importancia de la inteligencia emocional como eje transversal en el liderazgo educativo. Así mismo, se aplicó el método de criterio de expertos para validar la propuesta de investigación. Una de las principales conclusiones que se han obtenido de este estudio es el control de las emociones y los sentimientos, conocerse y automotivarse generando resultados favorables en el ámbito laboral y fomentando el compromiso entre los integrantes de la comunidad educativa.

Educational institutions require committed collaborators that feel empowered by the progress and well-being of the establishment. For this, it is necessary that educational managers can do an equitable distribution of activities, generate changes and continuous improvements for the educational center. Also, it is important allows the institutional development through actions that support and encourage teamwork. The general objective of the research was to provide a theoretical conception about educational management and its impact on the organizational leadership of the “11 de Octubre” educational center, determining the theoretical fundamentals that support educational management. Methodologically, the scientific article was structured under non-experimental descriptive research. It were used the following methods: inductive-deductive, historical-logical and analysis-synthesis. It allowed to obtain relevant information about educational management and organizational leadership. Among the main conclusions, the relationship between the educational manager and organizational leadership was established. Also was found the importance of its application in the educational system in reference to process improvement and the positive impact on organizational environment that promotes teachers and managers work., Las instituciones educativas requieren que sus colaboradores se sientan comprometidos y empoderados por el progreso y bienestar del establecimiento. Para esto es necesario que los gestores educativos realicen una distribución equitativa de las actividades, generen cambios y mejoras para el centro educativo, permitiendo así el desarrollo institucional a través de acciones que apoyan y fomentan el trabajo en equipo. El objetivo general de la investigación fue aportar una concepción teórica de gestión educativa y su impacto en el liderazgo organizacional de la Unidad Educativa “11 de octubre”, determinando los fundamentos teóricos que sustentan la gestión educativa. Metodológicamente el artículo científico se estructuró bajo un tipo de investigación descriptiva no experimental, empleando el método inductivo-deductivo, histórico-lógico y el análisis-síntesis, lo que permitió obtener información relevante sobre la percepción de las dos variables estudiadas: gestión educativa y liderazgo organizacional. Así también en referencia a los métodos y técnicas del nivel empírico se utilizó el criterio de expertos y las entrevistas. Entre las principales conclusiones encontradas, se estableció la relación existente entre el gestor educativo y el liderazgo organizacional, así como también la importancia de su aplicación en el sistema educativo en referencia a la mejora de los procesos y el impacto positivo en la creación de un clima organización que promueva la labor de los docentes y directivos.

This research is based on educational management and its impact on curriculum development, considering that an excellent administration in the institution involves all members of the community, allows making correct decisions during curriculum development, meaningful learning to provide a comprehensive humanistic education of quality and warmth, must be related to the social environment of the students. The purpose of the scientific article is to elaborate a theoretical systematization aimed at the educational manager in the face of the impact of curricular development; The theoretical foundations involved in Curriculum management and development will be analyzed The qualitative research approach will be useful for the study of the phenomena of the social environment, in relation to curriculum development; It will be a non-experimental, exploratory, inductive-deductive and descriptive investigation. The application of different methods will allow the collection of information to meet the objectives proposed in the research. The scientific modeling method and the holistic method will be used. For data collection, the qualitative approach is used through the use of empirical methods; The techniques that will be applied are: the interview, the survey and the criteria of experts., La presente investigación se basa en la gestión educativa y su impacto en el desarrollo curricular, considerando que una excelente administración en la institución, involucra a todos los miembros de la comunidad, permite tomar decisiones acertadas durante el desarrollo curricular, de un aprendizaje significativo para brindar una educación humanística integral de calidad y calidez, debe relacionarse con el entorno social de los estudiantes. El artículo científico tiene como finalidad elaborar una sistematización teórica dirigido al gestor educativo ante el impacto del desarrollo curricular; se analizarán los fundamentos teóricos que intervienen en la gestión y el desarrollo Curricular El enfoque investigativo cualitativo será útil para el estudio de los fenómenos del entorno social, con relación al desarrollo curricular; será una investigación no experimental, exploratoria, inductiva-deductiva y descriptiva. La aplicación de diferentes métodos permitirá la recolección de información para cumplir los objetivos propuestos en la investigación. Se empleará el método de modelación científica y el método holístico. Para la recopilación de datos se utilizan el enfoque cualitativo mediante el uso de métodos empíricos; las técnicas que se aplicarán son: la entrevista, la encuesta y el criterio de expertos.

This study uses secondary data to examine Obiora’s education ethics vis-à-vis the higher education system in Nigeria. The discourse centered on government educational agencies such as the National Universities Commission (NUC); National Board for Technical Education (NBTE); National Commis-sion for Colleges of Education (NCCE) and Tertiary Education Trust Fund (TETFund) and their roles in the management of the educational system in Nigeria. The study further highlights the ethical lapses in the tertiary education system in Nigeria. The researcher suggests that, the government should encourage private ownership of tertiary institutions, while the government through its agencies supervises them.

This article presents the main findings of a research carried out with a qualitative approach, presented as a final graduation work, which defines its bases and recognizes its scope in a theoretical construction on the contributions of interculturality in non-formal educational processes in which migrants participate. Its development was based on the theme of interculturality as a liberating phenomenon from the “threat of being different” capable of transforming Non-Formal Education (NFE) and its management into an opportunity for learning and freedom. Through the triangulation of research techniques (in-depth interviews, questionnaires, non-participatory observations, and document research), data and sources, working from the perspective of the five participating organizations: Alianza VenCR, Casas de la Alegría, SEPROJOVEN, Fundación Mujer y Cenderos- all of them located in Costa Rica. Among the findings of the study, we have that interculturality is the epistemic response to the various processes of NFE carried out in organizations. We concluded that NFE, conceived from the point of view of interculturality, has a thematic and methodological scope that generates learning and knowledge from other worldviews, frontlines of knowledge, and perspectives, Este artigo expõe os achados principais de uma pesquisa de abordagem qualitativa apresentada como um trabalho final de graduação e que define suas bases e reconhece seu escopo em uma construção teórica sobre as contribuições da interculturalidade nos processos educativos não formais, onde participam pessoas migrantes. Para o seu desenvolvimento se partiu da temática da interculturalidade como fenômeno liberador da “ameaça de ser diferente” capaz de transformar a Educação Não Formal (ENF) e seu gerenciamento em uma oportunidade de aprendizagem e liberdade. Mediante a triangulação de técnicas de pesquisa (entrevistas em profundidade, questionários, observações não participativas e pesquisa documental), dados e fontes, trabalhando desde o olhar das cinco organizações participantes: Alianza VenCR, Casas de la Alegría, SEPROJOVEN, Fundación Mujer y Cenderos, instâncias localizadas na Costa Rica. Entre os achados do estudo temos que a interculturalidade é a resposta epistêmica para aquilo que resulta dos diversos processos de ENF realizados nas organizações concluindo que a ENF pensada desde a interculturalidade, é uma educação de amplitude temática e metodológica geradora de conhecimento e aprendizados desde outros mundos, saberes e perspectivas., Este artículo expone los principales hallazgos de una investigación de enfoque cualitativo, presentada como un trabajo final de graduación, y que define sus bases y reconoce sus alcances, en una construcción teórica sobre los aportes de la interculturalidad en los procesos educativos no formales, donde participan personas mi-grantes. Para el desarrollo de la misma, se parte de la temática de la interculturalidad como un fenómeno liberador de “la amenaza de ser diferente”, capaz de convertir a la Educación No Formal (ENF) y su gestión, en una oportu-nidad de aprendizaje y libertad. Mediante la triangulación de técnicas de investigación (entrevistas a profundidad, cuestionarios, observaciones no participativas y revisión documental), datos y fuentes, se trabaja desde la mirada de cinco organizaciones participantes: Alianza VenCR, Casas de la Alegría, SEPROJOVEN, Fundación Mujer y Cenderos, todas instancias ubicadas en Costa Rica. Entre los hallazgos del estudio se tiene que la interculturalidad es la res-puesta epistémica para lo resultante de los diversos procesos de ENF que se llevan a cabo en las organizaciones, y se concluye que la ENF, pensada desde la interculturalidad, es una educación de amplitud temática y metodológica, generadora de conocimiento y aprendizaje desde otros mundos, saberes y perspectivas

The implementation of an educational institution such as a school requires competent human resources in their field. For administrative and managerial activities, it is impossible to leave it entirely to the teacher. This is because teachers have their own portion in the teaching and implementation of education. Thus, it takes human resources who have competence in the managerial field. This article aims to describe the duties and responsibilities of school education staff using the literature study method. Research issues that arise due to managerial inequality are discussed theoretically and practically in the field based on published journal articles. The results of research tracking found that education personnel have overly complex tasks and responsibilities. Not only in the managerial field, but also providing motivation for educators to be in an orderly administration so that they also help in the overall school administration process., Penyelenggaraan suatu institusi pendidikan seperti sekolah membutuhkan sumber daya manusia yang kompeten dibidangnya. Untuk kegiatan administrasi dan bidang manajerial tidak mungkin diserahkan sepenuhnya kepada guru. Hal ini dikarenakan guru memiliki porsinya sendiri dalam bagian pengajaran dan implementasi pendidikan. Dengan demikian, dibutuhkan sumber daya manusia yang memiliki kompetensi dalam bidang manajerial. Artikel ini bertujuan untuk mendeskripsikan tugas dan tanggung jawab tenaga kependidikan sekolah dengan menggunakan metode studi pustaka. Isu penelitian yang muncul akibat ketimpangan manajerial dibahas secara teoritis dan praktikalitasnya di lapangan berdasarkan artikel jurnal yang sudah terbit. Hasil pelacakan penelitian ditemukan bahwa tenaga kependidikan memiliki tugas dan tanggung jawab yang sangat kompleks. Tidak hanya dalam bidang manajerial, namun juga memberikan motivasi kepada pendidik untuk bisa tertib administrasi sehingga ikut membantu pula dalam proses administrasi sekolah secara keseluruhan.

The objective of this study is to know how the students challenged the virtual teaching-learning process and how they perceived the strategies implemented at the University Center for Administrative Economic Sciences of the University of Guadalajara, to adapt to the contingency by COVID-19. For the empirical analysis, a mixed methodology was used, the qualitative method consisted of conducting structured interviews aimed at those in charge of implementing the emerging virtual teaching; For the quantitative method, the descriptive analysis of the answers obtained through a questionnaire designed with the purpose of knowing the opinion of the students of the university center on the implemented teaching model was used. The results show that students consider positive the actions taken by the institution to give continuity to education, however, they consider that the virtual modality requires more time dedicated to learning, they miss personal interaction with classmates and teachers, and they believe that it does not favor teamwork, El objetivo de este estudio es conocer como los estudiantes desafiaron el proceso enseñanza-aprendizaje virtual y como percibieron las estrategias implementadas en el Centro Universitario de Ciencias Económico Administrativas de la Universidad de Guadalajara, para adaptarse ante la contingencia por el COVID-19. Para el análisis empírico se utilizó una metodología mixta, el método cualitativo consistió en la realización de entrevistas estructuradas dirigidas a los encargados de implementar la enseñanza virtual emergente; para el método cuantitativo se utilizó el análisis descriptivo de las respuestas obtenidas a través de un cuestionario diseñado con la finalidad de conocer la opinión de los alumnos del centro universitario sobre el modelo de enseñanza implementado. Los resultados demuestran que los estudiantes consideran positivas las acciones tomadas por la institución para dar continuidad a la educación, sin embargo, consideran que la modalidad virtual requiere de mayor tiempo de dedicación para el aprendizaje, echan en falta la interacción personal con compañeros y profesores, y opinan que no favorece para la realización de trabajos en equipo.