The relation of education to the determinants of fertility

Includes bibliography

Teachers Formation in Higher Education: Some Aspects under the Light of Education-Work Relations

This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers’ formation in higher education gains social and strategic importance, taking on the task of forming individuals of “action-reflection-action” in a society established historically based on the social relations which settle in the light of capital’s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher’s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher’s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.

The identification of the pillars of education in the class comprehensiveness in healthcare

The objective of the present study was to verify, based on the analysis of student portfolio narratives, if the four pillars of education were approached in the class "Comprehensiveness in health care", part of the integrated curriculum of the Baccalaureate in Nursing Program of the University of Sao Paulo at Ribeirao Preto College of Nursing. A qualitative, documental study was performed using 46 portfolios constructed during the classes. Data collection was performed using an assessment tool that contained items addressing cognitive and affective dimensions. The data were submitted to thematic categorical analysis using the pillars of education as predefined categories. The results show that the pillars of education were, apparently, included in the class. Despite the present study findings, no evidence was found that the expected competencies were actually discussed among students and faculty, according to the records regarding the evaluations of each pedagogical cycle of the studied class.

The impact of structured teaching methods on the quality of education in Brazil

This paper estimates the impact of the use of structured methods on the quality of education for students in primary public school in Brazil. Structured methods encompass a range of pedagogical and managerial instruments applied in the educational system. In recent years, several municipalities in the state of Sao Paulo have contracted out private educational providers to implement these structured methods in their schooling systems. Their pedagogical proposal involves structuring of curriculum content, development of teacher and student textbooks, and the training and supervision of teachers anti instructors. Using a difference-in-differences estimation strategy, we find that the 4th- and 8th-grade students in the municipalities with structured methods performed better in Portuguese and mathematics than did students in municipalities not exposed to these methods. We find no differences in passing rates. A robustness test supports the assumption that there is no unobserved municipal characteristics associated with proficiency changes over time that may affect the results. (C) 2012 Elsevier Ltd. All rights reserved.

Terrestrial non-volant small mammals in agro-silvicultural landscapes of Southeastern Brazil

The area covered by Eucalyptus plantations is significantly increasing in Brazil for economic reasons. However, the impact of such land use change is still unknown. In this study we evaluated the spatial-temporal distribution and abundance of terrestrial non-volant small mammals on a recently converted landscape whose matrix is formed by Eucalyptus plantations up to 3 years of age. From August 2007 to July 2009 we carried out monthly sampling campaigns over a grid of 30 sampling units, formed by pitfall traps covering both the landscape matrix of Eucalyptus plantations (n = 18) and legal conservation areas of native vegetation (n = 7) and abandoned pastures (n = 5). A total of 1640 individuals from 14 species of the orders Didelphimorphia (4 spp.) and Rodentia (10 spp.) were captured. However, only three species of rodents (Olygorysomys flavescens, Oligoryzomys nigripes and Calomy tener) represented 81.8% of the total amount. Eucalyptus plantations had a lower species richness and abundance than the abandoned pasture and the remaining fragments of native vegetation. Although the present species are predominantly generalists, there is clear distinction among environments in terms of their species composition and relative abundance, which also present a pronounced time variation. The assemblage found in this study suggests that silvicultural landscapes still have some conservation value, with species that seem to be resident at the Eucalyptus plantations. Moreover, the presence of the native and abandoned pastures patches imbibed in the Eucalyptus plantation matrix may increase the carrying capacity of such a silvicultural system and these landscapes may play a role in maintaining local biodiversity. (C) 2012 Elsevier B.V. All rights reserved.

The informal market of education in Egypt: Private tutoring and its implications /// Arbeitspapiere / Institut für Ethnologie und Afrikastudien ; 88

Education is generally perceived as a public good which should be provided by the state. In Egypt, free and equal access to education has been guaranteed to all citizens since President Nasser’s socialist reforms in the 1950s. However, due to high population growth rates and a lack of financial resources, the public education system has been struggling to accommodate rapidly increasing numbers of students. While enrolment rates have risen steadily, the quality of state-provided services has deteriorated. Teachers and students have to cope with high class densities, insufficient facilities, a rigid syllabus and a centralized examination system. Today, teaching is among the lowest-paying occupations in the public sector. One strategy to cope with this situation is the widespread practice of private tutoring, which usually takes place at students’ homes or in commercial tutoring centers. Based on research carried out in Cairo in 2004/05 and 2006, I use an actor-centered approach to analyze the motivations of Egyptian teachers and students for participating in private tutoring and the impact that this practice has on the relationship between teachers and students. Students of all socio-economic backgrounds resort to tutoring in order to succeed in a highly competitive and exam-oriented education system. However, the form and quality of tutoring that can be accessed depends on the financial means of the family. For teachers, tutoring provides a good opportunity not only to supplement their income, but also, in the case of renowned “star teachers”, to improve their professional status and autonomy. On the informal “market of education” that has developed in Egypt during the last decades, the educational responsibilities of the state are increasingly being taken over by private actors, i.e. the process of teaching and learning is dissociated from the direct control of the state and from school as an institution. At the same time, education is turned into a marketable commodity. Despite the government’s efforts to provide free education to all citizens, the quality of social services that can be accessed in Egypt, thus, depends mainly on the financial means of the individual or the family.

Landscapes of Poverty and Environment in Lao PDR

A key challenge for land change science is linking land cover information to human-environment interactions over larger spatial areas. Crucial information on land use types and people involved is still lacking. In Lao PDR, a country facing rapid and multilevel land change processes, this lack of information hinders evidence-based policy- and decision-making. We present a new approach for the description of landscape mosaics on national level and relate it to village level Population Census information. Results showed that swidden agricultural landscapes, involving 17% of the population, dominate 28% of the country, while permanent agricultural landscapes involve 74% of the population in 29% of the country.