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The purpose of this thesis is to present a case study of educational development in Bahrain, a developing country with limited resources. This study attempts (1) to assess the development of education in Bahrain from 1919 to1980 and to analyse the main problems; and (2) to give a comprehensive account of the present educational system (1980 onwards) in the context of recent economic developments and trends. The thesis is organised into eight chapters. Chapter One describes the geography, the people, the history and the economy of the Islands. Chapter Two is concerned with the historical development of Bahraini education from 1919 until 1980. It is an analysis of the different stages, the problems at each stage and the measures taken to tackle them. Chapter Three examines the main forces that have affected the present development, both positively and negatively. Chapter Four provides a survey of the present educational system especially in the State schools. Also the reforms which have been implemented since 1980 are fully examined. Chapter Five is devoted to higher education both at countries abroad and at home colleges. There is also a discussion of teacher training and an analysis of the current status of the teaching profession. Chapter Six examines the role of the private schools in Bahrain from pre-primary to secondary, national and foreign. Chapter Seven deals with the provision for adult literacy and for special educational needs. Chapter Eight concludes this study by evaluating both the strengths and the weaknesses in the system, as well as by analysing the problems that Bahrain education has experienced in the past and which still persist in the present. Finally there are a number of recommendations.

It is arguable that at all times the long-term prosperity of a nation is inextricably linked to its educational system, especially of higher education. This study of Vietnam's educational structure and system is both unique and necessary. It provides detailed information and considerable analysis not previously available to readers outside Vietnam. As a historical study, it covers aspects of more than 2,000 years of the country's educational developments, from the invasion of China in 111 B.C. to the present. The study is divided into six chapters, each of which deals with a major period of time. Each chapter is self-contained. Historical background and essential materials are presented and analysed. The writing of historical events is based on chronological order. Vietnam was a country without written language before the coming of the Chinese who, in their invasion of Vietnam in 111 B.C., brought with them their civilization, culture, educational system and language. The introduction of Chinese language to Vietnam can be taken as the overture of Vietnamese education. The first two chapters provide detailed information and historical factors as to how an early educational system of Vietnam was established under the influence of China and through its impact of education on the formation of a Confucian political system and Confucian society, which continued to exist for over 2,000 years. The political decline of China in the late 19th century provided the opportunity for the French to enter Vietnam and finally replace the Chinese sovereignty over the country in 1885. The invasion and ruling of the French (1886-1954) brought forward significant changes in Vietnam politically, socially and educationally. / The French introduced a new, modem educational system to Vietnam and set up an elite colonial educational system which had a great impact on Vietnamese society as well as its education. Traditional Chinese education and its imperial examination system commenced to fade out in Vietnam from the early 20th century and came to an end in 1917. During this colonial period, Western ways of thinking and culture began to flow into Vietnam and continued thenceforth. With the division of the country into North and South as separate regimes under the Geneva Accords in 1954, the educational systems of each regime developed under different political systems and different ideologies from 1955-1975. In the North, the educational system was totally reformed according to Communist doctrine while in the South, education continued to develop in the Western ways. The world-known Vietnam War ended in April 1975. However, the unification of the North and South failed to be effected in many aspects due to varied ideologies and political systems. During the period of 1975-85 Vietnam underwent a transitional reform of education in the South, which continued up to the practice of the nation's `open-door policy' starting from 1987. Narration of a significant profile of attributes of Vietnam's system of education today is fully sketched. The concluding chapter comprises two major parts; the summing up and a general review on Vietnam's educational system and practices, together with some of the issues evident in the system at present.

Made available in DSpace on 2014-06-11T19:25:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2004Bitstream added on 2014-06-13T18:29:14Z : No. of bitstreams: 1 deak_scp_me_prud.pdf: 753243 bytes, checksum: 5c00c391e3c4fe96b49b4333bcb464c1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo central deste trabalho foi o de levantar alguns indicadores para a construção de uma política de formação continuada para os Orientadores Pedagógicos da Rede Municipal de Educação de Presidente Prudente. Para tanto, partiu das concepções sobre formação continuada e das necessidades dos próprios Orientadores Pedagógicos para o exercício da função. A relevância justifica-se tendo em vista a importância do trabalho do formador dos educadores na unidade escolar, visando o desenvolvimento profissional dos docentes e a construção de uma gestão democrática nas escolas que resulte na melhoria do processo de ensino-aprendizagem dos alunos da rede pública municipal. Dessa forma, deram destino à essa pesquisa as reflexões sobre a literatura que aborda a função do Orientador Pedagógico, considerando a formação inicial e continuada dos professores e o contexto da escola pública brasileira. Faz ainda o resgate da origem e do histórico do Orientador Pedagógico na Rede Municipal de Presidente Prudente e tece uma análise sobre as concepções e necessidades formativas apontadas pelos 24 Orientadores Pedagógicos, sujeitos desta pesquisa. Nas considerações finais, indica alguns caminhos para a construção de uma política de formação em serviço que promova o desenvolvimento profissional do Orientador Pedagógico. / The focus of this dissertation was to arise some proposals to help the development of a policy on permanent education for Pedagogic Coordinators of Presidente Prudente's educational system. The research was about the way how the interviewees understand their work and what are their needs to perform it. The relevance of the research is justified by the importance of the Pedagogic Coordinators' performance in elementary schools where they are responsible for the teachers' professional development, and also for the school democratic management, in order to improve the teaching-learning process in public schools in Presidente Prudente. Many different author's works about the subject were analysed, taking in consideration the ideas about the teachers' initial and permanent education in the context of Brazilian public schools. In addition, a historical view on the origin of these professionals in the present educational system and the role they play in it is presented, followed by an analysis of the ideas and professional needs, which were expressed by the twenty-four interviewed Pedagogic Coordinators during the research. To close the dissertation, and under the lights of the research and the bibliography studies, some propositions are presented to fulfill the goal of helping the development of a policy on permanent education which might improve the Pedagogic Coordinators' professional performance.

国立情報学研究所で電子化したコンテンツを使用している。

Orientador: Yoshie Ussami Ferrari Leite / Banca: Luiza Helena da Silva Christov / Banca: José Cerchi Fusari / Resumo: O objetivo central deste trabalho foi o de levantar alguns indicadores para a construção de uma política de formação continuada para os Orientadores Pedagógicos da Rede Municipal de Educação de Presidente Prudente. Para tanto, partiu das concepções sobre formação continuada e das necessidades dos próprios Orientadores Pedagógicos para o exercício da função. A relevância justifica-se tendo em vista a importância do trabalho do formador dos educadores na unidade escolar, visando o desenvolvimento profissional dos docentes e a construção de uma gestão democrática nas escolas que resulte na melhoria do processo de ensino-aprendizagem dos alunos da rede pública municipal. Dessa forma, deram destino à essa pesquisa as reflexões sobre a literatura que aborda a função do Orientador Pedagógico, considerando a formação inicial e continuada dos professores e o contexto da escola pública brasileira. Faz ainda o resgate da origem e do histórico do Orientador Pedagógico na Rede Municipal de Presidente Prudente e tece uma análise sobre as concepções e necessidades formativas apontadas pelos 24 Orientadores Pedagógicos, sujeitos desta pesquisa. Nas considerações finais, indica alguns caminhos para a construção de uma política de formação em serviço que promova o desenvolvimento profissional do Orientador Pedagógico. / Abstract: The focus of this dissertation was to arise some proposals to help the development of a policy on permanent education for Pedagogic Coordinators of Presidente Prudente's educational system. The research was about the way how the interviewees understand their work and what are their needs to perform it. The relevance of the research is justified by the importance of the Pedagogic Coordinators' performance in elementary schools where they are responsible for the teachers' professional development, and also for the school democratic management, in order to improve the teaching-learning process in public schools in Presidente Prudente. Many different author's works about the subject were analysed, taking in consideration the ideas about the teachers' initial and permanent education in the context of Brazilian public schools. In addition, a historical view on the origin of these professionals in the present educational system and the role they play in it is presented, followed by an analysis of the ideas and professional needs, which were expressed by the twenty-four interviewed Pedagogic Coordinators during the research. To close the dissertation, and under the lights of the research and the bibliography studies, some propositions are presented to fulfill the goal of helping the development of a policy on permanent education which might improve the Pedagogic Coordinators' professional performance. / Mestre

Finland became the "PISA-miracle" approximately 10 years ago. Different experts on education come to Finland to find out what stands behind this extraordinary success which attracted attention and sparked debate all over Europe, and that is also the main aim of this thesis. For understanding current situation we need to learn about a great impact of historical factors. In this thesis I therefore present the development of national educational system from the Middle ages until today. Finland used to be a poor agricultural country which developed very quickly into post-industrial consumer society and high-level knowledge society. It is the educational system, to which is the main impact on such process attributed. We can say that the history of Finnish national educational system is a story of removal of inequalities. This long process has its roots in eliminating of old parallel educational system and building the ‚new school' which is based on the idea that the education belongs to basic rights of all children and young people. The main objective of Finnish education policy is to offer all citizens equal opportunities to receive education, regardless of age, domicile, financial situation, sex or mother tongue. Education is considered to be one of the fundamental rights of all citizens. The...

The purpose of this study reported in these pages was to ascertain how well the educational system as practiced in the public high schools of New Mexico was complying, 1948-1949, with the provision of the state Constitution, included in Article XII, which stipulates that "a uniform system of free public schools sufficient for the education of, and open to, all the children of school age in the state shall be established and maintained."