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quinta-feira, 2 de agosto de 2018
quinta-feira, 1 de outubro de 2015
legislação [educação]... financiamentos... via boletim do cirep...!
Boletim Informativo n.º150 - 01/10/2015 |
Publicado em Diário da República
Presidência do Conselho de Ministros
Procede à primeira alteração à Resolução do Conselho de Ministros
n.º 68/2015, de 9 de setembro, que autoriza a realização da despesa
destinada ao apoio financeiro do Estado a estabelecimentos de ensino
artístico especializado que celebrem contratos de patrocínio para os
anos letivos de 2015-2016, 2016-2017 e 2017-2018.
Gabinete do Ministro
Determina o apoio financeiro aos estabelecimentos de educação
pré-escolar da rede pública para aquisição de material didático, no ano
letivo 2015/2016.
|
terça-feira, 7 de julho de 2015
aí está [de novo] o ferrabrás da (des)educação...
no cm...
ainda há uns dias foi assim:
comentário:
tal como tinha feito na referida entrada, tenho um esboço [rápido] de uma proposta [muito] mais radical para resolver o assunto...
a) mal seja 'diagnosticada' a gravidez a mãe (re)ingressa na escola para realizar formação complementar àquela que possui... conclusão da escolaridade obrigatória, formação vocacional ou profissional, pós-graduações, etc. por forma a garantir vaga no armazém-escola da escolha parental;
b) excepciona-se o caso de gravidez de risco, devidamente atestada;
c) esta obrigação é mandatória e conclui-se até à realização do parto, seja ele natural ou provocado, segundo indicação clínica bastante;
d) a licença de 'parentalidade' é de doze meses, obrigatoriamente distribuídos em partes iguais pelo pai e pela mãe, sendo natural (?) que os primeiros seis meses caibam à mãe;
e) é fornecida aos progenitores, mandatóriamente, formação intensiva em parentalidade, cidadania e direitos /deveres no período até dois meses antes da data prevista para o nascimento;
f) no período correspondente à licença de maternidade, o pai regressa à escola onde a mãe iniciou a formação e ser-lhe-á ministrada formação intensiva complementar, adequada ao período de seis meses e ao seu perfil profissional, vocacional e/ou académico;
g) toda a formação ministrada é objecto de avaliação e certificação;
h) terminado o período de doze meses de licença o nascituro ingressa no armazém-escola pré-seleccionado.
ficariam resolvidos muitos problemas relacionados com números e dados estatísticos sobre emprego e desemprego com uma alta rotação no mercado de trabalho, ressucitava-se 'as novas oportunidades' ou seria criado um programa similar, do tipo recorrente [como ainda existe], incentiva-se a natalidade, a formação ministrada elevaria o país a patamares nunca perspectivados e, finalmente, seria dado o justo valor ao trabalho dos professores.
dixit.
sexta-feira, 3 de julho de 2015
terça-feira, 2 de junho de 2015
sábado, 26 de abril de 2014
terça-feira, 15 de abril de 2014
coisa da educação [pré-escolar]... 'project to improve poor children’s intellect led to better health, data show'... no new york times...!
"In 1972, researchers in North Carolina started following two groups of babies from poor families. In the first group, the children were given full-time day care up to age 5 that included most of their daily meals, talking, games and other stimulating activities. The other group, aside from baby formula, got nothing. The scientists were testing whether the special treatment would lead to better cognitive abilities in the long run.
Forty-two years later, the researchers found something that they had not expected to see: The group that got care was far healthier, with sharply lower rates of high blood pressure and obesity, and higher levels of so-called good cholesterol.
The study, which was published in the journal Science on Thursday, is part of a growing body of scientific evidence that hardship in early childhood has lifelong health implications. But it goes further than outlining the problem, offering evidence that a particular policy might prevent it.
“This tells us that adversity matters and it does affect adult health,” said James Heckman, a professor of economics at the University of Chicago who led the data analysis. “But it also shows us that we can do something about it, that poverty is not just a hopeless condition.”
The findings come amid a political push by the Obama administration for government-funded preschool for 4-year-olds. But a growing number of experts, Professor Heckman among them, say they believe that more effective public programs would start far earlier — in infancy, for example, because that is when many of the skills needed to take control of one’s life and become a successful adult are acquired.
The study in Science drew its data from the Carolina Abecedarian Project, in which about 100 infants from low-income families in North Carolina were followed from early infancy to their mid-30s. The project is well known in the world of social science because of its design: The infants were randomly assigned to one group or the other, allowing researchers to isolate the effects of the program. Such designs are the gold standard in medical research, but are rarely used in investigations that influence domestic social policy.
The researchers had already answered their original question about cognitive development: whether the treated children would, for example, be less likely to fail in school. The answer was yes. Over all, the participants’ abilities as infants were about the same, but by age 3 they had diverged. By age 30, those in the group given special care were four times as likely to have graduated from college.
“Forty years ago, it was all about cognition,” Professor Heckman said. “But it turned out that when you expand these capabilities — not only cognitive but social and emotional — one of the effects is better health. Nobody thought about that at the time.”
Frances Campbell, a senior scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill, who started work on the project in the 1970s, said of the health improvements, “I would not say to you that we were expecting to see much of a difference at all.”"
Forty-two years later, the researchers found something that they had not expected to see: The group that got care was far healthier, with sharply lower rates of high blood pressure and obesity, and higher levels of so-called good cholesterol.
The study, which was published in the journal Science on Thursday, is part of a growing body of scientific evidence that hardship in early childhood has lifelong health implications. But it goes further than outlining the problem, offering evidence that a particular policy might prevent it.
“This tells us that adversity matters and it does affect adult health,” said James Heckman, a professor of economics at the University of Chicago who led the data analysis. “But it also shows us that we can do something about it, that poverty is not just a hopeless condition.”
The findings come amid a political push by the Obama administration for government-funded preschool for 4-year-olds. But a growing number of experts, Professor Heckman among them, say they believe that more effective public programs would start far earlier — in infancy, for example, because that is when many of the skills needed to take control of one’s life and become a successful adult are acquired.
The study in Science drew its data from the Carolina Abecedarian Project, in which about 100 infants from low-income families in North Carolina were followed from early infancy to their mid-30s. The project is well known in the world of social science because of its design: The infants were randomly assigned to one group or the other, allowing researchers to isolate the effects of the program. Such designs are the gold standard in medical research, but are rarely used in investigations that influence domestic social policy.
The researchers had already answered their original question about cognitive development: whether the treated children would, for example, be less likely to fail in school. The answer was yes. Over all, the participants’ abilities as infants were about the same, but by age 3 they had diverged. By age 30, those in the group given special care were four times as likely to have graduated from college.
“Forty years ago, it was all about cognition,” Professor Heckman said. “But it turned out that when you expand these capabilities — not only cognitive but social and emotional — one of the effects is better health. Nobody thought about that at the time.”
Frances Campbell, a senior scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill, who started work on the project in the 1970s, said of the health improvements, “I would not say to you that we were expecting to see much of a difference at all.”"
para ler o resto do artigo... siga a ligação abaixo...
quinta-feira, 10 de abril de 2014
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