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El Estado del Arte de la Educación del Ingeniero Civil hace un recorrido, desde su llegada a Colombia junto a sus principales promotores y la legislación que la rige. Analizaron los principales elementos de la formación basada en Competencias Profesionales, orientadas al ámbito de la Ingeniería Civil. Se revisó y analizó de los planes de estudio de los programas más representativos de Ingeniería Civil a nivel Bogotá, logrando información sobre el ámbito formativo y los campos de desempeño profesional. Los resultados del análisis se clasificaron basados en los criterios de aseguramiento de la calidad en la educación, que son reglamentados por el MEN y por indicadores de empleabilidad de la carrera de Ingeniería Civil. Las conclusiones alcanzadas están orientadas a lograr los objetivos de gestión en la calidad de la educación para la carrera de Ingeniería Civil, y específicamente en los procesos de formación que deben considerar las Instituciones de Educación Superior, para lograr un desempeño idóneo y competitivo en el campo profesional. ; He State of the Art Education Civil Engineer makes a journey from his arrival in Colombia with its main promoters and the legislation that governs it. They analyzed the main elements of the Professional Skills -based training , oriented field of Civil Engineering. Was reviewed and analyzed the curricula of the most representative programs Bogota Civil Engineering level information on obtaining the training field and the fields of performance. The results of the analysis were classified based on the criteria of quality assurance in education, which are regulated by the MEN and employability indicators of Civil Engineering . The conclusions reached are aimed at achieving the objectives of management on the quality of education for Civil Engineering , and specifically in the training process to be considered by higher education institutions , to achieve a suitable and competitive performance in the field professional

The present legislation concerning Professional Qualifications for Teaching (Law n.437, 2007) was created in the context of the Higher Education reorganization according to the Bologna Process. By situating the professional qualification of preschool teachers and primary school teachers at the second cycle level (Master's), this law may contribute to reinforce the recognition of these actors" importance in the promotion of quality development, which is so necessary in the Portuguese society, and necessarily refers to the need of a demanding, qualitative initial teacher education. Having this context as background, the present communication intends to present and analyse some of the foundations of the curriculum organization for the Master's Cycle in Pre-School and Primary School Education from the Castelo Branco School of Education, giving special attention to the integration of educational research methodologies in supervised teaching practice. Whereas the "voice" of the master's is a fundamental tool for the analysis we want to achieve, we conclude with the presentation and analysis of results obtained with the administration of the experimental version of the questionnaire "Conceptions of Research Process and Teaching Practice" and the "Reflective Report" asked students in the final phase of the curricular component of the course.

Americas financial-aid system has become almost impossible to navigate and burdensome for those who need it most. Tuition and fees rise unabated, forcing almost half of college going students to borrow. Low and middle-income students are taking on frightening levels of debt. Bachelors degree recipients who borrow leave school with an average of $26,600 in debt, often substantially more, and over 100,000 students are shut out of college each year with cost acting as a major limiting factor. We must and can do better for students willing to work hard to learn their way into the middle class. In this report, The Education Trust proposes a college aid redesign consolidating and targeting at least 10 grant, loan, and higher education related tax programs separate from the Pell Grant program to finance a no debt guarantee to students from low-income families and a no interest loan guarantee to students from middle and upper-middle income families. Reallocated funds would flow to states for distribution to their institutions of higher education and high schools to increase college completion, reduce student debt, and close education opportunity gaps. ; The Education Trust West

Recent criticism from different sides has expressed the view that, with scarce resources, there is little justification for massive public funding of higher education. Central to the debate is the conjecture that colleges and universities use their resources inefficiently and focus insufficiently on their mission to expand students' human potential. Our aim in this paper is to examine the theoretical premises of this conjecture in a small open economy and uncover the conditions under which public investment in higher education is efficient and desirable. We analyze non-stationary equilibria of an OLG economy, characterized by perfect capital mobility, intergenerational transfers and a hierarchical education system. The government uses income tax revenues to finance basic education and support higher education that generates skilled labor. Given this, the following issues are considered: (a) the impact of education and international markets on the equilibrium number of low-skilled and skilled workers in each generation; (b) the economic efficiency of public subsidies to higher education in generating skilled human capital; (c) the endogenous support for a government's educational policies found in a political equilibrium.

Internationalization is transforming the world of higher education and globalization is changing the world of internationalization. The exponential growth in the mobility of students, programmes and providers across borders brings us new opportunities to increase access to higher education, yet it also introduces new risks. One of the most important challenges in cross-border education is how to ensure the quality of academics and to achieve the recognition/legitimacy of what qualifications are awarded. This paper focuses on key issues and implications such as registering and accrediting the diverse range of new types of foreign providers, whether they are traditional universities, commercial companies or partnerships of local/foreign, public/private or profit/non-profit providers of higher education. Examples of recent initiatives undertaken by various countries to monitor and ensure a quality provision of education are examined. These include codes of good practice developed by government bodies and university associations, the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education, as well as national regulatory frameworks developed by countries such as Malaysia, Hong Kong and Australia for recognizing and approving incoming and outgoing cross-border programmes. ; Peer Reviewed

Internationalization is transforming the world of higher education and globalization is changing the world of internationalization. The exponential growth in the mobility of students, programmes and providers across borders brings us new opportunities to increase access to higher education, yet it also introduces new risks. One of the most important challenges in cross-border education is how to ensure the quality of academics and to achieve the recognition/legitimacy of what qualifications are awarded. This paper focuses on key issues and implications such as registering and accrediting the diverse range of new types of foreign providers, whether they are traditional universities, commercial companies or partnerships of local/foreign, public/private or profit/non-profit providers of higher education. Examples of recent initiatives undertaken by various countries to monitor and ensure a quality provision of education are examined. These include codes of good practice developed by government bodies and university associations, the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education, as well as national regulatory frameworks developed by countries such as Malaysia, Hong Kong and Australia for recognizing and approving incoming and outgoing cross-border programmes. ; Peer Reviewed

The pedagogic thought of Paulo Freire, often defined as a Rousseau of the XX century, recalls in its contents to the theology of liberation. Some of the pillars of this new theological theory, born in South America, are the roots of the theoretical and practical approach of the Brazilian educationalist,academically born with some conceptions close to Marxist-Gramscian ideals, associated to Christianism. His work on the field is addressed to the Brazilian working class, poor and illiterate, that thanks to the educational method applied by Freire, manage to conquer their own rights.So, not only the conventional educational praxis, not culture as a mean of democracy, but as a mean to reach freedom and democracy. The Christian doctrine of the theology of liberation, is for Freire this way an important pillar for the social struggle that aim to eliminate class differences and removeall those obstacles to freedom and equality. The movement was created the great dictatorial regimes that during the XX century have oppressed people in South America, which was a direct expression of the colonial period brought on by the Europeans and that, during the '900, found a fertile groundto install dictatorships closely tied to the economic powers of that time.The new way of spreading culture, modern and anti-colonial (in the sense to cut ties with the colonialists) propose a new social scheme of liberation of the populations, especially South American, from the chains of ignorance and dependence from the dominator. We may also propose a pioneering outlookof Freire towards education and the formulation of a collective and unitary people conscience. ; Il pensiero pedagogico di Paulo Freire, spesso definito un Rousseau del XX secolo, si rifà nei suoi contenuti alla teologia della liberazione. Alcuni dei pilastri di questa nuova teoria teologica, nata proprio in Sudamerica, sono alla base dell'operato teorico e pratico del pedagogista brasiliano, nato accademicamente con delle concezioni di stampo marxista gramsciano associate al ...