Federal Education Research Articles

Quality of internal auditing in federal educational institutions: an analysis of the perception of internal audit members and senior management

PurposeThis paper aims to analyze the factors that influence the quality of internal audits in Brazilian federal educational institutions.Design/methodology/approachThe study consisted of a survey whose target participants were members of the internal audits and members of the senior management of Brazilian Federal Educational Institutions. The analyses included descriptive statistics of the sample, exploratory factor analysis and multiple regression analysis.FindingsThe results showed that the internal audit functions, continuous improvement practices and relationship between internal and external auditors as factors had a positive impact on the internal audit quality dependent variable. The internal audit functions and continuous improvement practices as factors influenced both models that were created (audit members and senior management), whereas the relationship between internal and external auditors was only relevant to senior management. Organizational support and internal audit autonomy, on the other hand, were not statistically significant.Originality/valueConsidering the recent Brazilian research on internal auditing in Educational Institutions, this study differs from others in that it covered all the Universities (63), Federal Institutes (38), Federal Centers of Technological Education (2) and Colégio Pedro II. Another relevant issue refers to the target audience, addressing both the members of the internal audits (supply side) and the Senior Management (one of the main parties impacted by the work of the internal audits).

Dreaming beyond education policy: a BlackCrit analysis of ESEA and ESSA

PurposeThe purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.Design/methodology/approachBy analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.FindingsThe data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.Originality/valueThis paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

Развитие коммуникативных умений второклассников: особенности реализации требований ФГОС НОО

The article analyzes the difficulties in implementing the updated versions of the Federal State Educational Standard for Primary General Education and the Federal Educational Program for Primary General Education. The problem of developing the communicative skills of second-graders is considered, the ways of teaching younger students to communicate in the dialogue mode are updated. As a priority, it is proposed to use forms of joint activities that meet the requirements of the updated program documents. It is noted the need for the gradual formation in children of the ability to listen to the interlocutor and perceive information to complete educational tasks. Tasks for second-graders are offered, which help students understand the importance of mastering communication skills in the process of studying the Russian language course.

Teaching the Russian language in the Second Grade in Accordance with the Federal State Educational Standard of the Primary General Education and the Federal Education Program

Teaching the Russian language in the Second Grade in Accordance with the Federal State Educational Standard of the Primary General Education and the Federal Education Program

Federal Educational Program of Preschool Education: Aspects of Management Problems and Solutions

The article presents the main results of a study of scientific, methodological and substantive support for additional professional education of the leaders and teachers of the preschool educational organization on the implementation of federal educational program in the context of the requirements of actual legislation, which are pedagogical innovation for the practice of managing preschool education of the Russian Federation. The authors indicate the problems identified during the analysis of requests and professional difficulties of the leading and pedagogical workers of the preschool educational organization conducted by the Department of Preschool Education in the process of implementing the programs of additional professional education of the heads of preschool educational organization in the context of the Federal Law “On Education in the Russian Federation”, taking into account the Federal Law 304-FL and changes in the federal educational standard of preschool education. As a tool, diagnostic maps presented in the methodological recommendations of the Ministry of Education of the Russian Federation were used. The results of the activities of the department of preschool education on the organizational and methodological support of the practice of developing educational programs of preschool educational organizations are also reflected. As a methodological support of work with children-foreigners, an additional general development program “Russian Language as a Native” was proposed at the innovative sites of the Nizhny Novgorod region. The article presents the partial programs of preschool children developed and implemented in the practice of kindergartens of the Russian Federation: the partial program of spiritual and moral education of children is 5–7 years old “with a pure heart” (published by the Russian Word publishing house, posted in the federal register of educational programs of preschool Education in 2019), the partial program of the patriotic education of children 5–7 years old “Glory will not remain silentˮ. The content of the program is aimed at developing childrenʼs ideas about the Russian army, historical exploits of the defenders of the Fatherland and the education of moral-patriotic feelings and qualities of a person of an older preschool child.

Analyzing (and comparing) policy mobilities in federal education systems: Potentials of a topological lens

This contribution takes up and discusses topology as a relational approach to better understand and empirically trace policy mobilities in federal education systems. While topology echoes other relational approaches in its simultaneous focus on ongoing change and the “making” of stabilized forms (e.g., policy scales), it also brings attention to facets of policy mobility research that other approaches have, at least so far, considered to a much lesser extent. Such facets include the systematic integration of a temporal dimension (e.g., rhythms of scale- or policy-making) as well as the consideration of digital/data space-times. Equally, topology reminds us that policy itself is increasingly becoming topological—that is to say, policy-making is increasingly ruled by movement spaces, logics of connectedness, and capacities for change, instead of formal authority, position, or transmission. Integrating these different dimensions into a heuristic framework, we illuminate what we see differently when applying a topological lens to policy mobility analysis in federal education systems, using the example of German education policies since the 2000s, particularly transformations induced by the ongoing pandemic, as a case study.

Policy mobilities in federal systems: The case of Proyectá tu Futuro, a social impact bond for education and employment in the city of Buenos Aires

Global policy mobilities have been studied predominantly at the national level of education, but their implications and effects at the subnational level have been disregarded. This paper analyzes Proyectá tu Futuro, the first social impact bond (SIB) for education and employability implemented in Buenos Aires, Argentina. Since 2010, SIBs have become a booming type of policy, rapidly traveling and being adopted across countries and policy spheres. SIBs aim to align the incentives of the private sector—the third sector—and the public sector to obtain results while improving public-policy efficiency. However, often it is policy entrepreneurs’ agendas and not results or efficiency goals that trigger SIBs’ adoption. In this study, we analyze the diffusion of SIBs as policy mobilities and the processes of adoption and translation in the context of Buenos Aires. To this end, we draw on an analysis of policy documents, existing legal frameworks, and interviews with key actors. Our findings point to the role of “glocal” policy entrepreneurs as key agents for the adoption and translation of SIBs, as well as their capacity to advance their own agendas in the context of global policy mobilities in federal education systems.

Global policy mobilities in federal education systems

As an introduction to this special issue, this paper presents a discussion of different theoretical and methodological challenges in analyzing the ways in which global policy flows are shaping education policies and practices within and across federal systems. We argue that the dynamics between the global and the federal systems are complex, non-linear, multi-directional and ever changing. We start by discussing the notion of global policy mobilities and the kinds of theoretical approaches that we suggest can be productive in understanding the flows of power in education across spaces. We then move on to conceptualize “the federal” in education. While global flows do not lead toward universal results or linear policy convergence across nations, we also stress the necessity to think about federalism not as singular but in the plural, as federalisms, given the different configurations and historical developments of federal systems of education. To conclude, we highlight four analytic tensions and new directions for future research on global policy mobilities in federal education systems.

Perspectives of special education teachers and paraprofessionals on working together in general education settings

ABSTRACT Although educational policies differ across countries, there appear to be clear commonalities across a global context in some aspects of the utilisation of special education paraprofessionals and their relationships with special education teachers. Research and federal education policies in the United States highlight the importance of ensuring access to general education curriculum and settings for students with disabilities. In response to students’ needs for support in general education settings, schools have widely turned to the utilisation of paraprofessionals, which can present challenges. This qualitative study explored the perspectives of 64 special education teachers and paraprofessionals across 11 focus groups, focused on the key issues that arise when working together to support students with disabilities in general education settings. We used inductive qualitative analysis to identify four themes of key issues, related to: (a) shared ownership of student learning, (b) planning and implementing appropriate supports, (c) navigating collaborating roles, and (d) facilitating the bridge between general and special education. We offer recommendations for future research and practice, including for teachers, paraprofessionals, administrators, and teacher preparation personnel.

A critical analysis of universal design for learning in the U.S. federal education law

Universal Design for Learning (UDL) has been frequently discussed as a framework that guides the design of inclusive learning environments for all students with and without disabilities. This policy brief reports on findings of a content analysis of how UDL was referenced in three major U.S. federal education laws. Results indicate that UDL was not explicitly defined although it was closely tied to alternative assessment and technology in K-12 education laws. References to UDL in the higher education law suggested using UDL to guide inclusive educational practices for post-secondary students and the need to integrate the framework into educator preparation.

UNRESTRICTED USE OF SPECIAL KNOWLEDGE IS A PREREQUISITE FOR COUNTERING ESPECIALLY DANGEROUS CRIMES IN THE CONTEXT OF DIGITALIZATION AND INFORMATIZATION OF SOCIETY AND THE STATE

The current task of the Russian Federation is the effective counteraction to especially dangerous crimes in the context of digitalization and informatization of society and the state using the special knowledge of specialists and experts. Purpose: to analyze the problems of using special knowledge in legal proceedings, often associated with the unacceptably low competence of their carriers - knowledgeable persons. Methods: empirical methods of comparison, description, interpretation; theoretical methods of formal and dialectical logic; specific scientific methods: legal-dogmatic and interpretation of legal norms. The study reveals that in our country the line between the special knowledge possessed by knowledgeable persons (specialists and experts), and the legal knowledge possessed by investigators, judges, etc., is consistently blurred. It is proved by the inclusion of the specialty «forensics» in the enlarged group of legal specialties and the subsequent approval in 2020 of the Federal Educational Standard for this specialty of the 3++ generation, in which, compared to previous generations of the Federal State Educational Standards of Higher Professional Education, a significant proportion of special knowledge is replaced by legal knowledge, making it virtually impossible to provide high-quality training for future specialists and experts. The development of a professional standard for a forensic expert for the benefit of forensic organizations may have a positive impact on the professionalism of their staff, but the draft of this standard fixes the need for them to have a predominance of legal knowledge, which is directly contrary to the interests of law enforcement in the country in the due professionalism of forensic experts, designed to contribute to the effectiveness of scientific and technical support for the detection and investigation of crimes. Proposals for improving the situation are formulated.

RESSIGNIFICANDO A QUEIXA ESCOLAR: CONTRIBUIÇÕES DO PARQUE PARA A DESMEDICALIZAÇÃO DA EDUCAÇÃO

ABSTRACT This research aimed to evaluate a program of attention and resignification of school complaints and its contributions to the confrontation of pathologization and medicalization of school phenomena. The theoretical framework guiding the entire research was based on the historical-cultural perspective of Psychology and Critical School Psychology. The information was obtained through individual semi-structured interviews, carried out with four elementary school teachers from a Basic Education school in the federal education network, and analyzed through qualitative thematic content analysis. The results showed that the Program studied contributed to the participants’ broadening their understanding of school complaints, starting to recognize the teaching activity and institutional relationships as constituents of it. The collective spaces of listening and dialogic exchange about the challenges present in the schooling process provided by the Program were fundamental to face the pathologization and medicalization of school phenomena.

Occupational health promotion at a federal education institution: challenges and perspectives.

The Brazilian Federal Government developed the Occupational Health and Safety policy for the Federal Public Servant, supported by the following axes: health surveillance and promotion, health assistance for the civil servant, and medical surveillance expertise. As a federal public institution, the Federal Institute of Northern Minas Gerais (Instituto Federal do Norte de Minas Gerais) is responsible for implementing this policy. This study aimed to identify the challenges and perspectives associated with the health care provided to the servants of the Federal Institute of Northern Minas Gerais. This was a documentary and field study, with a qualitative and quantitative approach, conducted using documentary research and semi-structured interviews. The collected data were submitted to descriptive and categorical content analyses. The Federal Institute of Northern Minas Gerais still presents several problems in the consolidation and structuring of the Occupational Health and Safety policy for the Federal Public Servant. Among the main obstacles faced are the lack of governmental and institutional support and the precariousness of financial and human resources, mainly directed to the axis of health promotion and surveillance. The institution plans to conduct periodic medical examinations, the establishment of Internal Health Commissions for Public Servants, and the implementation of a mental health program. It is expected that the Federal Institute of Northern Minas Gerais will be able to perform better on the development of health policies and programs for its workers.

Психолингвистический анализ процесса чтения и позиционный принцип как основа обучения чтению на этапе предшкольного образования

The article provides the results of a psycholinguistic analysis of the reading mechanism, which allows teachers of preschool and primary general education to understand the scientific foundations of the methodology of teaching to read. The aim of the study was to systematise the preschool educational content, its objectives and requirements for the results of mastering the Federal Educational Program for preschool education, and to analyse the mechanism of anticipation in the process of reading a direct syllable, as well as the essence of the reading positional principle. To achieve this aim, a comparative analysis of normative documents and modelling of the mechanism for recreating the sound form of a word in the process of reading were used. The author describes the typical methodological difficulties faced by teachers in the process of teaching preschoolers to read, and gives recommendations on how to overcome them.

Teaching English for specific purposes at Russian universities: problems teachers have to cope with

Any university performance is assessed according to the job placement of its graduates who according to the Russian Federal Educational Standard of higher vocational education must acquire professional skills as well as skills of using Russian and foreign sources of information and being active representatives of domestic companies in business dealings with their overseas partners. Thus, in comparison with English for general purposes taught at Russian schools, students at non-linguistic universities learn English for specific purposes. Since an ESP course is a very demanding one, the paper deals with the main challenges ESP teachers cope with.

Создание образовательной программы для детей раннего и дошкольного возраста в дошкольных образовательных организациях Республики Адыгея в условиях реализации ФОП

The article discusses the educational program for the speech development "Native (Adyghe) language" for children of early and preschool age in preschool educational organizations of the Republic of Adygea, which was developed in compliance with the Federal State Educational Standard of Preschool Education and regulatory legal acts that contain obligatory requirements for the conditions of organization of preschool education. It is the first program for preschool education in the Republic of Adygea in the context of the implementation of the Federal Education Program.

O Organizar de Práticas de Gestão de Atividades Artísticas e Culturais em uma Escola pública

Abstract This paper aims to analyze the organizing of art and culture management practices in a federal education institute. To that end, we utilize the contributions of two epistemological approaches, organizing and the practice lens. The study is characterized as qualitative research, developed in two main steps: an exploratory step, which involves the analysis of documents and two projective interviews; and a field immersion step, characterized by participant observation and by the analysis of management practices in the implantation of an Art and Culture Nucleus at the studied institute. As a result, an organizing approach articulated with art and culture management practices enables one to understand school management in a less orthodox manner in opposition to the usual binarism of the school management research field, which involves the disputes between elements and ideologies of the traditional school management and the democratic school management approaches. The study contributes by characterizing the process of re-signification of material aspects in the practice of school management, which makes it possible to problematize the use of administrative planning and the role of contextuality in the attribution of competences of group dynamics, and to point out the effects of decision-making in school management.

ОСОБЕННОСТИ РАЗВИТИЯ КОМПЕТЕНТНОСТИ ЖИЗНЕСТРОИТЕЛЬСТВА СТАРШЕКЛАССНИКОВ

Statement of the problem. The category of life planning is used in the Federal Educational Standard to describe the educational outcomes of secondary school students: graduates must demonstrate the willingness and ability to set goals and make life plans. However, the document itself does not define the concept and does not systematically describe the conditions for the formation of the ability to set and implement life plans. Our study proposes the concept of life-building competence, which provides high school students with the readiness and ability to make life plans, describes its component and level structure. The purpose of the article is to describe the features of the development of life-building competence in high school students. The theoretical and methodological basis of the study includes the provisions of existential psychology and pedagogy (L. Biswanger, M. Heidegger, A. Langle, M.I. Rozhkov, O.I. Andreeva, etc.), the concept of the life path (Sh. Buhler, S. L. Rubinshtein, B.G. Ananiev, I.S. Kon), the concept of life planning (O.S. Rapotsevich, A.V. Napris, I.N. Astafyeva, etc.), competence-based approach to education (I. A. Zimnyaya, A.V. Khutorskoy, Yu.G. Tatur, etc.), ecological-personal approach to the study of the educational environment (W. Bronfenbrenner, V.A. Yasvin). In the course of the study, a theoretical analysis of scientific sources on the research problem was made, a diagnostic complex was developed and implemented, aimed at determining the levels of life arrangement in high school students, methods of mathematical data processing were applied. Research results. In the course of a theoretical study, the authors defined the concept of a life plan, the concept of life-building competence, and described the components of competence. In the course of an empirical study, the levels of development of each component and the competence of life arrangement in general among high school students in the city of Krasnoyarsk were identified. Conclusion. Conclusions are drawn about which components of life-building competence in high school students are developed at a high level and are resourceful for the development of other components, and which components require purposeful development. The distribution of students according to the developmental levels of life-building competence is presented. The requirement for an educational environment that ensures the development of life-building competence in high school students is formulated.

Observing Teachers Skills about the Assessment of Students: A Standard-based Teacher Evaluation

The study's aim was to observe teachers' skills about the assessment of students on the basis of National Professional Standards for Teachers approved by the Government of Pakistan federal education Ministry (2009). These standards provide a mechanism for the evaluation of teachers. The sample of the study comprised of 256 teachers. An observational checklist was employed for observing the skills of teachers regarding different dimensions of the assessment of students. The study explored that the teachers were conducting all the phases of assessment e.g. developing test, marking of a test, documenting and reporting tests results, and to use tests results competently but deficiencies were observed regarding the process of administrating test. Based on the results, relevant pre-service and in- service training as well as certain remedial measures for teachers' education programs were suggested according to the mechanism of aforesaid standards so that the dream of quality teaching in the region may be fulfilled.

Does admission type matter? An analysis of the performance of federal high school students in Brazil

This study aims to verify whether a difference exists between the forms of entry (lottery draw vs. merit-based) on the performance of students entering the federal education schools. The data used were collected from students in their last year of high school in relation to mathematics and Portuguese. As each federal education unit has administrative independence in terms of the selection method, the identification strategy is based on assigning students to two groups: treatment (lottery draw) and control (merit-based admission process). Three matching methods were employed to estimate these effects. The empirical results indicate that an effect exists between 0.14 and 0.40 standard deviation smaller in mathematics for students who enter by lottery draw, with differences in gender and the distribution of grades. Among the female students, the effect was greater in Portuguese, and among the male students, the effect was greater in mathematics. Students in the lower quantiles of grade distribution showed the greatest difference.