Base de données - cartographie de la recherche en éducation à Guiné-Bissau de 1975 à 2015
Base de données - cartographie de la recherche en éducation à Guiné-Bissau de 1975 à 2015
Les documents disponibles dans cette base sont ceux mappés dans l’article Silva, Rui da, & Joana Oliveira. 2017. "40 years of educational research in Guinea-Bissau: Mapping the terrain." International Journal of Educational Development 57:21-29. doi: https://doi.org/10.1016/j.ijedudev.2017.09.003
This article presents a reflective report on a project aiming to strengthen educators and improve early childhood education in Guinea-Bissau—one of the poorest countries on the African continent, where preschool teachers have no training and have to face several ongoing difficulties. Helping these Guinea-Bissau teachers to focus on curriculum guidelines and process variables, implement possible ways to influence the level of well-being and involvement of children, and reflect on their team's strategies has proved to be a challenging and fruitful task. Teachers have come up with innovations and have felt empowered and more capable. However, to sustain the dynamic activity and functional structure that has been created within the project, an enabling environment is required. This implies political will and commitment.
https://www.tandfonline.com/doi/abs/10.1080/10901020903084140
Various studies demonstrate that school and teacher characteristics play an important role in pupil success. This article presents the findings from a study in Guinea-Bissau in which it is shown that the higher educational level and the level of the teacher training and the school buildings and equipment deemed appropriate do not always contribute to better pupil results. Two principal and partially complementary interpretations of these results are made. First, in a society where the technological level is very low and the school is distanced from the local cultures, value-oriented factors count more than technical-material factors in regard to pupil success. Secondly, the standard of living that the teachers have is so low that their basic needs are not met and, consequently, they cannot give teaching tasks priority. Therefore, their level of instruction and training does not make the difference it would make otherwise
https://www.sciencedirect.com/science/article/pii/S0738059396000284
We conducted a survey covering 20% of villages with 200-1000 population in rural Guinea-Bissau. We interviewed household heads, care-givers of children, and their teachers and schools. We analysed results from 9,947 children, aged 7-17, tested for literacy and numeracy competency. Only 27% of children were able to add two single digits, and just 19% were able to read and comprehend a simple word. Our unannounced school checks found 72% of enrolled children in grades 1-4 attending their schools, but the schools were poorly equipped. Teachers were present at 86% of schools visited. Despite surveying 351 schools, we found no examples of successful schools where children reached reasonable levels of literacy and numeracy for age. Our evidence suggests that interventions that raise school quality in these villages, rather than those which target enrollment, may be most important to generate very sharp improvements in children's educational outcomes.
https://www.nber.org/papers/w18971
Não aplicável
Instituto Nacional de Estudos e Pesquisa - Centro de Documentação
Não aplicável
Instituto Nacional de Estudos e Pesquisa - Centro de Documentação
Não aplicável
Instituto Nacional de Estudos e Pesquisa - Centro de Documentação
Não aplicável
Centro de Intervenção para o Desenvolvimento Amílcar Cabral
O objetivo deste trabalho foi o desenvolvimento e avaliacao de uma metodologia para o ensino de temas ligados a cartografia, utilizando recursos computacionais e especialmente geotecnologias. Para atingir estes objetivos, foi gerado um recurso didatico, auxiliar nas aulas de cartografia, em particular para o ensino de coordenadas geograficas e escala. Este material, denominado Modulo EACG (Ensino e Aprendizagem da Cartografia atraves das Geotecnologias), foi projetado no aplicativo flash, de forma que funcionasse como um livro eletronico, com uma parte teorica e atividades com solucoes autoexecutaveis. Os temas abordados no Modulo de ensino foram identificados e selecionados a partir da aplicacao de questionarios para professores, da mesma forma o conteudo das bases de dados para uso no SIG TerraView e no globo virtual Google Earth. A metodologia desenvolvida e os materiais didaticos produzidos foram avaliados em quatro escolas de Guine-Bissau, sendo uma privada e duas publicas, do ensino secundario (7a a 11a classe),e um Instituto de formacao de professores. Para a avaliacao da eficiencia do material utilizado, com as turmas de alunos, foi aplicado o teste estatistico de normalidade Shapiro-Wilk. Os resultados apontaram os beneficios do uso das novas tecnologias como ferramentas auxiliares ao ensino tradicional. Observou-se que a insercao de geotecnologias na escola facilitou a compreensao dos temas estudados, proporcionando um ganho significativo no desempenho dos alunos, alem de contribuir no processo de inclusao digital de estudantes e professores. L
https://www.semanticscholar.org/paper/USO-DE-GEOTECNOLOGIA-NA-CARTOGRAFIA-ESCOLAR-%E2%80%93-UMA-Nosoline-Maio/ed93c2bc5c5e9c54e3fd7037d8c65d6ee4f9b9b4
Não aplicável
Instituto Nacional de Estudos e Pesquisa - Centro de Documentação