scholarly journals TOWARDS TECHNOCRACY? CURRENT EDUCATION POLICY IN BRAZIL

2012 ◽  
Vol 6 (11) ◽  
Author(s):  
Guy Burton
Keyword(s):  
Education Policy ◽  
Public Administration ◽  
Political Engagement ◽  
Economic Transformation ◽  
Education Sector ◽  
First Year ◽  
Formal Schooling ◽  
National Education ◽  
Public Resources ◽  
Education Plan

Is Brazil moving towards a more technocratic form of public administration?  This article considers the question, first by examining the main features and course of education policy during the first year of Dilma Rousseff’s government and second, by studying the main features of technocracy.  It finds that the issue of education by both government and stakeholders is primarily focused on issues of quantity over quality (i.e. through the establishment of a new national education plan which emphasises increased access to formal schooling, more public resources and use of targeted funds).  In terms of technocracy (‘rule by experts’), the article notes an ongoing depoliticisation in the education sector since 1995, diminishing its capacity as a vehicle for radical social and economic transformation.  The article concludes that despite this, the process remains incomplete and that there is still scope for greater political engagement, especially from outside government.

scholarly journals Programa Mais Educação e PNE: o representativo caso de Minas Gerais

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Bárbara Bruna Moreira Ramalho ◽  
Lúcia Helena Alvarez Leite ◽  
Mariana Marilack Gomes
Keyword(s):  
Public Schools ◽  
Present Article ◽  
Education Program ◽  
Minas Gerais ◽  
First Year ◽  
Full Time ◽  
Representative Case ◽  
National Education ◽  
Municipal Schools ◽  
Education Plan

<p>Até o ano de 2016, o Programa Mais Educação (PME) subsidiava o desenvolvimento de atividades de educação integral nos estados e municípios brasileiros. Considerando-se a quase uma década de vigência do Programa e a proposição, em 2014, da meta de atendimento de 50% das escolas públicas e de 25% de seus estudantes em tempo integral no Brasil no Plano Nacional de Educação (PNE 2014-2024), objetiva-se apresentar neste artigo um retrato da incidência do PME nas escolas públicas estaduais e municipais de ensino fundamental do estado de Minas Gerais no primeiro ano de vigência do PNE. Embora tenha alcançado êxito no que tange à ampliação de atendimento em oito dos seus nove anos de vigência, observa-se atualmente uma queda nas matrículas na educação integral. Uma realidade que pode se agravar a partir da reformulação do Programa, que passou, em 2016, a denominar-se Novo Mais Educação (PNME).</p><p><strong>Palavras-chave</strong></p><p>Educação integral. Programa Mais Educação. Programa Novo Mais Educação. Plano Nacional de Educação.</p><p> </p><p><strong>The More Education Program and the PNE: The Representative Case of Minas Gerais</strong></p><p><strong>Abstract</strong></p><p>Until 2016, the More Education Program (Programa Mais Educação - PME) supported full-time education activities in Brazilian states and municipalities. The program has been in place for nearly a decade and, in 2014, the National Education Plan (PNE 2014-2024) proposed to make fulltime education available for 50% of public schools and 25% of their students in Brazil. In the light of these facts, the present article aims to present a portrait of the PME’s incidence in public state and municipal schools in the state of Minas Gerais for the first year that the PNE has been in place. Although it was successful with regards to expanding offer for eight of its nine years in place, today there is a decrease in full-time education enrollments. This situation can be aggravated by the reformulation of the program, which was renamed the New More Education Program (Programa Novo Mais Educação - PNME) in 2016.</p><p><strong>Keywords</strong></p><p>Full-time education. More Education Program (Programa Mais Educação). New More Education Program (Programa Novo Mais Educação). National Education Plan.</p>

scholarly journals Education on The Path to Digital Media transition, A Perspective of Pakistani Education in 2030

2021 ◽  
Vol volume 05 (issue 2) ◽  
pp. 241-258
Author(s):  
Dr. Muhmmad Shahzad ◽  
Ali Hassan ◽  
Dr. Muhammad Asif Nadeem
Keyword(s):  
Education Policy ◽  
Digital Media ◽  
Delphi Study ◽  
Teaching And Learning ◽  
Radical Change ◽  
Education Sector ◽  
Digital Learning ◽  
National Education ◽  
Global World ◽  
School Training

Education sector in Pakistan lag in the age of media digital transition. The present study observed digital media challenges knocking at the door and the changes that required fulfilling the gap ensuing in this global world. The focus of the study was on the key question of which competencies students should acquire during their school education to be able to act self-determinedly and actively in a society that is continuously changing under the influence of digitalization processes. The sample was taken randomly from 68 experts from the education sector and education policy designers who were gathered in department of Education, IUB (Punjab) Pakistan, to design the national education policy 2021. A two-stage Delphi study sheds light on important aspects of digital teaching and learning in the school, training, university and continuing education sectors. It was found that Mobile devices (and apps for learning) are the most important technological trend that will shape digital learning over the next ten years (2020-2030). Overall, the majority of the experts do not expect any radical change or “disruption” with regard to learning habits and learning methods.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

scholarly journals How Earmarking Government Revenue Affects Efficiency of Road Construction and Maintenance

2021 ◽  
Vol 49 (1) ◽  
pp. 136-163
Author(s):  
Ramon Christen ◽  
Nils C. Soguel
Keyword(s):  
Public Choice ◽  
Public Administration ◽  
Stochastic Frontier ◽  
Road Construction ◽  
Transport Infrastructure ◽  
Government Revenue ◽  
Stochastic Frontier Model ◽  
Public Resources ◽  
Negative Effect ◽  
Per Capita

It is common practice to assign revenue to accomplish specific governmental tasks in general and to provide transport infrastructure in particular. However, neither the literature in public administration nor in public choice has reached a consensus about the effects that earmarking has on efficiency. Building on earlier public choice models, we argue that this mechanism prevents budget debates from occurring and reduces the incentives for ministers to monitor the colleagues whose budgets are financed by earmarked revenues. These latter tend to overuse public resources, thus increasing inefficiency. A stochastic frontier model fed with data from Swiss cantonal ministries of transport from 2000 to 2016 tests this hypothesis. The results reveal a negative effect of earmarking on efficiency. For every 1,000 additional Swiss francs per capita financed out of an earmarked fund, the input requirement increases by 5.4 percent on average.

Public Administration in Central and Eastern Europe

2021 ◽  
Author(s):  
Stanisław Mazur
Keyword(s):  
Public Administration ◽  
Public Management ◽  
Western Europe ◽  
Economic Transformation ◽  
The European Union ◽  
Quality Of Governance ◽  
Anglo American ◽  
The 2008 Financial Crisis ◽  
The Impact

In the early 1990s, the Central and Eastern European countries (CEE countries) saw the collapse of communist regimes and an unprecedented political and economic transformation that resulted in the establishment of democratic, law-governed states and market economies. Administrative reforms, which became an important milestone in this transformation, were considerably influenced both by administrative legacies predominant in the countries and by the Europeanization processes associated with their accession to the European Union. The administrative legacies, which combine elements of various traditions (e.g., German, Napoleonic, and Anglo-American) are still strongly affected by what is left of the communist era. Conversely, the impact of Europeanization processes on public administrations in CEE countries has proved to be much weaker than initially expected. The process of building a professional and apolitical civil service in CEE countries has been plagued by discontinuity and inconsistency, owing to the specific administrative culture of the region, the weakening pressure to modernize EU institutions, and the consequences of the 2008 financial crisis, as well as growing populist tendencies in the region. All these factors encouraged the belief that political control over public administration needs to be tightened in order for the effectiveness and quality of governance mechanisms to be improved. The quality of governance and public management varies widely across the CEE countries. What they have in common—at least to some extent—is the fairly high dynamics of change, including the reversal of the effects of previously implemented reforms. The latter factor may be interpreted as a search for country-specific reform paths, partly due to disappointment with the values and models prevailing in Western Europe, and somewhat as a consequence of growing populist tendencies in the region.

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