Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article analyses the exercise of political and social hegemony of the Sudanese elites since its independence in 1956. Such elites are heterogeneous factions, among which two categories may be identified: the traditional and the modern ones. Traditional elites are formed by the historical leaders and tribal chiefs and therefore, they are also religious and tribal elites that have been shaped during the different colonial periods. The modern elites are a consequence of the colonial power and they have been educated through European and British standards. They became the group that have been leading the Islamic movement that came into power. This text studies the evolution of the dominant groups, the relations of cooperation and conflict between them, as well as the attempts of creating an integral state through the exercise of hegemony. In order to crystallize such hegemony, the Sudanese intellectuals, from different political positions and social perspectives, have played an essential role.

Las investigaciones en educación y desigualdades muestran que el entorno socioeconómico de las familias es uno de los factores que condicionan en mayor medida el logro de los resultados académicos. Sin embargo, sin negar la influencia de los factores externos, las investigaciones ponen también de relieve el papel clave que pueden tener la institución educativa y los agentes escolares en las trayectorias y el logro del éxito académico de los jóvenes en situación de mayor vulnerabilidad. Y constatan que escuelas con similares perfiles de estudiantes alcanzan logros diferenciados Este artículo presenta los resultados de un proyecto de investigación cuyo objetivo ha sido identificar los factores que contribuyen al éxito académico en escuelas de educación primaria y secundaria obligatoria situadas en entornos socioeconómicos desfavorecidos de cuatro grandes ciudades en España (Barcelona, Madrid, Sevilla y Valencia). La investigación muestra la importancia que sobre los resultados académicos tienen las dimensiones institucionales internas y la incidencia del liderazgo pedagógico de la dirección y del profesorado en el logro académico.   

The study draws on findings from a survey of adults in non-formal continuing education under the professional training for employment framework in Spain. Quantitative analysis was carried out to a sample of 425 respondents from three different educational providers. Firstly, a factor analysis was conducted to fourteen motives for participation items. A two-dimension model of motivation to participate was identified: one dimension oriented towards job-improvement and the other dimension oriented towards learning. Secondly, a variance analysis was conducted according to demographics variables. Results showed significant statistical differences in the first dimension according to demographic variables. This might indicates an instrumental motivation in participation in work-related training among different groups who try to cope with different types of drawbacks.

This research has developed The Academic Achievement Risk Assessment Scale [AARS], for identification of the factors which influence performance of undergraduate (448 students); studying at three universities of Lahore, Pakistan. An 18-item scale, with five distinct factors was developed which included lack of motivation, dysfunctional parental practices, parental involvement in drug abuse or antisocial activities, difficulty with peers, and language barrier. The results revealed differences among low, medium and high academic CGPA groups as all five risk factors were significantly related to the low achieving group. The study has implications for teachers, counselors, and policy makers in the field of learning

Objectives: To analyze the imagery of women on reconciling work and family life to explore the beliefs, opinions and related experiences of gender inequality. Methods: We applied a qualitative methodology of in-depth, semi-structured individual and group women in vocational training courses. We have also conducted interviews with experts on gender equality. Results: Women and experts interviewed manifest the presence of barriers to reconciling work and family both in the organizations, career advancement, and applicable legislation. Conclusions: There is an undercurrent in the collective imagination and individual beliefs of society that allows the maintenance of the values associated with the patriarchal organization, sexual division of labor and socializing unequal gender roles. It is required a transformation of work organization to improve the lives of people.

Teacher’s practice, permeated by his/her being and doing in the classroom was and remains the subject of study in academia. This article presents the result of a Master Degree’s investigation on Education aimed to identify what are the practices of teachers in a Technical Course in Computing from a town located in the metropolitan area of Porto Alegre under of the view former students. The investigation was a mixed research methodology approach with an exploratory/descriptive goal and a technical ex-post-facto procedure. The research tool was a questionnaire administered to graduates a Technical Course in Computing. Quantitative data was analyzed by descriptive statistics while for the qualitative data we used analysis of content. Among the emerged results, it was observed that graduates with supervised training seem to have a more critical view than the non-supervised training graduates about the activities developed by their teachers. We identified different practices developed by teachers, among them in class assessment without student’s feedback, highlighting the need for improving the assessment practice by the teachers. We observed the need of a teaching more related with the labor market, as well as classes that combine theory with practice.

Assessment processes and products are important at all levels of education, from the micro context of the classroom to national level. Expertise in assessment is assumed to be a basic attribute of lecturers. However, given the developments of the past 20-30 years a panoply of ideals and ideas have permeated discourses so as to camouflage the basics of theoretical understanding. This study examines the beliefs of 50 science and 50 education lecturers at an English university, focusing on data collected via a questionnaire to clarify the beliefs and understanding of assessment terms and the relationship between them. The results demonstrate that there is a great variety of understanding both between and within subject disciplines. This spread, though to be expected in a thinking, developing sector, has implications for learning and teaching and for quality assurance.