An exploratory data analysis of COVID-19 impacts on education

The global spread of COVID-19 has significantly impacted in education, leading to the widespread adoption of online learning as face-to-face interactions in schools, colleges, and universities diminished. This article employs an exploratory data analysis (EDA) approach to develop a statistical model that comprehensively assesses the influence of COVID-19 on the world's education system until December 2021. The research delves into the complexities of this impact, examining day-to-day and week-to-week variations in education globally. It also compares the educational effects in different nations, with a specific focus on contrasting India with neighbouring countries and those severely affected by the pandemic. The study analyses immediate effects and addresses implications for the healthcare sector, offering insights for planning in the event of future outbreaks. By exploring data and trends, the article aims to provide valuable insights into the multifaceted impact of COVID-19 on global education, facilitating informed decision-making in the face of unprecedented challenges.

A cross-sectional survey on violation of cigarettes and other tobacco products act around education institutions in Puducherry

Background: India is the second-largest tobacco consumer in the world and is responsible for around 1.3 million deaths every year. To achieve tobacco control amongst youth, it is essential that there should be strict enforcement of cigarettes and other tobacco products act (COTPA) in the vicinity of educational institutions. Objectives were to measure the violation of COTPA section 4 and 6 in Puducherry. Methods: An observational survey on COTPA violation was conducted over a period of three months in Puducherry among 300 educational institutions and tobacco point of sale (PoS). Two-stage sampling technique was used. Epicollectv5 incorporating the observational checklist was employed for data capturing and analysis was done with SPSSv24. The institute抯 ethics committee approval was obtained. Results: 145 (48.3%) violated section 6b. Violation of section 6a was observed in the form of tobacco products sale by minors in 1 (0.7%) and tobacco products sale to minors in 58 (40%) amongst those 145 tobacco PoSs. Only 32 (10.7%) educational institutions complied to statutory display of 揘o smoking signage� board at the entrance of the educational institutions as per COTPA section 4. Active smoking was noticed within 100 meters radius in in nearly half of the institutions i.e., 133 (44.3%). Conclusions: This study showed that implementation of COTPA sections 4 and 6 in Puducherry to be deficient. It will need a concerted effort from all parties involved, including the police, educational institutions, and the local community to enforce strict implementation of the legislation for tobacco control.

Seroprevalencia de infección con SARS-CoV-2 en escolares y docentes en Paraguay / SARS-CoV-2 seroprevalence in school children and teachers in Paraguay

INTRODUCCIÓN: En Paraguay, en el 2021 se produjo el retorno gradual y voluntario a las clases en modalidad semipresencial. OBJETIVO: Estimar la seroprevalencia anti-SARS-CoV2 en los escolares y docentes. MATERIALES Y MÉTODOS: Estudio descriptivo transversal, realizado entre el 25 de octubre y el 5 de noviembre de 2021. Se aplicaron encuestas estructuradas a escolares y docentes de cinco instituciones educativas, dos en Asunción y tres en el Departamento Central; además, se obtuvieron muestras de sangre por punción digital para detección de anticuerpos mediante una prueba rápida inmunocromatográfica. RESULTADOS: Se incluyeron 966 escolares entre 5 a 18 años y 148 docentes, 12,4% (120/966) de los escolares ya había recibido la vacuna anti-COVID-19, que representa 61,9% (120/194) de los estudiantes habilitados para vacunación y 97,3% de los docentes ya antes fue vacunado. El 95,8% de los escolares y 46,6% de los docentes recibieron la vacuna de BNT 162B2 de Pfizer (E.U.A.) y BioNTech (Alemania). El 34,5% de los docentes y 3,9% de los escolares refirieron haber tenido COVID-19. La seroprevalencia sin discriminar estado de vacunación fue 37,7% en escolares y 91,9% en docentes, en los no vacunados fue de 30,9% en escolares y 25,0% en los docentes. En el análisis multivariado solo la vacunación estuvo asociada a la seropositividad. CONCLUSIONES: La alta seroprevalencia anti-SARS-CoV-2 refleja una importante circulación viral en la comunidad. Casi la totalidad del plantel docente tenía el esquema completo de vacunación, y más de la mitad de los estudiantes habilitados había recibido al menos una dosis. Se destaca la alta seropositividad en vacunados. Se recomienda continuar con las medidas preventivas no farmacológicas y vacunación.

BACKGROUND: In Paraguay there has been a gradual and voluntary return to classes in a blended mode. AIM: To estimate the anti-SARS-CoV2 seroprevalence in schoolchildren and teachers. METHODS: Cross-sectional descriptive study, carried out between October 25 and November 5, 2021. Structured surveys were applied to schoolchildren and teachers from five schools, two in Asunción and three in the Central Department. In addition, samples of fingerstick blood for antibody detection by rapid immunochromatographic test were obtained. RESULTS: A total of 148 teachers and 966 schoolchildren were included, 12.4% of the schoolchildren had received the anti-COVID-19 vaccine, which represents 61.9% of the students qualified for vaccination. Among the teachers, 97.3% received the COVID-19 vaccine, 95.9% had the complete schedule, 34.5% of teachers and 3.9% of schoolchildren reported having had COVID-19. The seroprevalence with no vaccine status discrimination was 37.7% in schoolchildren and 91.9% in teachers. In unvaccinated schoolchildren, seroprevalence was 30.9% and in unvaccinated teachers 25.0%. CONCLUSIONS: The high anti-SARS-CoV-2 seroprevalence reflects an important viral circulation in the community. Almost the entire teaching staff had the complete vaccination schedule, and more than half of the qualified students had received at least a dose. The high seropositivity in vaccinated is highlighted. It is recommended to continue with the preventive non-pharmacological measures and vaccination.

Educación ambiental mediada desde las ecologías sociocuturales para el abordaje del territorio en contextos escolares / Environmental education mediated from socio-cultural ecologies for the approach to territory in school contexts

RESUMEN Desde la perspectiva de las ecologías socioculturales, como campo emergente interdisciplinario, se puede enriquecer de manera alternativa y complementaria la educación ambiental, puesto que permite un acercamiento comprensivo a las dinámicas de ocupación humana y las transformaciones en un territorio concreto desde una mirada histórica, política y sociocultural. Esta investigación, se llevó a cabo en el contexto territorial de la cuenca del río Quindío, en el centro-occidente de Colombia, con la participación de 144 estudiantes y 40 docentes, de cuatro Instituciones Educativas públicas. La metodología fue de enfoque cualitativo, donde se empleó como instrumento de recolección y análisis de información, una encuesta tipo cuestionario con preguntas abiertas, para indagar aspectos socioambientales, históricos y paisajísticos del contexto territorial de dicha cuenca. Los resultados develaron que estudiantes y docentes, en general, desconocen los procesos históricos de ocupación humana de la región; con relación a los principales cambios percibidos en el paisaje, los estudiantes señalaron el incremento de las urbanizaciones, la disminución de las zonas verdes y la contaminación, mientras que los docentes manifestaron cambios en los usos del suelo, el crecimiento urbanístico y el desarrollo basado en el turismo. Sin duda, estos hallazgos son importantes, como lectura del territorio, para ser tenidos en cuenta en la praxis de la educación ambiental de las instituciones educativas.

ABSTRACT From the perspective of socio-cultural ecologies as an emerging interdisciplinary field, environmental education can be enriched in an alternative and complementary way since they allow a comprehensive approach to the dynamics of human occupation and transformations in a specific territory from a historical perspective, political and socio-cultural. This research was carried out in the territorial context of the Quindío River basin in central-western Colombia, with the participation of 144 students and 40 teachers from four public educational institutions. The methodology was a qualitative approach, where a questionnaire-type survey with open questions was used as an instrument for collecting and analyzing information to investigate socio-environmental, historical, and landscape aspects of the territorial context of said basin. The results revealed that students and teachers, in general, are unaware of the historical processes of human occupation of the region; Concerning the main changes perceived in the landscape, the students pointed out the increase in urbanizations, the decrease in green areas, and pollution; while teachers expressed changes in land use, urban growth, and development based on tourism. Undoubtedly, these findings are important as a reading of the territory to be considered in the praxis of environmental education in educational institutions.

Research ethics committees in Manila Schools: Exploring the reasons for its non-existence

Objectives@#This study aimed to explore the reasons behind the “resistance” of higher education institutions (HEIs) located in the south Manila area in creating research ethics committees (RECs). It also examined the proportion of researches in these HEIs with human participation. @*Methods@#Research directors underwent key informant interviews while faculty researchers participated in focus group discussions. Universal sampling was employed on all researches in the schools to determine the proportion with human participants and to know if they are ethically “high risk“ or “low risk” in terms of the participants’ involvement. @*Results@#We included ten higher education institutions in this study. Research directors and faculty researchers agreed that their school should have a REC and that studies should undergo ethical evaluation before commencement of data collection. Half of all researches were found to have human participant involvement and, after developing a tool to determine the risk level to participants, this study found that ethically high risk researches are found to represent 10% as a proportion of the total researches done in the schools. @*Conclusion@#Almost all respondents in this study agreed that RECs should be created; however, there are financial challenges that schools face in establishing RECs.

Privatization and geographic inequalities in the distribution and expansion of higher nursing education in Brazil / Privatización y desigualdades geográficas en la distribución y expansión de la educación superior en enfermería en Brasil / Privatização e desigualdades geográficas na distribuição e expansão do ensino superior de enfermagem no Brasil

ABSTRACT Objectives: to analyze the influence of privatization and geographic inequalities in the distribution and expansion of higher education in nursing in Brazil. Methods: a cross-sectional study, with online data of 1,244 courses and 190,610 nursing vacancies, started between 1890 and 2019. Proportions were estimated and differences were verified with statistical tests (α=5%), vacancy rate per 10,000 inhabitants and private ratio/public. Results: there was an accelerated, disorderly and heterogeneous growth in the number of courses and vacancies for nursing over 129 years, with strong private influence, favoring their concentration in large urban centers, capitals and richer states. Conclusions: the significant expansion of higher education in nursing in Brazil occurred with excessive private supply and unequal distribution between its locations, indicating the need for state regulation in the opening of new courses and vacancies, which can minimize the negative repercussions on the quality of education, health care and workforce imbalances.

RESUMEN Objetivos: analizar la influencia de la privatización y las desigualdades geográficas en la distribución y expansión de la educación superior en enfermería en Brasil. Métodos: estudio transversal, con datos en línea de 1.244 cursos y 190.610 vacantes de enfermería, iniciado entre 1890 y 2019. Se estimaron proporciones y se verificaron diferencias con pruebas estadísticas (α = 5%), tasa de vacantes por 10,000 habitantes y razón privado/público. Resultados: hubo un crecimiento acelerado, desordenado y heterogéneo en el número de cursos y vacantes de enfermería a lo largo de 129 años, con fuerte influencia privada, favoreciendo la concentración de estos en grandes centros urbanos, capitales y estados más ricos. Conclusiones: la expresiva expansión de la educación superior en enfermería en Brasil ocurrió con una oferta privada excesiva y una distribución desigual entre sus ubicaciones, lo que indica la necesidad de una regulación estatal en la apertura de nuevos cursos y vacantes, que puede minimizar las repercusiones negativas en la calidad de la enseñanza, la asistencia a los desequilibrios en salud y fuerza laboral.

RESUMO Objetivos: analisar a influência da privatização e as desigualdades geográficas na distribuição e expansão do ensino superior de enfermagem no Brasil. Métodos: estudo transversal, com dados online de 1.244 cursos e 190.610 vagas para enfermagem, iniciados entre 1890 e 2019. Estimaram-se proporções e verificaram-se diferenças com testes estatísticos (α=5%), taxa de vagas por 10.000 habitantes e razão privada/pública. Resultados: ocorreu acelerado, desordenado e heterogêneo crescimento no número de cursos e vagas para enfermagem ao longo de 129 anos, com forte influência privada, favorecendo a concentração desses em grandes centros urbanos, capitais e estados mais ricos. Conclusões: a expressiva expansão do ensino superior de enfermagem no Brasil ocorreu com excessiva oferta privada e desigual distribuição entre suas localidades, indicando a necessidade de regulação estatal na abertura de novos cursos e vagas, o que pode minimizar as repercussões negativas na qualidade do ensino, assistência à saúde e desequilíbrios na força de trabalho.

Atención y memoria en estudiantes de básica primaria de instituciones públicas rurales de Boyacá, Colombia / Attention and Memory in Elementary School Students From Rural Public Schools in Boyacá, Colombia

Resumen La atención y la memoria son procesos estrechamente relacionados y paralelos en el desarrollo infantil. El objetivo del estudio fue establecer la relación entre procesos de atención y memoria en infantes de escuelas rurales respecto a la edad, el sexo y el nivel educativo. Se seleccionaron 50 estudiantes por muestreo aleatorio, dentro de un estudio descriptivo correlacional. Se utilizó la batería de Evaluación Neuropsicológica Infantil. Los resultados mostraron diferencias significativas con respecto a la edad para las sub-pruebas de memoria y atención visual. En la variable sexo, no se encontraron diferencias significativas. Con relación al nivel de escolaridad las diferencias fueron para subpruebas de atención y memoria excepto en memoria lógica. En conclusión, se observó un menor rendimiento al compararlos con baremos de población urbana.

Abstract Attention and memory are closely related and parallel processes in child development. This study aimed to establish the relationship between attention and memory processes in children from rural schools with respect to age, gender, and educational level. Fifty students were selected by random sampling within a descriptive correlational study. The Neuropsychological Assessment of Children test battery was used. The results showed significant differences with respect to age for the memory and visual attention subtests. In the gender variable, no significant differences were found. Regarding the level of schooling, significant differences were found for the attention and memory subtests except in logical memory. In conclusion, lower performance was observed when compared to urban population scales.

Biografía mediática de la apropiación de medios de comunicación y TIC en I.E. en Cartago - Colombia / Media biography of the appropriation of media and ICT in I.E., in Cartago, Colombia / Biografia da mídia e apropriação das TIC em I.E. em Cartago - Colômbia

RESUMEN Se presentan resultados del proyecto de investigación, mapa de conocimiento del uso de medios de comunicación en instituciones educativas de básica y media realizado en Cartago, Colombia en la I.E. (Institución educativa) GABO, la I.E Ciudad Cartago y la I.E Antonio Holguín Garcés. La metodología aplicada fue cualitativa y se utiliza la Investigación Acción Participativa para la construcción de biografías mediáticas a modo de síntesis de resultados. Se identifica una desarticulación entre las políticas públicas e iniciativas del estado a nivel nacional con las dinámicas regionales, un interés particular de la Secretaria de Educación municipal en las acciones por la calidad educativa a nivel local y una postura positiva, crítica y significativa en el papel de las TIC y los medios de comunicación en los procesos de aprendizaje en los estudiantes.

ABSTRACT Results of the research project are presented, map of knowledge of the use of media in basic and medium educational institutions carried out in Cartago, Colombia, in I.E GABO, I.E Ciudad Cartago and I.E Antonio Holguín Garcés. The methodology applied was qualitative and Participatory Action Research is used for the construction of Media Biographies as a synthesis of results. A disarticulation is identified between public policies and initiatives of the state at the national level with regional dynamics, a particular interest of the municipal education secretary in actions for educational quality at the local level and a positive, critical posture and significant in the role of ICT and the media in student learning processes.

RESUMO São apresentados os resultados do projecto de investigação, mapa de conhecimento do uso dos media nas instituições de ensino básico e secundário realizado em Cartago, Colômbia, na I.E. (Instituição Educativa) GABO, na I.E. Ciudad Cartago e na I.E. Antonio Holguín Garcés. A metodologia aplicada foi qualitativa e utilizou a Investigação de Acção Participativa para a construção de biografias dos meios de comunicação como síntese de resultados. É identificada uma desarticulação entre políticas públicas e iniciativas estatais a nível nacional com dinâmica regional, um interesse particular da Secretaria Municipal de Educação nas acções para a qualidade educativa a nível local e uma posição positiva, crítica e significativa sobre o papel das TIC e dos media nos processos de aprendizagem dos estudantes.

Estado del conocimiento de la historiografía de la educación en Tamaulipas siglo XIX / State of knowledge of 19th Century higher education historiography in Tamaulipas

Resumen El estado de Tamaulipas está ubicado al noreste de México, región geográfica colonizada años más tarde que el centro y el sur del país. Se ha documentado poco del devenir histórico de las primeras instituciones educativas del nivel superior de la entidad. El objetivo del presente trabajo fue presentar el estado actual que guarda el conocimiento de la historiografía de la educación en Tamaulipas del siglo XIX. Se localizaron 22 obras editadas y publicadas entre 1948 y 2018, que recogieron las memorias y experiencias educativas. Se sometieron a un procedimiento, con base en criterios historiográficos, que permitió ordenarlas en historias, biografías, crónicas o memorias. Se agruparon en correspondencia a espacios y temporalidades, en generales o regionales y por periodos históricos. Se describen las obras que hablan de las dos etapas: la inicial, referente a la fundación de las primeras instituciones por maestros republicanos ilustrados; escritas por sus egresados, historiadores por vocación, autores de las primeras historias de la educación estatal, que trabajaron en un marco ilustrado, liberal, republicano y juarista, promotor de ofrecer al pueblo una educación pública, laica, gratuita y obligatoria, en el que quedó institucionalizada la educación superior del estado. La segunda etapa ocurre en el siglo XX, con la creación de la Universidad de Tamaulipas, que sería después la Universidad Autónoma de Tamaulipas, institución que permite formar historiadores de profesión, maestros e historiadores de raigambre decimonónica, que complementan el marco histórico educativo. Este trabajo permite un punto de partida al investigador interesado en continuar con la línea de la historia e historiografía de este tiempo y espacio.

Abstract The state of Tamaulipas is located in the northeast geographical region of Mexico, which was colonized several years after the center and south of the country. Little has been documented of the historical evolution of the first higher education institutions of the state. The aim of this work is to show the current state of knowledge of the historiography of education in Tamaulipas in the 19th century. Twenty-two edited and published works, which collected memories and educational experiences between 1948 and 2018 were found. They underwent a procedure, based on historiographic criteria, which allowed their classification into histories, biographies, chronicles, or memoirs. They were grouped according to spaces and temporalities in general or regional, and by historical periods of education. The works that discuss each of the stages are described as follows: those of the initial stage, referring to the founding of the first institutions by illustrated republican teachers were written by its graduates, historians by vocation, authors of the first histories of state education, who worked within an enlightened, liberal, republican and juarista framework, promoter of offering the people a public, secular, free and compulsory education, in which higher education in the state was institutionalized. The second stage occurred in the 20th century, with the creation of the University of Tamaulipas, which would later become the Universidad Autónoma de Tamaulipas, an institution that educates professional historians, history teachers and historians of nineteenth-century roots, which complement the historical educational framework. This work provides a starting point for the researcher who is interested in continuing with the line of history and historiography of this time and space.

Prácticas de salud sexual en adolescentes de dos colegios del sur de la región Lima, Perú / Sexual health practices in adolescents from two schools in the south of the Lima region, Peru

OBJETIVO: Determinar las prácticas de salud sexual en adolescentes de dos colegios de la provincia de Cañete, Región Lima. MÉTODO: Estudio descriptivo transversal realizado en adolescentes entre 15 y 17 años de edad. RESULTADOS: Se incluyó un total de 127 estudiantes. 50,4% (64) fueron mujeres. La edad promedio fue de 15.67 ±0,65. El 24% (30) de los alumnos habían iniciado relaciones sexuales. Los varones tuvieron más probabilidad de inicio de relaciones sexuales que las mujeres (OR= 4,67 IC95% [1,83-11,95]; p = 0,001) y de acceso a los servicios de salud (OR= 2,51 IC95% [1,065 - 5,92]; p=0,032). Las mujeres tuvieron mayor probabilidad de recibir educación sexual de sus padres (OR = 2,2 IC95% [1,05-4,65]; p= 0,035). CONCLUSIONES: El inicio de relaciones sexuales en los alumnos estuvo dentro de lo reportado en la literatura nacional, los varones tuvieron más probabilidad de inicio de relaciones sexuales y las mujeres mayor probabilidad de recibir educación sexual de sus padres.

OBJECTIVE: To determine the sexual health practices in adolescents from two schools in the province of Cañete, Lima Region. METHOD: Cross-sectional descriptive study carried out in adolescents between 15 and 17 years of age. RESULTS: A total of 127 students were included. 50.4% (64) were women. The average age was 15.67 ± 0.65. The 24% (30) of the students had started sexual relations. Males were more likely to initiate sexual intercourse than females (OR = 4.67 95% CI [1.83-11.95]; p = 0.001) and access to health services (OR = 2.51 CI95 % [1,065-5,92]; p = 0.032). Women were more likely to receive sexual education from their parents (OR = 2.2 95% CI [1.05-4.65]; p = 0.035). CONCLUSIONS: The beginning of sexual relations in the students was within that reported in the national literature, the men were more likely to initiate sexual relations and the women were more likely to receive sexual education from their parents.

Evaluación de la cobertura de la merienda escolar en 4 departamentos de Paraguay. Años 2016-2018

RESUMEN Introducción: La merienda escolar contribuye con la nutrición y rendimiento escolar, es importante conocer su alcance. Objetivo: Evaluar la merienda escolar en Concepción, Cordillera, Paraguarí y Central, en cuanto implementación y cobertura. Materiales y Métodos: Estudio observacional descriptivo retrospectivo de licitaciones para merienda escolar entre 2016-2018 en Concepción, Cordillera, Paraguarí y Central. Fueron caracterizadas las instituciones incluidas, días cubiertos del calendario escolar (180 días) y cantidad de beneficiarios. Resultados: Fueron incluidas 15 licitaciones. En Concepción 90% fueron instituciones públicas, 6% privadas, 3% sin datos; Cordillera 88% fueron públicas, 8% privadas, 4% sin datos; Paraguarí 91% fueron públicas, 3% privadas, resto sin datos; Central 12% fueron privadas 11% sin datos, resto públicas. En Concepción fueron 30.112 beneficiarios en 2016/2017 y 27.514 en 2018, en Cordillera aumentó de 37.167 (2017) a 44.375 (2018); en Paraguarí varió de 30.339 (2016) a 29.761 (2018), en Central fueron 180.535 beneficiarios en 2017-2018. En Concepción en 2016/2017 se planificó merienda para 80 días, 133 días en 2018, en Cordillera 160 días en 2017, 117 días en 2018; en Paraguarí en 2016 fueron 122 días, 110 en 2017 y 117 días en 2018; en Central fueron 216 días en 2017-2018.Los beneficiarios cubiertos según Registro Único de Estudiantes al 2018 fue 78,5% en Concepción, 87% en Cordillera, 90% en Paraguarí, 75% en Central. Conclusiones: En provisión de merienda escolar, la mayoría fueron instituciones públicas, hubo descenso de beneficiarios en el 2018 excepto Cordillera. 2/3 de los beneficiarios registrados fueron incluidos y se proveyó durante poco más de la mitad del año escolar.

ABSTRAC Introduction: The school meal contributes to nutrition and school performance, it is important to know its reach. Objective: To evaluate school meals in Concepción, Cordillera, Paraguarí and Central, in terms of implementation and reach. Materials and Methods: This was a retrospective, descriptive, observational study of awarded contracts for school meals between 2016-2018 in Concepción, Cordillera, Paraguarí and Central. We characterized the included institutions, covered days of the school calendar (180 days) and number of beneficiaries. Results: 15 contracts were included. In Concepción, 90% of schools were public institutions, 6% private, 3% without data; in Cordillera 88% were public, 8% private, 4% without data; in Paraguarí 91% were public, 3% private, the rest without data; in Central 12% were private, 11% without data, the rest public. In Concepción there were 30,112 beneficiaries in 2016/2017 and 27,514 in 2018, in Cordillera it increased from 37,167 (2017) to 44,375 (2018); in Paraguarí it varied from 30,339 (2016) to 29,761 (2018), in Central there were 180,535 beneficiaries in 2017-2018. In Concepción in 2016/2017 meals were planned for 80 days, 133 days in 2018, in Cordillera 160 days in 2017, 117 days in 2018; in Paraguarí in 2016 there were 122 days, 110 in 2017 and 117 days in 2018; In Central there were 216 days in 2017-2018. The beneficiaries covered according to the Single Student Registry in 2018 were 78.5% in Concepción, 87% in Cordillera, 90% in Paraguarí, 75% in Central. Conclusions: In the provision of school meals, the majority of schools were public institutions, there was a decrease in beneficiaries in 2018 except in Cordillera. 2/3 of the registered beneficiaries were included and meals were provided for just over half the school year.

Role of information and communication technologies in educational systems: a systematic review

The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students onTechnology-based Teaching and Learning practices are the main challenges of ICTimplementation in education successfully

Estilos de vida en una población escolar del área urbana de Pereira / Life styles in a school population in the urban area of Pereira

La educación ha sido entendida como un proceso a través del cual la sociedad ofrece los medios necesarios para que el ser humano pueda autoconstruirse, a través de diferentes situaciones y en diversos escenarios. Es por esto que las instituciones educativas, sean rurales o urbanas, deben convertirse en parte importante del desarrollo de la población, y no sólo en lo que se refiere a su educación profesional o científica, también en lo relacionado con sus hábitos y estilos de vida. Este estudio tuvo como objeto describir los estilos de vida presentes en la población estudiantil de 4º y 5º de primaria de la Institución Educativa Alfredo García, de Pereira en el año 2018. El estudio fue descriptivo de corte transversal con una muestra representada en 56 niños y niñas . El estudio revela que la mayoría fueron de sexo masculino, parte de la población encuestada duerme el tiempo suficiente para el descanso, pero no tiene una higiene del sueño establecida. La mayoría tiene familias de hogares reconstruidos y una minoría un núcleo familiar (madre, padre, hermanos), escaso conocimiento sobre los alimentos necesarios para un buena salud, es una población con carencias nutricionales, se evidencia que algunos niños no son llevados a control de crecimiento y desarrollo. Realizan poca actividad física supervisada y dirigida, tienen conocimiento sobre educación ambiental enfocado a la recolección de basuras y su clasificación, por lo que se hace necesario implementar una estrategia enfocada en la profundización del conocimiento en todos los estilos de vida descritos en la investigación.

Education has been understood as a process through which society offers the necessary means for human beings to self-build, through different situations and in different settings. This is why educational institutions, whether rural or urban, must become an important part of the population's development, and not only in what refers to their professional or scientific education, but also in relation to their habits and lifestyles. . The purpose of this study was to describe the lifestyles present in the 4th and 5th grade student population of the Alfredo García Educational Institution, in Pereira in 2018. The study was descriptive of a cross-section with a sample represented in 56 children and girls among students in grades 4 and 5 of primary school. The study reveals that the majority are male, part of the surveyed population sleeps long enough for rest, but does not have established sleep hygiene, most have families from reconstructed homes and a minority a family nucleus (mother, father , brothers), little knowledge about the food necessary for good health, is a population with nutritional deficiencies, only a few are brought under control of growth and development, carry out little supervised and directed physical activity, have knowledge of environmental education focused on garbage collection and its classification, making it necessary to implement a strategy focused on deepening knowledge in all the lifestyles described in the research.

AproximaçãO entre família e escola: pensando experiência grupal em ambiente escolar público / Family-school approach: thinking group experience in public school environment / Aproximación entre la familia y la escuela: pensado acerca de la experiencia en grupo en el ambiente de la escuela pública

O objetivo deste trabalho é apresentar um relato de experiência de um grupo operativo realizado com professoras e mães de alunos da quarta série do Ensino Fundamental de uma escola pública, situada em um município de pequeno porte do interior do Estado de Minas Gerais. O grupo surgiu a partir da demanda da escola, que relatou dificuldades de aprendizagem de alunos, ausência dos pais às reuniões, mau comportamento dos alunos, entre outros. Foram realizados dois encontros de aproximadamente uma hora. Participaram 3 professoras e 10 mães. Estes grupos foram mediados pelo psicólogo da Secretaria Municipal de Educação da cidade, que têm como função acompanhar todas as escolas e creches do município. As experiências grupais ressaltaram: sobrecarga de trabalho das professoras, limitação de infraestrutura para o ensino e ausência de tempo dos pais para se dedicarem ao cuidado dos filhos. A culpabilização das professoras para com as mães e destas para com as professoras foi outro aspecto observado. Nesse contexto os grupos se mostraram como uma ferramenta de construção de estratégias dialógicas que favoreceram a compreensão das demandas apresentadas.

The aim of this paper is to present an experience report of an operative group carried out with teachers and parents of students of the fourth grade of elementary school in a public school, located in a small municipality in the interior of the state of Minas Gerais. The group emerged from the demand of the school, which reported learning difficulties of students, absence of parents to meetings, student misbehavior, among others. Two meetings of approximately one hour were held. Three teachers and 10 mothers participated. These groups were mediated by the psychologist of the city's Municipal Secretariat of Education, whose function is to accompany all schools and kindergartens in the municipality. The group experiences highlighted emerging as: workload of the teacher and limitation of infrastructure for teaching; lack of time for parents to devote themselves to caring for their children. The culpability of teachers to mothers and mothers to teachers was another aspect observed. In this context, the groups proved to be a tool for constructing dialogical strategies that favored the understanding of the demands presented.

El objetivo de este texto es presentar un relato de experiencia de un grupo operativo realizado con maestros y padres de estudiantes del cuarto grado de una escuela pública ubicada en un pequeño municipio en el interior del estado de Minas Gerais. El grupo surgió de la demanda de la escuela, que informó dificultades de aprendizaje de los estudiantes, ausencia de los padres a las reuniones, mal comportamiento de los estudiantes, entre otros. Se celebraron dos reuniones de aproximadamente una hora. Participaron tres maestras y 10 madres. Estos grupos fueron mediados por el psicólogo de la Secretaría Municipal de Educación de la ciudad, cuya función es acompañar a todas las escuelas y jardines de infancia del municipio. Las experiencias grupales resaltaron: la sobrecarga de trabajo de los profesores, limitación de infraestructura para la enseñanza y falta de tiempo para que los padres se dediquen al cuidado de sus hijos. La culpabilidad de los maestros a las padres y de las madres a los maestros fue otro aspecto observado. En este contexto, los grupos demostraron ser una herramienta para construir estrategias dialógicas que favorecieron la comprensión de las demandas presentadas.

Validación psicométrica de la versión breve del Inventario de Características Institucionales Estresoras / Psychometric validation of the short version of the Inventory of Stressor-related Institutional Characteristics

Resumen Objetivo: Realizar la validación psicométrica del Inventario de Características Institucionales Estresoras. Método: Estudio instrumental desarrollado a través de la aplicación del Inventario de Características Institucionales Estresoras a 300 alumnos de la Universidad Pedagógica de Durango, en Durango, México; de estos alumnos el 32% son del sexo masculino y el 68% del sexo femenino, la edad mínima es de 19 años y la máxima de 67 años, siendo el promedio 29 años de edad, y el 75% cursaba en ese momento la licenciatura y el 25% restante la maestría o doctorado. Resultados: Se construyó una versión breve del inventario, la cual obtuvo un nivel de confiabilidad de .71 en alfa de Cronbach; en el análisis de consistencia interna todos los ítems correlacionaron positivamente (con un nivel de significación de p< .001) con el puntaje global obtenido por cada encuestado; el análisis factorial exploratorio reporta dos componentes que explican 40% de la varianza total y el análisis factorial confirmatorio muestra un buen ajuste a dos factores (χ2 = 16,70; RMSEA = 0,000; χ2 / df = 0,49). Conclusión: Las características institucionales generadoras del estrés, en las instituciones escolares, es una de las áreas del campo de estudio del estrés menos investigada; una de las razones centrales es la falta de instrumentos que permitan medir cómo diversas variables situacionales influyen en la valoración que el sujeto hace de las demandas para considerarlas estresores. En ese sentido, esta versión breve del ICIE se vuelve una opción válida para este tipo de estudios.

Abstract Objective: Perform the psychometric validation of the Inventory of Stressor Institutional Characteristics. Method: Instrumental study developed through the application of the Inventory of Stressor Institutional Characteristics to 300 students of the Pedagogical University of Durango, Durango, Mexico; of these students 32% are male and 68% female, the minimum age is 19 years and the maximum of 67, with the average being 29 years of age, and 75% were studying at the time the degree and the remaining 25% the masters or doctorate. Results: A short version of the inventory was built, which obtained a reliability level of .71 in Cronbach's alpha; in the analysis of internal consistency, all the items correlated positively (with a level of significance of p <.001) with the overall score obtained by each respondent; exploratory factor analysis reports two components that explain 40% of the total variance and the confirmatory factor analysis shows a good adjustment to two factors (χ2 = 16.70, RMSEA = 0.000, χ2 / df = 0.49). Conclusion: Institutional characteristics that generate stress, in school institutions, is one of the least researched areas ; one of the main reasons is the lack of instruments that allow us to measure how various situational variables influence the assessment that the subject makes of the demands to consider them stressors. In this sense, this short version of the ICIE becomes a valid option for this type of studies.

Health protection guideline of schools and other educational institutions during the novel coronavirus pneumonia (NCP)outbreak / 中华预防医学杂志

This guideline stipulates the management requirements, on-site hygiene operation, personal protection and comprehensive security of schools and other educational institutions. It is applicable to the unified standard prevention and control of schools and other educational institutions during the novel coronavirus pneumonia outbreak.

Health protection guideline of schools and other educational institutions during COVID-19 outbreak / 中华预防医学杂志

This guideline stipulates the management requirements, on-site hygiene operation, personal protection and comprehensive security of schools and other educational institutions. It is applicable to the unified standard prevention and control of schools and other educational institutions during COVID-19 outbreak.

La traducción del modelo participativo sobre convivencia escolar: del marco normativo federal al plano institucional / The translation of the participative model on school life: from the federal regulatory framework to the institutional level

El trabajo se enmarca en el proyecto de investigación UBACyT, denominado "Las reformas en el gobierno del sistema educativo: el rol del Estado en la educación y la pluralidad de centros de regulación en las jurisdicciones. Período 2003 ­ 2015", bajo la Dirección del Dr. Guillermo Ruiz. El objetivo principal es identificar las competencias definidas para el Estado nacional y las jurisdicciones en el marco regulatorio nacional y federal sobre convivencia y abordaje de la conflictividad social en las instituciones educativas aprobado durante el período 2003 a 2015. La metodología empleada fue el relevamiento y el análisis de contenido de los documentos normativos nacionales y federales y el análisis de su impacto en las prácticas concretas de las instituciones. Se encontró que el marco normativo federal, ampliamente desarrollado, define orientaciones generales para el desarrollo de intervenciones específicas en el plano institucional; es decir, las instituciones educativas se configuran como escenario estratégico de intervención, en un sistema educativo descentralizado, frente al cambio de modelo en el abordaje de la convivencia escolar: del modelo disciplinario al participativo.

This paper is part of the research project UBACyT, entitled "Reforms in the government of the educational system: the role of the State in education and the plurality of regulatory centers in jurisdictions. Period 2003 - 2015" under the direction of Dr. Guillermo Ruiz. The main objective is to identify the competences defined for state and jurisdictions in the light of the national and federal regulatory framework on school life and approach social conflict in educational institutions approved between 2003-2015. The methodology used was the survey and content analysis of the national and federal normative documents and the analysis of their impact on the concrete practices of the institutions. It was found that the federal regulatory framework, widely developed, defines general guidelines for the development of specific interventions at the institutional level; that is, the educational institutions are configured as a strategic intervention scenario, in a decentralized education system, against the change of model in the approach to school life: from the disciplinary model to the participatory model.

Pensar la historia de las instituciones educativas en la Argentina: aportes para el debate / Thought related to the history of educational institutions in Argentina: contributions to the debate / Pensar a história das instituições educativas na Argentina, aportes para o debate

La historia de las instituciones educativas en la Argentina ha sido tradicionalmente asociada a paradigmas manidos de investigación histórico-educativa. Recién en las últimas décadas comienzan a resurgir estudios que entienden la necesidad de realizar análisis institucionales que entrecrucen lo educativo y lo histórico. En este sentido, se hace necesario un replanteo serio sobre los métodos y las formas de hacer y de pensar esta historia que trascienda los lineamientos de la tradición positivista. El presente trabajo tiene por fin analizar los aportes que se hacen al campo de la Historia social de la educación a partir de tres direcciones. Desde los estudios psicosociales de las instituciones educativas; desde las teorías del poder con la propuesta de Michael Foucault y desde la sociología institucional de Pierre Bourdieu. Entendemos que el cruce entre estas perspectivas le otorga a los y las docentes e investigadores un marco metodológico por demás dinámico para comprender la historia educativa desde una perspectiva institucional. Pensar la historia de las instituciones educativas desde esta perspectiva multidimensional se transforma no solo en un método de investigación histórico educativo, sino también en la forma en que los docentes y las docentes pueden reflexionar sobre sus propias prácticas en las instituciones de enseñanza.

The history of educational institutions in Argentina has traditionally been associated with hackneyed historical paradigms of educational research. Only in recent decades have studies begun to surface that understand the need for institutional analysis that combines the educational and the historical. In this sense, there is a need to seriously reconsider the methods and ways of thinking about this history so that this work transcends the influence of the positivist tradition. This paper aims to analyze the contributions made to the field of Social History of Education from three areas: psychosocial studies of educational institutions; the theories of power developed by Michael Foucault; and the institutional sociology of Pierre Bourdieu. The author proposes that the intersections of these perspectives give teachers and researchers a methodological framework to understand educational history from an institutional perspective. To contemplate the history of educational institutions using this multidimensional perspective is not just a method of educational historical research but also a way in which teachers can reflect on their own practices in educational institutions.

A história das instituições de ensino na Argentina tem sido tradicionalmente associada com paradigmas históricos banais de pesquisa educacional. Apenas nas últimas décadas começam a ressurgir estudos que entendem a necessidade de análise institucional que cruzam o educativo e a história. Neste sentido, um sério repensar sobre os métodos e modos de fazer e pensar nesta história que transcende as diretrizes da tradição positivista é necessário. Este trabalho tem como objetivo analisar as contribuições para o campo da História Social da educação a partir de três direções: desde os estudos psicossociais de instituições de ensino; a partir das teorias de poder com a proposta de Michael Foucault e da sociologia institucional de Pierre Bourdieu. Entendemos que a intersecção dessas perspectivas oferece aos professores e investigadores um quadro metodológico mais que dinâmico para compreender a história da educação do ponto de vista institucional. Pensar a história das instituições educacionais a partir dessa perspectiva multidimensional torna-se não só um método de pesquisa histórica de ensino, mas também na maneira que permite aos professores refletir sobre suas próprias práticas em instituições de ensino.

Estado de los proyectos ambientales escolares en boyacá / State of school environmental projects in boyacá

La Educación Ambiental (EA) se creó como una herramienta generadora de cultura ambiental. En Colombia, la EA formal se hizo realidad desde 1994 a través de la implementación de los Proyectos Ambientales Escolares (PRAE) en las Instituciones Educativas (IE). Actualmente se incrementan los daños a la naturaleza en Boyacá, pareciera que la cultura mencionada no existe; además, resulta escasa la información sobre la formulación y desarrollo de los PRAE como un punto de partida en la elaboración de programas y proyectos para el Plan Departamental de Educación Ambiental de Boyacá. Así, el objetivo fue analizar el estado de los PRAE de Boyacá, a través de: 1. Indicar sus generalidades, 2. Evidenciar características de su formulación; y 3. Indagar aspectos de su desarrollo. Para responder a estos objetivos se realizó una encuesta a 254 IE, obteniendo 175 respuestas. Se encontró que los PRAE se realizan prioritariamente en zonas urbanas; la mayoría tiene menos de cuatro años de creación, con una mínima asignación presupuestal. Así mismo, realizan una caracterización ambiental y una justificación, pero no reportaron los problemas del territorio de la zona de vida de las IE; priorizan temas como concientización, pero en las acciones persiste el manejo de residuos sólidos y el reciclaje, desconociendo otro tipo de conflictos de mayor impacto. La formulación y el desarrollo tuvieron escasa participación estudiantil y docente; su desarrollo no está articulado a los comités ambientales escolares, pero sí con otros actores. En consecuencia, resulta evidente la necesidad de un programa y proyectos específicos para la EA escolar en Boyacá, donde la institucionalidad asuma responsabilidad independiente y en conjunto frente al acompañamiento y participación tanto en formulación, desarrollo e impacto de los PRAE, con el fin de hacer efectiva la cultura ambiental acorde con los derechos de la naturaleza: respeto, responsabilidad y restauración.

Environmental Education (EE) has been created as a tool of environmental culture. In Colombia, the EE became real in 1994 through of environmental school projects (ESP) in educational institutions (EI). Currently the damage to nature increases in Boyacá; no environmental culture, moreover, no detailed information exists about formulation and development of the ESP as one point of reference in the elaboration of programmes and projects for the Departmental Plan of Environmental Education, Boyacá. The aim was to analyze the state of Boyacá ESP through: 1. Indicate their generalities, 2. Evidence characteristics of its formulation; and 3. Investigate its development. It sent out a survey to 254 EI to gather data on these topics through of Departmental Education Secretary. Answered the survey in 175 EI. It was found that: the ESP prevailing in urban areas; most have less than four years created, on a small budget. The formulation includes environmental characterization and justification, but not report problems in the Territory the life zone of schools; prioritize topics as awareness, however persists solid waste management and recycling. Formulation and development had student and teachers participation, the majority of natural sciences. Their development is not articulated with the School Environmental Committees, but with other actors. Therefore, it is clear that need for a program and specific projects in EE in Boyacá, where the institutions assumes independent and jointly liable to the accompaniment and participation both in formulation, development and impact of the ESP, in order to make effective of environmental culture consistent with the rights of nature: respect, responsibility and restoration.