Academic journal article Journal of New Approaches in Educational Research

Educative Supervision in International Cooperation Contexts

Academic journal article Journal of New Approaches in Educational Research

Educative Supervision in International Cooperation Contexts

Article excerpt

ABSTRACT

This present paper has got a clear goal: to contextualize education for development in the present moment, planning its evolution and the keys that characterize education collected from the most representative and up-to-date pieces of work. The experience that we present is integrated in a project developed in Paraguay that is expected to describe the professional characteristics of the school supervisors of the Republic of Paraguay and according to them, determine which are their training needs in order to establish the rules for the elaboration of a training programme that includes the guidelines that managers should know in order to exercise their role. The implementation of the abovementioned programme and the global evaluation of the project, complete the study with the second and third stages of the work. An empirical descriptive study of a transverse nature has been used. One of the conclusions worth mentioning is that two fifths of the supervisors have not received update course over the last three years and those who have taken it belong to very diverse areas.

KEYWORDS: EDUCATION FOR DEVELOPMENT, SUPERVISION, TRAINING NEEDS.

1 INTRODUCTION

This study is the first stage of a project developed in the Republic of Paraguay, funded by AECID, the Spanish Agency for International Development Cooperation (2007-2011), consisting of three stages. The present phase attempts to describe the professional features of school supervisors and to determine their training needs. For this purpose, this first section offers a review of the literature and a definition of concepts (development, education, cooperation, managerial role, Education for Development (hereinafter, ED); this is followed by the design of a training programme for managers which may contribute quality to their future role. The implementation of such programme and the global assessment of the project supplement this research, as the second and third stages of the work, where school violence plays a very important role. Bandura (1983), Aber, L. et al. (1989), Boulton (1997), Baldry (1998), Abramobay and Rua (2002), Yubero and Navarro (2006), Nesdale (2007), Besley (2008), Costoya (2010), Sainio (2011), Buelga and Pons (2012), Boulton et al. (2014), Jones et al. (2014).

Over the last decades, the idea of development has evolved, since its beginnings as a merely geographical concept in the 1980s. In those times, according to the Spanish Coordinating Body for NGOs (CONGDE), the South was conceived of as poor and the North was seen as rich, or the origin of the term was based on the comparison between the economic situation in the North and in the South. In this respect, the Torres García Museum in Montevideo (Uruguay), has a ceramic item which shows the map of South America upside down, thus wondering what would happen if the South Pole was in the North and Ecuador was in the South.

Since the year 2000, an alternative view of the notion of development has emerged, within a global approach at a global society where inequality and injustice exist in all countries and in all continents. The degree of development of a country is no longer measured through its GDP, but through other indicators which regulate the welfare society: thus, even though there is an increase in GDP, this may not correlate with an improvement in well-being in a society. Such indicators are knowledge, training (Fernández Santamaría, 2003) and, in our opinion, education, as key factors in such development.

Development is not a static concept, but a dynamic, multidimensional one, just like societies. Years ago, we discussed "development aid", whereas now the focus is on cooperation, which inevitably must resort to education as a compulsory strategy.

Indeed, since the 1960s, education has gained a special role as a development factor, as has been recognised by various world conferences, such as, for instance, the 12th Ibero-american Summit of Heads of State and Government, which was held in Cádiz. …

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