Hasil untuk "Theory and practice of education"

Bokamoso Julius, Manish Putteeraj, Jhoti Somanah

The mental health of students in higher education is an increasing concern. Research indicates that university students are at a higher risk of poor mental health and wellbeing compared to the general population, which negatively impacts their studies. The main issue addressed in this study is the evident gap in mental health research dedicated to university students in sub-Saharan Africa (SSA). The purpose of this article is to review the literature on mental health of university students in SSA and to provide an overview of student mental health policy in educational institutions. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 recommendation was followed to objectively select and retain articles within the topic of interest for this systematic review. Findings indicate a significant gap in mental health research for university students in SSA. There is a need for higher education institutions to establish mental health empowerment policies and strategies. International examples, such as the University Mental Health Framework in Australia and the United Kingdom Universities Student Wellbeing Good Practice Guide, exist for benchmarking. Contribution: The higher education sector and policymakers can use the results to inform current policy decisions and identify priorities for future directions. It is crucial to translate international guidelines into the African context to address the specific mental health issues of students in the region.

Neil Dhingra, Monica Anthony, Virginia Byrne et al.

Academic citizenship entails seeing the academic community as worthy of love beyond what might prove useful for an annual performance review, even amidst a pandemic. The academic community must deserve what Harry Broudy called ‘enlightened cherishing’. Through a qualitative longitudinal study of graduate student instructors (GSIs) at a U.S. public university during the recent pandemic (2020-2022), involving multiple interviews and focus groups, we discovered that the GSIs remained academic citizens during emergency remote teaching necessitated by COVID-19 by adopting the notion of hustle. They were motivated to act with intensified resourcefulness and creativity because of a future-orientation in which a better tomorrow for the community was envisioned. They found more resources than those provided by their university, embraced flexibility, and recognized their students not just as students but as fellow human beings. The academic community, as opposed to the official institution, remained worthy of ‘enlightened cherishing’ because individuals within it could continually show flexibility and empathy in difficult times. To support this hustle, without it leading to burnout, we recommend that academic institutions foster, as an important part of academic citizenship, the virtue of misericordia, which Alasdair MacIntyre calls ‘grief or sorrow over someone else’s distress’—here for students caught up in tragedy.

Mel Yan Muccillo Gonçalves

Este ensaio é uma composição de textos e reflexões que apresentam “outras” possibilidades de olhares para o corpo e suas relações, concepções de corpo que envolvem “outros” modos de produção de conhecimento científico, junto com questionamentos que buscam tensionar conceitos hegemônicos de corpo e de modos de aprender ciências biológicas e produzir conhecimento científico. Partindo de minha pesquisa de TCC, trago compreensões que envolvem as linguagens corporais, as performances das oralituras e outras noções de corpo como potencialidades que baseiam diferentes epistemes para pedagogias decoloniais e contracoloniais. Ao apresentar “outras” maneiras de produção de conhecimento, questiono se “outras ciências” não estão passando e acontecendo à nossa frente? Ou não estamos lendo as grafias que as processam? Se as diferentes formas de linguagens constituem fronteiras entre “mundos epistêmicos”, talvez devamos reaprender a ler os corpos para “transitar entre mundos”, como anfíbios em submersões, travessias e cruzamentos.

Zainur Rohman, Nur Hidayah, Cipto Handoko

Penelitian ini meneliti peran manajemen kepala madrasah dalam meningkatkan kinerja guru di era Revolusi Industri 6.0, dengan studi kasus di MIN 1, MIN 2, dan MIN 3 OKU Timur. Latar belakangnya adalah transformasi global dalam pendidikan yang dipicu oleh kemajuan teknologi digital seperti AI, IoT, dan big data, yang menuntut perubahan paradigma dalam pengelolaan lembaga pendidikan, termasuk madrasah. Tujuan penelitian ini adalah untuk mengidentifikasi strategi manajemen yang efektif yang diterapkan oleh kepala madrasah untuk meningkatkan kinerja guru dalam menghadapi tantangan era digital. Metode penelitian menggunakan pendekatan kualitatif dengan desain deskriptif, melibatkan observasi, wawancara, dan dokumentasi untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa kepala madrasah memainkan peran kunci dalam perencanaan, pelaksanaan, dan evaluasi manajemen yang berfokus pada integrasi teknologi dalam pembelajaran dan peningkatan profesionalisme guru. Kesimpulannya, manajemen yang efektif oleh kepala madrasah sangat penting untuk meningkatkan kinerja guru dan mempersiapkan peserta didik dalam menghadapi tantangan global di era Revolusi Industri 6.0. Penelitian ini berkontribusi pada pengembangan manajemen pendidikan Islam dan memberikan wawasan praktis bagi kepala madrasah dan pemangku kepentingan lainnya dalam merancang strategi yang inovatif dan adaptif.

Junymer Callo Plantado

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework in technology integration that is highly regarded in today's digital era. Using a descriptive research design, this study investigated 81 secondary mathematics teachers' use of available classroom technology and level of competence in the eight TPACK domains. The findings revealed that classroom technology was rarely employed. This was due to a combination of external and internal factors. While along the TPACK domains, the teachers obtained the highest level of competence in CK (M = 4.29, SD = .59) and lowest in TK (M = 3.69, SD = .70). One-way ANOVA uncovered that there was a highly significant difference in the level of competence along with TPACK domains. Furthermore, correlation and multiple regression analysis unveiled that the level of usage of classroom technology was discovered to be highly significant and served as the best predictor of TK (F(6, 74) = 6.17, p<.001), TPK (F(6, 74) = 6.39, p<.001), TCK (F(6, 74) = 4.30, p<.001), and TPACK (F(6, 74) = 2.65, p =.022). Implications of the findings and recommendations are discussed.

Pantea Birang Khojastehpour, Fariborz Dortaj, Fatemeh Ghaemi

This research was conducted with the aim of mediating the role of job motivation in the relationship between stress coping strategies and social-emotional competence in primary teachers. The cross-sectional research method is correlational. The statistical population of the present study was made up of all the teachers who were teaching in the elementary school of Tehran in 1400-1401, and among them, 350 people were selected by multi-stage cluster sampling method. In this research, tools of coping strategies (Lazarus and Folkman, 1985), job motivation (Robinson, 2004) and social-emotional competence (Boyatzis, 2007) were used, all of which had acceptable validity and reliability. In order to analyze the data, SPSS-V23 and Lisrel-V7.8 software were used. In order to respond to the research hypotheses, structural equation modeling was used. The research findings showed that the model has a good fit. The results showed that strategies to deal with stress have a direct effect on teachers' social-emotional competencies (p<0.05). Strategies to deal with stress have an indirect effect on primary teachers' job motivation (p<0.05). Career motivation has an indirect effect on social-emotional competencies of elementary teachers (p<0.05). Also, the results showed that the indirect effect of stress coping strategies with social-emotional competencies through the mediation of job motivation in primary teachers was confirmed with 95% confidence. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.Key words: social-emotional competence, strategies to deal with stress, job motivation

Ton Kallenberg

Geen abstract

Костянтин Затворницький

Піднято та всебічно проаналізовано проблему ефективного управління ризиками кредитних портфелів банків України. Обґрунтовано, що недосконала стратегія і тактика організації ризик-менеджменту в банках призвела до виникнення фінансових і репутаційних втрат банків. Доведено, що наявність високого рівня непрацюючих кредитів у банках усіх форм власності створює перешкоди для розвитку банківської системи і заважає її прогресивному реформуванню. Недостатнє охоплення і глибина наявних у банках систем управління ризиками змушує витрачати додаткові ресурси на їхню підтримку, відволікаючи їх від інших цілей. Акцентовано важливість ефективної взаємодії між керівництвом і персоналом банку як невід’ємного елементу зворотного зв’язку, необхідного для якісного функціонування систем ризик-менеджменту. Розкрито роль мотивації працівників банку на всіх рівнях підпорядкування в забезпеченні удосконалення діючих систем управління банківськими ризиками. Розглянуто теоретичні та практичні питання управління ризиками кредитних портфелів комерційних банків з урахуванням факторів їх утворення. Розкрито сутність взаємозв’язку між поняттями «структура», «якість» і «ризик», виділено низку ризиків, що впливають на формування банківського кредитного портфеля. Досліджено законодавчі аспекти регулювання кредитної діяльності банків України. Дано оцінку доцільності застосування нових вимог організації управління ризиками в банках України. Проаналізовано рівень кредитного ризику банківської системи країни та запропоновано підходи до мінімізації та ліквідації ризиків кредитної діяльності банків. Класифіковано учасників утворення репутаційного ризику банків. Окреслено структурні елементи ефективної системи управління банківськими ризиками. Обґрунтовано необхідність побудови комплексної системи фінансової безпеки банку для боротьби з шахрайством. Розвиток інформаційних технологій дозволяє не тільки підвищити якість банківських послуг, а й з кожним роком розширює коло інструментів, що несуть потенційну небезпеку інтересам установи. Висвітлено актуальність упровадження інноваційних банківських продуктів та послуг як важливої складової розвитку банківської системи.

Siswati Siswati, Cahyo Budi Utomo, Abdul Muntholib

Tujuan Penelitian ini adalah mengetahui proses implementasi pendidikan karakter dalam membentuk sikap dan perilaku sosial peserta didik melalui pembelajaran sejarah di SMA PGRI 1 Pati, mengetahui sikap dan perilaku sosial peserta didik saat pembelajaran sejarah di SMA PGRI 1 Pati, dan mengetahui kendala apa saja yang di alami guru sejarah dalam implementasi pendidikan karakter dalam membentuk sikap dan perilaku sosial peserta didik di SMA PGRI 1 Pati. Penelitian ini adalah penelitian kualitatif fenomenologis. Sasaran penelitian ini adalah guru sejarah SMA PGRI 1 Pati dan siswa kelas X IPS dan XI IPS SMA PGRI 1 Pati. Teknik pengumpulan data menggunakan teknik Observasi, dokumentasi dan wawancara. Uji validitas data dengan triangulasi sumber. Teknik analisis data menggunakan reduksi data, display, penarikan kesimpulan dan verifikasi. Hasil penelitian ini adalah proses implementasi pendidikan karakter dalam membentuk sikap dan perilaku sosial siswa di lakukan di luar kelas berkaitan dengan peraturan sekolah yang menjadi kebiasaan dan di dalam kelas di sesuaikan dengan materi yang berhubungan dengan nilai-nilai karakter yang nantinya dapat membentuk sikap dan perilaku sosial siswa. Sikap dan perilaku sosial siswa SMA PGRI 1 Pati dapat dikatakan sudah baik. Kendala yang di alami guru sejarah adalah peraturan pemerintah yang berubah-ubah serta karakteristik siswa yang berbeda-beda. Kata kunci: pendidikan karakter; sikap sosial; perilaku sosial; pembelajaran sejarah

Muhamad Jufri Suryawan, Romadi Romadi

Tujuan penelitian ini adalah untuk mengetahui perbandingan materi pelajaran sejarah Kurikulum 1994 dan Kurikulum 2006 di sekolah menengah atas Kabupaten Magelang, mengetahui perbandingan metode atau model pembelajaran sejarah Kurikulum 1994 dan Kurikulum 2006 di sekolah menengah atas Kabupaten Magelang, mengetahui perbandingan media pembelajaran sejarah Kurikulum 1994 dan Kurikulum 2006 di sekolah menengah atas Kabupaten Magelang, dan mengetahui perbandingan evaluasi pembelajaran sejarah Kurikulum 1994 dan Kurikulum 2006 di sekolah menengah atas Kabupaten Magelang. Objek penelitian meliputi tiga sekolah menengah atas di Kabupaten Magelang. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan desain penelitian studi kasus. Metode pengumpulan data berupa: metode observasi, metode wawancara, dan metode dokumentasi. Teknik analisis data menggunakan analisis data interaktif meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian memunculkan fakta bahwa materi pembelajaran sejarah, metode pembelajaran sejarah, media pembelajaran sejarah, dan evaluasi pembelajaran sejarah Kurikulum 1994 dan Kurikulum 2006 menunjukkan perbedaan dan perbandingan yang signifikan dalam implementasinya pada tiga sekolah lokasi penelitian yaitu SMA Muhammadiyah 1 Muntilan, SMA Negeri 1 Grabag, dan SMA Pangudi Luhur Van Lith Muntilan. Kata Kunci: kurikulum 1994, kurikulum 2006, pembelajaran sejarah

Carolyn Gentle, Rachel Shaw, Sophie Scott

Reflection is frequently used as a means towards evaluating and improving performance.  In the context of peer learning, post-session debriefs are reflective conversations between Peer Assisted Learning (PAL) leaders and their Academic Co-ordinators. Reflection-for-action (Killion and Todnem, 1991) is a good fit with peer learning which is typically action-oriented.   This case study considers the extent to which a PAL leader’s professional capability and personal development may be further boosted by keeping a reflective journal. It raises the question whether or not there are tangible benefits to the journal-keeper in terms of their perceptions of their own learning, soft skills and employability.   A PAL leader at a UK university who kept a reflective PAL journal found the process enriching and it led to some changes in thought in respect of assumptions about what PAL success could look like.   ÂÂ

najme haji poor abayi, mahmood abolghasemi, mohammad ghahramani et al.

با توجه به جایگاه و اهمیت مدیریت مدارس و نقش آن در مسیر توسعه هر کشور، تحقیق حاضر تلاشی است برایتبیین مدل بومی مدیریت مدارس استان کرمان.در این تحقیق، مولفه های مدل مورد نظر از پیشینه و مبانی نظریموجود استخراج و سپس به تایید 20 نفر از اساتید رشته مدیریت آموزشی رسید.سپس پرسشنامه ای مبتنی بر اینالگوطراحی و نسبت به تعیین روایی سازه )از طریق تحلیل عاملی( و پایایی آن اقدام گردید و در ادامه این پرسشنامه دراختیار 325 نفر از دبیران مدارس متوسطه دولتی )دوره دوم – نظری( شهر کرمان قرار گرفت تا نظر شان را در خصوصوضعیت مدیریت مدارس مشخص نماید.نتایج نشان م یدهد که مدیریت مدارس از نظر 5 مولفه اصلی این مدل شاملکارکردها،دانش،مهارتها،اخلاق حرفه ای و ویژگی های شخصیتی و اخلاقی، تنها در دو بعد اخلاق حرفه ای و ویژگی هایشخصیتی و اخلاقی نمره ای بالاتر از متوسط کسب کرده و در سه بعد دیگر نمره کسب شده پایین تر از میانگین می باشد

amin hosyny, hos jahad, farank makh

هدف از این مطالعه، بررسی رابطۀ بین فرهنگ سازمانی و استقرار مد یریت دانش دردانشگاه تربیت مدرس می باشد. کارکنان ستادی و اعضای هیئت علم ی، جامعۀ آمار یاین پژوهش را تشکیل می دهند. به منظور گردآوری داده های مورد نیاز از پرسشنامهفرهنگ سازمانی و مدیریت دانش استفاده شده است. یافته های پژوهش نشان داد کهفرهنگ سازمانی و استقرار مدیریت دانش از نسبتاً مطلوبی برخوردار هستند . همچنینمیان فرهنگ سازمانی و مؤلفه های آن شامل حمایت مدیریت، تعلق سازما نی، خلاقی تفردی و سبک رهبری با استقرار مدیریت دانش رابطۀ معن یداری وجود دارد . اما بینسازش با پدیدة تعارض و استقرار مدیریت دانش رابط ۀ معن یداری نیست . می توانچنین نتیجه گرفت که برای استقرار مدیریت دانش، فرهنگ سازمانی نسبت بهتکنولوژی و امثال آن جایگاه مهم تر ی دارد. بنابراین حفظ و تقویت شاخصه هایفرهنگی مؤثر بر مدیریت دانش باید از اولویت های دانشگاه تربیت مدرس باشد.

Jesús Viciana Ramírez, Daniel Mayorga - Vega

En ocasiones, el profesorado tiene problemas para la implantación de las Reformas educativas al aula, normalmente por la interpretación de los cambios propuestos por la Administración en el área curricular correspondiente. Por ello, el objetivo fue analizar comparativamente, siguiendo a Viciana, Salinas y Cocca (2007), el contenido de los Reales Decretos de Enseñanzas Mínimas entre la Ley de Ordenación General del Sistema Educativo y la nueva Ley Orgánica de Educación en la etapa de Primaria, con el fin de esclarecer los cambios propuestos y ser aplicados al aula por el profesorado más fácilmente. Se utilizó el análisis de contenido de los textos como metodología de estudio, reduciendo los datos a categorías temáticas de manera inductiva y realizando un conteo de frecuencias de aparición de dichas categorías en ambos textos. Se indujeron cinco dimensiones con 42 categorías detallando el cambio en cada una de ellas. Los resultados mostraron que hay notables var iaciones en el contenido de dichos Reales Decretos, reflejando el cambio de los intereses sociales de una Ley a otra. Igualmente dedujimos hacia dónde deben encaminar su docencia los profesores de EF según la importancia otorgada en cada documento legislat ivo a las categorías definidas, haciéndoles reflexionar críticamente sobre estos cambios.

Felix Kayode Olakulehin, Gurmit Singh

<p>Bourdieu has argued that higher education is a field that reproduces social inequality, thus complicating how openness widens access to higher education in the developing world. Drawing on the experiences of the National Open University of Nigeria (NOUN), this paper critically analyses and evaluates the rationale, approach, difficulties, opportunities, outcomes and benefits of NOUN’s experience in widening access to higher education in Nigeria using Bourdieu’s field theory. We argue that the success of efforts for openness in higher education in a developing world context involves steering the contradictory tensions of openness and access across competing policy and practice fields. We offer this theorisation as a future social theoretical agenda for reflexive research for improving the effectiveness of praxis to widen access through openness in higher education in the developing world.</p>

Jean Pierre Wilken, Carla van Slagmaat, Sascha van Gijzel

The Best Practice Unit: a model for learning, research and development The Best Practice Unit (BPU) model constitutes a unique form of practice-based research. A variant of the Community of Practice model developed by Wenger, McDermott and Snyder (2002), the BPU has the specific aim of improving professional practice by combining innovation and research. The model is used as a way of working by a group of professionals, researchers and other relevant individuals, who over a period of one to two years, work together towards a desired improvement. The model is characterized by interaction between individual and collective learning processes, the development of new or improved working methods, and the implementation of these methods in daily practice. Multiple knowledge resources are used, including experiential knowledge, professional knowledge and scientific knowledge. The research serves diverse purposes: articulating tacit knowledge, documenting learning and innovation processes, systematically describing the working methods that have been revealed or developed, and evaluating the efficacy of the new methods. Each BPU is supported by a facilitator, whose main task is to optimize learning processes. An analysis of ten different BPUs in different professional fields shows that this is a successful model. The article describes the methodology and results of this study. De Best Practice Unit: een model voor leren, onderzoek en ontwikkeling Het model van de Best Practice Unit (BPU) is een unieke vorm van praktijkgericht onderzoek. De Best Practice Unit is een variant van de Community of Practice zoals ontwikkeld door Wenger, McDermott en Snyder (2002) met als specifiek doel om de professionele praktijk te verbeteren door innovatie en onderzoek te combineren. Het model wordt gebruikt om in een periode van 1-2 jaar met een groep professionals, onderzoekers en andere betrokkenen te werken aan een gewenste verbetering. Kenmerkend is de wisselwerking tussen individuele en collectieve leerprocessen, het gebruik van meerdere kennisbronnen, de ontwikkeling van (nieuwe of betere) werkmethoden en de implementatie hiervan in de praktijk. De diverse kennisbronnen zijn: ervaringskennis, professionele kennis en wetenschappelijke kennis. Onderzoek dient verschillende doelen: het articuleren van taciete kennis, het documenteren van het leer- en innovatieproces, het systematisch beschrijven van geopenbaarde of ontwikkelde werkwijzen, en het toetsen van nieuwe methoden op hun effectiviteit. Een BPU wordt ondersteund door een zogenaamde facilitator, die als taak heeft leerprocessen te optimaliseren. De resultaten van een onderzoek naar tien BPU’s in verschillende professionele domeinen laten zien dat het een succesvol model is. Dit artikel beschrijft de belangrijkste methodologische kenmerken, en de resultaten van dit onderzoek.

Heila Jordaan

Language competence is both the means and the end to educational achievement, and multilingualism in particular has important cognitive, academic and societal advantages. The linguistic diversity in South Africa creates an ideal context to provide learners with the educational opportunities that promote high levels of linguistic proficiency in their home and additional languages. Unfortunately, the education system has not delivered on the constitutional imperatives of promoting multilingualism. English continues to dominate as the preferred language of teaching and learning, at the expense and marginalisation of the African languages. This is regarded by many researchers as the primary reason for the disturbingly low numeracy and literacy achievement levels of the majority of South African schoolchildren. However, the effects of language-in-education practices on academic achievement are not straightforward. This paper analyses recent research pertaining to the effects of language-in-education practices and argues that the critical role of educational linguistics is neglected in the South African education system. This affects the quality of teaching irrespective of the language of instruction and has a significant impact on the achievement of our children. The purpose of this paper is to present a critical theoretical perspective on language in education in order to influence policy and practice. An additional aim is to promote the role of speech-language therapists (SLTs) in education, since these professionals are well positioned to work in collaboration with educators to enhance language learning in mainstream/ordinary classrooms. However, SLTs also need to be well informed about the challenges in education and the theory underlying language-in-education practices.

N.F. Reelick

High-risk profiles and the detection of social security fraud In the Netherlands, the detection of social security fraud has recently received a great deal of attention. One method which is quite frequently used to help predict fraud is to compile “highrisk” profiles. These profiles include those characteristics which are predictors of whether a person will or will not become engaged in social security fraud. At the Social Security Service in Rotterdam, research has been carried out to see if the characteristics stored in the files of the service to predict social security fraud could be used to create a high-risk profile to predict fraud. A second research question asks which factors are likely to be predictors of fraud and, in theory, have the potential to improve the predictive accuracy of high-risk profiles. Our research found a low predictive value for the characteristics included in the social security files in Rotterdam and thus that the high-risk profile is of limited usefulness in predicting fraud. However, it is possible to increase predictive accuracy by including factors such as the attitudes of the claimants towards social security fraud and the claimant’s opinion of the chances of being caught engaging in fraud. Caution should be exercised when using high-risk profiles to detect social security fraud. Risicoprofielen en het opsporen van fraude bij een Wwb-uitkering De laatste jaren is er binnen sociale diensten in Nederland veel aandacht geweest voor een strikt handhavingsbeleid ten aanzien van bijstandsuitkering. Het hanteren van een risicoprofiel is hierbij een veel gebruikte methode. Een risicoprofiel is opgebouwd uit factoren waarvan wordt verwacht dat zij voorspellen of een uitkeringsgerechtigde zich in zal laten met fraude. Bij Sociale Zaken en Werkgelegenheid (SoZaWe) in Rotterdam is onderzoek gedaan in hoeverre gegevens die zijn opgeslagen in de bestanden van de dienst in relatie staan met fraude. Daarnaast is een onderzoek gedaan in hoeverre factoren die vanuit een theoretisch standpunt in relatie met fraude zouden kunnen staan tot een verbetering van een risicoprofiel kunnen leiden. Uit de beide onderzoeken blijkt dat de gegevens uit de bestanden van SoZaWe een geringe voorspellende waarde hebben. Deze kan iets verbeterd worden door er factoren aan toe te voegen als de attitude van de klant tegenover fraude en beoordeling van de kansen om gecontroleerd te worden en gepakt te worden voor fraude. Het gebruik van risicoprofielen, waarbij alleen van gegevens uit de bestanden van de Sociale Diensten wordt uitgegegaan moet met de grootst mogelijke terughoudendheid gebeuren.

José Luis Parada Navas

La familia sigue siendo el núcleo educacional de la sociedad. En la historia educadora de la familia se reflejan momentos en alza y otros a la baja. La familia intrínsecamente desarrolla una de sus funciones esenciales en la educación de sus miembros, es epicentro educativo. La historia de la educación familiar ha estado sometida a un cambio dinámico desde sus orígenes, desde la prehistoria hasta nuestros días. La primera organización familiar fue la comunidad primitiva, posteriormente aparecieron nuevas formas de familia: Familia consanguínea, punalúa, sindiásmica, monogámica, poligámica, matriarcal, patriarcal. La educación familiar ha existido en todas la culturas de una forma u otra, ya que la educación se incultura. En el artículo se muestran las etapas históricas de la educación familiar, los objetivos de la misma, el papel de la familia, para finalizar con la educación familiar como proyecto de futuro. Actualmente asistimos a una coyuntura favorable en la sociedad europea que potencia a la familia en su dimensión educadora.

Marlies van der Linden