ERG SES H 03, Curriculum and Education
Emerging Researchers’ Group
What are the effects of the schools external evaluation on restructure of early childhood curriculum?
To characterize the curricular decision practices in the public and private systems of early childhood education in the context of schools external evaluation;
Analyze the curriculum management of early childhood schools that have evaluated by of schools external evaluation;
Study the prospects of early childhood educators and educational decision-makers about the effects of schools external evaluation in the curricular restructuring early childhood education;
Analyze the prospects of caregivers about the effects of school external evaluation in the curricular restructuring early childhood education;
Characterize general and specific relevant traits of early childhood education in the context of schools external evaluation.
In the globalization context evaluation has been one of the central aspects of any educational system (Teodoro, 2010; Steiner-Khaamasi, 2012). On the one hand there is a strong relationship between curriculum and assessment (Pacheco, 2001; Leite, 2002; Alves, 2004), and on the other hand a relevant discussion of early childhood education as part of curriculum policies (Fernandes, 2012) and educational change (Roland, 1999; Leite, 2005). The school external evaluation, also known as institutional review (Sobrinho, 2003) has become a subject of investigation in recent years (Pacheco, Seabra, Morgado & Van Hattum, 2014). In this context several international and national reports were produced (Azevedo, 2005; Eurydice, 2015; OCDE, 2012; OCDE, 2013) accompanied by institutional recognized recommendations (CNE, 2010; CNE, 2012), with an impact on structural policies. Thus, school external evaluation is implemented in Portugal since 2005, based on international models, presented as fundamental to solve the problems of schools (Pacheco, 2010).
Through a mixed research methodology, using interviews, questionnaires and documental analysis, we intend to study the curricular restructure of Portuguese early childhood education. With this study we aim to contribute to the recognition of early childhood education importance for society, child development and caregivers as defended by OECD (2012). The international and national reports documental corpus analyses and the interviews and questionnaires data, will provide general trends of curriculum restructure, will characterize the curricular practices and decisions of portuguese public and private systems in the context of the effects of school external evaluation.
This study is relevant because there are no scientific data in Portugal about the impact of school external evaluation on early childhood education which can promote national reflection about this process in a relationship with the international perspective. Early childhood education has specific characteristics, compared to basic and secondary education, particularly in the institutional profile, that is markedly constituted by a considerable percentage of private institutions that in the year 2012 totaled 2404 establishments, against the public sector that totaled 4188 schools. In this context the study of the effects of external school evaluation is particularly important, allowing a comprehensive analysis of the Portuguese education system.
This research is financed by national founds of the Foundation for Science and Technology (SFRH/ BD/ 93389/2013) and contextualized in the project of the same foundation called "Impact and Effects of External Evaluation in Education Schools not superior" (FCT-PTDC/CPE-CED/116674/2010).
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