Our Mission
WHAT WE DO
We build international collaboration platforms to connect scholars and students in different countries for broader research collaboration. In the future, we will provide an online research database where project research outcomes will be published. It will allow for all scholars and students around the world to locate previous policy research projects and update with current ongoing institutional reforms.
Brazilian Panel Discussion
June 2018
> READ MORE
Event
[COUNTRY]
Posted: MAY 2018
[POLICY LIST] Brazilian Education Policies
Author: PIRP Brazil Research Team
Abstract
This is a holistic list articulating the evolution of Brazilian Education and its policies.
[POLICY LIST] Brazilian Education Policy List
This is a holistic list articulating the evolution of Brazilian Education and its policies.
[POLICY REPORT] Education in the Muslim Minority Population in Greece
[Abstract] This research report is a part of the Research Project that aims to analyze the education in the Muslim minority population in Thrace, Greece. Speci cally, the report brings into clear view the reasons why the necessity of the reform was undebatable. The Project for the Education of Muslim Children (P.E.M) was implemented in 1997 and it is a de nitely educational project having as the principal goal the teaching of Greek as a second language, the development of the educational materials, the teacher training and the academic outcome. School is the best place for encountering the religious or ethnic \other", and it appears that Greek education is moving in this direction.
[POLICY REPORT] Evolution of the Brazilian Offical Curriculum for Secondary Education
[Abstract] This report is part of the Research Project that aims to quantitatively analyze the composition of the Brazilian official curriculum of secondary education throughout time. Particularly, it focuses on the differences between the last largescale education reform carried out in the Empire and the rst attempt to revise the curriculum in the Republic. The results show that the humanistic and literary tradition adverse
sciences in the curriculum, after the Reform of Benjamin Constant, did not represent the Colony and the Empire remained. The inclusion of the modernimpactin the amount of subjects and exposure that students would have to non-academic subjects and the study of Foreign Languages and Humanities & Social Sciences, giving the curriculum anencyclopaedic character.
