Dissertations / Theses on the topic 'National educational system'
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1
Sanusi, Olufunke M. "National integration and the Nigerian educational system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/2106.
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The purpose of this study is to analyze the various factors affecting national unity or integration in Nigeria. The study sought to determine the extent to which education, especially civil education, could help bring this about.
Through the use of documents, it was found that, not only was the educational system inefficient, but it was also deliberately neglected by both the colonialists as well as the national elites.
However, this author suggests that to help promote and achieve a government policy of national unity, there is an urgent need for political re-orientation in the country. This can only be achieved through an education that will inculcate in students the positive values of democracy and unity.
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Cohen, Stacy E. "National Incident Management System| A case study of collaboration and the 2012 Chardon, Ohio, high school shooting." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714470.
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Public safety organizations in rural communities often face unique challenges during an emergency response that differ from their metropolitan counterparts. Despite implementation of the National Incident Management System (NIMS) in 2004 to better facilitate collaboration among local, state, and federal emergency response partners, many rural communities have had difficulty complying with the policy. Using a case study design, the current study considers the successful collaborative response to the 2012 Chardon, Ohio, high school shooting within the context of three foundational theories: meta-leadership, structural functionalism, and social constructivism. The perspective of the successful response comes from 10 public safety response personnel who worked for organizations in Northeast Ohio and who responded to or were familiar with the collaborative response to the 2012 shooting incident. The findings from the study consider the unique challenges faced by the Chardon emergency response community and identify the benefits of pre-disaster preparedness training as recommended by NIMS, the need to build relationships through informal channels, and, most importantly, that alternative approaches to NIMS may be necessary in small communities that lack resources or have other inherent challenges.
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Foushee, Kenneth M. "The relationship between adult basic and adult secondary educational instructional styles and learner outcomes when measured as educational gain on the national reporting system." Thesis, University of Missouri - Saint Louis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705174.
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The research activity was designed to explore the idea of a predominance of one of two teaching styles, defined as teacher-centered or learner-centered, among adult basic education and adult secondary education teachers in Missouri. The Principles of Adult Learning Scale (Conti, 1985), consisting of 44 questions, was employed to identify the teaching style of respondents. The scores on the survey were compared to the educational outcome measure provided by the Department of Education and State of Missouri with the intention that conclusions as to the efficacy of one of the two styles would be revealed.
The survey was distributed to the 36 adult education programs in Missouri Three total attempts to obtain responses were made during the survey period. Of the 756 full- and part-time teachers in the Missouri system, 89 surveys were returned but due to improperly identified or unidentified numbers, only 34 of the survey responses were deemed usable.
Requiring a minimum sample of approximately 250 upon which to draw inferential conclusions, no generalizations could be drawn about the larger population of Missouri adult basic education and adult secondary education teachers. Descriptive statistics relative to the 34 participants revealed that most of the teachers were female and the highest education level was the doctorate, but most teachers held masters. The sample group average age was above 40 with 42 % older than 60. As to tenure in adult education 62 % of responding teachers had taught adult education for more than five years and 42% greater than 10 years. The 34 teachers favored teacher-centered instructional methods versus student-centered instructional methods.
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Maboe, Tshose Phillip. "Educational law basis for parental involvement in the school system / T.P. Maboe." Thesis, North-West University, 2005. http://hdl.handle.net/10394/632.
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The rights and responsibilities of parents are viewed very seriously in South
Africa in that they are emphasised by the Act of Parliament. The South
African Schools Act, No 84 of 1996, places the governance of every school in
the hands of parents. The parents are in this way required to perform their
roles within the orbit of this Act of parliament. This study is therefore directed
at analysing the Schools Act and those sections of the law are discussed
which have a direct bearing on the responsibilities and the rights of parents
when involved with the school. A comparison is drawn between the national
determinants of yesteryears regulating parental involvement as well as the
new paradigm statutes regulating parental involvement in the school system.
The findings of the literature study led to the empirical study. A questionnaire
on this study comprising 46 items was developed. The subjects of this study
were made up of 150 parents in the Lichtenburg District of the Department of
Education in the North-West Province. The results of 137 respondents were
statistically analysed. The study revealed that parents lack knowledge on the
statutes relating to their involvement in the schools. Also, there are no
measures taken by the schools to capacitate the parents to understand and
apply the laws correctly. Finally, parents are not performing their roles
adequately as is expected by the law. The findings of this study led to the
recommendations on how parents could be helped to do what the law
requires.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Samples, Agnes Mary Banks. "Validity of Self-Reported Data on Seat Belt Use: The Behavioral Risk Factor Surveillance System." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0315104-172201/unrestricted/SamplesA032604f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0315104-172201. Includes bibliographical references. Also available via Internet at the UMI web site.
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Pimpytė, Agnė. "Švietimo srities finansavimo problematika." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070109_151903-91948.
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Magistrinio darbo tema pasirinkta dėl jos aktualumo. Šio darbo autorė yra akademinės bendruomenės narė, todėl minėtoje srityje kylančios problemos ir nesklandumai yra aktualūs ne tik valstybiniame ar tarptautiniame, bet ir asmeniniame lygmenyje.
Šiuo metu viena iš labiausiai aptarinėjamų sričių Lietuvoje - švietimo ir mokslo sistema, jos struktūra, o ypatingai finansavimas. Prie temos aktualumo nemenkai prisidėjo ir 2005 m. spalio 13 d. visuotinis studentų streikas, Lietuvos įstojimas į ES, kur mokslas ir žinios seniai tapę vienais iš esminių prioritetų, todėl itin svarbu užtikrinti tinkamą švietimo srities finansavimą ir lėšų paskirstymą taip, kad tai maksimaliai atitiktų visų suinteresuotų socialinių grupių interesus ir esamas galimybes. Šiuo metu švietimo sistemos finansavimas Lietuvoje yra nepakankamas, lėšos skirstomos neefektyviai.
Lietuvos švietimo sistemą sudaro keli etapai – tai pagrindinis ugdymas, aukštasis ir profesinis mokslas, suaugusiųjų mokymas, perkvalifikavimas arba kvalifikacijos kėlimas. Jos finansavimui skiriami asignavimai iš valstybės biudžeto, savivaldybių biudžetų bei ES paramos (struktūrinių fondų).
Nagrinėjant baigiamojo darbo temą, remtasi Lietuvos Respublikos ir ES įstatymais, poįstatyminiais teisės aktais, lietuvių ir užsienio autorių darbais, periodiniais LR Švietimo ir mokslo ministerijos leidiniais ir kita literatūra.
Darbe pateikiamos švietimo, švietimo sistemos, biudžetinio finansavimo ir su tuo susijusios sąvokos, jų išaiškinimai... [to full text]This theme of the science work was chosen taking it into account its urgency. The authoress of this work belongs to the academic society, so the problems, which arise in this field, are important and urgent at the State or international level as well as at the personal level. Nowadays one of the most discussed spheres in Lithuania is the system of the education and science, its’ structure, especially its’ funding. The theme of this work is topical as well for the universal strike of students on the 13th of October 2005, Lithuania’s joining EU, where the education is one of the most important priorities for long time, that’s why it is so important to ensure the proper funding of the educational system and assure that funds would be distributed in the way, which would maximally accord interests and current possibilities of all interested social groups. The system of the education in Lithuania consists of few stages – it is the main education, high and professional education, adults’ education, re-qualification or constitution of qualification. Assignations from the State budget, budgets of local administrations and EU financial support (structural funds) are addressed for its’ funding. In the analysing of this work’s topic where used laws of the Republic of Lithuania and EU, under-legal acts works of Lithuanian and abroad authors, periodical publications of the Lithuania’s ministry of education and science and other literature. In the science work are presented notions of... [to full text]
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Ward, Donna Maree. "The effects of standardised assessment (NAPLAN) on teacher pedagogy at two Queensland schools." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63662/1/Donna_Ward_Thesis.pdf.
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The purpose of this qualitative interpretative case study was to explore how the National Assessment Program – Literacy and Numeracy (NAPLAN) requirements may be affecting pedagogies of two Year 3, Year 5 and Year 7 teachers at two Queensland schools. The perceived problem was that standardised assessment NAPLAN practices and its growing status as a key measure of education quality throughout Australia has the potential to limit the everyday literacy and numeracy practices of teachers to instructional methods primarily focused on teaching to the test.
The findings demonstrate how increased explicit teaching of NAPLAN content and procedural knowledge prior to testing has the potential to negatively impact on the teaching of everyday literacy and numeracy skills and knowledge that extend beyond those concerned with NAPLAN. Such teaching limited opportunity for what teachers reported as valued collaborative learning contexts aiming for long-term literacy and numeracy results.
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Levy, Gal. "Ethnicity and education : nation-building, state-formation, and the construction of the Israeli educational system." Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/849/.
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The dissertation is about the ethnicisation of social relations in Israeli society and its reflection and manifestation in education. My main aim in this study is twofold: first, to offer a critical account of the development of ethnic relations in Israeli society and to examine the role ethnicity has played in the processes of nation-building and state-formation; and, second, to propose a history of the educational system in Israel which accounts for the role of education in creating and perpetuating ethnic identities. The first part of the dissertation consists of a critical reading of existing analyses of ethnicity in Israel. Its aim is to bring the state into the analysis of ethnic relations and demonstrate that such an approach is vital to the understanding of ethnic relations and identities. In the following part, I trace back the processes of nation-building and state-formation demonstrating how governments and major political actors became involved in the formation and re-production of ethnic boundaries within Israeli society. In these two parts, I am arguing against both functionalist and critical accounts of ethnicity in Israel, which tend to ‘essentialise’ ethnic categories and thus deny the political nature of ethnicity and its power as an organising basis for political action. In the third and major part of the dissertation, I seek to re-construct the history of the Israeli educational system within an understanding of ethnicity as a structural feature of state-society relations. This re-construction reveals how ‘ethnicity’ became an organising feature of this system since its inception as a Zionist national educational system in the early days of the Jewish colonisation of Palestine. Whereas the ‘national’ educational system was characteristically sectorial, non-European (mizrahi) Jews were denied the same autonomy that their European counterparts enjoyed. With the transition to statehood, and the massive influx of Jewish immigrants, the educational system was re-organised under the aegis of the state. Yet, it turned out, this new system retained the ‘old’ lines of division between Arabs and Jews, and between European and non-European Jews, thus imposing upon the latter the stigma of being ‘non-modern’ and ‘non-Zionist’. This re-emphasised ethnic boundaries, and entrenched ethnicity as a powerful basis for political action. In the 1960s, when the state engaged itself in reforming the educational system, making it compatible with the new needs of industrialisation and nationhood, ethnicity again played a critical role in legitimising state policies. ‘Integration’, that is, the de-segregation of the educational system, turned out to be nothing but a political token and, in fact, a means for entrenching ethnic boundaries and identities. The state, I argue, has thus been a crucial factor in perpetuating those ethnic images and realities, and hence a focus of ethnic discontent in the 1980s and 1990s.
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Abdourahman, Houssein. "Pour l’enseignement du français et des « langues nationales » à Djibouti : conditions pour une didactique intégrée dans l’enseignement des langues." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30080.
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Ce travail se veut une réflexion sur l’usage de la langue française à l’école à Djibouti. Devant la surpopulation des classes et la baisse généralisée du niveau en français des élèves en début du primaire, il a fallu revoir la situation didactique du français en république de Djibouti pour améliorer le rendement du système éducatif djiboutien. Pour améliorer la maîtrise de la langue française au sein de l’école et ainsi contribuer à la réussite scolaire, il est apparu nécessaire de prendre en compte les langues nationales djiboutiennes, de transmettre les enseignements de base (du moins dans les premières années) à travers elles mais aussi de les enseigner en même temps que le français. Ainsi, l’apprenant, par un travail de va et vient métalinguistique (inconscient puis conscient), pourra comparer les deux langues, opérer des transferts positifs et prendre conscience et éviter les interférences avec la langue source dans l’apprentissage du français. L’élève bilingue réussira, non seulement, mieux dans l’apprentissage des contenus scolaires mais développera aussi des stratégies d’apprentissages des languesThis brainwork is a reflection about using french language in schools in Djibouti. Faced with overcrowded classrooms and the general decline in the level of french language in early elementary school, it was necessary to review the condition of french teaching in the republic of Djibouti to improve the performance of the educational system. To improve mastery of French language in school and to contribute to success, it should be necessary to take into the djiboutians nationals languages. Through these it is more efficient to transmit the basic elementary curriculum (at least for the early year) without neglecting French language instruction. Thus, the learner, by working back and forth meta-linguistically (unconsciously and consciously), can compare the two languages, make positive transfer by cross-linguistic influence and avoid interference with the source language in learning french. The bilingual students perform better in classroom content and also develop strategies for learning languages
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Neves, Carla Malinowski. "A intersetorialidade no sistema nacional de atendimento socioeducativo : experiências no município de Porto Alegre-RS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/115068.
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No Brasil, o adolescente que comete ato infracional acessa uma política social, regulamentada pela Resolução nº 119/2006 SINASE-CONANDA e pela Lei nº 12.594/2012, que institui o Sistema Nacional de Atendimento Socioeducativo - SINASE e regulamenta a execução das medidas socioeducativas. Entre uma série de questões importantes, os respectivos documentos afirmam que a integração entre as políticas sociais destinadas a adolescentes deve ocorrer através do estímulo à prática da intersetorialidade e que a avaliação da gestão do Sistema Nacional de Atendimento Socioeducativo terá por objetivo a articulação intersetorial das políticas. No campo das práticas das políticas sociais, a intersetorialidade é enunciada como estratégia de gestão e de atendimento, de forma naturalizada, quanto à sua proposta e operacionalidade. Nessa direção, a presente pesquisa propõe problematizar como as práticas intersetoriais estão operando no campo das medidas socioeducativas de meio aberto de Liberdade Assistida de uma microrregião do município de Porto Alegre. A intersetorialidade é analisada como prática discursiva e estratégia de governo, circunscrita no campo da Proteção Integral que, a partir do Estatuto da Criança e do Adolescente e do fortalecimento da economia política neoliberal, configura um novo arranjo político-institucional que organiza a forma como as políticas de atendimento da Criança e do Adolescente devem funcionar no Estado brasileiro. Trata-se de um estudo documental, inspirado em princípios da análise discursiva e genealógica de Michel Foucault, problematizando as práticas intersetoriais sob uma perspectiva histórica singular. A proposta visa descrever e desnaturalizar as práticas intersetoriais, percorrendo a trama de relações que permitiu sua emergência no cenário do SINASE, e analisar seus efeitos na vida do adolescente em cumprimento de medida socioeducativa de Liberdade Assistida em determinada região. O corpus de análise foi constituído por documentos regulatórios do SINASE (Resolução 119/2006 e Lei 12.594/2012) e pelo Plano Individual de Atendimento - PIA de adolescentes em cumprimento de medida socioeducativa de Liberdade Assistida de uma microrregião do município. Trabalhamos com a série “Responsabilidades - Sujeito de Direitos – SINASE”, destacando certa regularidade discursiva sobre as práticas intersetoriais, relacionadas às novas alianças público-privadas, à concepção do adolescente como sujeito de direitos que atua como força reguladora da sociedade capitalista e, por fim, ao sistema socioeducativo como um dispositivo de segurança. Nessa perspectiva, o SINASE visa regular a vida do adolescente autor de ato infracional, com práticas de controle e de vigilância dirigidas a este, visibilizando-o na condição de risco e, como sujeito inapto, no plano produtivo. As práticas intersetoriais são uma das estratégias desse dispositivo que tendem a operar, paradoxalmente, como práticas de segurança, produzindo efeitos de exclusão e inclusão, na medida em que esse adolescente é inscrito e incluído num corpo populacional que será objeto da política, compondo índices estatísticos. Mas também será excluído, neste mesmo plano de passagem, por uma política que não garante, necessariamente, a condição de sujeito de direitos. Por outro lado, como práticas de gestão e atendimento, algumas articulações intersetoriais contemplam forças contrárias, ao romperem algumas lógicas que constituem o sistema, viabilizando novas possibilidades de fazer, coletivamente, tais processos.In Brazil an adolescent who commits crime has access to a social policy, which is regulated by Resolution No 119/2006 SINASE-CONANDA and by the Law No 12.594/2012, which establishes the National System of Socio-Educational Services - SINASE and regulates the implementation of socio-educational measures. Among a number of important questions these documents state that the integration among social policies aimed at adolescents should encourage the practice of intersectionality and that the evaluation of the management of the National System of Socio-Educational Services will aim at the intersectoral coordination of the policies. Considering social policies, intersectionality is claimed to be a management and service strategy seen as normal, in respect of its proposal and operability. Taking in account the above, this research aims to discuss how intersectional practices are operating in the field of assisted freedom of educational measures in a specific area of Porto Alegre. Intersectoriality is analyzed as a discursive practice and as a government strategy, restricted to the field of Full Protection, which, from the Statute of Children and Adolescent and the strengthening of neoliberal political economy, sets a new political-institutional arrangement which organizes the way the Children and Adolescents service policies should work in the Brazilian state. This is a documentary study, motivated by the principles of discourse and genealogical analysis of Michel Foucault, problematizing intersectorial practices under a unique historical perspective. The proposal aims to describe and denaturalize intersectorial practices, going through a web of relationships which allowed their emergence at the SINASE framework, and analyze what are their effects on the adolescent’s life when complying with socio-educational measures for assisted freedom in a given region. The corpus of analysis consisted of the SINASE regulatory documents (Resolution N° 119/2006 and Law N° 12.594/2012) and the Plan of Individual Service (PIA) from adolescents complying with the socio-educational measures for assisted freedom from a specific area in the chosen city. We work with the “Responsibilities - Subject of Rights – SINASE” series, pointing out certain discursive regularities on the intersectorial practices, related to new public-private alliances, to the conception of the adolescent as a subject of rights who acts as a regulatory force of the capitalist society, and, finally, with the SINASE as a security device. In this view, SINASE aims to regulate the life of the adolescent who commits crime, with control and surveillance practices aimed at them, exposing them to the risk conditions and as an unfit subject in the production plan. Intersectorial practices are one of the strategies of this instrument and tend to inconsistently operate as security practices, producing effects of exclusion and inclusion, to the extent that the adolescent is inserted and included in a populational body which will be the subject-matter of the policy, composing statistical indicators. However, they will also be excluded in this very same plan by a policy that actually does not guarantee the conditions of a subject of rights. On the other hand, as management practices and services, some intersectorial groups include opposing forces, by breaking the logic of some aspects that constitute the system, enabling new possibilities for collective action of such processes.
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Silva, Anabella Pavão da. "O novos "Capitães da Areia" e a atualidade do Estado Penal : uma análise sobre os fundamentos históricos, políticos, econômicos, sociais e culturais do Sistema Socioeducativo Brasileiro /." Franca, 2020. http://hdl.handle.net/11449/192203.
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Orientador: Neide Aparecida de Souza LehfeldResumo: A tese de doutorado que ora apresentamos teve o desafio de responder à questão central do seu objeto: a quem se destina a política social de atendimento socioeducativo: ao resgate da dignidade humana sob a construção de novos projetos de vida por adolescentes ou ao capital que regride direitos e criminaliza a pobreza para o seu processo acumulativo? Esta indagação norteou toda a construção desta pesquisa que teve como objetivo – construir conhecimento científico acerca da gestão e execução das medidas socioeducativas no estado de São Paulo e os rebatimentos das contrarreformas neoliberais do Estado Brasileiro no atendimento aos adolescentes autores de ato infracional. A partir da questão norteadora e do objetivo central da pesquisa, compreendemos, enquanto proposições hipotéticas, que as medidas socioeducativas aplicadas ao adolescente autor de ato infracional estão submissas às determinações do sistema capitalista. Esta submissão se materializa no histórico processo de atendimento institucional, realizado a priori, pelo Estado e, posteriormente, compartilhado com as Organizações da Sociedade Civil, que responsabiliza exclusivamente o adolescente por todas as suas ações, esvaziando uma reflexão acerca das desigualdades e injustiças sociais que nivelam a violência e aprofundam o abismo socioeconômico que separa ricos e pobres. Além da violência que desenha o Estado penal em face destes jovens, o sistema socioeducativo ao adolescente vivencia a contraditória fase de avanços téc... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The doctoral thesis we presented here had the challenge of answering the central question of its object: who is the social policy of socio-educational assistance for: the rescue of human dignity under the construction of new life projects by teenagers or the capital that regresses rights and criminalizes poverty for its cumulative process? These questions guided the entire construction of this research that aimed to build scientific knowledge about the management and execution of socio-educational measures in the state of São Paulo and the repercussions of the neoliberal counter-reforms of the Brazilian State in assisting adolescent authors of an infraction. From the guiding question and the central objective of the research, we understand, as hypothetical propositions that the socio-educational measures applied to the adolescent who committed an infraction are subject to the determinations of the capitalist system. This submission is materialized in the historical process of institutional assistance, carried out a priori by the State and, later, shared with Civil Society Organizations that still exclusively hold adolescents responsible for all their actions, emptying a reflection on the inequalities and social injustices that level the violence and deepen the socioeconomic gap that separates rich and poor. In addition to the violence that draws the penal state in the face of these young people, the adolescent's socio-educational system experiences the contradictory phase of ... (Complete abstract click electronic access below)
Resumen: La tesis doctoral que presentamos aquí tuvo el desafío de responder a la pregunta central de su objeto: quién es la política social de asistencia socioeducativa para: el rescate de la dignidad humana bajo la construcción de nuevos proyectos de vida por parte de adolescentes o la capital que retrocede derechos y criminaliza la pobreza por su proceso acumulativo? Estas preguntas guiaron toda la construcción de esta investigación que tenía como objetivo construir conocimiento científico sobre el manejo y la ejecución de medidas socioeducativas en el estado de São Paulo y las repercusiones de las contrarreformas neoliberales del Estado brasileño para ayudar a los autores adolescentes de una infracción. A partir de la pregunta guía y el objetivo central de la investigación, entendemos, como proposiciones hipotéticas, que las medidas socioeducativas aplicadas al adolescente que cometió una infracción están sujetas a las determinaciones del sistema capitalista. Esta presentación se materializa en el proceso histórico de asistencia institucional, llevado a cabo a priori por el Estado y, más tarde, compartido con organizaciones de la sociedad civil que aún responsabilizan exclusivamente a los adolescentes de todas sus acciones, vaciando una reflexión sobre las desigualdades e injusticias sociales que nivelar la violencia y profundizar la brecha socioeconómica que separa a ricos y pobres. Además de la violencia que atrae al Estado penal frente a estos jóvenes, el sistema socioeducativo... (Resumen completo clicar acceso eletrônico abajo)
Doutor
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Майборода, Тетяна Миколаївна, Татьяна Николаевна Майборода, and Tetyana Mayboroda. "Place and role of education sector in the national economy system." Thesis, Poland, Przemyśl, Nauka i studia, 2019. https://essuir.sumdu.edu.ua/handle/123456789/79721.
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Covert, Julia L. "A narrative analysis of National board- and non-national Board-Certified Teachers's belief systems /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501403774.
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Ringo, John Decker. "The influence of higher education on the national innovation system in Portugal." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53061.
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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2009.Includes bibliographical references (p. 75-79).
Many economists agree that countries wishing to develop their national economies should focus on increasing their innovation output. In recent years, the Portuguese government has pursued this goal, taking strides to improve the country's national system of innovation. This effort has included policy measures to increase the educational attainment of the Portuguese population and to improve the amount of collaboration between academia and industry in Portugal. Prior studies of locational effects have concluded that universities have a positive effect on the innovation output of the regions in which they are located. However, there is little understanding of how this locational effect varies with alternative types of higher education institutions, such as polytechnics and community colleges. This thesis evaluates the co-locational effects of educational institutions and industry clusters on innovation output, and makes recommendations for how these results may be put to use, given the historical context of the Portuguese higher education system. The analysis is a comparative study of the geographic sub-regions within Portugal and the U.S. states of Georgia and Pennsylvania. The data used in the analysis includes industry data (enterprises, employment, and wages), educational data (number of graduates by field and type of institution), and innovation survey data. The result of the co-location analysis shows that in Portugal, the technology-focused courses at universities and polytechnics are not concentrated in the same region as technological industry.
(cont.) However, the concentrations of university and polytechnic courses in Portugal frequently co-locate with one another, indicating an overlap in the regional offerings of these institutions. On the other hand, the states of Georgia and Pennsylvania show several instances of education-industry co-location in the technology sectors, with community colleges tending to co-locate with industry more than universities. The results show that, in both Georgia and Pennsylvania, co-locations between universities and industry occur more frequently in the research-focused Chemical/Pharmaceutical sector, while co-locations between community colleges and industry occur more frequently in the Equipment and Machinery sectors. A regression analysis of innovation survey data in Portugal observes no correlation between industry-academic co-location and innovation activity. However, I observe that the Community Innovation Survey dataset is not conducive to regression analysis. The stated goal for Portuguese polytechnics is to serve industry needs and promote regional economic development. However, the results indicate that efforts to concentrate educational courses near industry clusters have not been successful. My most important observation from a policy perspective is that Portugal may be spreading its educational resources throughout its regions in ways that diminish the potential value of co-location and its potential value in innovation.
by John Decker Ringo.
S.M.
S.M.in Technology and Policy
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Raikane, Neo Elliot. "The national educational ideal as a determinant of the educational systems of Bophuthatswana and Botswana / Neo Elliot Raikane." Thesis, Potchefstroom University for Christian Higher Education, 1987. http://hdl.handle.net/10394/8522.
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By way of introduction to this dissertation, the following issues were addressed:
- The problem issue underlying the research is:
* What is the origin of the national educational ideas of Popagano and Kagisano?
* What is the content of the national educational ideals of Bophuthatswana and Botswana educational systems respectively?
* What is the influence of the national educational ideals of Bophuthatswana and Botswana on their respective educational systems with regard to their educational policy, legislation execution and the school system?
- Aims of the research
The purpose of this study is:
* to further the understanding of the educational systems of Bophuthatswnna and Botswana by determining the origin, content and influence of the national educational ideals as determinants of the two systems of education in question.
* The purpose of this study is threefold:
** to determine and describe the origin of the national educational ideals of Popagano and Kagisano;
** to determine and describe the content of the national educational ideals of Popagano and Kagisano, and
** to determine the influence of the national educational ideals on the respective educational systems of the two countries concerned with regard to their educational policy, control, legislation, execution and the school systems.
- Methods of research
The following methods of research have been employed: general literature survey, personal interviews, interpretation of data, evaluation of data and writing up of findings.
- Demarcation of the field of study
This study is confined to the national educational ideal as a determinant of the educational systems of Bophuthatswana and Botswana. The other aspect of the demarcation of the field of study is based on the explanation of terms used in the title of this study, namely: the national educational ideal, determinant, educational system, and Bophuthatswana and Botswana. The theoretical structure and the determinants of the educational system have also been discussed in chapter 2. The four structural moments of the educational system are looked into under the theoretical structure
of the system of education. The following are those structural moments of the educational system:
• the religious structural moment, which refers to the ground motif of the community which is fundamental in all the systems of education of the world. This is the religious ground motif.
• the temporal structural moment, which refers to the fact that educational systems of the world are time-bound.
• the modal structural moment, which refers to the 15 modal aspects of reality in terms of Dooyeweerd and which exercise an influence on the structure and the content of the educational
system.
• the individual structural moment, which refers to the individual identity of all educational systems of the world and to the idea of the uncommonness of the common. All other relevant aspects of education have been discussed in this chapter. An exposition of the educational system of Bophuthatswana is given in Chapter 3. The primary aim in discussing this educational system was to provide the origin, content and influence of the national educational ideal of Popagano on the Bophuthiltswana system of education.
Before coming to the exposition of the educational system of Bophuthatswana per se, the following issues which facilitate the understanding of an educational system were discussed: The general historical background of education in Bophuthatswana; from the era of traditional education, the mission era of education, education in Bophuthatswana after the establishment of the Union of South Africa, the Bantu Education era, the years before independence (195-1-1976), the Lokhela Commission of Education (April 1978) and the inception of the national educational ideal of Popagano.
The exposition of the Bophuthatswana system of Cidiic.it on is divided into the following aspects; the contents of the National Educational ideal of Popagano and the influence of the national educational ideal of Popagano.
In Chapter 4 the system of education of Botswana is outlined. Before coming to the actual exposition of the system of education in Botswana, it was necessary to look into the following matters: the origin of the national educational ideal of Kagisano. This included the following aspects: the general historical background of education in Botswana which reflects on the years of turmoil, traditional education in the pre-literate era, the mission era of education; education in Botswana after the establishment of the British Bechuanaland Protectorate, the first Education Act after Independence, the Botswana National Education Commission of April 1977 and the inception of the national educational ideal of Kagisano; the contents of the national educational ideal of Kagisano and the influence of the national educational ideal of Kagisano on the educational system of Botswana.
Chapter 5 deals with conclusions, findings and recommendations. This implies that all issues raised in all other chapters are summarised and recommendations are also made.Thesis (MEd)--PU vir CHO, 1987
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Hufford, Kyle W. "The impact of technology and new media on a developing nation's education system a qualitative study of Haiti /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/403.
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Pavez, Rivera Jéssica Alejandra. "Propuesta para el manejo de residuos sólidos que contribuya a la incormporación al Sistema Nacional de Certificación Ambiental de Establecimientos Educacionales, Comuna de Colina, Región Metropolitana." Tesis, Universidad de Chile, 2005. http://www.repositorio.uchile.cl/handle/2250/101755.
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Stoco, Sergio. "SAEB : uma analise de politica." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253372.
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Orientador: Jose Roberto Rus PerezDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O objetivo desta dissertação é identificar e analisar as variáveis dependentes, independentes e intervenientes da formulação e implementação do Sistema Nacional de Avaliação da Educação Básica ¿ Saeb. Utilizando instrumental de análise de política e uma lógica de análise dedutiva, que reconstrói o sentido e a direção do processo de formulação e implementação de uma política,identificando suas origens: conceituais, históricas, ideológicas, seus atores, arenas e seus modelos. A seleção das variáveis seguiu critérios de maior recorrência em bibliografia especializada de avaliação educacional, documentos oficiais e entrevistas, sendo organizadas em campos (política, economia e tecnologia) disponibilizados transversalmente na dissertação. Como conclusão da análise apresentada neste trabalho, aceitamos a hipótese de que o Saeb fundamentado no desempenho do aluno não atende as necessidades de subsídios para formulação e implementação de políticas públicas educacionais, não porque esta é uma ação deliberada pelo governo federal em razão de interesses políticos e econômicos, como acreditávamos inicialmente, mas porque o hiato que existe entre a construção e disseminação de indicadores educacionais e o processo de formulação e implementação de políticas públicas educacionais precisam ser preenchidos por perspectivas que considerem o conjunto da realidade social (suas arenas, atores, ideologias, suas relações e interesses)
Abstract: The objective of this dissertation is to identify and to analyze the dependent, independent and intervening variables of the formularization and implementation of the National System of Evaluation of the Basic Education - Saeb. Using instrumental of policies analysis and a logic of deductive analysis, that reconstructs the direction and the course of the formularization process and implementation of one policy, identifying its origins: conceptual, historical, ideological, its actors, enclosures for bullfighting and its models. The election of the variables followed official criteria of bigger recurrence in specialized bibliography of educational evaluation, documents and interviews, being organized in fields (politics, economy and technology) available transversally in the dissertation. As conclusion of the analysis presented in this work, we accept the hypothesis of that the Saeb based on the performance of the pupil does not take care of to the necessities of subsidies for formularization and implementation of educational public politics, because this is not an action deliberated for the federal government in reason of interests economic politicians and, as we believed initially, but because the vacuum that exist between the construction and dissemination of educational pointers and the process of formularization and implementation of educational public policies needs to be filled by perspectives that consider the set of the social reality (its enclosures for bullfighting, actors, ideologies, its relations and interests)
Mestrado
Politicas de Educação e Sistemas Educativos
Mestre em Educação
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Djajalaksana, Yenni Merlin. "A National Survey of Instructional Strategies Used to Teach Information Systems Courses: An Exploratory Investigation." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3074.
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Many universities and colleges have placed increased emphasis on teaching excellence in higher education. Efforts to promote teaching excellence vary from the development of alternative new pedagogies as well as research exploring strategies to improve existing teaching practices. Logically, different disciplines employ different instructional strategies to prepare their graduates with specific skills, knowledge, and attitudes. This study examined the instructional strategies used most frequently in the information systems discipline and was inspired by Shulman's (2005) concept of signature pedagogies - the unique but pervasive ways of teaching within a discipline or profession.
This dissertation reports a national survey of instructional strategies used across the information systems discipline. The study employed a web-based survey of all information systems faculty members in the United States listed in the Association of Information Systems membership directory (695 valid responses were obtained from 2,835 eligible participants, 24.4% response rate). The research used an original questionnaire identifying 52 different instructional strategies to create a profile of commonly employed teaching practices and to identify whether there are identifiable signature pedagogies in the discipline of Information Systems (IS). Data analyses included descriptive statistics, factor analysis of the survey items, and multiple regression of eight independent variables to predict frequency of instructional strategy used. This quantitative study is the first systematic investigation profiling the instructional strategies and signature pedagogies used in the IS discipline.
The results show domination of lecture-based strategies across the information systems discipline. Over 66% of the participants identified lecture as their most frequently used teaching method. Based on the frequency of responses to "Frequently" and "Almost Always/Always", lecture was identified as the most frequently used strategy. The next most commonly employed strategies were interactive lectures (63%), cooperative learning/team-based learning (53%), problem-based learning (53%), whole group discussions (50%), and demonstrations (49%).
Participants were also asked to select their "three most frequently used" strategies to identify potential signature pedagogies. Their responses again identified lectures and interactive lectures as the dominant strategies. Viewing these as generic strategies, the following additional frequently used strategies might point to potential signature pedagogies in the discipline: lab activities, case study, analysis and design project, and whole group discussion. This initial investigation focused exclusively on what Shulman (2005) has identified as the surface structure of the pedagogies. Further studies are recommended to also examine the deep and implicit structures to more definitively identify signature pedagogies in the IS discipline.
The exploratory factor analysis revealed patterns of instructional strategies usage in the IS discipline. Six factors were identified: in-class active learning strategies, highly-structured active learning strategies, online learning strategies, project-based strategies, writing-based strategies, and portfolio strategies. The internal consistency reliability (Cronbach's Alpha) of the six factors ranged from .67 to .87 on each of the factors formed. Composite means of the factors showed that highly-structured active learning strategies and project-based strategies were the two most frequently used groups of instructional strategies groups across the IS discipline.
This study further found that six of eight demographic and course characteristics (i.e., gender, rank, age, course level, delivery format, and class size) were associated significantly with instructional strategies usage depending on both the group of instructional strategies and the type of instructional strategies. Years of prior teaching experience and availability of student assistants were the two non-significant demographic and course characteristics.
This study profiles the teaching practices currently employed in the IS discipline in the United States. Recommendations for future research are described along with suggestions for improving teaching and faculty development initiatives in the IS discipline. Additionally, possibilities for future research both within the IS discipline and across other disciplines are presented.
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Karolina, Lendak-Kabok. "Status of Women from National Minorities in the Serbian Higher Education System – Focus on Women from the Hungarian National Minority." Phd thesis, Univerzitet u Novom Sadu, Asocijacija centara za interdisciplinarne i multidisciplinarne studije i istraživanja, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=110674&source=NDLTD&language=en.
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The primary objective of this research was to identify andanalyse the challenges faced by ethnic minority studentswhile studying and building an academic career in the highereducation system of Serbia. The secondary objective was toanalyse the unconscious and conscious gender biases towardsethnic minority women, when building their academic careersand in reaching decision-making position in academia. Thetertiary objective of was to raise awareness about theincreased demand for human resources in the technical fieldsand that therefore more women should be steered towards thestudying engineering.The research was conducted based on 2192 filled inquestionnaires and 45 semi-structured interviews. Theresearch results showed that language, intersecting withgender, ethnicity and class result in a new inequality concept.It was shown that women are under-represented in technicalfields, which has its roots in gender stereotypes. Finally, itwas shown that women are less motivated to reach higherpositions in the Serbian higher education system than men.The author proposes a set of policy recommendations forsolving/mitigating the identified challenges, e.g. deconstructionof gender stereotypes via improved teachingaids in elementary and high schools, optimised Serbianlanguage teaching to eliminate the language difficulty facedat the start of their higher education; as well as the foundingof an ethnic minority research centre, which would researchthe challenges faced by ethnic minority communities.Primarni cilj istraživanja je identifikacija i i analiza preprekau sistemu visokog obrazovanja tokom studiranja i izgradnjekarijere u akademskoj zajednici žena iz nacionalnih zajednicasa posebnim osvrtom na žene iz mađarske nacionalnezajednice. Sekundarni cilj je analiza nesvesne i svesne rodnepristrasnosti prema ženama etničkih manjina u toku izgradnjeakademske karijere i pri dosezanju visokih pozicija unutarakademije. Tercijarni cilj istraživanja je podizanje svesti otome, kako je potražnja za ljudskim resursima na tržištu radau oblasti tehničkih nauka značajna i da je stoga potrebnousmeriti veći broj žena ka tim oblastima. Istraživanje jesprovedeno pomoću 2192 popunjena upitnika i 45 polustrukturiranaintervjua. Istraživanjem je utvrđeno da jezik,koji je u intersekciji sa rodom, nacionalnošću i klasom,rezultira novim konceptom nejednakosti. Takođe je dokazanoda su žene nedovoljno zastupljene u tehničkim oblastima, štoje najvećim delom moguće pripisati rodnim stereotipima.Konačno, utvrđeno je da su žene manje motivisane dadosegnu visoke pozicije od muškaraca u sistemu visokogškolstva. Autorka predlaže skup mera za rešavanje i/iliublažavanje identifikovanih izazova, npr. dekonstrukcijarodnih stereotipa pomoću unapređenih nastavnih materijala uosnovnim i srednjim školama, prilađen program učenjasrpskog jezika za učenike iz etničkih manjina sa ciljemizbegavanja jezičke barijere na početku studija; odnosnoosnivanje centra za istraživanje statusa i izazova zajednicaetničkih manjina.
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Guajardo, Munoz Teresa Isabel. "Permanent education : a comparative study of selected national systems of education and their relevance to Chile." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10020185/.
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It could be argued that since the 1950's and 1960's the need to re—examine the role of education in society has become an urgent task. The need for educational change includes the learning of new job skills, acceptance of new responsibilities, the knowledge of prospective manpower needs and job opportunities, etc. So, modern educational policy should above all be characterised by a deep understanding of the fact that in today's world there are and should be many more varied ways of providing instruction and that educational needs cannot be satisfied by the school alone. In other words, what might be necessary is the adoption of an educa— tional alternative that represents an attempt to adapt education to the conditions of modern life, that sees all educational trends and practices not as isolated, independent and without relevance to each other, but as corresponding in each case to one aspect of the overall innovative patterns imposed by modern conditions. This alternative could be permanent education. In a permanent education system the education must form a coordinated totality in which all sectors of society are structurally integrated. It will be universalised and continual. It may be observed that in order to build a firm theore— tical basis for permanent education one does not have to start from scratch. At present there exists a vast and relevant amount of knowledge about the foundations of education, human development, learning processes, etc., which should be usable, subject to its refinement and reinterpretation. But it is necessary to stress that it is unrealistic to expect permanent education to transform the educational practice of a society, in any case, no wholesale adoption of all aspects of permanent education can be realistically expected; but its acceptance as a principle could certainly contribute to fostering the conditions in which education was accepted throughout life, and in which existing practices were more open to other learning influences. In other words, it would transform what already exists, in order to make experiences favourable to permanent education easier for people. It is also necessary to enphasise that educational prac— tice varies in different contexts, depending upon determinants and influences such as a country's geography and history, technological development, socio—political and economic system and many other factors. Thus no single set of prescriptions for educational prac— tice can be given which can be applied in all countries, or even in a single country at different times in its historical development. For example the perspective of permanent education in a country with a per capita income of 300 dollars or less is, obviously, different from that in a country where the average income os 4000 dollars per annum and where 70 per cent of the population have received secondary education. Consequently educational prac— tice in the perspective of permanent education will differ from society to society according to a large number of local conditions and traditions and, because an educational system is a national res— ponsibility, a complete educational policy will include political, social, economic and cultural, as well as purely educational objec— tives, promoting the kind of educational changes required to adapt the educational system of the changing world.
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Esteves, Larissa Sapucaia Ferreira. "Estágio curricular supervisionado: possíveis contribuições para o desenvolvimento das competências do profissional enfermeiro." Universidade do Oeste Paulista, 2011. http://bdtd.unoeste.br:8080/tede/handle/tede/90.
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Previous issue date: 2011-06-22The purpose of this study is to analyze the role of the supervised training concerning the skills development of nurses drawn up by the national curricular guidelines. The study aimed to reflect on the development of skills in view of students and professors involved with the training process, through the actions developed in the everyday training. This is a qualitative research, featured as a case study. The supervised training was implemented in the nursing program in the second semester of 2010. The researchers are students of the last semester of graduation and professors of the first group of this supervised training. The data was collected through semi-structured questionnaires. The data collected through open-ended questions consists in statistical analysis and the closed-ended questions were analyzed and interpreted by the method of content analysis. To summarize, the development of skills goes beyond the repetitive actions. Its development requires a thorough knowledge of concepts, methods and objectives which we aim to achieve
A presente pesquisa objetivou analisar o papel do Estágio Curricular Supervisionado (ECS) no desenvolvimento das competências do profissional enfermeiro conforme as Diretrizes Curriculares Nacionais. O estudo buscou refletir acerca do desenvolvimento das competências na visão dos alunos e dos docentes envolvidos com o processo de estágio, por meio de ações desenvolvidas no dia a dia de estágio Trata-se de pesquisa quanti qualitativa, caracterizada como estudo de caso. O Estágio Curricular Supervisionado foi implantado no curso de enfermagem no segundo semestre de 2010. Foram sujeitos da pesquisa: alunos do último semestre da graduação e docentes desta primeira turma de ECS. A coleta de dados se deu por meio da aplicação de questionários semiestruturados. Os dados obtidos por meio de perguntas fechadas passaram por análise estatística e os obtidos por meio de perguntas abertas foram analisados e interpretados através do método de análise de conteúdos. Concluímos que o desenvolvimento das competências profissionais vai além da realização repetitiva de determinadas ações. Seu desenvolvimento requer um conhecimento aprofundado de concepções, métodos e objetivos que se almeja alcançar.
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Gastaldo, Denise Maria. "Is health education good for you? : the social construction of health education in the Brazilian national health system." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021699/.
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This study is about the social construction of health education in the Brazilian national health system. Health education is examined as a social policy and as a health practice. The theoretical framework is based on the work of Michel Foucault, with special attention to the concepts of bio-power, bio-politics of the population and anatomo-politics of the human body. The thesis pursued is that health education represents a singular contribution to the exercise of bio-power through the health system. Its involvement with prevention and promotion of health, as well as its educational character, enhance the set of power techniques employed in the management of the individual and social body. The data presented are created by analysis of documents and surveys covering federal, state, and municipal levels of government in Brazil and also health centres. Interviews with policy-makers, health professionals, and users of the health system and the observation of two health centres as case studies are also sources of information. Health education policy contributes to expand the surveillance that the work of health professionals represents over any aspect of individual and community life. As a practice, health education can make use of prescriptive or participatory approaches to promote healthy life-styles. However, both of them discipline and normalize individuals and communities. This study also suggests in its conclusion that Foucault's concept of bio-power as power over life centred on the control of sex should be re-thought, focusing on health as the key element in the exercise of bio-power.
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Thompson, Kate. "Models as mindtools for environmental education how do students use models to learn about a complex socio-environmental system? /." Connect to full text, 2007. http://hdl.handle.net/2123/3608.
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Thesis (Ph. D.)--University of Sydney, 2008.Title from title screen (viewed 20 October 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the CoCo Research Centre, the Centre for Research on Computer Supported Learning and Cognition, Faculty of Education and Social Work, University of Sydney. Degree awarded 2008; thesis submitted 2007. Also available in print form.
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Al-Korashi, Suhair. "Towards a national system for evaluating higher education in Saudi Arabia : lessons from England and The Netherlands." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614685.
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Houston, Tony. "Perspectives on the development and implementation of the quality assurance system for National Vocational Qualifications." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298028.
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Yang, Keo Seng-Dao. "Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341.
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This capstone examines the National Center on Education and the Economy’s (NCEE) efforts in its initial planning stage to lead the design of and build support for a proposed national system of teacher career ladders. In this career ladder system, teachers can voluntarily seek advanced certification leading up to the role of Master Teacher, and states can volunteer to use the system and determine how to use it. I describe my role in strengthening NCEE’s relationship with the National Board for Professional Teaching Standards (NBPTS), in an effort to establish a partnership and move the initiative forward. I also examine comprehensive teacher career ladders and career advancement initiatives in top-performing jurisdictions (i.e., Singapore, Shanghai, and Australia) and within the United States (i.e., Arizona, Iowa, New York, and the District of Columbia). Any national initiative seeking to influence teaching and learning will require the collaboration of many powerful cross-sector organizations and leaders, highly coordinated efforts, and legitimacy to sustain the political support needed for the initiative to be adopted by states and embraced by the teaching profession. Establishing a partnership with the NBPTS was challenging because of the organization’s leadership loss at the start of the project, which slowed the initiative’s planning stage. This was further complicated by a lack of system coherence and alignment, distrust within the public education system, and the system’s resistance to change. Because planning and implementation of a national teacher career ladder system will take years, and states and the profession must buy-in, there is a need to build the capacity of multiple generations of leaders who can carry this work forward within an evolving, decentralized education system.
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Aubrey, Lisa Marie. "The transition from colonial systems of education to national systems of education in Kenya and Tanzania: implications for alleviating ethnic group inequalities a comparative analysis." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372076386.
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Karakelle, Sibel. "The Centralized Higher Education System in Turkey and the National Music Teacher Training Program Since 1998: An Analysis." Thesis, connect to online resource, 2006. http://www.unt.edu/etd/all/Aug2006/karakelle%5Fsibel/index.htm.
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Adinku, William Ofotsu. "Towards the National Theatre concept : a model for the development of dance education within the Ghanian university system." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848393/.
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During the period under colonial rule Ghanaian traditional life styles were largely destroyed and foreign value systems imposed. Following independence in 1957 the concept of National Consciousness, which seeks to encourage models of traditional forms in all new developments, was proposed. This thesis addresses the need to introduce traditional dance into the Ghanaian University system in response to the concept of National Consciousness. The thesis is divided into two parts. Part One is a survey of traditional dance models and their significance for new developments, while Part Two examines these models as applied activities in dance eduction and theatre work. In Part One traditional dances and related arts are treated in Chapters 1 and 2 while the developments of concepts for national integration through the dances are treated in Chapters 3 and 4. In Part Two concepts of dance in education are examined in Chapter 5; the roles of dance in education as well as models in subject programming in Chapter 6 and curriculum development for first degree courses in Chapter 7. Chapter 8 looks at the contributions of the various Chapters to the development of an African orientated dance programme for education and theatre practice in emergent African societies. The study is limited to the Country of Ghana though the findings may have implication for other African countries.
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Holm, Samuel. "Latvian Language Policy : Unifying or Polarizing? Reconstructing the Political Debate on Language Reform in the Latvian Education System." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166660.
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Languages are not just systems for communication, they are also often a marker of ethnic and/or national identity and sometimes a politically contentious issue. A country where this is the case is Latvia, which has a large Russian-speaking population. During the Soviet occupation of Latvia, Russian became the dominant language in public life. Since regaining independence, Latvia has pursued language policies aimed at strengthening the position of the Latvian language, at the expense of the Russian. Latvian is the single official language and over the last decades, the bilingual education system inherited from the Soviet Union has moved towards an increasing share of Latvian as the language of instruction. In 2018, the Latvian parliament amended two educational laws, meaning the share of subjects being instructed in Latvian in so-called minority schools increased markedly. The decision was controversial and was opposed by parties with a large Russian-speaking voter base. The purpose of the thesis is twofold. The first is to describe and analyse the arguments of political actors[1] regarding mono- and multilingual education, focusing on the reform of 2018. The arguments will be analysed in relation to theory regarding the connection between nationalism/nationhood and language, and theory on linguistic minority rights. The second part of the purpose is to advocate normatively and constructively for an approach regarding two different areas of policy: 1) Whether Russian should be an official language or not. 2) Language policy in education. The point of departure for the analysis is the aspiration to create a sense of national belonging, where both Russian-speakers and Latvian-speakers are seen as a part of the Latvian imagined community. In order to create this sense of inclusive imagined community, the approach seeks to be impartial in relation to the “pro-Latvian” and “pro-minority” positions with regards to language policy. The normative argumentation also seeks to include and balance the values of linguistic minority rights and preserving small languages (such as Latvian). For the first part of the thesis, a descriptive idea analysis is applied. The arguments are analysed in relation to my theoretical framework, which consists of various concepts relating to the relationship between language and nationalism and models regarding linguistic rights. The main analytical tool is the concept of an imagined community, where a sense of national belonging and social cohesion can be based on either mono- or multilingualism. In the second part, a normative and constructive method is used to argue for my position in a systematic fashion. The arguments of the proponents of the 2018 reform can be described as based on the idea that Latvian is the common and unifying language of all the Latvian residents and one of the foundations of the imagined Latvian community. At the same time, the proponents claim wanting to ensure that members of linguistic minorities can preserve their language, and that the reform provides the right to learn a minority language. The opponents of the reform argue that, while it is important that students learn the Latvian language, drastically decreasing the level of instruction is an assimilatory policy that will weaken rather than strengthen the national unity. In the second part, the author suggests that Latvian will remain the single official language since granting the Russian language official status may cause the language decline of Latvian, and because the issue is very divisive. In terms of language in the school system, the author concludes that Latvian ought to have a special position in Latvia and should therefore be the dominant language. Therefore, Latvian should be the main language of instruction, in the proportions prescribed by the 2018 reform. Another conclusion is that all students, regardless of mother tongue, should learn Russian on at least an elementary level. [1] Specified under “Delimitations”.
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Watt, Michael G., and n/a. "The Role of curriculum resources in three countries: the impact of national curriculum reforms in the United Kingdom, the United States of America, and Australia." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050720.113739.
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This project examines the impact of standards-based and curriculum
reforms on the role of materials in educational systems in the United
Kingdom, the United States of America, and Australia. The project focused
on identifying activities undertaken by publishing companies and in
educational systems to develop, select and use materials in the context of
standards-based and curriculum reforms by investigating: (1) research
literature about the publishing industry, the policies controlling the
adoption of materials, and the patterns influencing the use of materials in
schools in the United States; (2) the perceptions of educational publishers
about the impact of these reforms on the new materials developed by their
companies to meet the needs of schools in implementing these reforms; (3)
the impact of national curriculum reforms in the United Kingdom on the
materials� marketplace; (4) the impact of the national standards movement
in the United States on the materials� marketplace; (5) the impact of state
standards in the United States on various aspects relating to materials
designed to support these reforms; (6) the impact of national curriculum
collaboration in Australia on the materials� marketplace; and (7) the impact
of state and territory curricula in Australia on various aspects relating to
materials designed to support these reforms. The report concludes by
applying categories defined in a typology to classify various activities
relating to the development, selection and use of materials identified in
educational publishing and educational systems in the United Kingdom, the
United States and Australia. Samples and questionnaires relating to surveys
and a bibliography are appended.
33
Skott, Pia. "Läroplan i rörelse : Det individuella programmet i möte mellan nationell utbildningspolitik och kommunal genomförandepraktik." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-99326.
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This thesis examines the activities within the Swedish steering system concerning upper secondary school. Sweden has a long history of shared responsibility between the state level of government and the municipalities, dating back to federal decisions concerning the establishment of a compulsory school system. By the early 1990s two parallel changes were taking place within the Swedish educational sector, one concerning the steering system which evolved towards deregulation and decentralization, and the other an extension of the compulsory school. A consequence of the latter change was that in practice upper secondary education became mandatory. The political aim was to realize the vision of “one school for all”. In this study the political vision and the larger question of how to turn it into reality (the differentiation question) is used to show how activities at national as well as the local level of the steering system are formed.
34
Ukpo, Eugenia Onwu. "Learner support in distance education : a mixed method evaluation of the National Teachers' Institute (NTI) Nigeria student support system." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419382.
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Kulsiri, Supanit, and n/a. "A Critical Analysis of the 2001 National Foreign Language Standards-Based Curriculum in the Thai School System." University of Canberra. Education & Innovation, 2006. http://erl.canberra.edu.au./public/adt-AUC20070813.123324.
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The status of English language has increased over the years as a tool for international
communication. The Thai government emphasises that English language education
has now become part of the full driving force for national development. This research
implies that in order to cultivate Thai learners of English to meet social demands,
sound theoretical and coherent philosophical bases of curriculum are essential in the
curriculum planning process. This research analyses the new official English language
curriculum for the Thai school system: "English language learning strands and
standards under Basic Education curriculum 2001" (English language standards-based
curriculum, ESB Curriculum), which in 2001 was promulgated as the new official
English language curriculum. This research reveals both the coherence and
incoherence of the theoretical and philosophical bases of the Thai ESB curriculum,
identifies strengths and weaknesses of the curriculum and makes recommendations
for curriculum revision and curriculum development that could result in positive and
effective changes in English language teaching and learning in Thailand. This thesis
rests on the premise that principles underlying decisions made in curriculum planning
will have a major impact on the effectiveness of the curriculum. It follows that
difficulties with foreign language education nowadays are a consequence of the
incoherence of philosophical, theoretical, and social bases of curriculum design.
This research analyses the English language curriculum by asking questions about
who was involved in the curriculum planning process and what were the decisionmaking
mechanism and processes involved in its planning. The research is different
from other research in curriculum studies in Thailand that aim only at curriculum
implementation and evaluation. Three sources of data have contributed to the analysis
of the curriculum: curriculum-related documents, interviews with the curriculum
committees, and interviews and questionnaires with school teachers.
The analysis has shown that (1) the curriculum was developed with input from
numerous experts and various groups of stakeholders which affected the underlying
principles, philosophical and theoretical bases of education and English language
teaching and learning; (2) the theoretical and philosophical bases of the curriculum
were found to be incoherent among curriculum elements; (3) the curriculum has
problems at the level of meaning and this has led to the difficulty of conveying the
philosophy of Thai education to the school level. The study has found that the
incoherence of the theoretical underpinnings of the curriculum elements leads to
misunderstanding, misinterpretation and misuse of the curriculum.
The implication for future research is to stress a critical literacy approach to English
language education and curriculum development. In this way, English language is
seen as a language for empowerment, knowledge enhancement, social development
and development of learners as a part of Globalisation and Information Age in the 2 lst
Century as also stated in the Thai National Education Act 1999.
36
Ngai, Mei-mui. "A study of national and citizenship education in Hong Kong under the principle of "One Country, Two Systems"." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36428176.
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Ngai, Mei-mui, and 魏美梅. "A study of national and citizenship education in Hong Kong under the principle of "One Country, Two Systems"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36428176.
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Hsieh, Chuo-Chun. "Policy change of national quality assurance in European higher education systems : a comparative analysis between England and The Netherlands." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558878.
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Harris, Elaine. "The perceptions of parents whose children have attended schools nationally and internationally regarding the "quality" of Newfoundland's education system and the provincial education reform documents : a mismatch of perceptions /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0035/MQ47453.pdf.
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Coleman, Felicia Maria Vaughn. "Quality in Education: Perspectives Regarding Baldrige-based Practices and Instructional Leadership in Middle Schools." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/869.
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School systems nationwide confront declines in the number of principal applicants while facing increasing student accountability concerns. The idiosyncrasies of adolescent development and the social nature of the educational environment reflect the declines in applicants and impact student accountability. Using a three-tiered case study, the present research inquiry identified perspectives of superintendents, middle school principals, and middle school teachers regarding Baldrige-based practices in the four Malcolm Baldrige National Quality Award-winning school districts in the United States. This study's data illuminated how a non-prescriptive framework such as the Baldrige National Quality Program (BNQP) combined with Baldrige Education Criteria for Performance Excellence (BECPE) assessment instrument, were utilized by the superintendents and middle school principals in the award-winning schools to address the issues of both instructional leadership and student achievement. Perspectives from targeted superintendents, middle school (grades 6-8) principals, and middle school teachers regarding Baldrige-based practices as they relate to instructional leadership in middle level education were investigated. Research participants from Chugach School District in Anchorage, Alaska; Pearl River School District in Pearl River, New York; Community Consolidated School District 15 in Palatine, Illinois; and Jenks Public Schools in Jenks, Oklahoma discussed the adoption, implementation, and maintenance of the Baldrige National Quality Program, combined with the ongoing utilization of BECPE, in their middle schools. Respondents disclosed instructional leadership beliefs and practices utilized within their school and/or district. Utilizing information from the three interview protocols created for superintendents, middle school principals, and middle school teachers in the targeted districts, an analysis of themes emerged from the transcribed interviews and interview correspondences, providing insight about the gaps in research literature pertaining to the application of Baldrige-based practices in middle level education. These gaps substantiated the need for continued research that examines the role of instructional leadership in creating Baldrige environments in the middle school arena. Overall, the qualitative results of this exploratory study promoted understanding and informed efforts to build instructional leadership in other middle level educational institutions across the nation.
41
Martinez, Romo Sergio. "Political and rational models of policy-making in higher education : the creation and establishment of the National System for Permanent Planning of Higher Education in Mexico 1970-1986." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018663/.
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This study explores the policy-planning process in the provision of higher education in contemporary Mexico. A theoretical framework is developed by drawing upon current discussion on higher education coordination and planning. Particular emphasis is given to the relationships between their interactive and technical concerns. This analysis suggests that policy-planning in higher education is a process in which the disciplinary concerns of those academics involved co-exist with their vested interests. A "political nature" of policy-planning in higher education becomes apparent when the disciplinary concerns and the conflicting vested interests of academics converge. It is thus not necessarily the 'politician' who brings to this process its political dimension. The System for Permanent Planning of Higher Education (SiNaPPES), established in 1978 as the principal mechanism for the formulation of higher education policy in Mexico, is used as a case study and is at the heart of the discussion. An examination of the creation and subsequent operation of the SiNaPPES mechanism reveals the 'political nature' of the rationale behind its establishment. The analysis thus provides two perspectives on the creation of SiNaPPES. The concern of its formal history is technical planning while in the second, its alternative interpretation, is interactive planning. The analysis of the formal history that planning has not been fully achieved is challenged. The thesis argues that SiNaPPES, has been successful as a means of coordinating institutions and academics in higher education. The analysis is restricted to the period 1970-1986 leading up to the creation and operation of SiNaPPES in 1978 and the publication in 1986 of the third version of the National Plan for Higher Education (PNES). The study is supported by documentary evidence and interviews with those academics closely associated with the creation of SiNaPPES.
42
Joliffe, Edward Keith, and n/a. "Developing a multiple discourse model of analysis through an evaluation of the National Aboriginal and Torres Strait Islander Education Policy." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060802.170810.
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The overarching research problem for this study was the need to improve
upon rational models of policy analysis and delivery, to suit complex postmodern
implementation environments. A theoretical model suited to implementing and
evaluating major education reform initiatives was devised. Called the 'Multiple Discourse Model', it was grounded in systems theory, containing elements
reminiscent of social systems, organisational and structural functionalist research,
especially that of Hoy and Miskel (1982)1. However the model was also designed
to incorporate a parallel naturalistic analysis reminiscent of postmodern critical
pragmatic approaches, such as those explored by Cherryholmes (1994)2. Over a
period of five years, this model was developed through an evaluation of the
implementation of the National Aboriginal and Torres Strait Islander Education Policy (AEP) in the Australian Capital Territory government secondary schools
sector.
The distinguishing feature of the study's methodology was its multiperspective
analysis, an approach suggested by Mclaughlin (1987)3 to take account
of the differing communities of discourse which exist in a reformist policy
implementation environment.
To operationalise the research problem, dimensions of policy effectiveness
were articulated. These were addressed through a comprehensive set of research
indicators, extracted from the AEP's national policy goals and the local strategic and
operational plans. Data aimed at judging the effectiveness of implementation were
collected from multiple sources using multiple research instruments. These data
were analysed in three stages using a purpose-designed computer program which
could cross-reference between the four interacting dimensions of research
indicators, research instruments, data sources, and potential variables modifying
policy/program outcomes.
It was found that this model produced clear conclusions about the
effectiveness of AEP implementation in the delimited sector, within the framework
of the AEP's own policy assumptions. The model also provided insights into critical
issues which are generalisable to the national context, such as the power of cultural
hegemony and the socio-political predicament of Aboriginal and Torres Strait
Islander dispossession. As a methodology, the model was found to have a number
of technical advantages, including its capacity for focussing on selected areas of the
implementation environment, its provision of access to multiple levels of detail
amongst data and its possession of mechanisms for monitoring its own internal
validity.
The evaluation case study, used as the vehicle for the Multiple Discourse
Model's development, demonstrated that best-practice administration was in place
which enhanced short and medium-term policy/program outcomes. However, the
study's findings also suggested that a fundamental disjuncture existed between the
AEP's policy/administration paradigm and the conflicting assumptions of the primary
target communities, reinforcing the findings of Sykes (1986)4. The research results
suggested that despite measurable successful inputs, the planned long-term
outcomes of the AEP will not necessarily be achieved. No significant administrative
structures or actions were apparent which could resolve this lack of synchrony at the
interface between government delivery systems and 'grass roots' Aboriginal and
Torres Strait Islander community values. This raised doubts about whether any
systems approach, however well refined, could be socially useful not only for
evaluation, but also as a basis for reform policy and public administration in a
postmodern pluralist democratic setting. The evaluation was therefore used as a
locus for theoretical reflection as well.
A new policy paradigm is suggested, based on a power-sharing 'theory of
community', more in keeping with Aboriginal and Torres Strait Islander peoples'
aspirations for self determination and more likely to alleviate the so far unresolved
destructive effects of cultural and political dispossession.
43
Anuar, Mustafa Kamal. "The construction of a 'national identity' : a study of selected secondary school textbooks in Malaysia's education system, with particular reference to Peninsular Malaysia." Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.255203.
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Oliveira, Iolanda Barros de. "\"Diversidade\" na educação básica: um olhar antropológico sobre a construção de determinadas premissas legais e institucionais." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-13032013-121912/.
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A partir da articulação entre dois campos de conhecimento distintos, a Antropologia e a Educação, esse trabalho teve como objetivo problematizar as construções de categorias e significados relativos à temática da diversidade em discursos e práticas educacionais. Buscou-se, também, compreender de que maneira essas categorias são mobilizadas em diferentes instâncias: nos discursos institucionais e acadêmicos e naqueles produzidos no cotidiano escolar. Muito se produz nas ciências sociais a respeito dessas questões, embora seja mais ou menos recente a tentativa de articular diversas categorias (raça, gênero, classe, sexualidade, idade etc.) com vistas a compreender como a diversidade é construída e manipulada em toda sua complexidade. A presente pesquisa pretendeu contribuir para essa reflexão.Starting from the articulation between two distinct fields of knowledge, Anthropology and Education, this dissertation had as its main objective to problematize the way categories and meanings towards the theme diversity are constructed in educational discourses and practices. Another objective was to understand the way those categories are used in different fields, such as institutional and academic discourses, as well as discourses produced in the school everyday life. Quite a lot has been produced about this subject, although the attempt to articulate different categories (race, gender, class, sexuality, age etc.) in order to understand the complex construction of diversity may be recent. This dissertation intended to contribute to this reflection.
45
Perera, Wilfred. "Improving school functioning – the inschool and out of school blend – the Sri Lankan effort." Doctoral thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7252.
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Sri Lanka’s past, present and future efforts to improve the provision of education are in focus. Decentralization of education is reviewed. Since 1960s when decentralization in education management was initiated schools have been subjected to multiple control by the such layers of management as the provincial ministry, provincial department, zonal office and the division. To reduce role ambiguity clarity in division of roles and functions is needed as well as collaboration among the different layers. Historical and recent reasons that hinder decentralisation and school autonomy are reviewed. Structural and cultural changes that facilitate the democratisation of school management are proposed. The newest trend in educational decentralisation in the country the Programme on School Improvement (PSI) is a kind of school based management. In PSI, schools are given a degree of autonomy in the areas of planning, teaching-learning process, co-curricular activities, staff development and the maintenance and development of the school plant. PSI enables schools to forge links with local communities through the establishment of a School Development Committees to improve resource mobilization and public accountability, thus creating better learning cultures in schools. The role and functions of the zonal education office are examined. The role of the zone is proposed to provide strategic guidance to the schools and effectively monitor overall performance. The zones have to work with schools and not on schools. The role and the main challenges of the school leaders in the proposed decentralized set-up are also examined and the need for more collaborative partnerships within the school is emphasized. The research further examines the factors that contribute to the institutionalisation of the new organizational innovation and as to how the capacity building institutes can help in transforming the roles of the zonal staff and school leaders.
46
Marshall, Christine Louise. "The role of APPRAISAL in the National Research Foundation (NRF) rating system evaluation and instruction in peer reviewer reports." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002638.
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This thesis reports on two aspects of interpersonal meaning in peer reviewer reports for eleven researchers in the Animal and Veterinary Sciences awarded NRF ratings in A1, B1, C1 and Y1 rating categories. These aspects are the evaluation of the researcher applying for a rating, and the instruction to the NRF as to the rating the researcher ought to receive. A full APPRAISAL Analysis (Martin & White 2005) complemented by an investigation of politeness strategies (Myers 1989) is used to analyse the reports and show how the various systems of interpersonal meaning co-function and to what effect. The analysis reveals that there are clear differences between the evaluative and instructive language used in the reports. Those for the A1 rated researchers are characterised by only positive evaluations of the applicant, frequently strengthened in terms of Graduation and contracted in terms of Engagement. Overall there is less Engagement and politeness in these reports rendering them more ‘factual’ than the reports for the other rating categories. The A1 rated researcher is therefore construed as being, incontestably, a leader in his/her field of research, worthy of a top rating. The reports for the B1 and C1 rated researchers are characterised by the increasing presence of negative evaluations. In addition, there are more instances of softened/downscaled Graduation, dialogic expansion and deference politeness, showing that there is more perceived contention about the evaluations made. The reports for the Y1 rated researchers (a category for young researchers) focus on the applicant’s demonstrated potential to become a leader in the field. In addition to a high incidence of negative evaluations, downscaled Graduation, dialogic expansion and deference politeness, the Y1 reports are also characterised by a high incidence of advice and suggestions from the reviewers concerning the applicant’s work and standing. At a broader level, the analysis reveals that the language used in the reports has a profound influence on the outcome of the rating process. The reports are crucial, not only for evaluating the applicant but, also, more subtly, in directing the NRF towards a specific rating category. It offers insights into what is valued in the scientific community, what is considered quality research, and what leads to international recognition. The research also adds uniquely to current thinking about the language of science and, more particularly, highlights the nuanced understanding of evaluative and instructive language in the reports that is possible if one draws on the full APPRAISAL framework, and insights into politeness behaviour.
47
Findon, Madeleine A. "The impact of national approaches to early years education on the cultivation of creativity in young children : a tale of two systems." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/77343/.
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Prompted by the prevalence of discourses surrounding the need to cultivate creativity for the benefit of wider society and for children themselves, this study aims to explore how creativity is fostered in young children aged 3 to 4. The study recognises that the cultivation of creativity in young children is indivisible from the social ecology in which they are located: it is subject to a network of influences, from the cultural to the local. By inquiring into these influences, it creates an account of how they interact to shape a national approach to early years education and the fostering of children's creativity within it. Using the concept of story as a model, this study has adopted a narrative-style methodological approach in order to look at the phenomenon in a holistic manner. For this purpose, the approach combined documentary analysis with interviews, reflective stories, observations, walking tours and map-making with children and early years practitioners. Beyond this, it compares the educational system of England with Catalonia in order to look beyond more popularly researched national systems of early years education and to use the comparison as a lens to help identify the dominant influences on the cultivation of creativity of children in a national approach to early years education. The study particularly highlights the effects of history, cultural values, policy and practice on the fostering of individual children's creativity in early years settings, extending understanding of this process beyond the confines of classroom and curriculum.
48
NASCIMENTO, Tatiane Oliveira Santos. "O Plano Nacional de Educação e os desafios para a elaboração dos Planos Municipais de Educação." Universidade do Oeste Paulista, 2018. http://bdtd.unoeste.br:8080/jspui/handle/jspui/1098.
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The research aims to analyze the impact of the new National Education Plan (PNE-2014-2024) on municipal management, focusing on the elaboration of Municipal Education Plans (PME) of two municipalities belonging to the National Union of Municipal Education Directors (UNDIME) of a region in the interior of the state of São Paulo. The study focuses on the following objectives: describe the process of preparing SMEs and investigate the limits and possibilities of actions of municipalities in the construction of their educational documents. The aim of this study was to understand the contradictions emanating from a process based on democratic principles that, paradoxically, develop mechanisms to control the action of the subjects in the definition of predetermined goals. In this sense, the work is structured in the construction of data relevant to the understanding of the subject, in the collection and analysis of data that make possible the understanding of the process of elaboration of the municipal plans, considering the diverse forms of mobilization, the proposals elaborated and the decision-making processes. This research was based on a so-called meso-analytic approach, whose intention is to direct the focus of the study to the action of the subjects within the systems, in order to understand the strategies created by them and used in the materialization of municipal educational policies. For that, a qualitative study was carried out in two municipalities of medium and small size in a region of the interior of São Paulo. The research data were obtained through documental and bibliographic analysis, partially structured interviews and questionnaires applied to the SME commission of the municipalities investigated. Concerning the elaboration of the municipal education documents, it is perceived that, in a course guided by bureaucratic principles, there was a "normative infidelity" regarding the organicity of educational policy. Although the process was guided by social participation, the speed in the development of SMEs and the alleged autonomy delegated to municipalities weakened the democratic principle of education.
A pesquisa objetiva analisar o impacto do novo Plano Nacional de Educação (PNE– 2014-2024) na gestão municipal, com foco na elaboração dos Planos Municipais de Educação (PME) de dois municípios pertencentes à União Nacional dos Dirigentes Municipais de Educação (UNDIME) de uma região do interior do estado de São Paulo. O estudo concentra-se no alcance dos seguintes objetivos: descrever o processo de elaboração dos PMEs e averiguar os limites e as possibilidades de ações dos municípios na construção de seus documentos educacionais. As questões orientadoras da pesquisa perpassam o interesse em compreender a materialização dos PMEs. Seu intento foi apreender as contradições emanadas de um processo pautado em princípios democráticos que, paradoxalmente, desenvolve mecanismos de controle da ação dos sujeitos na definição de metas predeterminadas. Nesse sentido, o trabalho estrutura-se na construção de dados relevantes para a compreensão do tema, no levantamento e na análise de dados que possibilitam o entendimento do processo de elaboração dos planos municipais, considerando as diversas formas de mobilização, as propostas elaboradas e os processos de tomada de decisão. Esta pesquisa pautou-se em uma abordagem denominada mesoanalítica, cuja intenção é direcionar o foco do estudo para a ação dos sujeitos no interior dos sistemas, visando compreender as estratégias por eles criadas e utilizadas na materialização das políticas educacionais municipais. Para isso, realizou-se um minucioso estudo qualitativo em dois municípios de médio e pequeno porte de uma região do interior paulista. Os dados da pesquisa foram obtidos por meio de análise documental e bibliográfica, entrevistas parcialmente estruturadas e questionários aplicados à comissão elaboradora dos PME dos municípios investigados. A respeito da elaboração dos documentos municipais de educação, percebe-se que, em um curso norteado por princípios burocráticos, houve uma “infidelidade normativa” quanto à organicidade da política educacional. Embora o processo tenha sido guiado pela participação social, a celeridade no desenvolvimento dos PMEs e a pretensa autonomia delegada aos municípios fragilizaram o princípio democrático da educação.
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Trettin, Ann F. "Distance Learning During Combat Deployment: A National Exploratory Study of Factors Affecting Course Completion." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492703865993093.
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Raic, Daniele Farias Freire. "Sistemas de ensino e regime de colaboração: o dito e o por se dizer: um estudo de caso no município de Jequié-Ba." reponame:Repositório Institucional da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/10183.
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O presente trabalho traz como objetivo compreender e explicar como se efetiva, na prática, o regime de colaboração entre os sistemas de ensino, tendo como referência o município de Jequié, o Estado da Bahia e a União. Para tanto, foi realizado um estudo de caso, apoiando-se na análise documental e nas entrevistas focadas como as fontes de evidência, perpassando por uma reconstituição histórica do processo de implantação e implementação do sistema de ensino de Jequié-BA, bem como por uma reflexão sobre a municipalização do ensino neste município. O estudo realizado teve como referencial metodológico a hermenêutica de profundidade (HP), cujos enfoques se deram através da análise social-histórica e da análise formal discursiva, com vistas a uma reinterpretação da realidade, isso porque, para a HP, o mundo social-histórico é uma realidade pré-interpretada pelos sujeitos socais (THOMPSON, 1995). Assim, as formas simbólicas - entendidas como um amplo espectro de ações e falas, imagens e textos produzidos pelos sujeitos e reconhecidos por eles próprios e por outros como constructos significativo - constituídas e constituintes, não podem ser desveladas, no sentido de mostrar a verdade, mas podem ser reinterpretadas. Sob essa perspectiva foi possível perceber que o regime de colaboração entre o sistema municipal de ensino de Jequié-BA, o sistema estadual de ensino da Bahia e o sistema federal de ensino têm se apresentado com alguns desafios a serem superados, tais como: os programas e projetos entre os sistemas têm mais se configurado em políticas de governo e menos em políticas de Estado; não há uma discussão ampliada e qualificada sobre a questão do regime de colaboração; diferentes concepções de educação e de regime de colaboração entre os gestores dos sistemas de ensino, ocasionando um desencontro das ações; a vaidade pela visibilidade das ações articuladas pelos sistemas de ensino, caracterizada pelo personalismo, inviabilizando uma ação de co-responsabilidades e de gestão compartilhada. Diante dos desafios postos, cabe uma rediscussão sobre o regime de colaboração, no significado etimológico do termo – labor, que traz seu sentido de trabalho. Portanto, espera-se que o regime de colaboração se efetive pelo trabalho conjunto, articulado, o que, fatalmente, implica numa gestão democrática, em que os seus atores não objetivam a sua visibilidade individual, mas que se comprometam – independente da fonte mantenedora - com a garantia de uma educação de qualidade para os cidadãos de direitos. Só assim é que se torna possível pensar na construção de um sistema nacional articulado de educação.
Salvador