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Dissertations / Theses on the topic 'Quality schooling'
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1
Neri, Frank. "Schooling quality and economic growth." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phn445.pdf.
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Bibliography: leaves 148-155. This thesis investigates whether cross-country variations in schooling quality (the productivity of the time spent studying) affect the empirical results in studies of economic growth based on an augmented method of Solow. It was found that schooling quality is positively and statistically significantly associated with mean economic growth rates in regressions which control for physical capital investment rates, population growth rates and secondary school enrolment rates. Education levels of parents, hours of homework and the non-teaching duties of teachers were also significant determinants.
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Selim, Suzanne. "Schooling for sale in Dubai : an analysis of schooling quality and price." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687370.
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The use of school inspections by educational authorities in the Arabian Gulf countries is rapidly becoming a chosen practice to ‘ensure’ good quality schooling in their private sector schools. Simultaneously, there is an emerging trend of linking inspection judgements with school fee increases. Advocates of this policy suggest that this form of ‘reward for good performance’ encourages poorer performing schools to improve, thus narrowing the gap in access to good quality schooling. In this context, where public schooling is exclusive to a minority of the population and the majority compulsorily choose from a spectrum of fee charging private schools offering different curricula, most parents are faced with the challenge of purchasing the best quality schooling for their children at prices they can afford. Additionally, policy makers are faced with the challenge of ensuring that market forces within the private sector do not widen access to good quality schooling. A premise of this model of market-provided schooling is that markets optimise the quality of schooling at a given price. This study focuses on the private schooling sector in Dubai as an example of a context in which school fee hikes are linked to school inspection outcomes. It examines the effects of different variables such as school fees and the curriculum offered on the quality of schooling provided. This study employed quantitative and qualitative techniques. Data on the quality of schooling, was obtained from inspection reports for the fifth year of inspections (2012/2013), in addition to data on fees charged which were obtained from official sources. The affordability of schools' fees was assumed to be an indicator of students’ socio-economic status. The findings of this study confirm the premise of the neo-liberal, market-provided approach to schooling. It suggests that students of a lower socio-economic status are more likely to receive an inferior quality of schooling than those of a higher socio-economic status when controlling for other factors. Thus, this study concludes by primarily suggesting that policy makers pursue alternative methods of both determining and rewarding good quality schooling.
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Le, Mau de Talancé Marine. "Educational Choices and Schooling Quality in Developing Countries." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLED052/document.
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Cette thèse se propose d’étudier les choix d’éducation en adoptant une approche originale intégrant la notion de qualité de l’enseignement. Cette étude se concentre sur deux pays : l’Indonésie et le Pakistan. Dans un premier temps, nous montrons que la scolarisation obligatoire a eu des effets sur les taux de scolarisation qui se sont répercutés sur les comportements de fécondité. Ces effets ne sont cependant pas automatiques et peuvent cacher une grande hétérogénéité. Nous nous intéressons ensuite au concept de qualité de l’éducation, une notion qui a de multiples facettes. Si on l’appréhende par le prisme des résultats scolaires, les enseignants semblent jouer un rôle majeur. Cependant, cette définition n’est pas entièrement satisfaisante quand on s’intéresse aux choix de scolarisation. En effet, les performances académiques des écoles ne reflètent qu’une partie de l’opinion des parents. Les parents semblent également rationaliser leurs choix a posteriori et considèrent que les écoles privées sont meilleures. Une approche qui considère la qualité subjective de l’éducation (perçue par les parents) permet de mieux comprendre leurs choix en termes d’éducation. Les parents non satisfaits par l’enseignement public ont tendance à s’orienter vers le privé, ce qui peut expliquer l'expansion de ce secteur dans de nombreux pays en développement. Le développement des écoles privées pourrait néanmoins accroître les inégalités car certaines franges de la population n’y ont pas accès<br>This thesis aims at better understanding the multiple aspects of education in developing countries with a focus on Indonesia and Pakistan. First, we show that compulsory education could positively impact educational attainment and change fertility behaviours, even though these effects can be heterogeneous. Then, we consider the multifaceted notion of quality of education. If we consider that the quality of education encompasses only learning outcomes, teachers play a central role in knowledge acquisition. However, this measure is unsatisfactory when trying to understand schooling behaviours. Indeed, student achievement only partly explains parents' opinions. Parents also tend to be subject to an ex-post rationalization bias and to value private schools more. The subjective dimension of the quality of education helps to understand school choice. Parents' dissatisfaction with public schools partly explains why they send their children to private establishments. Nevertheless, the expansion of the private education sector could increase gender and socio-economic inequalities
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Davidson, Euan George. "Understanding and improving quality in Tanzanian primary schooling." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423479.
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Tanzania has, ever since gaining independence, in 1961, been committed to Universal Primary Education (UPE). However, by the late 1990s, the primary education system was in crisis, with fewer than half of Tanzania's school-age children attending primary school, whilst many of those who were attending were receiving a poor quality of education. In response to this situation, in recent years, Tanzania, like many other developing countries, has committed itself to providing high quality UPE. As outlined within this thesis, partly with reference to the insights gained from in-depth research, conducted within a selection of Tanzanian primary schools and their communities, and partly from the wider literature available, there are serious doubts about whether, despite the rhetoric to be found within recent government documents, the quality of the education being provided has been a genuine policy priority. Furthermore, the analysis contained within this thesis challenges whether the increases in key quantitative inputs in the education process, most notably classroom construction and teacher recruitment, have been sufficient to compensate for the rapid expansion in access to primary education in Tanzania. In doing this, the thesis not only adds to the current body of knowledge about the progress that is being made towards Tanzania's drive towards achieving high quality UPE, but also makes a contribution to several wider debates, including the following: the use of the term 'quality of education'; the roles that local, national and international stakeholders can play within the areas of policy formulation and implementation; and the recent global debate about the link between the quantity and quality of education provision.
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Alisjahbana, Armida S. "Demand for child schooling in Indonesia : intrahousehold allocation of resources, the role of prices and schooling quality /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7504.
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Nikolic, Sandra. "Educating the future: raising the quality of primary schooling in Bangladesh /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2682.
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Cuthbert, Carol. "Schooling and institution quality linked to earnings in the Eastern Cape." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62166.
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Return to investment for tertiary education is not equal for all. Human Capital Theory imposes a linear pathway between education and earnings, that fails to recognise other sources of capital, ignores social returns and does not explain why socio-economic variables influence employability and earnings. Those returns, rather than simply incrementally delivering returns for additional years of education, are however heterogeneous across students, with field of study, gender and population group influencing earnings; and schooling type and university attended filtering whether one finds a job. This study utilises data from Rhodes University and the University of Fort Hare, illustrating the extreme positions within the South African education landscape, employing a Heckman selection to predict the returns on education. The regression is found to be partially successful in predicting a graduate’s ability to find a job, in the first instance, and thereafter their returns. It is crucial to analyse the heterogeneity of socio-economic parameters to understand aspects of the economy, and develop education policies to take advantage of this understanding, especially against the backdrop of the student protests being experienced in the country and the funding models proposed. Access to tertiary education, through policy inducement, such as the recent increase of the grant limit from R122 000 to R350 000, requires disaggregated returns to education to be investigated.
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Maged, Rushid. "Quality schooling : defining and developing indicators of quality schooling for South African schools. A case study of a secondary school in an economically deprived area of the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/16132.
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Bibliography: 129-134.<br>If the main objective of schooling is the holistic development of the learner, i.e. the development of cognitive skills, critical thinking skills, social skills, life skills, creativity and emotional maturity, then it stands to reason that a quality school is one which contributes to such a holistic development of the learner. Therefore indicators of quality schooling would be those factors which make the holistic development of the learner possible. The important point to bear in mind however, is that these factors (indicators) in themselves are not standard nor static, they are dynamic and context-specific. It is this conceptual framework which underpins the research study. Tue research study is informed by the work of West and Hopkins (1996), Schmelkes (1996), Heneveld (1994) and Govinda & Vargese (1993), who propose a more ''whole school approach" in the measurement of school performance. The indicators of quality schooling were measured separately, but it is their collective impact that must be considered when attempting to assess the quality of schooling. Over a seven month period a co-educational secondary public school centrally situated in a community which resides in an economically and socially deprived area of the Western Cape, was closely observed and studied. The items and questions used in the questionnaires, interviews and observations were significantly influenced by the following: the work of West and Hopkins' (1996) four domains of school effectiveness; the IIEP research on increasing and improving the quality of basic education and Heneveld's (1994) model: Factors that determine School Effectiveness. The case study illustrates that when assessing the quality of schooling of any school it is important to assess all the factors that impact on the quality of schooling.
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Welsh, Mary, and n/a. "Promoting quality schooling in Australia : Commonwealth Government policy-making for schools (1987-1996)." University of Canberra. Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.123723.
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Promoting the quality of school education has been an issue of international, national
and local significance in Australia over the past three decades. Since 1973 the pursuit
of quality in school education has been embedded in the rhetoric of educational
discourse and framed by the wider policy context.
This study focuses on the Commonwealth (federal) government's policy agenda to
promote the quality of schooling between 1987 and 1996. During this ten year period,
successive Labor governments sought to promote quality through a range of policy
initiatives and funding programs. Through extensive documentary research, fifty
semi-structured interviews and one focus group with elite policy makers and
stakeholders, the study examines how the Commonwealth government's 'quality
agenda' was constructed and perceived. An analysis of relevant government reports
and ministerial statements provides documentary evidence of this agenda, both in
terms of stated policy intentions and the actual policy initiatives and funding programs
set in place in the period 1987-1996. Set against this analysis are elite informants'
perspectives on Commonwealth policy-making in this period - how quality was
conceptualised as a policy construct and as a policy solution, the influences on
Commonwealth policies for schools, whether there was a 'quality agenda' and how
that agenda was constructed and implemented. Informants generally perceived quality
as a diffuse, but all-encompassing concept which had symbolic and substantive value
as a policy construct. In the context of Commonwealth schools' policies, quality was
closely associated with promoting equity, outcomes, accountability, national
consistency in schooling and teacher quality. Promoting the quality of 'teaching and
learning' in Australian schools took on particular significance in the 1990s through a
number of national policy initiatives brokered by the Commonwealth government.
An exploration of policy processes through interview data reveals the multi-layered
nature of policy-making in this period, involving key individuals, intergovernmental
and national forums. In particular, it highlights the importance of a strong, reformist
Commonwealth Minister (John Dawkins), a number of 'policy brokers' within and
outside government and national collaboration in constructing and maintaining the
Commonwealth's 'quality agenda' for schools. While several Australian education
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policy analysts have described policy-making in this period in terms of 'corporate
federalism' (Lingard, 1991, 1998; Bartlett, Knight and Lingard, 1991; Lingard,
O'Brien and Knight, 1993), a different perspective emerges from this study on policymaking
at the national level. Despite unprecedented levels of national collaboration on
matters related to schooling in this period, this research reveals an apparent
ambivalence on the part of some elite policy makers towards the Commonwealth's
policy agenda and its approach to schools' policy-making within the federal arena.
Policy coherence emerged as a relevant issue in this study through analysis of
interview data and a review of related Australian and international policy literature.
Overall, informants perceived the Commonwealth's quality agenda to be relatively
coherent in terms of policy intentions, but much less coherent in terms of policy
implementation. Perceptions of Commonwealth domination, state parochialism,
rivalry, delaying tactics and a general lack of trust and cooperation between policy
players and stakeholders were cited as major obstacles to 'coherent' policy-making.
An analysis of informants' views on policy-making in this period highlights features of
coherent policy-making which have theoretical and practical significance in the
Australian context.
This research also demonstrates the benefits of going beyond the study of written
policy texts to a richer analysis of recent policy history based on elite interviewing.
The wide range of views offered by elite policy makers and stakeholders in this study
both confirms and challenges established views about policy-making in the period
1987-1996. Elite interviewing lent itself to a grounded theory approach to data
collection and analysis (Glaser and Strauss, 1967; Strauss and Corbin, 1998). This
approach was significant in that it allowed relevant issues to emerge in the process of
research, rather than relying on 'up front' theoretical frameworks for the analysis of
data.
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Weston, Carrie. "Quality physical education in the early years of compulsory schooling : from praxis to axiology." Thesis, University of the West of Scotland, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494770.
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This study investigates how teachers of young children (4-7 years, traditionally the infant age range) plan and teach Physical Education (PE) in order to identify where concerns for Early Years pedagogy are evident. Teacher training has eroded the depth of knowledge concerning Early Years pedagogy. On entry to compulsory schooling, children become part of a national system of learning based on a prescribed curriculum, but Early Years educators need to understand more than disciplines. PE has an eclectic inheritance derived from diverse origins. The games and sports model has become increasingly prominent in recent years, due to a number of sports and health-related agenda. The direction in PE is now problematic for young children, offering a praxis that does not reflect Early Years pedagogy. Training currently given to student teachers in PE is scant, leading to directional teaching styles and reliance on secondary sources. The movement philosophy of Veronica Sherborne arguably epitomises many of the concerns of Early Years pedagogy. Facilitators of Sherborne Developmental Movement (SDM) are, themselves, profoundly changed in their views on movement and learning. This research focused on three groups of teachers: 'Early Years' trained, 'primary' or 'secondary' (non-Early Years) trained, and those with SDM training. All teachers were qualified and currently teaching children in the 4-7 age range. Using mixed methods of questionnaire survey and in-depth interviews, the study sought quality PE by identifying where Early Years pedagogy was evident in planning and teaching PE, and to ascertain any barriers existing. Following a pilot study, questionnaire survey data from teachers of 4-7 year olds was analysed. In-depth interviews were then conducted with teachers from the original population. Triangulation was achieved through an in-depth interview of a senior governmental policy maker as an expert witness. Results identify that (1) SDM supports Early Years pedagogy in the planning and teaching of PE, (2) both Early Years and non-Early Years trained teachers are influenced by curriculum and strategy documents and popular concerns in planning and teaching PE, (3) these influences are barriers to planning and teaching PE with concern for Early Years pedagogy, (4) Early Years trained teachers are more likely than non-Early Years trained teachers to recognise that curriculum documents and strategy do not reflect Early Years pedagogy. The findings of this research contribute towards an axiology of PE in the Early Years of compulsory schooling by identifying commensurate values.
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Farazouli, Alexandra. "School Choice and Private Schooling : A comparative case-study between Greece and Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158112.
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Over the past three decades, privatization and school choice have been introduced and embodied in the vocabulary of several national education policies. Although free education has been constituted, private schooling has been steadily growing its presence over the last years in Greece and Sweden. Parents are asked to choose among different school alternatives in an attempt to find the school that ‘fits them the best’. This study aiming to examine the phenomenon of private schooling and the factors that affect parental school choice, outlined a comprehensive framework of the national policies about private schools and school choice in both countries. Furthermore, the Human Capital, Human Rights and Capability approaches consisted the theoretical background of the study and framed the analysis of its research findings. The case study design of the research provided an in-depth exploration of the two national contexts, enriching the study with empirical data. Twenty semi-structured interviews with education professionals and parents from both countries shed light on the reasons behind the school choice towards private schools. Regarding the findings of the research, several kinds of educational inequalities and social segregation were identified because of the fact that not all parents have access to school choice under equal terms.
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Brooks, Benjamin. "Educating for a Good Life: An Investigation into Quality of Life, Educational Attainment, Scholastic and Non-Scholastic Learning Experiences, and the Economics-Based Model of Schooling." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313684449.
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Amaral, Luiz Felipe Leite Estanislau do. "Os determinantes dos gastos educacionais e seus impactos sobre a qualidade do ensino." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-28062011-192223/.
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O objetivo dessa dissertação é estimar de forma apropriada o impacto dos gastos públicos em educação sobre o desempenho escolar. Tal questão ainda não está devidamente esclarecida na literatura especializada: de fronte de uma aparente ausência de relação entre as variáveis, determinados autores argumentam que esse é um resultado da estrutura de incentivos dos sistemas públicos de ensino enquanto outros argumentam que se trata de um problema de identificação empírica, especificamente de endogeneidade dos gastos. O presente trabalho busca usar, no Brasil, a transição do FUNDEF para o FUNDEB como instrumento para os gastos municipais no ensino fundamental. O FUNDEF e o FUNDEB são fundos de redistribuição de recursos que devem ser empregados obrigatoriamente no ensino. O primeiro teve vigência de 1996 a 2006 e se restringia ao ensino fundamental enquanto o segundo teve início em 2007 e engloba todo o ensino básico. Argumenta-se que tal transição pode ser encarada de como exógena e, com isso, técnicas de variáveis instrumentais são usadas para obter o impacto de aumentos nos gastos no ensino fundamental por aluno no ensino fundamental sobre a nota padronizada da Prova Brasil, tanto quarta e oitava série, das redes municipais de ensino. As estimativas obtidas são em geral significantes, mas não grandes: um aumento de mil reais no gasto por aluno no ensino fundamental aumenta em média o desempenho escolar em algo entre 25% e 90% de um desvio-padrão. Há também, leve evidência de que existem variáveis omitidas positivamente relacionadas aos gastos.<br>The objective of this dissertation is to properly estimate the impact of public schooling expenditures over school performance. This issue is not yet clear dealt in the specialized literature: facing an apparent lack of relationship between the two variables, some authors argue that this is a result of the incentive structure of public schooling systems while others claim that this is the result of an empirical identification problem, specifically of endogeneity of expenditures. The present research seeks to use, for Brazil, a schooling finance reform (the transition from FUNDEF to FUNDEB) as an instrument for municipalities expenditures in primary education. FUNDEF and FUNDEB redistribution funds that must be necessarily have its resources employed on education. The first one functioned between 1996 and 2006 and was restricted to primary education while the second one started in 2007 and encompasses basic education. It is argued that such transition can be taken as exogenous and, thus, instrumental variables techniques are used to obtain the impacts of increases on per pupil expenditures on primary education on the standardized scores of Prova Brasil, for both fourth and eighth grades. The estimates obtained are in general significant, but not big: a thousand reais increase in expenditures per pupil on primary education increases on average school performance in something between 25% and 90% of a standard deviation. There is also light evidence that there are omitted variables positively related to expenditures.
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Magnúsdóttir, Berglind Ró́s. "The cultural politics of middle-classes and schooling : parental choices and practices to secure school (e)quality in advanced neoliberal times : a US case-study." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648849.
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Silva, Vandré Gomes da. "Por um sentido público da qualidade na educação." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29012009-164507/.
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A partir de uma análise conceitual de usos aparentemente consensuais do termo qualidade no campo da educação e apoiado sobretudo no conceito de público em Hannah Arendt, o presente trabalho discute a validade do que se denomina aqui narrativa instrumental da qualidade em educação. Essa narrativa se assenta na definição de qualidade restrita a determinados resultados obtidos pelos alunos, em termos de seu rendimento cognitivo, em avaliações de larga escala e à utilidade que porventura tenham esses resultados para a esfera social, conseqüência da indefinição dos limites entre as esferas pública e privada, típica da Modernidade. Os pressupostos dessa narrativa utilitária se fundam em fins extrínsecos à própria educação escolar, relegando-a à condição de um simples meio para a satisfação de necessidades antes criadas por uma sociedade de consumo do que legitimamente estabelecidas por uma discussão de caráter eminentemente público e político. É como se o valor da escola pudesse ser estimado pela riqueza ou pelo status social que proporciona aos indivíduos ou pelo desenvolvimento econômico que pode acarretar. Nesses termos, a formação escolar se vê reduzida a atender a interesses socialmente valorizados, supostamente capazes de viabilizar as condições para se obterem mais e melhores resultados, alimentando um fluxo sem sentido. A essa visão utilitária, opõe-se a vocação da educação escolar pública, que, reconhece a natalidade e a iniciação no mundo humano como seu fundamento e assume a responsabilidade por esse mundo sob a forma da autoridade a partir de uma herança pública e comum. Nessa perspectiva, a escola tem uma dupla responsabilidade: a preservação das tradições de conhecimento e formas de vida de um mundo preexistente do qual os recémchegados vão se apropriando e a possibilidade de agir sobre esse mundo, renovando-o.<br>From a conceptual analysis of apparently consensual use of the word \"quality\" in the field of education and especially supported by the concept of public in Hannah Arendt, this work discusses the validity of what is called here instrumental narrative in quality education. This narrative is based on the definition of quality restricted to certain results obtained by the students in terms of their cognitive performance in large-scale evaluations and the usefulness that might have these results for the social sphere, a consequence of the lack of boundaries between public and private spheres, typical of Modernity. The assumptions of such narrative are based on utilitarian purposes extrinsic to the school education, relegating it to the condition for a simple means to the satisfaction of needs before created by a society of consumption than legitimately established by a discussion of highly public and political character. It is as if the value of the school could be estimated by wealth or social status that gives individuals or the economic development that may entail. Accordingly, the school can be seen reduced to meet the interests socially valued, supposedly capable of enabling conditions for obtaining more and better results, feeding a stream senseless. That utilitarian view, is opposed to the vocation of public school education, which recognizes the birth and initiation in the human world as its basis and take over this world in the form of authority from a public and common heritage. Accordingly, the school has a dual responsibility: preserving the traditions of knowledge and ways of life of an existing world which the newcomers will be appropriating - and the ability to act on this world, renewing it.
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Hartwell, S. Ian. "Validation of laboratory versus field avoidance behavior of schooling fathead minnows to heavy metal blends relative to acute toxicity during long term exposure." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54751.
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Avoidance to a blend of four metals (relative proportions: 1.00 copper, 0.54 chromium, 1.85 arsenic, 0.38 selenium) was determined for schools of fathead minnows (<i>Pimephales promelas</i>) in a laboratory avoidance chamber, an artificial stream and in a natural stream setting on a seasonal basis during continuous exposure to low levels of the metal blend for up to 9 months. Laboratory avoidance responses were determined seasonally during 12 months of laboratory holding for unexposed (control) fish and two levels of metal blend exposure in a steep gradient laminar flow chamber. Toxicity of the metal blend was determined for laboratory and field, control and metals acclimated fish.
Unexposed fish avoided very low levels of the blend (29 ug/L total metals). Fish exposed to low levels of the blend (49 ug/L total metals) for 3 months failed to avoid levels equal to 5X holding exposure levels. Fish exposed to higher levels of the blend (98 ug/L total metals) preferred elevated levels (3X holding exposure) after 3 months exposure, mildly avoided 5X holding levels after 6 months exposure and were not responsive to levels approaching 10X holding exposure after 9 months continuous exposure. Activity was not affected by long term exposure.
Field avoidance responses were determined seasonally during 7 months of field laboratory holding in New River water for unexposed (control) fish and exposed (98 ug/L total metals) fish in a modified artificial stream supplied with raw New River water. Unexposed fish avoided 71.1 and 34.3 ug/L total metals in spring (3 months holding) and summer (6 months holding) respectively. After 3 months exposure in New River water, fish did not respond to metal blends as high as 1,470 ug/L total metals. In-stream avoidance responses were determined in the summer for unexposed (control) and exposed I (98 ug/L total metals) fish in a Adair Run, a second order tributary to the New River. Unexposed fish avoided 73.5 ug/L total metals in Adair Run. After 3 months exposure, in New River water fish did not respond to metal blends as high as 2,940 ug/L in Adair Run. Water hardness, turbidity and physical setting are implicated as possible causative factors for differences between control fish responses tested in different seasonal and locations.
Fish exposed to the high level exposure in the laboratory had a 96-hr LC50 value 1.25X higher than laboratory control fish. Laboratory control fish avoided metals levels at 0.4% of their 96-hr LC50. Fish exposed to the metals blend in the field had a 96-hr LC50 value 1.41X higher than field control fish. Field control fish avoided metals levels between 0.7 and 2.5% of their 96-hr LC50 depending upon test location and season. There was no difference between the 96-hr LC50s of laboratory vs field control fish or between laboratory vs field exposed fish. Optimum statistical methods for analyzing avoidance behavior in schooling fish were developed.<br>Ph. D.
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Lindblom, Lisa, and Julia Lindgren. "Skolkuratorns arbete med problematisk skolgång : - Från erfarenhet och bemötande till systematik och evidens." Thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-74583.
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Syftet med denna studie var att undersöka skolkuratorers erfarenheter av hur en problematisk skolgång identifieras, hur de bemöter denna problematik samt hur de kvalitetssäkrar arbetet. För att besvara studiens syfte genomfördes en kvalitativ intervjustudie med fem skolkuratorer på grundskolor i Mellansverige. Empirin analyserades utifrån teori kring problematisk skolgång, systematiskt kvalitetsarbete samt evidensbaserad praktik. Resultatet visade att problematisk skolgång innebär att måluppfyllelse inte nås eller att skolgången blir avbruten, viktiga faktorer i sammanhanget var frånvaro samt ökad psykisk ohälsa. Skolkuratorerna ansåg att en god relation mellan eleven och skolan samt samverkan var viktiga framgångsfaktorer för att tidigt upptäcka och kunna åtgärda problematiken. Systematiskt kvalitetsarbete framkom som en viktig faktor och i synnerhet genom kontroll av giltig och ogiltig frånvaro samt genom kartläggningar på olika nivåer. Att arbeta med evidens ansågs också vara viktigt men samtidigt fanns viss skepsis mot nya metoder och ofta användes bara valda delar av evidensbaserade metoder för att kunna individanpassa och att se helheten.<br>The purpose of this study is to examine how school counsellors, in their own practical experience, identify problematic schooling; how they approach these problems; and how they assure the quality of their work. To answer these questions, the authors have conducted a qualitative study, interviewing five school counsellors working in different schools in Central Sweden. The empirical study has been analyzed using the theoretical concepts of problematic schooling, systematic quality assurance, and evidence-based practice. The outcome of the study suggests that problematic schooling entails the failure to reach educational goals, or even the complete disruption of schooling. Important factors include pupil absence and impaired mental health. A successful pupil–school relationship, as well as a co-operative environment, are identified by the interview subjects as important factors for the successful detection and intervention of problematic schooling. Furthermore, systematic quality assurance is identified as a key factor, particularly in the shape of survey and verification by the school regarding the validity of pupil absence. Finally, the interview subjects generally consider an evidence-based approach to be important, but also tend to display some scepticism towards the implementation of new methods. The study thus shows that evidence-based methods are often only partially applied, in an attempt by school counsellors to make case-dependent adjustments to fit the wider picture.
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Conceição, Larissa Cristiane Vivas da. "Qualidade de vida e desempenho escolar de estudantes com deficiência auditiva e suporte familiar no processo de escolarização." Universidade Catolica de Salvador, 2017. http://ri.ucsal.br:8080/jspui/handle/prefix/393.
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Previous issue date: 2017-12-13<br>O suporte familiar no processo de escolarização pode afetar a qualidade de vida e o desempenho escolar, especialmente de estudantes com deficiência auditiva. Porém, foi identificada uma carência de estudos que tenham avaliado o impacto deste suporte em estudantes com deficiência que frequentam escolas públicas. Este estudo tem como objetivo geral analisar a qualidade de vida e o desempenho escolar de estudantes com deficiência auditiva, levando-se em consideração o grau de comprometimento da deficiência e a presença ou não de suporte familiar no processo de escolarização. Trata-se de uma pesquisa de caráter exploratório, quantitativa e seccional, que teve como público-alvo alunos com deficiência auditiva que cursam o segundo segmento do ensino fundamental ou o ensino médio, em duas escolas públicas de ensino regular, no município de Lauro de Freitas. Estudantes que recebem apoio familiar na trajetória escolar foram comparados com os que não recebem. Foram analisados descritivamente dados sociodemográficos, série escolar, etiologia e grau de comprometimento da deficiência auditiva, informado pela unidade escolar, em consonância com o relatório médico. Um questionário elaborado para o levantamento de dados referentes ao suporte da família para a realização das atividades escolares foi também aplicado. Para avaliar a qualidade de vida foi utilizada a versão abreviada do World Health Organization of Quality of Life Questionnaire (WHOQoL Bref) e para avaliar o desempenho foram obtidos dados do histórico escolar de cada discente, fornecidos pela secretaria das unidades escolares. Os escores da qualidade de vida e do desempenho escolar foram comparados entre estudantes com maior ou menor grau de comprometimento, assim como com presença ou não de suporte familiar, por meio dos testes Exato de Fisher, teste T de Student, Mann-Whitney e ANOVA Oneway com correção de Bonferroni. Foram adotados alfa de 5% e poder de 80%. A presença do suporte familiar está relacionada ao grau de comprometimento, é geralmente oferecido por irmão ou irmã mais velho ou pela mãe e impacta no desempenho escolar e na qualidade de vida dos estudantes com deficiência auditiva.<br>Family support in the schooling process can affect quality of life and school performance, especially for students with hearing impairment. However, a lack of studies has been identified that have evaluated the impact of this support on students with disabilities who attend public schools. This study aims to analyze the quality of life and school performance of students with hearing impairment, taking into account the degree of disability impairment and the presence or absence of family support in the schooling process. It is an exploratory, quantitative and sectional research that had the audience of students with hearing impairment who attend the second segment of elementary school or high school in two public schools of regular education in the municipality of Lauro de Freitas. Students receiving family support in the school trajectory were compared with those who did not. Sociodemographic data, school series, etiology and degree of impairment of hearing loss, reported by the school unit, were analyzed descriptively according to the medical report. A questionnaire designed to collect data on family support for school activities was also applied. To evaluate the quality of life, the abbreviated version of the World Health Organization of Quality of Life Questionnaire (WHOQoL Bref) was used and to evaluate the performance data were obtained from the records of each student, provided by the secretariat of the school units. Quality of life and school performance scores were compared between students with a greater or lesser degree of impairment, as well as with or without family support, using Fisher's Exact, Student's T, Mann-Whitney and ANOVA tests Oneway with Bonferroni correction. We adopted 5% alpha and 80% power. The presence of family support is related to the degree of impairment, it is usually offered by the older sibling or the mother, and impacts the school performance and quality of life of students with hearing.
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Oliveira, Rita de Cássia. "Programas PDE escola e mais educação: descentralização e gestão do ensino." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/861.
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Previous issue date: 2014-07-07<br>Esta tese analisa os Programas PDE Escola e Mais Educação, no período compreendido entre 2007 e 2012, partindo da hipótese de que esses programas induzem mudanças na gestão das escolas públicas. Objetivou conhecer os indícios das mudanças ocorridas, após a implementação desses dois programas, em escolas da rede de ensino municipal de Juiz de Fora. A opção por analisar a trajetória que a política percorreu até chegar à escola ampliou a compreensão sobre ela e, também, o escopo empírico desta pesquisa. Assim, esta pesquisa abrangeu a gestão das escolas e da rede de ensino, o sistema de ensino municipal e setores do Ministério da Educação. Os procedimentos metodológicos incluíram entrevistas semiestruturadas, análise documental, mapeamento e sistematização dos dados quantitativos e observação nas escolas. O estudo teórico, que abrangeu o financiamento do ensino, o direito à educação e a gestão escolar, teve como horizonte a garantia da qualidade do ensino, objetivo central do PDE, política que deu origem aos dois programas estudados. A análise do processo de implementação dos dois programas mostrou, entre outros aspectos, que, sob o argumento de levar a assistência técnica e financeira ao município, a União centraliza as políticas para o ensino fundamental, processo, contraditoriamente, obscurecido no município pela capilarização das ações da União nas escolas. Essa ação ocorre em detrimento da competência do Estado de atuar para o fortalecimento dos sistemas de ensino locais. Na esteira desse processo, as mudanças nas escolas referem-se ao suprimento, pela União, de necessidades materiais já existentes, à apropriação desses recursos, em geral, pela via da sua adequação às culturas das escolas e à exigência de enfrentamento dos desafios situados, principalmente, no campo da formação continuada, da participação e da infraestrutura das escolas. Desses desafios emergem possibilidades pelo reconhecimento da condição de “poder” na instituição escolar que, embora percebida, ainda não se inscreve em uma perspectiva participativa capaz de induzir mudanças a partir da escola, sobretudo pela atuação dos profissionais da educação nos processos de planejamento nas escolas e nos órgãos do poder público.<br>This thesis analyses PDE Escola and Mais Educação programmes between 2007 and 2012, with basis on the hypothesis that these programmes induce changes within public school management. It aimed to know the clues for changes which took place within the municipal school network of Juiz de Fora after the implementation of such programmes. The choice for analyzing the pathway that the policy has followed until the school has broadened our view on itself as well as the empirical scope of this research. This study has comprised school and school network management, the municipal educational system and some of the Ministry of Education sectors. The methodology include semi-structured interviews, documental analysis, qualitative data collecting and school observation. The theoretical background, which comprehended the financial support to schooling, right to education and school management, focused on guaranteeing schooling quality, which is the main objective of the Education Development Plan (PDE), which gave rise to the programmes analysed. By investigating the implementation process for these programmes, it was found that the State centralizes primary school policies under the excuse of providing technical and financial support to the city. Such process, however, is weakened by the capillarisation of the State actions into other government levels schools. These actions, in turn, are detrimental to the competence by the State in strengthening the school systems. In this process, school changes are due to supply, by the State, of existing material demands, appropriation of these resources through its adequacy to the school culture and confront of challenges posed in the fields of continued formation, participation and infrastructure. From these challenges emerge possibilities for recognition of power condition on school institution, which, although perceived, is not yet inserted in a participatory perspective capable to lead changes in the school context, especially in the work of planning within school and government spheres.
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Salem-Gervais, Nicolas. "Ecole et construction nationale dans l'Union de Myanmar : quantité, qualité, identité." Thesis, Paris, INALCO, 2013. http://www.theses.fr/2013INAL0016.
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En proie à la guerre civile depuis son indépendance en 1948, l’Union de Myanmar (Union de Birmanie avant 1989) a connu de grandes difficultés dans le processus de construction d’un État-nation moderne. Envisagé sur des bases fédérales à l’indépendance, le pouvoir politique s’est caractérisé par une très forte centralisation, en particulier à la suite des coups d’État militaires de 1962 et 1988. Se faisant, la conception de l’identité nationale portée par le pouvoir central, largement liée aux éléments constitutifs de l’identité du groupe majoritaire (au delà d’une rhétorique et d’une imagerie classique d’« unité dans la diversité ») a continuellement fait l’objet de contestations, plus ou moins radicales. Accordant une place importante au contexte historique du sujet, ce travail examine le rôle de l’école dans le processus de construction nationale au Myanmar, en s’appuyant sur une grille de lecture simple : quantité,qualité, identité. L’accessibilité de l’école à travers le territoire national, les enjeux liés aux méthodes d’enseignement et à la langue d’instruction, les caractéristiques du « roman national » produit sous les gouvernements successifs ainsi que les compléments et alternatives à l’école publique proposés par la société civile et les groupes armés sont examinés en détails. L’ouvrage se conclut sur les perspectives de réformes de l’éducation dans le Myanmar post-SLORC/SPDC (la junte qui a dirigé le pays de 1988 à 2011), tentant de comprendre comment les enjeux identifiés au cours de ce travail se posent dans le nouveau contexte politique birman<br>Born as a federal state in 1948, the Union of Myanmar (Union of Burma up to 1989) experienced great difficulties in the process of building a modern Nation-state. While political authority has been very centralizedin practice, especially after the army took over in 1962 and 1988, the official discourse on the nation and itshistory has been increasingly based on the components of the Burman majority identity (beyond the classical “unity in diversity” rhetoric), contributing to legitimize ethno-nationalist alternative conceptions of the Nationand armed struggle. This work focuses on the roles played by schooling in the perspective of nation-building. After examining the relation between schooling and nation-building over the different phases of Myanmar’s history, we move on todescribe schooling under the SLORC/SPDC (1988-2011), using a simple analytical lens : Quantity, Quality, Identity. Issues regarding the accessibility of schooling across the territory, teaching methods, language policiesand the conception of the nation conveyed by the national curriculum are examined in details. The last section of this work focuses on the complements and alternatives to education in public schools, set up by the civil society and the numerous armed-group that still exist in contemporary Myanmar. We conclude on education reform perspectives in post-SPDC Myanmar, trying to understand how the stakes and challenges identified in this work should be apprehended in the post-2011 political context
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Saint-Martin, Cécile. "La construction de l’espace didactique du français, langue de l’école, en Polynésie française : dynamiques et perspectives : une réflexion sur l’intégration de la problématique sociolinguistique en vue de l’amélioration de la qualité du système éducatif en contexte plurilingue." Thesis, Rennes 2, 2013. http://www.theses.fr/2013REN20055/document.
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Ce travail de thèse interroge les enjeux des idéologies et des pratiques linguistiques scolaires en Polynésie française, dans une perspective sociodidactique ayant pour finalité la recherche de leviers pour une meilleure réussite scolaire et éducative. Dans le cadre épistémologique et éthique de la complexité, la recherche met en oeuvre une méthodologie qualitative fondée sur une approche compréhensive à visée actionnelle. Ancré dans le domaine spécifique des sciences du langage, le parcours proposé appréhende ainsi les différents niveaux du système éducatif (macro i.e. politique linguistique éducative ; méso i.e. établissements et dispositifs ; micro i.e. la classe ; nano i.e. l’individu) tout en établissant des liens avec d’autres champs des sciences humaines (anthropologie, histoire, géographie culturelle, notamment). L’analyse des pratiques langagières met en relief l’existence d’un « macrosystème langagier », et permet de dessiner les contours d’un véritable capital collectif, plurilinguistique et pluriculturel. Il apparaît alors que le système éducatif évolue dans une tension dé/re/structurante entre trois modèles, celui d’un schéma diglossique jusque là dominant, celui, émergent, de la fierté d’une identité polynésienne plurilingue, mis en place par la Charte de l’éducation en 2012, et celui,potentiel, d’un macrolangage hybride, dynamique et pluriel. On réfléchit alors aux pistes qui peuvent permettre de valoriser cette ressource pluri langagière au service de l’amélioration de la qualité du système éducatif, dans une perspective socio-écologique visant à articuler espaces langagiers, territoires scolaires et réussite éducative<br>This thesis questions the ideological stakes and school linguistical practices in French Polynesia, within a sociodidactical perspective, in the aim of finding ways to improve school and educational success. Within the epistemological and ethical framework of complexity, this investigation implements a qualitative methodology based on a comprehensive approach with an actional aim. Anchored in the specific field of the language sciences, this work apprehends the different levels of the educational system (macro – meso – micro – nano) establishing links with other human sciences fields. The analysis of language practices emphasizes the existence of a “language macrosystem” and allows us to draw the outlines of a true plurilingual and pluricultural collective background. Then, we think about the ways to highlight this multilinguistic wealthserving to improve the educational system quality
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Magambou, Aimé Clotaire. "Réflexions sur les qualités opératoires d’une notion d’intégrité financière dans les missions du Compliance officer français." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM1014/document.
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Il est une idée généralement admise consistant à dire que la fonction de Compliance officer est conçue autour d'une obligation de moyen, négative pour la fonction. Nos travaux nous ont amenés à conclure de la nécessité de poser une notion d'intégrité financière dont la définition réponde également aux exigences des missions du Compliance officer. il s'agit ainsi d'envisager les outils techniques et juridiques inhérents au poste de Compliance officer. Ces outils trouvent leur fondement logique dans la notion d'intégrité financière, à l'issue d'un examen clinique du poste de Compliance officer. La nécessité d'une notion qui soit fonctionnelle amène à retenir que l'intégrité financière consiste en la protection de la circulation légitime de la monnaie et des obligations monétaires. Les réflexions autour de cette notion d'intégrité financière permettent d'isoler une notion d'intégrité qui est opératoire dans la lutte contre la criminalité financière. Ainsi, au même titre qu'il y a dans les sciences criminelles un champ d'étude consacré à l'intégrité physique ou morale de la personne, il était souhaitable que fût identifié un champ d'étude consacré à la circulation de la monnaie. La conséquence d'une telle approche consiste en la reformulation des besoins des institutions impliquées dans la lutte contre la criminalité financière et à une redéfinition de l'offre de formation universitaire sur cette thématique<br>People think that the function of Compliance Officer is conceived on an obligation of means. Then, the Compliance Officer is rather seen as "spoilsport". Therefore, seeking for the element for lack of which the Compliance Officer could not be effective became a necessity. Our thoughts lead us to conclude about the need to put down a financial integrity notion whose definition also answers to the duty of the Compliance Officer. Furthermore, we wanted to have a clinical look on the position of Compliance Officer. The will to have a definition of the financial integrity that can be practical has leaded us to retain that financial integrity was the guarding of the rightful flow of money and monetary debentures. Put in those terms, the definition of the financial integrity firstly required presenting monetary items and their protection system. Then, the operating qualities of such a notion in the achievement of the Compliance Officer duty needed to be presented secondly. Beyond the only purpose of the Compliance Officer, our thoughts about the notion of financial integrity aimed at isolating an integrity notion that could be functional in the fight against financial criminality. In other words, as there is a field dedicated to the study of physical or moral integrity of a person, it was desirable that a field dedicated to the flow of money and monetary items could be identified in criminal sciences. Such an approach could participate to reword the needs of financial institutions involved in the fight against crime, and to redefine the university schedule of training by basing the learning process of financial methods on the circulation of items and the monetary objects
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Govender, Sithambaram. "The scope and applicability of total quality management (TQM) to the public schooling system." Thesis, 2003. http://hdl.handle.net/10413/10426.
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Total Quality Management (TQM) is an industrial or manufacturing theory
that has greatly assisted business to transform to become more competitive
in the global market. The South African public education system is
currently facing various challenges and obstacles that must be overcome in
order to cater for the demands of the 21 51 century.
Much of the focus thus far has been on addressing the imbalances and
inequities of the past. Now that the battle for equality is slowly being won,
the focus is changing to quality in education provision. Total Quality
Management offers an opportunity to attain quality in the education sector.
Many writers abroad have adapted the principles of TQM to the education
environment. Case studies in the United States of America and United
Kingdom in particular, point to the success of TQM. Given the South
African education scenario, this study explores the scope and applicability
of Total Quality Management to the South African public schooling
system.
In February 2000, President Thabo Mbeki expressed the need to pay
special attention to the improvement of the quality of management of our
schools. The practice of TQM offers an opportunity to improve the quality
of management in our schools. In addition, there has been much discussion
and debate around whether schools are preparing learners for the real
world. It is the express desire of the Minister of Education, Professor Kader
Asmal, to create an education system for the 21 51 century. One of the
cardinal principles of TQM is giving the customer what the customer
needs- the customer in this case being the learner, the parent, tertiary
institutions, commerce and industry and society at large. Currently there is
ample evidence to suggest that there is a huge gap between what society
expects and what schools and tertiary institutions are providing. Today, it is
becoming increasingly evident that customer choice and customer
perception of quality is of paramount importance. Therefore, schools that
can offer quality in terms of product and customer service will survive and
prosper. TQM is about meeting and exceeding customer expectations of
service. There is ample evidence to suggest that TQM has carried the
burden of being responsible in many cases for improving quality and
productivity.
Schools are constantly faced with rising costs. Parents are being called
upon to pay increasingly more for the education of their children. Schools
are constantly searching for innovative ways of cutting costs without
compromising quality. TQM helps to systematically identify sources of
error, and eradicate costly waste.
This study explores whether TQM can do for the public schooling system
what it has done for business. The scope and applicability of TQM to the
public schooling system is investigated through carefully structured
questionnaires administered to school-based personnel at different ranks,
working in rural and urban schools, as well as ' advantaged' and
'disadvantaged' schools. In addition, chairpersons of school governing
bodies/members and departmental officials are interviewed. The research
carefully examines the many concerns around implementing TQM in
public schools. There is concern that the principles of industry would not
find favour in an education environment. A business-like approach to
education may result in many meaningful aspects of schools and schooling
being compromised or lost. The study ascertains whether some of the basic
ingredients for quality management are present in our schools. Despite
certain concerns, the majority were optimistic that TQM can be
implemented.
The conclusions arrived at and the recommendations made indicate that
the theory, principles and practices of TQM can be adapted and applied to
the South African schooling system. The argument that the vast backlogs in
education do not favour the application of quality management in education
is challenged. It is concluded that TQM offers the best possible opportunity
to address inferior quality learning in certain quarters. Based on the success
stories, a carefully structured implementation plan for TQM is suggested.
Applying TQM will ensure a high quality public education.<br>Thesis (Ph.D.)-University of Durban-Westville, 2003.
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Hsiao, Po-jen, and 蕭博仁. "The Impact of Schooling and School Quality on Wage Income: The Case of Higher Education in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62202133927263341656.
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碩士<br>國立成功大學<br>政治經濟學研究所<br>97<br>Since the middle of 80’s, higher education in Taiwan has become much more prevailed. However, the input inequality of educational resources has resulted in school quality uneven among the institutes of higher education, especially between public/private and general/technical educational system of universities (or colleges). The study focuses on the higher education in Taiwan and classifies the levels of higher education into graduate schools, general public universities, general private universities, technical public universities, technical private universities and junior vocational colleges in order to investigate the impact of schooling and school quality on students’ wages. All empirical samples are sourced from the dataset of Panel Study of Family Dynamics (PSFD) funded by the National Science Council.
By applying weighted least squares and quantile regression after considering the problem of sample selectivity, the results reveal that schooling, school quality, working experience, gender (male), marriage, public sector, managerial occupation, service industry, urbanization of working area and firm size have significantly positive effects on wage, but house working has a significantly negative effect. Besides, every explanatory variable has different marginal effects in different quantiles. Among the higher education, graduate schools have the highest educational return, universities (or colleges) are the next and junior vocational colleges have the lowest. Moreover, the educational returns are also different within the universities (or colleges), the wage level of public schools is statistically significant higher than private and the wage level of general system schools is statistically significant higher than technical system. The findings indicate that schooling and school quality in higher education both play important roles in the wage differential of Taiwan’s labor market. However, the positive effects of public and general system schools decrease when the working experience or wage level increases.
Base on the empirical results, it is suggested that the government should put more attention on school quality instead of school numbers, especially on the development of private and technical system universities (or colleges). The policies of higher education are also suggested to consider the needs of labor market to raise the connection between labor market and the training of higher education.
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Tobias, Justin L. "Three essays on Bayesian inference in econometrics with an application to estimating the returns to schooling quality /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9934127.
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Leonard, Carl Anthony Robert. "Quality of Life and Attendance in Primary Schools." 2002. http://hdl.handle.net/1959.13/24955.
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This dissertation presents the results of a study to assess the impact of a stress management, a self-development, and a relaxation technique on the quality of school life and attendance of 448 Year 5 and 6 students in 16 classes at 4 Lower Hunter Valley primary schools in New South Wales, Australia, in 2000. The importance of contextualising student quality of school life as a key indicator of school effectiveness and measure of school improvement is also argued. The Quality of School Life questionnaire (Ainley & Bourke, 1992) scales were used pre- and post- intervention as indicators of student perception of aspects of their school life including stressful and satisfying elements. Various student, teacher, and class contextual variables were also investigated. Overall, the interventions implemented in this study appeared to have had some small impact on student quality of school life, student absence, teacher stress, teacher satisfaction, and teacher absence. Of particular interest are the apparent differential effects of some of the interventions for: teachers and students, classes, schools, and, at least in part, the effectiveness of the implementation of the interventions. Possible explanations of these differences are discussed while implications including the apparent importance of positive peer relationships and an exciting and enjoyable curriculum in ensuring students have a high quality of school life are described. In the broader context of school effectiveness and school improvement, it is hoped that further investigation will be undertaken of the intervention strategies explored and refined in this study, and perhaps other strategies intended to enhance student quality of school life. In particular, interventions are needed that facilitate the establishment of classroom environments where students and teachers want to be, where educational outcomes are enhanced, and students are led to a broader life experience.<br>PhD Doctorate
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Sedisa, Kitso Nkaiwa. "Public-private partnership in the provision of secondary education in the Gaborone city area of Botswana." Thesis, 2008. http://hdl.handle.net/10500/2156.
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Public sector organisations are established in order to promote the quality of citizen's lives through the provision of public services. However, the demands for public services often outstrip the limited resources at the disposal of the public sector for the delivery of such services. Public-private partnerships (PPPs) are emerging as an important tool of public policy to deliver public infrastructure and the attendant services.
The main aim of this study is to establish the extent to which PPPs can be used to improve the quality of the delivery of secondary education in the Gaborone City area in Botswana. The study includes a conceptual analysis of the nature of the public services in general, and in particular, the nature and the provision of secondary education in Botswana with specific reference to the Gaborone City area. The study also includes a conceptual analysis of PPPs as gleaned from published literature. Various dimensions of PPPs are analysed and these include but are not limited to definitions, benefits, models and the antecedents for the successful implementation of PPPs. Among the various models that are analysed in the study, the design, build, operate and finance (DBOF) model is preferred for improving the quality of the delivery of secondary education in the Gaborone City area in Botswana.
In addition to the conceptual analysis, an empirical research study is undertaken in which the secondary school heads are the respondents to a structured questionnaire. The results of the empirical research support the conceptual analysis to the extent that in both cases, it is possible to improve the quality of the delivery of secondary education through PPPs. More secondary schools can be built and more facilities be made available to schools. Through the use of PPPs, most if not all learners can receive the entire secondary education programme, from junior to senior secondary education. Existing secondary schools can be modernised through PPPs. Ancillary services can be delivered by the organisations that have the necessary expertise. Certain antecedents for the successful implementation of PPPs are necessary. Through PPPs, secondary schools can be made attractive and intellectually stimulating.<br>Public Administration<br>(D.Litt. et Phil. ( Public Administration))
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Bougma, Moussa. "Fécondité, réseaux familiaux et scolarisation des enfants en milieu urbain au Burkina Faso." Thèse, 2014. http://hdl.handle.net/1866/12609.
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La baisse de la fécondité permet aux couples d'investir davantage dans la scolarité de chacun de leurs enfants (évidence dans les pays occidentaux, d’Asie et d’Amérique latine). Ce postulat est l’un des arguments clés des politiques de planification familiale en Afrique subsaharienne. Pourtant, la plupart des études sur l'Afrique ont trouvé une corrélation nulle ou même une relation positive entre le nombre d'enfants dans un ménage et leur niveau de scolarité. Ces résultats mitigés sont généralement expliqués par des solidarités familiales et des transferts de ressources qui pourraient réduire la pression occasionnée par une descendance nombreuse sur les ressources du ménage, et des problèmes méthodologiques inhérents à plusieurs recherches sur la région. L’objectif principal de cette thèse était d’apporter une contribution à une meilleure compréhension des aspects méthodologiques et substantiels relatifs aux liens entre fécondité et scolarisation. Spécifiquement, la thèse visait à évaluer 1) le rôle des réseaux familiaux dans la scolarisation des enfants, 2) la simultanéité des décisions portant sur le nombre d’enfants et leur scolarisation, 3) l’impact causal du nombre d’enfants sur leur scolarisation, et 4) à comprendre les perceptions des parents sur l’école et les coûts et bénéfices de l’éducation des enfants, et dans quelle mesure ces perceptions sont prises en compte dans leurs stratégies reproductives. Quatre articles ont été rédigés en utilisant quatre sources de données complémentaires : l’Observatoire de population de Ouagadougou (OPO), l’enquête Demtrend, l’enquête santé de base et une enquête qualitative, toutes adossées à l’OPO.
Dans le premier article, il est ressorti que les familles de grande taille bénéficient d’un appui plus fréquent des réseaux familiaux pour la scolarisation. De plus, les réseaux familiaux seraient en mesure de compenser l’effet négatif d’un nombre élevé d’enfants sur la scolarisation, mais seulement pour une partie de la population qui exclut les plus pauvres. Ainsi, les solidarités familiales de soutien à la scolarisation des enfants sont loin d’être généralisées. Le deuxième article a montré que les enfants dont les mères ont intentionnellement limité leur fécondité avaient de meilleures chances de scolarisation que ceux dont les mères ont connu des problèmes d’infécondité secondaire et n’ont pas atteint leur nombre d’enfants désiré. Par conséquent, les aspirations scolaires ne sont pas indépendantes des décisions de fécondité et l’hypothèse de fécondité naturelle n’est plus tenable dans ce contexte. Le troisième article a révélé, contrairement à la plupart des études antérieures sur l’Afrique subsaharienne, un effet négatif net de la taille de la fratrie sur le niveau d’éducation atteint des enfants, effet qui se renforce d’ailleurs au fur et à mesure que l’on avance dans le système éducatif. Dans le quatrième article, le discours des participants à l’enquête qualitative a indiqué que l’émergence de cette relation négative entre le nombre d’enfants et leur scolarisation dans les quartiers périphériques de Ouagadougou est intimement liée aux changements dans les coûts et bénéfices de l’éducation des enfants qui font reposer dorénavant de façon presque exclusive les dépenses scolaires sur les parents biologiques.<br>Lower fertility allows couples to invest more in each of their children’s schooling, a phenomenon that has been observed in Western rich countries, Asia and Latin America. This postulate is a key rationale of family planning policies in sub-Saharan Africa. Yet most studies on Africa have found no correlation or even a positive relationship between the number of children in a family and their educational attainment. These mixed results are usually explained by African family solidarity and resource transfers that might reduce pressures on household resources occasioned by many births, and methodological problems that have afflicted much research on the region. The main objective of this thesis was to contribute to a better understanding of the methodological and substantive aspects relating the links between fertility and schooling. Specifically, the thesis has assessed 1) the role of family networks in the schooling of children, 2) simultaneous decisions on the number of children and their education, 3) the causal impact of the number of children on their schooling and 4) parents' perceptions on the school and the costs and benefits of child schooling and how these perceptions are taken into account in their reproductive strategies. Four articles were written from four complementary sources of data: the Ouagadougou population Observatory (OPO), the Demtrend survey, the Baseline Health Survey and a qualitative survey; all of these surveys are based on the OPO study population.
In the first article, the results show that large families receive more support of family networks for schooling than small families. In addition, family networks would be able to offset the negative effect of a high number of children on schooling, but only for a part of the population that excludes the poorest. Thus, the family solidarity for the schooling is far from universal. The results of the second article show that children whose mothers intentionally limited their fertility have better schooling than those with subfecund mothers who could not attain their desired family size. Therefore, fertility is not independent to schooling aspirations; the assumption of natural fertility is not tenable in this context. The third article show, in contrast to most prior studies on sub-Saharan Africa, a net negative effect of sibship size on the level of schooling achieved by children, one that grows stronger as they progress through the educational system. In the fourth article, the discourse of respondents collected by a qualitative survey indicate that the emergence of this negative relationship between the number of children and their schooling in the outskirts of Ouagadougou is closely linked to perceived changes in the costs and benefits of children's schooling. In present day Ouagadougou, school expenses appear to fall almost exclusively to biological parents.
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Dargis, Luc. "Recherche qualitative examinant les liens entre un programme de bourses, le parcours scolaire des bénéficiaires et leur contexte familial au Bénin." Thèse, 2010. http://hdl.handle.net/1866/4606.
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Le contexte familial influence probablement plus le succès scolaire des élèves de pays en voie de développement que ce que certaines recherches indiquaient jusqu’à présent (Nonoyama-Tarumi, 2008). Ce mémoire explore les relations entre le contexte familial et le parcours scolaire d’élèves Béninois dans le cadre d’une évaluation d’implantation et de processus du programme de bourses de la Fondation Sophie Lavigne (FSL). Au total 18 informateurs ont participé à la recherche. Les données ont fait l’objet d’analyses qualitatives. Les résultats montrent que le programme de bourses est mis en œuvre conformément à ce qui était attendu. Ce dernier facilite le parcours scolaire de toutes les participantes et parfois celui de leur fratrie. Par contre, les critères de renouvellement des bourses, en fonction de la réussite scolaire, ont peu d’influence positive sur leur parcours scolaire. Les causes d’échecs scolaires rapportées par les participants sont de deux ordres, (a) une accumulation de difficultés qui entravent l’étude et (b) un obstacle ponctuel important qui empêche la poursuite des études. Les familles interrogées valorisent grandement l’instruction. Dans la mesure de leurs moyens, elles tentent d’offrir les meilleures conditions de réussite scolaire possibles à leurs enfants. L’accès à du soutien scolaire tel des cours de rattrapage est nécessaire pour assurer des conditions d’étude optimales. À la lumière des résultats, la FSL aurait avantage à fournir plus de soutien scolaire aux étudiantes qu’elle accompagne et à revoir les critères de renouvellement de bourses.<br>One’s family background probably has a stronger influence on a student’s academic success in developing countries than many studies have shown up to now (Nonoyama-Tarumi, 2008). By means of an evaluation of both the implantation and processes of the Sophie Lavigne Foundation (FSL) scholarship program, this thesis deals with the relationships between Benin students’ family background and their academic trajectory. A total of 18 informants participated in the research project. The data was analyzed qualitatively. Generally speaking, the scholarship program has been established as was expected. Families that were interrogated greatly value education. To the very best of their abilities, they try to offer their children the greatest possible conditions for academic success. The scholarship program makes the academic trajectory of all participants easier and sometimes even positively affects their siblings’. However, the criteria for the renewal of the scholarships, which depend on academic success, have few positive effects on the participants’ academic trajectories. The causes for academic failures mentioned by the participants seem to be twofold: (a) an accumulation of difficulties that impair their academic trajectory (b) an important and specific obstacle that prevents a student from continuing her studies. It also appears that having access to academic support—remedial work for instance—is necessary in order to guarantee the best study conditions. The results of this research indicate that the FSL should provide students it accompanies with more academic support and reconsider the criteria for the renewal of the scholarships.
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Munnhar, Pradhika. "The South African Council for Educators point system policy : implications for the professional development of teachers in Gauteng." Diss., 2019. http://hdl.handle.net/10500/27247.
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Abstract in English, Afrikaans and Sesotho<br>This work explores the continuous professional teacher development point system policy and the implications it has on the professional development of teachers. A qualitative study was undertaken in two secondary schools on the West Rand in Gauteng. Data was collected through document analysis, observations and semi-structured interviews. Results indicated that there is a mismatch between what is outlined in the policy and what the teachers are practising. It became evident that the majority of teachers in this study had limited knowledge of the policy although implementation of the policy began in 2014. It was concluded that the point system policy is not contributing effectively to the professional development of teachers in Gauteng.<br>Hierdie werk ondersoek die deurlopende professionele onderwyser-ontwikkelingspuntstelselbeleid en die implikasies daarvan op die professionele ontwikkeling van onderwysers. 'n Kwalitatiewe studie is onderneem in twee sekondêre skole aan die Wes-Rand in Gauteng. Data is ingesamel deur middel van dokument analise, waarnemings en semi-gestruktureerde onderhoude. Resultate het aangedui dat daar 'n wanverhouding bestaan tussen wat in die beleid uiteengesit word en wat die onderwysers praktiseer. Dit het duidelik geword dat die meerderheid onderwysers in hierdie studie beperkte kennis van die beleid gehad het, hoewel die implementering van die beleid in 2014 begin het. Daar is bevind dat die puntestelselbeleid nie effektief bydra tot die professionele ontwikkeling van onderwysers in Gauteng nie.<br>Mosebetsi ona o hlahloba ts'ebetso ea litsebi tsa ntswetsopele ea litsebi le liphehello tsa eona ho ntlafatso ea litsebi tsa matichere. Thuto e ntle e ile ea etsoa likolong tse peli tsa sekondari ho West Rand Gauteng. Lintlha li ile tsa bokelloa ka ho hlahloba litokomane, litlhaloso le lipuisano tse sa tšoaneng. Lipatlisiso li bontšitse hore ho na le phapang pakeng tsa se boletsoeng polelong le seo matichere a se etsang. Ho ile ha totobala hore matichere a mangata thutong ena a na le tsebo e fokolang ea leano le hoja ts'ebetsong ea pholisi e qalile ka 2014. Ho ile ha fihleloa qeto ea hore leano la tsamaiso ea motheo ha le tlatse ka katleho ho ntlafatso ea litsebi tsa matichere Gauteng.<br>Educational Management and Leadership<br>M. Ed. (Educational Leadership and Management)