Relevant bibliographies by topics / SME education

Academic literature on the topic 'SME education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "SME education"

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Carson, David, Pauric McGowan, and Jimmy Hill. "Effective Marketing Education for SME Executives." Marketing Education Review 6, no. 2 (July 1996): 59–70. http://dx.doi.org/10.1080/10528008.1996.11488545.

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Bartoš, Přemysl, Ashiqur Rahman, Josef Horák, and Helena Jáčová. "Education and Entrepreneurship in the SME Segment in Economic Transformation." ECONOMICS & SOCIOLOGY 8, no. 2 (September 20, 2015): 227–39. http://dx.doi.org/10.14254/2071-789x.2015/8-2/16.

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Latifi-Mustafa, Njomza, and Ymer Havolli. "Founders' Education and SME Performance in Kosovo." Journal of Economics and Management Sciences 3, no. 1 (March 14, 2020): p29. http://dx.doi.org/10.30560/jems.v3n1p29.

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This research deals with the professional preparation of the founders of the SME sector in Kosovo, and also aims to present the state of abilities and skills of the founders of SMEs. Also of interest in this research is the analysis of the skills of managers, founders of SMEs, what is their perception regarding the reflection of education in the SME business, namely what is their performance which should be reflected in the success and development of SMEs. The paper therefore aims to analyze the education and reflection of this education on the success of SMEs. Economic and social development in Kosovo, and elsewhere, depends on the success of SME owners and managers. This management structure will be able to move SMEs forward if they have an important factor such as education and experience in the sector where the SME operates. This paper explores the professional background of the founders, the size of the business structure, the experience of the founders in the field where the SME was founded, the age at the time of its establishment, the impact of technology.
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Mawyne Jones Sr., Dr JaQuane, and Adit Upadhyay. "SME Sustaining Strategies." International Journal of Scientific Research and Management 10, no. 10 (October 30, 2022): 4112–18. http://dx.doi.org/10.18535/ijsrm/v10i10.em10.

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More than 20% of small businesses that started in March 2018 failed within a year. Small business owners would benefit from strategies to identify and mitigate constraints from inception for business survival because business failure rates are higher among small businesses less than five years old. Grounded in the theory of constraints, this qualitative multiple case study aimed to explore strategies small business owners use to sustain beyond one year of operation. The participants included six small business owners in Georgia who successfully sustained their business for five years. Data were collected using semistructured interviews and analyzed using Yin's five-step data analysis approach. Three themes emerged: improving operational effectiveness, addressing marketing derivatives, and enhancing leadership competency. Key recommendations for new small business owners are utilizing bootstrapping techniques, offering customer-driven products and services, improving business networking, and strengthening leadership training. Positive social change implies the potential for local people's employment opportunities through business growth, leading to decreased poverty and improved living standards.
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Tessmer, Martin. "Meeting with the SME to design multimedia exploration systems." Educational Technology Research and Development 46, no. 2 (June 1998): 79–97. http://dx.doi.org/10.1007/bf02299790.

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Özen, Ercan, PAWAN KUMAR, Mukul Bhatnagar, and Sanjay Taneja. "DOES FINANCIAL EDUCATION ACT AS A CATALYST FOR SME COMPETITIVENESS." International Journal of Education Economics and Development 1, no. 1 (2023): 1. http://dx.doi.org/10.1504/ijeed.2023.10053629.

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Arismaya, Anisa Dewi. "Small Medium Enterprise (SME) Transaction In Salatiga." Accounting Journal of Binaniaga 7, no. 1 (June 30, 2022): 31–54. http://dx.doi.org/10.33062/ajb.v7i1.492.

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SME are one of the drivers of the economy in Indonesia. It is proven that when Indonesia experienced an economic crisis, SME were the drivers of economic stimulus. SME in Indonesia still have obstacles in terms of financial recording and reporting. This study was conducted to find out what characteristics distinguish financial recording and reporting in SME. The results showed that based on the characteristics of the company and the characteristics of business actors, business turnover and education level were the differentiating factors for recording transactions at SME in Tingkir Village, Salatiga City. On the other hand, the age of the company in terms of company characteristics and business experience in terms of the characteristics of business actors does not distinguish the recording of transactions. The longer the age of the company and the business experience of the SME owners do not necessarily require information about recording transactions in business management. This is because business actors are not aware of the benefits that can be obtained from the application of recording transactions in business even though the age of the company and the experience of managing the business is quite long.
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Daempfle, Peter A. "An Analysis of the High Attrition Rates among First Year College Science, Math, and Engineering Majors." Journal of College Student Retention: Research, Theory & Practice 5, no. 1 (May 2003): 37–52. http://dx.doi.org/10.2190/dwqt-tya4-t20w-rcwh.

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Increases in attrition rates among science, mathematics, and engineering (SME) majors have produced a variety of deleterious effects for the society. This article attempts to clarify and interpret the interaction of those characteristics of the structure and culture of undergraduate SME programs that perpetuate high loss rates among their first year college majors. The interaction of instructional factors, differing high school and college faculty expectations for entering SME undergraduates, and epistemological considerations was found to contribute to a higher dissatisfaction among SME majors as compared with non-SME majors and the resulting attrition. Significant support was not seen for the contribution of commonly cited explanations of SME attrition such as cognitive factors and large class sizes.
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Busingye, John. "Dynamics of loan delinquency by SME owners in Uganda." Advances in Social Sciences Research Journal 6, no. 10 (November 10, 2019): 353–60. http://dx.doi.org/10.14738/assrj.610.7220.

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The study mainly set out to investigate the factors that influence loan delinquency bySME owners in Uganda. SME ownersin Mbarara Municipality, South West Uganda provided conceptual setting of the study. This paper contributes to the body of knowledge by determining the local business context influencing loan delinquency among SME owners. The study fixated on thefactors that influence loan delinquency by SME owners in Uganda with focus on what SACCOs put into consideration in order to categorize an SME as suitable for micro-lending. The study engaged descriptive research design, where 20 questionnaires were administered to SME owners and detailed discussions of the questions conducted with 6 key informants in the SME sector. The study was grounded on David McClelland’s Acquired Needs theory and the Rational Choice theory in helping to understand the subject under investigation. The study further adopted Krejcie and Morgan's (1970) sample size determination methodology to select the respondents. Data was analysed using SPSS version 20, thematic and content analysis. The study findings show that majority of the respondents were male with secondary level of education, majority of the SME entities had been in operation for six years and above and their ability to manage loans was boosted by education, skills and experience. While the majority of the SME owners are accessing and utilizing loan services from the SACCOs, more than half of them have ever been in delinquency over their loan contract. The study recommends that the SME owners learn how to plough back their profits into their business, conduct sound business research so as to increase their operational capital and skills in order to expand and grow their projects. The study concluded that the SME industry is a fertile ground for investment for Uganda, SME owners, and SACCOs.
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Lee, Kyoungmi. "A Case Study on the Grow path and Continuous Learning Activities of SMEs innovative technical manpower." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 381–400. http://dx.doi.org/10.22251/jlcci.2022.22.23.381.

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Objectives The purpose of this study is to investigate the effectiveness of programs at high vocational schools and universities in a view of technical manpower mastering their entry jobs, and the growth path and people who gradually attempted innovative learning activities in and out of the organization and the local consortium. The learning performance researched according to the Kirkpatrick Model. Methods Individual interviews with college professors, Delphi surveys to develop performance indicators, and questionnaires with high school students, college students, teachers, professors, graduates, and corporate official were conducted. Being participated in the business meeting, it recorded the document, opinions and debates presented by public officer and researchers. Results In the individual learning process, job identity education was important for long-term employment in SMEs. To get certificates was effective in cultivating learning habits, the professional way of thinking was naturally acquired in close contact and communication with the professor. Although the role of companies does not meet the students and school officials’ expectation, employment contract decreased the energy waste and make student concentrate on preparing entry job. Group self-efficacy by observing alumni for a long time affect investment plans for R&D personnel growth. SMEs is easy to acquire experience as a president with undifferentiated job duties. To note, there is less social prejudice against technicians from vocational high schools and disadvantage to get qualified by post learning. Conclusions It analyzed the overall project evaluation, insufficient to view the learning that can be classified as an innovative technical manpower in this sample. A follow-up study is requested on how technical personnel occupy a high power position in technology, management, and education fields out of view that consortium unit as organizational learning.
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Dissertations / Theses on the topic "SME education"

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Ramharak, Sam. "The tax education needs of SME business owners in the construction industry." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60517.

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Tax compliance has been brought into sharp focus by SARS and other tax authorities around the world. Non-compliance causes tax leakages and this situation is detrimental to an economy since it is deprived of resources necessary for growth and public infrastructure development. Small- and medium-sized enterprises (SMEs) are recognised for the value they add to growing economies, stimulating economic growth and job creation. Similarly, the construction industry in South Africa and the world over is recognised for its contribution to public infrastructure development and economic growth. The majority of construction companies operating in South Africa are SMEs. SARS is clamping down on SMEs and the construction industry as it has identified these two categories of taxpayers as high-risk groups in terms of tax non-compliance. The structural and operational nature of SMEs presents opportunities for the avoidance of paying tax. On the other hand, they experience complying with tax and other regulations as a heavy burden. SARS's focus on the construction industry is prompted by the fact that it receives state funding, and corruption in the industry has been found to be rife. A substantial number of studies provide evidence that tax education improves compliance. Therefore, the current study investigates the level of tax knowledge and the possible lack of tax knowledge of SME owners in the construction industry in order to determine their tax education needs. The study involved a qualitative analysis in the form of face-to-face, semi-structured interviews with 10 SME owners in the construction industry based in KwaZulu-Natal and Gauteng, South Africa. In the interviews, use was made of structured and open-ended questions. The results confirmed that the owners of very small enterprises had the least amount of tax knowledge whereas the owners of medium-sized entities had the most tax knowledge. Further findings were that most of the entities relied on external tax advisors for tax advice, that the majority of the respondents did not understand the special tax incentives available to SMEs and companies operating in the construction industry and that almost 80% of the respondents believed SARS was not doing enough to educate them about the incentives available. The majority of the respondents felt that improving tax knowledge would improve tax compliance.
Mini Dissertation (MCom)--University of Pretoria, 2016.
Taxation
MCom
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MORAES, CAROLINE ARAUJO FREITAS DA LUZ. "EDUCATION STOPPED: CURRICULUM GUIDELINES OF SME/RJ REINTERPRETED BY HISTORY TEACHERS IN THE CONTEXT OF PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23566@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
A pesquisa investiga como professores de História da rede municipal do Rio de Janeiro reinterpretam a política curricular (entendida como orientações e cadernos pedagógicos) em vista da sua autonomia docente e do contexto de sua escola. O referencial teórico utilizado inclui: ciclo de políticas de Ball e Bowe (1996), teoria crítica e pós-crítica de currículo de Giroux (1997), conceito de autonomia docente e autonomia da escola de Barroso (1996) e Contreras (2012) e conceitos sobre ensino da disciplina história com base em Bittencourt (2011). Trata-se de um estudo qualitativo, utilizando-se entrevistas que foram realizadas, em sua maioria, durante a greve dos professores ocorrida no ano de 2013, sendo essa mobilização fundamental para perceber como a política educacional é reinterpretada pelos sujeitos da pesquisa. As conclusões revelam que a aplicação das orientações e dos cadernos pedagógicos não segue um padrão. Os professores fazem adaptações tendo em vista: tornar o conhecimento histórico significativo aos estudantes, as condições materiais e o contexto sociocultural da escola em que atuam. Outro aspecto a ressaltar diz respeito à atuação da gestão que interfere na política reduzindo ou ampliando a margem de autonomia dos professores quanto à seleção e a aplicação de materiais didáticos, pois a questão da aprovação dos alunos é supervalorizada por causa da política de metas e bonificação das escolas.
The present research investigates how History teachers of Rio de Janeiro’s county public schools reinterpret the curriculum policy (understood as guidelines and pedagogical material) in view of their teaching autonomy and context of their school. The theoretical framework used includes: police cycle approach of Ball and Bowe (1996), critical theory and post-critical curriculum of Giroux (1997) concept of teaching autonomy and school autonomy of Barroso (1996) and Contreras (2012) and concepts about teaching history discipline based on Bittencourt (2011). This is a qualitative research using interviews that were conducted mostly during the teachers strike occurred in 2013, this mobilization being fundamental to understand how educational policy is reinterpreted by the research subjects. The findings reveal that the application of guidelines and pedagogical notebooks do not follow a unique pattern. Teachers make adjustments in order to: make the historical knowledge significant to students, in view of the material conditions of the school and the sociocultural context in which they operate. Another aspect to be emphasized concerns the proceeding of the management that interferes with policy, reducing or enlarging the margin of autonomy of teachers on the selection and implementation of teaching materials, for the question of the approval of the students is overvalued because of the goals of policy and schools bonuses.
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Wagner, Richard. "The effects of management education upon strategic practice and performance : the case of the German SME machinery and equipment sector." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/1838/.

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This thesis is concerned with understanding the nature and impact of strategic management education upon management behaviour and performance. Previous research findings are limited, with continuing research being proposed. The aim of this research is to fill respective gaps. The research is carried out in the German machinery and equipment industry sector. This sector was selected because it is of strategic importance for Germany’s economy and it is faced with imminent and ongoing challenges. The research concentrates on small and medium sized companies as these companies dominate this sector. The desk research consists of a comprehensive literature review on the subjects: strategic management, SME community and research sector, previous empirical research results and management education. The field research adopts a quantitative methodology with a survey questionnaire in a cross sectional time horizon. The field research is complemented by six “micro case studies” using qualitative data from the questionnaire and publicly available information. Findings suggest that management education and, in particular, strategic management does not play an important role in German universities. Engineering faculties generally neglect strategic management education in their curricula. Evidence suggests that executives with engineering background have less knowledge in strategic management and generate a lower return on sales than those with business economic background or MBA qualified. From the research findings it can be concluded that German SMEs in the machinery and equipment sector profit from the implementation of strategic management. This thesis closes with recommendations to policy makers regarding management education in Germany and proposals for further research.
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Leite, Alessandra Ruiz Barbosa. "Centros de Educação Infantil (CEIs) conveniados da SME-SP: o desenvolvimento profissional das coordenadoras pedagógicas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21455.

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The research had as general objective to investigate the implications of the working conditions in the professional development of the pedagogical coordinators who work in Early Childhood Education Center agreed by the Municipal Department of Education of the city of São Paulo, as well as characterize these coordinators, learn about their training context and identify the elements that facilitate or complicate their professional development. The choice of research context, selected Early Childhood Education Centers, occurred due to the significant number of school units that care for babies and children in a partnership between Civil Society Organizations and the Municipal Department of Education of São Paulo city. In addition to the professional scope, there was a need as a researcher to know these individuals that work in these school units, since there is little research that addresses educational aspects in relation to partnerschools. The methodological approach was qualitative that allowed to know the context and working conditions of the coordinators from partnerschools by the participants' perspective. The data collection was done through a questionnaire with multiple choices and open questions applied to the coordinators of the Regional Education Board under study and the analysis of the data had as reference content analysis. It was possible to identify the many dimensions present in the performance of these coordinators, followed by the challenges presented in their context, linked to training issues and career conditions. The perceptions of coordinators revealed greater incidence of the facilitating aspects of their professional development, when we consider the frequency of responses, linked to the desire to continue growing professionally and to remain in the position. But they also pointed out the difficulties, highlighting the conditions of the career, such as: low salary; limited human resources framework; accumulation of function; lack of clarity of their attributions; lack of human support in daily challenges; the complexity of interpersonal relationships, especially as teachers; lack of infrastructure in some school units; the lack of inputs to carry out the work; the scarce formations that have access; the minute moments in his routine to carry out the training with the teachers; the lack of recognition of the maintainers and Municipal Department about the work developed. This research sought to announce some ways that allow the reflection on the continued formation of pedagogical coordinators of the partnerschools besides contributing to the discussions about the policies of early childhood education in the city of São Paulo
A pesquisa teve como objetivo geral investigar as implicações das condições de trabalho no desenvolvimento profissional das coordenadoras pedagógicas que atuam nos Centros de Educação Infantil conveniados da Secretaria Municipal de Educação da cidade de São Paulo, bem como caracterizar estas coordenadoras, conhecer o seu contexto de formação e identificar os elementos facilitadores ou dificultadores de seu desenvolvimento profissional. A escolha do contexto da pesquisa, os Centros de Educação Infantil conveniados, ocorreu devido ao expressivo número de unidades escolares que atendem os bebês e as crianças em regime de parceria entre as Organizações da Sociedade Civil e a Secretaria Municipal de Educação. Para além do âmbito profissional, houve a necessidade como pesquisadora de conhecer estes sujeitos que atuam nessas unidades escolares, uma vez que há poucas pesquisas que abordem aspectos educacionais em relação às unidades conveniadas. O percurso metodológico teve uma abordagem qualitativa que permitiu conhecer o contexto e as condições de trabalho das coordenadoras pedagógicas da rede conveniada, pela perspectiva das participantes. A coleta dos dados foi realizada por meio de questionário com perguntas de múltipla escolha e abertas, o qual foi aplicado junto às coordenadoras da Diretoria Regional de Educação em estudo e a análise dos dados teve como referência a análise do conteúdo. Os dados possibilitaram identificar as muitas dimensões presentes na atuação dessas profissionais, permeadas pelos desafios presentes em seu contexto, vinculados às questões da formação e às condições da carreira. As percepções das coordenadoras pedagógicas revelaram maior incidência dos aspectos facilitadores de seu desenvolvimento profissional, ao considerarmos a frequência das respostas, vinculados ao desejo de continuar crescendo profissionalmente e de permanecer no cargo. Por outro lado, também apontaram os dificultadores, evidenciando as condições da carreira, como: baixo salário; reduzido quadro de recursos humanos; acúmulo de função; falta de clareza de suas atribuições; falta de apoio humano nos desafios diários; a complexidade das relações interpessoais, principalmente com as professoras; a deficiente infraestrutura de algumas unidades escolares; a falta de insumos para a realização do trabalho; as escassas formações a que têm acesso; os exíguos momentos em sua rotina para realizar a formação com as professoras; o pouco reconhecimento dos mantenedores e da Prefeitura pelo trabalho desenvolvido. Diante disso, essa pesquisa procurou anunciar alguns caminhos que possibilitem a reflexão sobre a formação continuada das coordenadoras pedagógicas da rede conveniada, além de contribuir nas discussões acerca das políticas de educação infantil na cidade de São Paulo
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Rose, Benita. "The impact of micro-enterprise training on SME development – A case study from rural Dominican Republic." University of the Western Cape, 2018. http://hdl.handle.net/11394/6801.

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Masters in Public Administration - MPA
In the Dominican Republic (DR) the development of Small and Medium-sized Enterprises (SMEs) in rural areas is of great importance because SMEs generate employment and increase local capacity in areas with the highest poverty rates in the country. Ultimately, SME development can contribute to poverty alleviation especially in rural areas. Micro-enterprise training as a form of capacity development initiatives aim at effective empowerment of entrepreneurs and prospective entrepreneurs, which allow them to build capacities to develop their business. These capacities will enhance their ability to ensure sustainability of decisions that influence their quality of life. So far, very little research has been conducted on the precise effects and overall effectiveness of SME-related training in the Dominican Republic. Against this background, it is of great benefit to evaluate impacts of micro-enterprise training initiatives on the development of SMEs in rural DR, in order to find out which factors stimulate the creation and growth of enterprises and which factors hinder their development. This allows effective adjustments of future support initiatives in the development sector and it contributes to the existing empirical evidence base in this field. This study applies Human Capital Theory and the Theory of Planned Behaviour as theoretical frameworks to analyze impacts of micro-enterprise training on SME development. Secondary data for this study was drawn from the Dominican tourism-project La Ruta del Cacao, applying a mixed-method approach for the data collection. Quantitative research methods in the form of a semi-structured questionnaire helped to quantify the impacts of provided micro-enterprise training. Qualitative methods in the form of Focus Group Discussions allowed an in-depth analysis of training impacts on respondents, with the aim of identifying influencing factors, especially those which the theoretical framework may not have covered. The theoretical discussion of this study identified that entrepreneurial intentions are mediated by the attitude toward entrepreneurship, perceived subjective norms and perceived behavioural control. The empirical results show that the provided training is likely to have slightly improved the participants attitude towards enterprise creation. Perceived subjective norms have not decreased due to the training and appear not to have played a role in the participants decision to start or not start a business. The participants perceived behavioural control is not likely to have increased due to the training. On the other hand, results indicate that the training provided participants with useful entrepreneurship-related skills and knowledge. Overall, the participants entrepreneurial intentions slightly improved as a result of the training. However, the impact of these outputs on SME development was rather modest. Identified external factors which influenced the participants entrepreneurial behaviour were a lack of capital, job loss, having a family to take care of, being part of an entrepreneurial family and the existence of an entrepreneurial role model. Intrinsic characteristics were identified as the most influential in demonstrating successful entrepreneurial behaviour and SME creation. The findings of this research contribute firstly to the existing evidence base of micro-enterprise training impacts in rural Dominican Republic. In addition, the findings contribute to the literature base on applications of both Human Capital Theory and the Theory of Planned Behaviour in the field of entrepreneurship education.
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Souza, Ligia Ramo de. "Formação continuada em serviço: do coordenador pedagógico ao professor o caso da rede municipal de São Paulo." Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1673.

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The quality of teacher training has been a recurring question, both for newly trained professionals and those who have been teaching for some time. For this intervening research, such questioning is pertinent. The Municipal Department of Education (SME) of São Paulo, in compliance with regulatory frameworks, enables ongoing training in service to teachers, in the school itself, mediated by a pedagogical coordinator. This research will focus on the challenges of this training, verifying the referrals of the pedagogical coordinator through this assignment, within schools of the Municipal network of São Paulo. The scope of the research is to investigate how this formation occurs, noting how those involved in the process find ways or ways, contributions or not contributions to their desires, taking into account the daily necessities of the school and focusing on learning the Students. In addition to the bibliographical survey on the subject, the research draws on volunteer testimonies of pedagogical coordinators, thanks to which the collective records of formation are mapped throughout 2016. In order to discuss the instruments of action for training, this intervention research is configured , Whose proposal materializes in the tessitura of constructions for such moments.
La calidad de la enseñanza ha sido una cuestión recurrente, tanto en lo que se refiere a los profesionales recién formados, como los que ya tienen la profesión docente desde hace algún tiempo. Para esta investigación intervenir, tal cuestionamiento es relevante. El Municipal de Educación (SME) en Sao Paulo, en el cumplimiento del marco normativo, permite una formación continua en el servicio a los maestros en la escuela, mediada por un coordinador pedagógico. Esta investigación se centrará en los problemas relativos a dicha formación, comprobación de referencias coordinador pedagógico de esta tarea dentro de las escuelas de la red municipal de Sao Paulo. El alcance de la investigación es investigar cómo es este entrenamiento, viendo cómo los involucrados en el proceso de encontrar caminos o desvíos, contribuciones o aportes a sus deseos, a la vista de las necesidades diarias de la escuela y se centra en el aprendizaje estudiantes. Además de la literatura sobre el tema, la investigación reúne a coordinadores de versiones libres, gracias a la cual los registros de formación colectivos se asignan más de 2016. Tratando de analizar el papel de los instrumentos de formación, configurar esta investigación de la intervención cuya propuesta se implementa en las construcciones de tela para esos momentos.
A qualidade da formação de professores tem sido um questionamento recorrente, tanto no que se refere a profissionais recém-formados, como daqueles que já exercem o magistério há algum tempo. Para esta pesquisa interveniente, tal questionamento é pertinente. A Secretaria Municipal de Educação (SME) de São Paulo, em cumprimento dos marcos regulatórios, viabiliza uma formação continuada em serviço aos professores, na própria escola, mediada por um coordenador pedagógico. Esta pesquisa versará sobre a os desafios dessa formação, verificando os encaminhamentos do coordenador pedagógico mediante esta atribuição, dentro de escolas da rede Municipal de São Paulo. O escopo da pesquisa é investigar a maneira como ocorre essa formação, observando de que forma os envolvidos no processo encontram caminhos ou descaminhos, contribuições ou não contribuições para seus anseios, tendo em vista as necessidades do cotidiano da escola e tendo como foco a aprendizagem dos alunos. Além do levantamento bibliográfico sobre o tema, a pesquisa colhe depoimentos voluntários de coordenadores pedagógicos, graças aos quais são mapeados os registros coletivos de formação, ao longo de 2016. Buscando discutir os instrumentos de atuação para a formação, configura-se esta pesquisa-intervenção, cuja proposta se concretiza na tessitura de construções para tais momentos.
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Fermi, Raquel Maria Bortone. "A atuação de uma coordenadora pedagógica no Centro de Educação Infantil da SME/SP: cantos e saberes que encantam." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20011.

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The research focuses on the pedagogical coordinator’s work at a Day Care/Childhood Educational Center, in the city of São Paulo. At those educational centers are accepted children from 0 to 3 years old in full time. These children, historical and rightful people, need to be cared, taught, respected and given the opportunities to play, explore and get to know the world. Considering the specificities of the age group, the professionals that work at the Day Care Center shall ensure the children development in a full way. Therefore, the pedagogical work done in this school should favor, good and new experiences. The permanent reflection on the teaching practice and the teacher’s continuing education are indispensable conditions for the fully reach of the goal. In this context, the pedagogical coordinator has a primordial role. They articulate the continued teacher education and the connection of theory and practice. The main goal of this research is to analyze the role of the pedagogical coordinator in the continued teacher education courses, considering the specificities of the children from this age group. The methodological procedures used in this research are: interview, direct observation and document analysis. The data were collected on a Municipal Child’s Educational Center from a Regional Education Direction in the South of São Paulo Regional Direction. The framework of this research included studies by Almeida and Placco (2009), André and Vieira (2010), Almeida (2010), Imbernòn (2009), Oliveira-Formosinho (2007), and Pinazza (2015). Exploring the collected data we can conclude that the coordinator invested and invest in her own education and the teacher’s education based on the established principles of the Pedagogical Political Project from the Day Care. Her performance on the continued education of the teachers, associates practice and theory, without dichotomy, by means of proposals that were meaningful to the group, making possible the collective construction of knowledge and reflection about the teaching practice
A pesquisa teve o foco no trabalho da coordenadora pedagógica que atua no Centro de Educação Infantil /Creche, vinculada à Rede Municipal de Educação da cidade de São Paulo. No Centro de Educação Infantil (CEI) são atendidas crianças de 0 a 3 anos em período integral. Essas crianças, sujeitos históricos e de direitos, precisam ser cuidadas, educadas, respeitadas e devem ter oportunidades para brincar, explorar e conhecer o mundo. Consideradas as especificidades da faixa etária atendida, os profissionais que atuam no CEI devem assegurar o desenvolvimento das crianças de forma integral. Portanto, o trabalho pedagógico realizado nesse espaço deve propiciar, boas experiências e novas vivencias. A reflexão permanente sobre as práticas pedagógicas e a formação continuada dos professores são condições indispensáveis para que isso ocorra. Neste contexto, o coordenador pedagógico tem um papel fundamental. Ele articula a formação continuada e faz a mediação entre a teoria e a prática dos professores. A pesquisa tem como objetivo analisar a atuação da coordenadora pedagógica nos espaços de formação continuada, considerando-se as especificidades do atendimento a crianças dessa faixa etária. Os procedimentos metodológicos usados nesse estudo são: entrevistas, observação e análise de documentos. O local da coleta de dados é um Centro de Educação Infantil municipal da rede direta jurisdicionado por uma Diretoria Regional de Educação da Região Sul de São Paulo. Nessa pesquisa são utilizados como referenciais teóricos os estudos realizados por Almeida e Placco (2009), André e Vieira (2010), Almeida (2010), Imbernòn (2009), Oliveira-Formosinho (2007), Pinazza (2015). Diante dos dados coletados podemos concluir que a coordenadora investiu e investe em sua própria formação e na formação das professoras a partir dos princípios estabelecidos no Projeto Político Pedagógico da creche. Sua atuação na formação continuada das professoras, conjuga a prática e a teoria, sem dicotomia, por meio de propostas que fazem sentido para o grupo, possibilitando a construção coletiva de conhecimentos e a reflexão acerca das práticas docentes
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Fratelli, Minéa Paschoaleto. "Avaliação diagnóstica e prova semestral: a interlocução entre a SME e a DRE para a proposição de ações formativas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21680.

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The present work investigates how the Avaliação Diagnóstica and the Prova Semestral, elaborated by the São Paulo Municipal Department of Education, are appropriated by the intermediary agency, the Regional Board of Education, in view of two focuses: the educational system in a macro view and the school in a micro vision. From this perspective, the question arises as to how the appropriation and reflections on these evaluations are carried out, such as the work carried out by the DRE through the provision of materials on external evaluation, organization of pedagogical bulletins, training of management teams, teacher training and the work carried out by the school, which indicate what students have learned and what they need to learn. The appropriation of this evaluation instrument and the results of these evaluations becomes essential in a formative evaluation perspective and in the processes of regulation of teaching and learning in order to improve student performance and guarantee learning rights. It is known that there are several advances in the implementation of an evaluation policy, but the qualification of this is directly linked to the systemic character of the action. The approach used in the study is qualitative research. It is based on a bibliographical research - with a documentary study to know the history of the external evaluation system in the country and in the Municipal Department of Education - in addition to the materials produced by the SME and the DRE, for the formations that deal with the processes involved in the evaluation, which underpin this study. In addition, from an exploratory survey, semi-structured interviews were conducted with the DRE training team to understand what reports do from external evaluations and what processes are carried out until decision making because of what students need to learn. The survey revealed coherence between what is produced by the SME and the action that the DRE plans for schools, but indicates the necessary investment in decision making beyond the interpretation of the data
O presente trabalho investiga a maneira como a Avaliação Diagnóstica e a Prova Semestral, elaboradas pela Secretaria Municipal de Educação de São Paulo, são apropriadas pelo órgão intermediário, a Diretoria Regional de Educação, tendo em vista dois focos: o sistema educacional, em uma visão macro, e a escola, em uma visão micro. Nessa perspectiva, a indagação parte de como são realizadas a apropriação e as reflexões sobre essas avaliações, como é o trabalho realizado pela DRE a partir da disponibilização de materiais sobre a avaliação externa, organização de boletins pedagógicos, formação das equipes gestoras, formação de professores e acompanhamento do trabalho realizado pela escola, que indicam o que os alunos aprenderam e o que precisam aprender. A apropriação desse instrumento avaliativo e dos resultados dessas avaliações torna-se fundamental numa perspectiva de avaliação formativa e dos processos de regulação do ensino e da aprendizagem, com vistas à melhoria do desempenho dos alunos e à garantia dos direitos de aprendizagem. Sabe-se que há diversos avanços na implementação de uma política de avaliação, mas a qualificação dessa está diretamente ligada ao caráter sistêmico da ação. A abordagem utilizada no estudo é a da pesquisa qualitativa. Parte-se de uma pesquisa bibliográfica - com um estudo de natureza documental - para conhecer o histórico do sistema de avaliação externa no país e na Secretaria Municipal de Educação - além dos materiais produzidos pela SME e pela DRE, para as formações que tratam dos processos envolvidos na avaliação, as quais alicerçam este estudo. Além disso, a partir de uma pesquisa exploratória, entrevistas semiestruturadas foram produzidas, com a equipe formativa da DRE, para compreender que relatos fazem das avaliações externas e quais processos são realizados até a tomada de decisão em razão do que os alunos precisam aprender. A pesquisa revelou coerência entre o que é produzido pela SME e a ação que a DRE planeja para as escolas, mas indica o necessário investimento na tomada de decisão para além da interpretação dos dados
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Villalba, Ernesto. "The uniqueness of knowledge management in small companies : Managing knowledge as an employer strategy for lifelong learning." Doctoral thesis, Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/987974580/04.

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Chevonica, Junior Paulo Reginaldo. "Educação Histórica na prática dos professores: o processo de ensino e aprendizagem a partir dos cursos de formação continuada na SME de Curitiba." Universidade Estadual de Ponta Grossa, 2018. http://tede2.uepg.br/jspui/handle/prefix/2669.

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O presente trabalho analisará a prática dos professores de História da Rede Municipal de Ensino de Curitiba que participaram dos cursos de formação continuada com foco no desenvolvimento dos pressupostos da Educação Histórica (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) e a influência que estes cursos exerceram sobre a prática dos mesmos. Para o desenvolvimento da pesquisa, seguimos a perspectiva da investigação qualitativa (BOUTIN; GOYETTE; LESSARD-HÉRBERT, 2012), baseada no desenvolvimento dos quatro polos de investigação, quais sejam: o polo epistemológico, o polo teórico, o polo morfológico e o polo teórico. Para tanto, reunimos os projetos dos cursos de formação continuada ministrados pela Secretaria Municipal de Educação (SME) em parceria com o Laboratório de Pesquisa em Educação Histórica (LAPEDUH) da Universidade Federal do Paraná entre os anos de 2010 a 2016, mapeando os professores que tem participado destes cursos e agrupá-los para que fossem entrevistados, com o objetivo de apresentar as suas considerações sobre a prática da Educação Histórica dentro do ambiente escolar a partir dos aprendizados reunidos nos cursos. Justificase o projeto pela trajetória já percorrida com os cursos ministrados e pela aproximação dos pressupostos teóricos da Educação Histórica contidos no próprio currículo básico (CURITIBA, 2016). A pesquisa demonstrou que o curso oferece um espaço de diálogo e aprendizagem docente que agrega à prática e a pesquisa dos professores. Também apontou diferenças substanciais na concepção de ensino em sala de aula no que concerne ao uso das fontes e das produções de narrativas pelos alunos, tomando a História como a ciência de referência que encaminha o processo de aprendizado. Também foram apontadas dificuldades como as dificuldades na comunicação por parte dos alunos, bem como a não compreensão da comunidade escolar em vários momentos.
This present work aims to analyze the practice of the History Teachers of the Municipal Teaching System of Curitiba who were part of the continuing education courses focusing on the development of the Historical Education assumptions (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) and the influence that these courses have on the teachers' practices. For the development of the research, a qualitative research perspective was followed (BOUTIN; GOYETTE; LESSARDHÉRBERT, 2012), based on the development of the four research poles, which are: the epistemological pole, the theoretical pole, the morphological pole, and the technical pole. For this purpose, we have gathered the projects of continuing education provided by the Municipal Department of Education (SME) in partnership with the Laboratory of Research in Education (LAPEDUH) of the Federal University of Paraná between 2010 and 2016, mapping the teachers that have been part of these courses in order to group them so they could be interviewed with the objective of presenting their considerations about the Historical Education practice in the school environment from the learning gathered in the courses. The project is justified by the trajectory already covered by the courses taught and also by the approximation of the theoretical assumptions of Historical Education based on the basic curriculum (CURITIBA, 2016). The research has shown that the course offers a space for dialogue and teacher learning that aggregates the practice and research of teachers. It also pointed out the substantial differences in the conception of classroom teaching regarding the use of sources and narrative productions by students, taking History as the reference science that guides the learning process. Difficulties were also identified, such as difficulties in communication by the students, as well as the lack of understanding of the school community at many times.
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Books on the topic "SME education"

1

Buame, Samuel. Entrepreneurship: Entrepreneurial education, venture creation, and SME management in Ghana. Legon-Accra: Samuel Buame, 2012.

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Matlay, Harry. VET and related issues in an SME context: National and international perspectives. Edited by ebrary Inc. Bradford, England: Emerald Group Publishing, 2002.

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Ashekele, Hina Mu. Strategies for the management of appropriate industrial production technologies: Appropriate technology extension programme for selected SME manufacturers. Windhoek, Namibia: Govt. of the Republic of Namibia, Ministry of Trade and Industry, 1999.

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Gurock, Jeffrey S. The men and women of Yeshiva: Higher education, orthodoxy, and American Judaism. New York: Columbia University Press, 1988.

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Zhong xiao qi ye yu di fang gao xiao he zuo chuang xin ji zhi yu ji li zheng ce yan jiu: Ji yu Zhejiang shi zheng = An empirical study on SME and the local university collaborative innovation mechanisms and incentive policies : based on Zhejiang province. Hangzhou: Zhejiang da xue chu ban she, 2010.

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Zhongguo xue xi xing she hui jian she. Beijing Shi: Zhongguo shui li shui dian chu ban she, 2005.

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Kyoyukhak ŭi sae chipʻyŏng. Sŏul Tʻŭkpyŏlsi: Kyoyuk Kwahaksa, 1992.

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Drummond, Mary Jane. Learning to see: Assessment through observation. York, Me: Stenhouse Publishers, 1994.

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Drummond, Mary Jane. Learning to see: Assessment through observation. Markham, Ont: Pembroke Publishers, 1994.

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Chen, Yousong. Ge guo she hui jiao yu shi ye. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Book chapters on the topic "SME education"

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Mughan, Terry. "2. Exporting the Multiple Market Experience and the SME Intercultural Paradigm." In Becoming Interculturally Competent through Education and Training, edited by Anwei Feng, Michael Byram, and Mike Fleming, 32–52. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691644-006.

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Huang, Xiaoying, and Xiao Li. "An Intelligent Instructing Mechanism for Stream-Media-Based Video/Audio Education System in SME." In Advances in Intelligent and Soft Computing, 579–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28466-3_78.

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Hannon, LaChan V., Lia M. Hannon, Monique S. Jenkins, Michael R. Jones, and Malcom A. Williams. "Teaching Black: Common Eyes All See the Same." In Self-Studies in Urban Teacher Education, 75–93. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5430-6_5.

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Alvarez, Adam, H. Richard Milner, and Lori Delale-O’connor. "Race, Trauma, and Education." In But I Don’t See Color, 27–40. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-585-2_3.

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Podschwadek, Frodo. "Same-Sex Relations in Education." In Educating the Reasonable, 155–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84021-1_7.

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Sullivan, Dave, and Claudia C. Cogliser. "To See or Not to See." In Educational Innovation in Economics and Business, 147–56. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-1392-4_9.

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ten Have, Henk, and Maria do Céu Patrão Neves. "Clinical Ethics, Teaching (See Bioethics Education)." In Dictionary of Global Bioethics, 277. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54161-3_134.

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Rogers-Ard, Rachelle, and Christopher B. Knaus. "They Don’t See Me." In Black Educational Leadership, 111–33. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003029960-6.

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Kastberg, Signe E., Rachel Long, Kathleen Lynch-Davis, and Beatriz S. D’Ambrosio. "“Draw What You See” Transcending the Mathematics Classroom." In Interdisciplinary Mathematics Education, 229–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_14.

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Hollis, Deborah R. "Same Scat, Different Century." In Dismantling Constructs of Whiteness in Higher Education, 99–105. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003029564-11.

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Conference papers on the topic "SME education"

1

"ERP-BASED SME BUSINESS LEARNING ENVIRONMENT." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003893202330238.

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Parker, C. M., and P. M. C. Swatman. "TREAT: promoting SME adoption of EDI through education." In Proceedings of HICSS-29: 29th Hawaii International Conference on System Sciences. IEEE, 1996. http://dx.doi.org/10.1109/hicss.1996.495361.

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Bilbao, Javier, Cristina Feniser, Concepción Varela, Carolina Rebollar, Eugenio Bravo, and Olatz García. "ASPECTS FOR THE COMPETITIVENESS OF SME." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1280.

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Consoli, Angelo, Eugenia Kovatcheva, Alice Mariotti Nesurini, and Svetlana Siarova. "CYBER-SECURITY AWARENESS FOR SME MANAGERS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1559.

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Orlovs, Aleksis. "Rise And Fall Of Sme Clusters In Latvia." In Contemporary Issues in Business, Management and Education ‘2012. Vilnius, Lithuania: Vilnius Gediminas Technical University Publishing House Technika, 2012. http://dx.doi.org/10.3846/cibme.2012.19.

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null. "Starting an SME and the associated pitfalls." In IEE Colloquium on Education and Training for the Electronics Manufacturing Industry. IEE, 1997. http://dx.doi.org/10.1049/ic:19970491.

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Liukkunen, Kari, Jouni Markkula, and Markku Oivo. "Transferring a University E-Learning Concept to an SME Context." In Technology for Education and Learning. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.750-049.

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Liukkunen, Kari, Jouni Markkula, and Markku Oivo. "Transferring a University E-Learning Concept to an SME Context." In Technology for Education and Learning. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.750-049.

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Sotorrio Ortega, Guillermo, José Antonio Tenorio Ríos, Cristina Verde Ramis, Sofía Gutiérrez Dewar, Luis Jiménez López, María Vidal González, and Esther Rodríguez Arévalo. "GREEN SKILLS FOR SME EMPLOYEES IN THE CONSTRUCTION SECTOR." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0505.

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Ruiz, Maria, Unai Elorza, and Juan Ignacio Igartua. "GROUP MODEL BUILDING: AN SME FROM THE BASQUE INDUSTRIAL SECTOR." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1372.

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Reports on the topic "SME education"

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EdTech Hub, EdTech Hub. Facilitating Education Through SMS: A Focus on Education for Girls. EdTech Hub, January 2021. http://dx.doi.org/10.53832/edtechhub.0059.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Root, Margaret, and Katrina Koehler. SEE LANL: Student Educational Experience at LANL. Office of Scientific and Technical Information (OSTI), October 2020. http://dx.doi.org/10.2172/1688723.

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Wakabayashi, Katsuhiko, Tomoaki Kodama, and Yasuhiro Honda. Project Based Learning Education by SAE Formula Car Program at Kokushikan University -Education System and Result of Development Research-. Warrendale, PA: SAE International, October 2005. http://dx.doi.org/10.4271/2005-32-0082.

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Kano, Yoshio, Kazufumi Uda, and Masato Abe. The Formula SAE Project as Product Oriented Engineering Education (POEE) at KAIT. Warrendale, PA: SAE International, October 2005. http://dx.doi.org/10.4271/2005-32-0039.

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Myers, Christina, Katy Jordan, Phoebe Khagame, Albina Mumbi, Lydia Njuguna, and Annette Zhao. Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya. EdTech Hub, November 2022. http://dx.doi.org/10.53832/edtechhub.0133.

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Shapovalov, Yevhenii B., Viktor B. Shapovalov, Fabian Andruszkiewicz, and Nataliia P. Volkova. Analyzing of main trends of STEM education in Ukraine using stemua.science statistics. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3883.

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STEM-education is a modern effective approach that nowadays can be interpreted in very different ways and it even has some modification (STEM/STEAM/STREAM). Anyway, the “New Ukrainian school” concept includes approaches similar to STEM-education. However, there wasn’t analyzed the current state of STEM-education in Ukraine. We propose to analyses it by using SEO analysis of one of the most popular STEM-oriented cloud environment in Ukraine stemua.science. It is proposed to use the cycle for cloud-based educational environments (publishing/SEO analysis/team’s brainstorm/prediction/creation of further plan) to improve their efficiency. It is found, that STEM-based and traditional publications are characterized by similar demand of educational process stakeholders. However, the way how teachers and students found the publication proves that traditional keywords (47.99 %) used significantly more common than STEM keywords (2.67 %). Therefore, it is proved that STEM-methods are less in demand than traditional ones. However, considering the huge positive effect of the STEM method, stemua.science cloud educational environment provides a positive effect on the educational process by including the STEM-aspects during finding traditional approaches of education by stakeholders of the educational process.
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STEVENS INST OF TECH HOBOKEN NJ. SE Capstone Project: Building Systems Engineering Education and Workforce Capacity. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada583488.

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Ponkilainen, Maria, Elina Einiö, Marjut Pietiläinen, and Mikko Myrskylä. Educational differences in fertility among female same-sex couples. Rostock: Max Planck Institute for Demographic Research, November 2022. http://dx.doi.org/10.4054/mpidr-wp-2022-030.

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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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