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1
Steeples, Christine. "Networked learning environments : continuing professional development and the creation and use of multimedia artifacts." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418857.
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2
Vavoula, Giasemi. "KLeOS : a knowledge and learning system in support of lifelong learning." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402432.
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3
Gulati, Shalni. "Learning during online and blended courses." Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433652.
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4
Bariso, Elfneh Udessa. "New technologies : tools for widening participation in lifelong learning?" Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020460/.
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5
Tse, Rita Tan-Sim. "An ethnographic evaluation of the design, development and deployment of a multimedia Mandarin learning software package for non-Mandarin adult learners in Macao." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:13818.
Повний текст джерелаАнотація:
This study exammes the design, development and deployment of a multimedia CD-ROM for beginning Mandarin learning for adult learners in Macao. It focuses on three major issues: first the development, from existing textbooks and CD recordings, of the Mandarin CD-ROM 'Click!' series; second the use of an ethnographic research methodology to evaluate the first volume of the CD-ROMs; and third answers to questions as to the benefits and limitations of a multimedia CD-ROM and its appropriateness in Mandarin learning. The design of this study uses an ethnographic approach to develop and evaluate instructional materials with the Knirk and Gustafson (1986) instructional development model and its aim is to apply ethnographic techniques to the different stages of the instructional development process. Due to the special circumstances of this study, the order of this research started with an initial literature review, a pilot study, further literature review, a main study, a follow-up study, and ended with a further literature review. The pilot study, which included a user-interface focus group and a pilot interview, was conducted initially to identify problems, analyse learners' entering skills, content/curriculum, existing materials and the community'S characteristics. The pilot study was used to observe learners' attitudes and learning styles to help to establish instructional objectives and strategies. The first volume of the 'Click!' CD-ROM series was developed after the analysis of the first set of data, which constituted the problem determination and design stages of the model. The pilot study then moved into the development stage. The development stage of the instructional model was an iterative process. First, a main study was conducted to evaluate and revise the first volume of the 'Click!' CD-ROM senes. The mam study included conducting a teacher focus group, in-class observations and main interviews. Notes from these observations and interviews provided valuable data to revise the second volume of the 'Click!' CD-ROM series. Then a follow-up study was carried out to evaluate and revise the first volume of the CD-ROM series again to ensure reliability and validity of the data. The third volume of the 'Click!' CDROM series was developed at the end of this research study. The findings present implications for multimedia design and the development and deployment of a Mandarin learning package for Portuguese adult learners in Macao. The actual outcome suggested that the role of the teachers is still irreplaceable, not even with technology.
6
Knowles, Robert G. "Further education students and the internet : a case study." Thesis, University of Huddersfield, 2004. http://eprints.hud.ac.uk/id/eprint/10115/.
Повний текст джерелаАнотація:
This research is a case study of the way students at a Further Education College are making use of computer technology, in particular their use of the Internet, both at home and at college. The research used a multi-method approach that involved the collection of data by use of questionnaire and interviews. The questionnaire was completed by two hundred students drawn from a range of courses offered at the college. The students invited to complete the questionnaire represented both full time and part time students. From the students who completed the questionnaire twenty were invited to take part in individual interviews. From the data collected the researcher has been able to establish a link between a student's cultural background and their use of computers and the Internet. The researcher has been able to gather data to support the theory that for students from some cultural backgrounds there is a likelihood that they will use Infonnation Technology for certain tasks more than students with a different cultural background. As a means of identifying groups of students who could be described as having the same cultural background the data gathered was analysed by comparing students by gender, ethnic group and religion. This research has shown that the use of computers and the Internet has become part of everyday life and as such part of our society's culture. However the research has shown that different cultural groups within our society are using the Internet in different ways and for different purposes. The data showed that male students had a more positive attitude towards computers than female students; it was also found that male students made more use of email at college than female students. The researcher has found two significant differences regarding students' use of the Internet, namely that males use the Internet more than females for entertainment and that students from a Pakistani ethnic origin use the Internet more than white students for private use. Students from Pakistani ethnic origins were also found to use email at home more than students from other ethnic backgrounds. Part of the questionnaire was used as a student self-assessment of Infonnation Technology (IT) skills and the training they had received. Analysis of this section of data showed that whilst the amount of training of students in the use of IT is independent of gender, religion and ethnicity the level of skills claimed was not. Male students claimed a higher level of IT skills than female students and the level of skill in IT claimed by Christians is significantly less than that claimed by both Muslims and those of no religion. The questionnaire results led the researcher to believe that students from different cultural backgrounds were using computers and the Internet differently. The interviews were used to probe the implications of these differences with students from particular ethnic groups. The results showed that, at the college where the study took place there were Muslim Pakistani females students who were using the Internet as their main means of social interaction, when not at college. For these students this level of social interaction would not have been available to them they did not have access to the Internet. These students were making extensive use of chat rooms on the Internet. They prearranged to talk on line to people they knew, and they did this on a regular basis. This is in contrast to female students from other cultural groups who did not use chat rooms to the same extent, and when they did it was to talk to people they did not know. The research also found that some computer use was independent of a student's cultural background. One such area related to students having difficulties or problems when using the Internet. From the students interviewed the researcher believes that for many of the students the instruction they are receiving, particularly with reference to using the Internet, is inadequate to meet their needs. In addition to the lack of IT training, some students saw the monitoring of computer use as problematic. Parental monitoring students' use of computers at home was mainly done by having the home computer located in a family room. Few of the students said that content monitoring software was being used on these machines. All students accepted this monitoring within the home environment but many were unhappy with the monitoring arrangements that the college had put in place. This research project has shown that it is not sufficient for future education researchers to investigate computer use in terms of type of use alone, as has been the case in many previous studies. This research has shown that how students choose to use computers needs to be interpreted in terms of their gender and cultural background.
7
Wrench, Robin. "Pastoral ministry and lay devotion in northern England : 1000-1200." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397459.
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8
Mbambe, Bebey Danielle. "Design d'expériences transmédia pour l'engagement en formation (DEEXTEF)." Thesis, Paris, CNAM, 2018. http://www.theses.fr/2018CNAM1215/document.
Повний текст джерелаАнотація:
Nous décrivons le phénomène d’engagement à travers des expériences transmédia coconstruites avec les bénéficiaires dans le contexte de la formation pour adultes. Nous abordons ce terrain en faisant l’hypothèse qu’un transmédia à valeur expérientielle permet d’accroitre la participation des sujets pour consolider l’engagement en formation. Cette hypothèse ouvre la perspective d’une médiation de type transmédia capable, d’intégrer des objectifs d’exploitation scientifique de l’engagement et de valorisation de la participation et de l’attention qui pourraient être intéressants pour d’autres corpus.À partir d’un cadre d’analyse centré sur les bénéficiaires des transactions, notre enquête met en exergue différentes formes d’engagement suivant des transmédia hybrides aux caractéristiques spécifiques. La complémentarité de ces transmédia a favorisé divers régimes d’engagement observés de façon ponctuelle, pour un engagement sur la durée<br>We describe the phenomenon of engagement through co-constructed transmedia experiences with the beneficiaries in the context of adult education. We approach this ground on the assumption that a transmedia with experiential value makes it possible to increase the participation of subjects to consolidate the commitment in training. This hypothesis opens up the prospect of a transmedia type of mediation capable of integrating the objectives of scientific exploitation for the commitment and enhancement of participation and the attention that could be interesting for other corpuses. Based on an analysis framework focused on the beneficiaries of transactions, our survey highlighted different forms of hybrid transmedia engagement with specific characteristics. The complementarity of these transmedia has favoured various commitment regimes observed on an ad hoc basis for a long-term commitment
9
Goodrham, Mark John. "Using research to enhance professionalism in further education (FE)." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493767.
Повний текст джерелаАнотація:
This thesis was devised to explore and better understand the relationship between FE practitioners' own understandings of their professionalities and their capacity to engage in research in the FE sector. The study investigated research engagement in five general FE colleges in the North and North East of England, to consider how research and practitioner professionalities might be connected and whether research engagement could contribute to practitioner professionalities in the FE sector.
10
Kenwright, Helen Mary Nightingale. "Drop out and persistence of young people in further education : an exploration of student perspectives and alleged causes." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/11026/.
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11
Hannagan, Tim. "Strategic change in further education." Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396813.
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12
Baldwin, John. "The management styles of Further Education managers during rapid and extensive change : a case study." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397285.
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13
Liu, Ning Rong. "Decentralization and marketization : the changing landscape of China’s continuing education." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434763.
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14
Popovic, Nebojsa. "A conceptual and practical framework for a new model of personal education." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10020807/.
Повний текст джерелаАнотація:
This thesis is concerned with the development of a new comprehensive model of systematic, timetabled personal education. Personal education belongs to a large group of approaches that currently appear under various names, of which the most common is Personal and Social Education (PSE) and its variants (PSHE, PSMEd, etc.). In the first chapter, the reasons why we need this type of education and some possible objections to it are addressed. The second chapter analyses and evaluates the existing models related to personal education. The main purpose of this chapter is to clarify why a new model is required. The third chapter focuses on the aims of education, with special reference to the aims of personal education. It is argued that the main aim of education should be intrinsic, rather than instrumental. The next chapter defines the criteria for the content of personal education, which are employed to specify the themes or areas that will be included in this model. It is followed by a chapter that deals with the structure of the model, that is to say the organisation of these areas. In the sixth chapter, the content and structure of the individual areas are discussed. The thesis then sets out the materials for a number of areas, based on the theoretical foundations developed previously. The remaining areas (in a more condensed form) are included in the appendixes. In the last chapter, some practical issues regarding the implementation of this model are considered. The conclusion highlights advantages of the model, addresses some potential objections, and indicates directions for its further development.
15
Creanor, Linda Margaret. "The impact of networked learning in a social action context : an exploration of theoretical and practical constructs for learning in European Trade Unions." Thesis, Glasgow Caledonian University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517971.
Повний текст джерелаАнотація:
The focus of this research is networked learning within European trade union organisations where there is a strong recognition that technology has a key role to play in developing educational opportunities and in extending the trade union influence locally, nationally and globally. This cross-disciplinary study explores a range of theories, models and approaches which underpin the pedagogical process in a distinctive educational environment, drawing on the fields of learning technology and knowledge management. The development and implementation of two transnational projects on networked learning form the basis of the research. Structuration theory, which highlights the interplay between the objective nature of broader social structures and the subjective perspectives of human agency, provides the epistemological foundation. To balance this highly abstract concept, related theoretical frameworks derived from education, learning technology and social informatics research have also usefully informed the investigations. This study contends that the design of networked learning and preparation for key roles can be valuably informed by focusing on the individual, social and technical boundary encounters inherent in the complex interplay of structure and agency. It has cast new light on an under-researched area of adult education and has highlighted the value of cross-disciplinary collaboration in advancing our understanding of networked learning. It has also gone some way towards addressing the recognised imbalance in linking theory and practice in networked learning and signposts new directions for learning technology research. Most importantly, there is evidence that it has influenced practice in the field, thus fulfilling one of the key aims of the research.
16
Hobson, Margaret Mary. "Effective management of change in further education : a study of six colleges." Thesis, University of Liverpool, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421074.
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17
Suter, Martin. "Constructing the reflective practitioner : a critical account." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436065.
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18
Worrall, Lisa Jayne Rosalind. "Model of metacognition in lifelong e-learning." Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26967/.
Повний текст джерелаАнотація:
Metacognition can be defined as “…thinking about thinking” or “…beliefs about beliefs” (Antaki and Lewis, 1986). The research aim of this thesis was to: 1) Discuss the philosophical foundations of knowledge, cognition and metacognition. 2) Put forward example learning and e-learning theories and models and discuss these with reference to Reeves’ (1997) original model of WWW based learning. 3) Provide a ‘focus beam’ of analysis of metacognition and lifelong e-learning. 4) Analyse the extended literature review and evaluate and discuss its potential contributions (and limitations) with reference to an extended and adapted version of Reeves’ (1997) model. 5) Analyse the empirical data and evaluate and discuss its potential contributions (and limitations) with reference an extended and adapted version of Reeves’ (1997) model. The ADAPT project consisted of forty learners, twenty six male and fourteen female, aged between eighteen and sixty years. The Sitec Training Ltd and Women’s Action Forum (WAF) subjects consisted of nine learners, of which four were male and five were female, aged between the ages of eighteen and sixty. The work of this thesis was built upon a research process of the literature and empirical data gathered from the ADAPT project (first) that highlighted the potential importance of metacognition within lifelong e-learning. This led to the additional empirical research from Sitec Training Ltd (second) and the Women’s Action Forum (WAF) (third) and an extended literature review. As a result of these works, the contribution of this thesis has put forward an extended and adapted version of Reeves’ (1997) model that attempts to re-address the current absence of lifelong, cyclical and flexible aspects of metacognitive processes within lifelong e-learning. This thesis has also put forward a skeletal practical model for the delivery of lifelong distance learning.
19
Browne, Chesterfield St Clair. "Working towards institutional change : an investigation of the transformations and learning in a further education college merger project team in Barbados." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571860.
Повний текст джерелаАнотація:
This study examined the work practices of a project team that was engaged in the implementation of shared services at three tertiary level educational institutions in Barbados. Using Activity Theory as the underpinning theoretical framework, the researcher employed Development Work Research (DWR) and the Engestromian Change Labs to reveal the tensions and contradictions that occurred in the project team’s work environment. The intent was to reframe their understanding of the work practices from the everyday to the scientific, and develop new work practices to generate organisational change. The study also explored the expansive transformation that took place during the intervention process. The aim of the study was to answer the following question: In what ways, if any, did changes in the work practices of a project team contribute to changes in the planning and implementation of shared services in three Barbadian educational institutions? The research found that there were ruptures and disturbances in the work environment. These were attributed to the historically bureaucratic practices of Government which impacted negatively on the project team by impeding the development of innovative practices. The DWR intervention resulted in the resolution of the contradictions and led to effective change and expansive learning in the staff as well as a change in the approach to the implementation strategies that were being used by the project team. The team was able through dialogue and debate in the Change Labs to create a new form of practice which involved a new communication strategy and model. The new practice was used to overcome the challenge of providing timely and effective communication with the stakeholder institutions with which they were working to implement the shared services.
20
Finch, Stephen. "The influence of background and demographic factors on the leadership of further education principals." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/340973/.
Повний текст джерелаАнотація:
This study is an investigation into the backgrounds of senior managers and leaders in the Further Education (FE) sector in England. In particular, the research aims to establish whether there is a link between the educational, professional or experiential background of a leader and the style of leadership that they perceive they display. There is a paucity of research that has been carried out on the subject of leadership in the further education arena. This thesis focuses on three approaches to leadership, transformational, distributed and managerial, which, it is argued, are the most relevant in the FE sector. The thesis also seeks to explore other factors that have an influence on the way in which FE principals lead. The research is carried out using a mixed method approach. An internet survey and semi-structured interviews are used as the data gathering tools. The study suggests that there are many influences on the way in which FE principals lead which include their background in addition to college culture and the context in which the college operates.
21
Murray, Frances Marion MacFarlane. "Lessons from language : tensions and dichotomies in the policy and practice of CPD in Scotland, 2001-2011." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3698/.
Повний текст джерелаАнотація:
Continuing Professional Development (CPD) was situated as both a right and an obligation at the heart of Scottish education by the McCrone Report of 2000, and the ensuing agreement, A Teaching Profession for the 21st Century (2001). CPD was, and continues to be, construed as having the potential to transform teaching and improve learning. Further, CPD was promoted by the Report as having a key role in the re-professionalisation of the teaching profession. In the decade since the Teachers’ Agreement, however, levels of engagement with CPD initiatives, the review and repositioning of particular schemes, and the perceived impact on learning and teaching point to a tension between the discourse of CPD and the reality of its implementation. The publication of the McCormac Report in September 2011 signalled anticipated changes to teachers’ conditions of employment, which will inevitably include changes to CPD. This publication provides an opportunity to reflect on whether the Teachers’ Agreement has delivered the intended benefits for both teachers and pupils in terms of CPD, and to examine the impact of language or discourse in shaping attitudes to, uptake of, and engagement with CPD. This thesis looks at the language and implementation of the Teachers’ Agreement and related policies within the wider educational landscape in order to explore the tensions between discourse and actuality, to suggest reasons for such tensions, and to suggest transformed practice in terms of the discourse of CPD. In terms of methodology, critical discourse analysis is used to examine the language of CPD closely; policy analysis to describe and analyse the implementation of particular initiatives; narrative analysis to contextualise developments in CPD; and insider reflection to bring a personal perspective to bear on particular aspects of CPD. This combination of methodologies has been chosen in order to allow an in-depth study of nuances of language in policy discourse, changes in policy implementation, and location of such policy in the broader educational agenda. The study contends that CPD is not generally viewed as an uncontested good; indeed, engagement with various CPD initiatives has been limited for a number of reasons, including an underlying and fundamental tension between the concept of professionalism and a view of CPD which is related to a ‘standards’ framework. In contending that discourse is fundamental to the interpretation of and engagement with policy, the thesis points up the necessity to pay due regard to the nuances of language employed in denoting policy, and to addressing underlying tensions in the concept of CPD. Policy makers need to be acutely aware of the central role which language plays in the shaping and interpretation of policy and to learn from the experience of the last decade. CPD continues to be described by many influential figures and bodies as fundamental to the future development of Scottish education. At the same time, however, the educational agenda is dominated by the introduction of a new curriculum (Curriculum for Excellence or CfE), and CPD budgets are threatened by financial and economic imperatives, driven by the continued constraints on local and national government spending. It is vital that the discourse of the McCormac Report, and subsequent policy, is carefully constructed to avoid cynical and negative interpretations, such as suggestions that fewer ‘set piece’ CPD events are as a result of cost-cutting. I contend that lessons must be learned from the experiences of the last decade in the discourse and implementation of the policy related to CPD in order to ensure the intended impact on learners.
22
Bonnafous, Laurence. "L'innovation en formation des adultes : modélisation de l'innovation en formation professionnelle à partir de l'étude de projets européens LEONARDO DA VINCI et EQUAL." Thesis, Lille 1, 2010. http://www.theses.fr/2010LIL12022.
Повний текст джерелаАнотація:
Lancée pour la première fois en 1994, la mesure des ((projets pilotes » du programme Léonardo da Vinci encourage le développement de produits et de pratiques innovantes pour améliorer la qualité de la formation, stimuler l'innovation et plus globalement transformer les svstèmes euroupéens de formation professinnnelle. L 'enjeu de cette thèse est d'étudier l'innovation en tant que processus d'apprentissage collectif à visée de transformation de ces systèmes, en privilégiant une approche « complexe » des projets européens d'innovation. Entendus comme des systèmes composés d'une variété d'éléments et d'acteurs en interaction, ils génèrent une dynamique d'innovation incertaine, aux formes émergentes difficilement identifiables et prédictibles. Cette thèse s'inscrit dans le paradigme de la « Pensée complexe » (Edgar Morin 1990). En cela, elle conduit à mobiliser des éclairages pluriels, à relier des sources empiriques, multi et pluridisciplinaires, pour en modéliser les connaissances produites. La démarche derecherche ainsi mise en oeuvre est d'essence qualitative. Elle allie et relie une compréhension des perceptions et des expériences des acteurs européens de terrain et celle d'une chercheure engagée pour les projets LEONARDO etEQUAL. Les principaux résultats de cette recherche montrent que les projets européens d'innovation en formation professionnelle peuvent être compris comme des espaces d'interactions transnationales pour la création de réponsesexpérimentales de formation: en reliance des niveaux macro, méso et micro de l'ingénierie de formation et de conceptions et usages singuliers. Ces projets-espaces-temps peuvent être appréhendés comme des systèmescomplexes d'apprentissages collectifs et transformateurs à grande échelle, reliant au moins quatre niveaux de complexité : des collectifs humains, des temporalités, des échelles spatiales, et des processus d'innovation émergents. Cette étude met également en lumière un processus d'européanisation de systèmes hétérogènes de formation et ouvre sur la question de l'émergence d'un espace européen de la formation tout au long de la vie<br>Launched for the first time in 1994, the LEONARDO DA ViNCI European programme, more specifically its pilot projects measures, seeks to encourages the design, development and experimenting of innovative products andpractices in vocational training and education. The stated goals of the projects are to improve the quality of training, stimulate innovation in vocational training and transform European training systems. This thesis considers the phenomenon of innovation as a collective leaming process aimed at transforming European training systems via European innovation projects, viewed as "complex", that is to say as systems of various elements and actors in interaction. European innovation projects generate an unpredictable dynamic of innovation with emerging forms that are difficult to identify and anticipate. The theoretical fiamework of this doctorate is Edgar Morin's (1990) "Complex Thinking" that enables a combination of different points of views, and an interlinking of empirical data and multi- andpluridisciplinary approaches that creates models of knowledge produced. The doctoral research uses a qualitative method that harnesses an understanding of perceptions and experiences of European actors in the field, and that of theresearcher involved in promoting LEONARDO and EQUAL projects. The main results of the research show that European innovation projects for Adult Professional Training can be understood as transnational spaces of interactionsto create experimental training response that interconnects macro-, meso- and micro-levels of training engineering, design and singular uses. These projects-spaces-time can be seen as complex transformative learning systems on alarge scale consisting of at least four interconnected levels of complexity: human collectives, temporalities, spatial scales and emerging innovation processes. The study also highlights a Europeanization process of different educationand training systems and in doing this raises the question of an emerging European space for lifelong learning
23
Van, Eck Rene. "Implementing online learning for students of computer end using at VUT." Thesis, 2006. http://hdl.handle.net/10352/130.
Повний текст джерелаАнотація:
Thesis (M. Tech. Information and Communications Technology)--Vaal University of Technology.<br>The personal computer has changed the way people think and live and has found its way
into every area of life. The ability to work with computer technology is a requirement
for today's world. The number of virtual learning environments (VLE's), is increasing
and e-learning has been promoted as a solution for remote education. Computer literacy, the ability to use computers to perform a variety of tasks, is becoming fundamental to the learning process.
Students need to be computer literate, because they are expected to use the computer in most of their subjects, by completing projects, perform electronic searches or typing assignments, to name a few. Many of the learners, who enrol at Vaal University of
Technology (VUT), do not have this basic skill, and a great number of them do not have
their own computers. It is thus still necessary for VUT to offer a subject such as
Computer End Using to provide the learners with the basic level of computer literacy.
According to the South African Qualifications Authority, computer literacy is on NQF
level 4. Although computer literacy is regarded as being at a lower level than the first year in higher education, it remains a vital prerequisite for completing qualifications. It is therefore important that higher education institutions offer training for fundamental computer skills. This is also supported by the National Plan for Higher Education (NPHE), which emphasizes the mainstreaming of academic development.
VUT faces a challenge in terms of providing computer literacy training through online
learning. The exact skills the students need in order to engage in online learning, are the same skills taught online, subsequently these programmes require motivated learners
with fundamental computer skills. The two online learning packages that were investigated in this study were a national product (HS Training) and an international
product (SimNet). An informed recommendation was made with regard to the software
24
Ξυδιάς, Παναγιώτης. "E-learning: μια νέα διάσταση στην εκπαίδευση". 2007. http://nemertes.lis.upatras.gr/jspui/handle/10889/513.
Повний текст джерелаАнотація:
Αντικείμενο της εργασίας μου είναι η E-learning.
Αρχικά εξετάζω την πορεία της μέσα στον χρόνο, τα πλεονεκτήματά της αλλά και τα μειονεκτήματά της σε σχέση με την παραδοσιακή εκπαίδευση. Σαν μια νέα διάσταση στον χώρο της εκπαίδευσης χρειάζεται νέος σχεδιασμός τόσο όσον αφορά στην οργάνωση των μαθημάτων και του εκπαιδευτικού υλικού όσο και για την διαχείριση της τάξης.
Συνεχίζω με την παρουσίαση των διαφόρων μοντέλων ανάπτυξης της E-learning που έχουν κατά καιρούς προταθεί. Μέσα από αυτά και κυρίως λόγω των προβλημάτων που αναδεικνύονται, διαφαίνονται και οι προοπτικές εξέλιξης της που δεν είναι άλλες από την συνδυασμένη μάθηση στην οποία και γίνεται ιδιαίτερη αναφορά αφού όπως όλα δείχνουν αναμένεται τελικά να επικρατήσει λόγω των πλεονεκτημάτων που προσφέρει.
Ακολουθούν σκέψεις και προβληματισμοί ανθρώπων που έχουν ασχοληθεί ιδιαίτερα με την εκπαίδευση από απόσταση καθώς επίσης και προτάσεις για την αποδοτικότερη χρήσης της.
Αυτοί που καλούνται να υλοποιήσουν την νέα αυτή μέθοδο μάθησης είναι βέβαια οι εκπαιδευτικοί και σίγουρα οι σκέψεις τους και οι προβληματισμοί τους έχουν θέση στην παρούσα εργασία. Στην συνέχεια γίνεται μία προσπάθεια αξιολόγησης της αποτελεσματικότητας της E-learning μέσα από διάφορες έρευνες που κατά καιρούς έχουν γίνει σε διάφορα σημεία του κόσμου.
Στο κεφάλαιο για την κατάσταση στην Ελλάδα παρουσιάζω το Πανελλήνιο Σχολικό δίκτυο το οποίο είναι επιφορτισμένο με την παροχή τηλεματικών και άλλων υπηρεσιών στην πρωτοβάθμια και δευτεροβάθμια εκπαίδευση, με παράλληλη παράθεση των στοιχείων εκείνων που δείχνουν κατά πόσο οι υπηρεσίες αυτές χρησιμοποιούνται από μαθητές και εκπαιδευτικούς έτσι ώστε έμμεσα να φανεί κατά πόσο η εκπαιδευτική κοινότητα είναι πρόθυμη να χρησιμοποιήσει την νέα τεχνολογία. Συνεχίζω με τον μοναδικό πανεπιστημιακό φορέα που κάνει χρήση της Ε-learning ο οποίος είναι το Ελληνικό Ανοικτό Πανεπιστήμιο επικεντρώνοντας την προσοχή ιδιαίτερα στο τμήμα εκείνο που αξιοποιεί και αναπτύσσει την νέα αυτή μορφή της εκπαίδευσης.
Στην συνέχεια αναφέρομαι στην πετυχημένη προσπάθεια της Ρουμανίας πάνω στην E-learning η οποία θα μπορούσε να λειτουργήσει ως οδηγός για άλλες αντίστοιχες προσπάθειες και κλείνω την εργασία μου με παρουσίαση διαγραμμάτων που δείχνουν πως έχει η κατάσταση στα διάφορα κράτη της Ευρώπης σχετικά με την χρήση της νέας αυτής μορφής μάθησης.<br>The object of my study is E-learning.
Initially I refer to E-learning through the time, the advantages and the disadvantages related to the traditional education. As a new dimension in the space of education it needs a new planning in the way the courses are organized, the educational material and the class management.
I continue with the presentation of various models of growth of E-learning that have been proposed. Through them and especially through the problems that have appeared, we can see the prospect of E-learning that is not other than the hybrid learning. There is particular report in this kind of learning because all elements show that this learning will finally prevail, because off the advantages that it offers. Some thoughts and reflections of persons that have particularly dealt with the education from distance are presented as well as proposals for more efficient use. Those that are called to materialise this new method of learning are the teachers and surely their thoughts and their reflections have been writen in this work. Then becomes an effort of evaluation of effectiveness of E-learning through various researches that occasionally have taken place all over the world. In the chapter for the situation in Greece I present the Hellenic School network which is charged with the rendering of telematics and other services in the first and secondary education. Moreover there is a parallel presentation of the elements that show how much these services are used by students and teachers. Through these elements we can see the degree the educational community is willing to use the new technology.I continue with the unique academic institution in Greece that makes use of E–learning, which is the Greek Open University, focusing the attention particularly in that department that develops and uses this new type of education.
Then I refer to the succesful effort of Romania in E - learning which would be a good example for other similar efforts.
I close my work with the presentation of diagrams that shows the situation in Europe with regard to the use of this new type of learning.
25
Σκοτσιμάρα, Λουκία. "Μελέτη του τρόπου σχεδίασης εκπαιδευτικών σεναρίων με ΤΠΕ : μελέτη του τρόπου σχεδίασης εκπαιδευτικών σεναρίων από εκπαιδευτικούς ΠΕ 60, με χρήση και αξιοποίηση των ΤΠΕ". Thesis, 2011. http://hdl.handle.net/10889/5088.
Повний текст джерелаАнотація:
Μέσα στο πλαίσιο μιας παγκόσμιας κοινωνίας η οποία μεταβάλλεται με υπερβολικά γρήγορους ρυθμούς και χαρακτηρίζεται από έντονα στοιχεία πολυπλοκότητας, οι Τεχνολογίες Πληροφορίας και Επικοινωνιών επηρεάζουν καθοριστικά κάθε πτυχή της οικονομικής, επαγγελματικής, κοινωνικής και ατομικής ζωής.
Όσον αφορά στην εκπαιδευτική διαδικασία μέσα στην Ελληνική πραγματικότητα, ο τρόπος με τον οποίο οι μαθητές «μαθαίνουν», δεν έχει αλλάξει ουσιαστικά τα τελευταία 40 χρόνια. Οι ΤΠΕ μπορούν να παίξουν ένα σπουδαίο ρόλο στο «Νέο Σχολείο», το οποίο τοποθετεί το μαθητή στο επίκεντρο της εκπαιδευτικής διαδικασίας, ο οποίος μετέχει ενεργητικά στις δραστηριότητες μάθησης. Για να επιτευχθεί αυτός ο στόχος, θα πρέπει ο εκπαιδευτικός να διαθέτει τα απαραίτητα εφόδια που θα του επιτρέψουν να λειτουργήσει στη νέα πραγματικότητα και να αξιοποιήσει τα νέα δεδομένα με χρήση των ΤΠΕ.
Μέσα από τα έργα «Επιμόρφωση Εκπαιδευτικών στη Χρήση και Αξιοποίηση των ΤΠΕ στην Εκπαιδευτική Διδακτική Διαδικασία» της Κατηγορίας Πράξεων 2.1.1.θ. «Επιμόρφωση εκπαιδευτικών στις Τεχνολογίες Πληροφορίας και Επικοινωνιών (ΤΠΕ)» του ΕΠΕΑΕΚ ΙΙ και «Επιμόρφωση των εκπαιδευτικών για την αξιοποίηση και εφαρμογή των ΤΠΕ στη διδακτική πράξη» του ΕΠ «Εκπαίδευση και Δια Βίου Μάθηση», ΕΣΠΑ (2007-2013), το οποίο υλοποιείται με τη συγχρηματοδότηση της ΕΕ και του ΕΚΤ έχει ξεκινήσει προσπάθεια επιμόρφωσης μεγάλου αριθμού εκπαιδευτικών των ελληνικών σχολείων της πρωτοβάθμιας και της δευτεροβάθμιας εκπαίδευσης στη διδακτική αξιοποίηση των Τεχνολογιών της Πληροφορίας και των Επικοινωνιών στην τάξη.
Αυτές οι διαπιστώσεις αποτέλεσαν την αφορμή για την εκπόνηση της μελέτης που παρουσιάζεται στην παρούσα εργασία, και η οποία έχει ως σκοπό τη μελέτη του τρόπου σχεδίασης εκπαιδευτικών σεναρίων από εκπαιδευτικούς ΠΕ 60, με χρήση των ΤΠΕ. Το ζητούμενο ήταν να διαπιστώσουμε, σε ποιο βαθμό οι εκπαιδευτικοί που επιμορφώθηκαν με βάση το προαναφερόμενο έργο, κατασκεύασαν εκπαιδευτικά σενάρια σύμφωνα με τους βασικούς άξονες σχεδίασης και πως ανέδειξαν την προστιθέμενη αξία των ΤΠΕ.
Συγκεκριμένα η εργασία αποτελείται από δύο μέρη:
Στο πρώτο, που αφορά στη θεωρητική πλαισίωση του θέματος, γίνεται μια προσπάθεια καταγραφής της εξέλιξης της ένταξης των ΤΠΕ στην εκπαιδευτική διαδικασία σε Ελλάδα και εξωτερικό. Ειδικά όσον αφορά στην Ελληνική πραγματικότητα, γίνεται προσπάθεια συσχέτισης του Διαθεματικού Ενιαίου Πλαισίου Προγράμματος σπουδών με τις ΤΠΕ. Επίσης, ασχολείται με τις θεωρίες μάθησης και την εφαρμογή τους στη διδασκαλία και τη μάθηση με χρήση των ΤΠΕ.
Στο δεύτερο μέρος παρουσιάζεται καταρχήν η μεθοδολογία που ακολουθείται (το αντικείμενο, το δείγμα, τα ερωτήματα και τα χρησιμοποιούμενα ερευνητικά εργαλεία) για τη διεξαγωγή της έρευνας. Στη συνέχεια το κύριο μέρος της εργασίας αφορά στην περιγραφική και πολυπαραγοντική ανάλυση των ερευνητικών δεδομένων. Τέλος η έρευνα ολοκληρώνεται με τη συζήτηση και σύγκριση των αποτελεσμάτων που πήραμε τόσο από την περιγραφική, όσο και από την πολυπαραγοντική ανάλυση, καθώς και με την επισήμανση διαφόρων ερωτημάτων ή παρατηρήσεων που προκύπτουν από την όλη διαδικασία και που πιθανότατα χρήζουν περαιτέρω διερεύνησης.<br>How ICT influence teachers on designing educational scripts.
26
Faria, Ivan Sérgio Amorim. "Qualidade de vida sénior." Master's thesis, 2012. http://hdl.handle.net/1822/23744.
Повний текст джерелаАнотація:
Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção Comunitária)<br>A presente investigação tem como objectivo a concepção de actividades destinadas a um
público muito específico, os seniores, palavra de origem latina com o significado original de idoso
(ancião). Actualmente, deparamo-nos, em Portugal e não só, com uma realidade incontornável, o
envelhecimento da população facto que ocorre do aumento da esperança média de vida e da
diminuição da taxa de fecundidade no nosso País.
Chegados à reforma, muitos idosos encaram esta fase de uma forma negativa, muitas
vezes como sendo o declínio das suas vidas e acabam por se isolar mais, atraindo, desta
maneira, outros problemas como a solidão que pode ter consequências fatais para as vidas
desses idosos. Uma das respostas para este problema passará, inevitavelmente, pelo
envelhecimento activo de forma a suprir as lacunas destas pessoas objectivando-se,
primordialmente, a promoção da qualidade de vida dos idosos, a nível físico, social e emocional.
Pretende-se analisar o grau de satisfação do público-alvo relativamente à instituição e
aferir sobre os seus interesses no que diz respeito à introdução de novas actividades.
O trabalho segue uma metodologia de investigação-acção participativa e a análise dos
dados foi feita com informação proveniente de diferentes fontes e diferentes instrumentos
(observação participante, inquérito por questionário, documentos da instituição e conversas
informais).
Num momento inicial, o objectivo passa pelo conhecimento prévio do público-
-alvo, de forma a poder conhecer a realidade onde o mesmo se insere.
Num segundo momento são desenvolvidas as actividades planeadas, em articulação
com o estudo prévio que foi feito, neste caso através do inquérito por questionário, das
conversas informais e da análise de documentos da instituição e fichas de inscrição dos
seniores.
Por último, procura-se aferir sobre os reais impactos que essas mesmas actividades
tiveram junto do público-alvo, assim como na instituição, através da avaliação de resultados que
vai ser realizada.<br>This research aims to design to a very specific audience, seniors. At present there is, and
not only in Portugal, with a unavoidable reality, the aging population. This occurs due to
increased life expectancy but also to a decrease in the fertility rate in our country.
When the reach retirement many seniors see this being a negative way, often as the
decline in their lives and end up more isolated and thus, attract other problems such as
loneliness that can have fatal consequences for the lives of these elderly. One answer to this
problem will inevitably aging asset to address the shortcomings of these people. The primary
objective is to promote a quality of life of older people, physically, socially and emotionally.
Aims to assess the degree of public satisfaction target for each institution and measure
about their interests in relation to the introduction of new activities.
This study follows a participatory action research and data analysis was done with
information from different sources and different instruments (participant observation,
questionnaire survey, the institution’s documents and informal conversations).
In the initial stage the objective is by prior knowledge of the target audience, so you can
know the reality where it operates.
In a second phase planned activities are developed in conjunction with the previous study
that was done in this case through the survey, informal conversations and analysis of documents
of the institution and registration forms for seniors.
Finally we seek to measure on the real impacts that these activities have with the
audience, as well as the institution.
27
Romero, Maria Alexandra de Oliveira Antunes. "Os centros novas oportunidades em Portugal : construções e manifestações das culturas em contexto escolar e em contexto associativo." Master's thesis, 2013. http://hdl.handle.net/1822/26856.
Повний текст джерелаАнотація:
Dissertação de mestrado em Ciências da Educação (área de especialização em Administração Educacional)<br>De acordo com os enunciados oficiais, os centros novas oportunidades (CNO), criados
em 2007 e extintos em 2012, foram estruturas do sistema educativo português com funções de
reconhecimento, validação e certificação de competências de adultos, adquiridas ao longo da
vida. Como tal constituíram uma das faces mais visíveis, em Portugal, da estratégia europeia de
aprendizagem ao longo da vida.
Este estudo articula modelos interpretativos neoinstitucionais e culturais com modelos
de ação, considerando vários tipos de atores: os Estados, as organizações e os atores
individuais. Os centros novas oportunidades são observados através de entrevistas a dois
coordenadores de centros, um existente em contexto escolar e outro em contexto associativo, e a
dois atores com responsabilidades na definição nacional das políticas de educação de adultos.
De modo a explicar as reconfigurações nacionais e locais dessas políticas, selecionámos alguns
planos onde se operacionalizaram as políticas (o transnacional, o nacional e o local) e
analisámos a construção simbólica da identidade do CNO por atores coletivos e individuais. Para
percebermos como se mantêm os CNO, observámos as suas manifestações organizacionais
simbólicas, definidoras do contexto da organização e dos seus processos de mudança.
Constata-se que os CNO são organizações cujo sentido revela essencialmente uma face
transnacional do conceito de aprendizagem ao longo da vida de cariz individualista. No entanto
revelam-se outras faces que são o resultado de reconfigurações significativas, ao nível nacional,
do conceito de aprendizagem ao longo da vida com práticas de educação de adultos, inspiradas
no conceito de educação permanente e em movimentos de transformação social. Esta natureza
híbrida da educação de adultos em Portugal é evidenciada, na última década, nos sentidos e na
simbologia organizacional dos CNO que promovem processos educativos simultaneamente
individuais e coletivos.
Para a definição do contexto nacional contribuíram os referenciais de competênciachave,
conjugando o conhecimento adquirido em experiências educativas em associações e
simultaneamente em modelos de educação globais. Apesar de haver semelhanças culturais
entre os CNO, existem aspetos diferenciadores que resultam da história e tradição das
instituições promotoras e das interpretações dos atores individuais quando operacionalizam a
cultura nacional.
Os processos de regulação da organização centro novas oportunidades (CNO) são
essencialmente identitários, por integração dos valores da organização nos valores dos
trabalhadores. As diferenciações culturais entre os CNO, relacionadas com a tipologia das
instituições-promotoras, são acentuadas pelos logótipos, observando-se pouca diferenciação na
associação e muita diferenciação na escola. As tensões reveladas nas histórias organizacionais
indicam o sentido da mudança organizacional, que é a do reforço da qualidade dos processos.<br>The “new opportunity centres” are structures of the Portuguese education system,
created in 2007 and abolished in 2012, with functions of recognition, validation and certification
of competencies, acquired by adults during the course of their lifetime, and constitute the most
visible face, as applied in Portugal, of the European strategy for lifelong learning.
This study articulates neo-institutionalist and cultural interpretative models with action
models, considering several types of actors: the States, the organizations and the individual
actors. The “new opportunity centres” are observed through the interviews with two centre
coordinators, whereby one of the centres is integrated in a school context and the other is
integrated within an associative context, and the interviews with two actors with responsibilities in
the definition of the national policies concerning adult education. To explain the national and local
reconfigurations of those policies, several levels of operationalization of the policies were selected
(the transnational, the national and the local level), and the symbolic construction of the identity
of the “new opportunity centres” by individual and collective actors was analysed. The
organizational symbolic manifestations that define the context of the organization and its
processes of change were observed, in order to understand the running of the centre.
It was verified that the “new opportunity centres” are organizations whose meaning
reveals essentially a transnational face of the concept of lifelong learning with an individualistic
nature. However, other faces are revealed, which are the result of significant reconfigurations, at
the national level, of the concept of lifelong learning with adult education practices, inspired in
the concept of permanent education and in movements of social transformation. This hybrid
nature of adult education in Portugal shows up, in the last decades, in the meanings and in the
organizational symbology of the centres that promote, simultaneously, individual and collective
educational processes.
The key-competencies referential contributed to the definition of the national context,
combining, simultaneously, the knowledge acquired in associative educational experiences and in
global education models. In spite of cultural similarities, there are differentiation aspects between
the “new opportunity centres”, which result from the sponsoring entities history and tradition and
from individual actors’ interpretation when the national culture is operationalized.
The “new opportunity centres” regulatory processes are essentially identity-led, based on
the integration of organizational values in the values of the employees. The cultural
differentiations between the “new opportunity centres”, related with the typology of the
sponsoring institutions, are accentuated by logotypes, and the differentiation is scarce in the
centre connected with association but large in the centre connected to school. The tensions
revealed in the organizational stories indicate the direction of organizational change, which is the
reinforcement of the quality of the processes.
28
Santos, Natacha Gabriela de Sousa. "A aprendizagem e o desenvolvimento de competências em contexto de intervenção." Master's thesis, 2012. http://hdl.handle.net/1822/23753.
Повний текст джерелаАнотація:
Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção Comunitária)<br>O presente relatório de estágio, de natureza profissional, parte de um trabalho de intervenção,
desenvolvido no âmbito de Mestrado de Educação – Área de Especialização em Educação de Adultos e
Intervenção Comunitária.
O estágio teve como palco o Gabinete Social de Atendimento à Família, situado em Viana do
Castelo, tendo por base um projecto de intervenção que procurou, em última instância, promover
competências para uma futura reinserção social. Tratando-se de uma instituição que tem como
objectivo potenciar a “família” nas suas diferentes dimensões e proporcionar uma resposta global e
integrada às problemáticas mais prementes e geradoras de exclusão, procurou-se iniciar e/ou
reactualizar conhecimentos dos intervenientes e estimular competências de socialização e de
relacionamento interpessoal, através da Educação de Adultos e da Animação cultural e educativa.
Foram utilizadas neste trabalho metodologias qualitativas e quantitativas. Como metodologias
qualitativas destacam-se a investigação – acção, utilizada ao longo de todo o processo de intervenção,
as conversas informais, a observação participante e as técnicas de animação de grupo. Neste sentido,
a animação educativa foi também uma metodologia fulcral ao longo de todo o projecto de intervenção.
Como metodologias qualitativas utilizamos questionários de avaliação diagnóstica, as entrevistas e os
inquéritos por questionários, realizados antes e depois de se iniciarem as actividades.<br>This professional dissertation follows the professional practice part of the programme of the
Masters in Education – Adult Education and Community Intervention.
The professional practice was conducted at the Office of Social Aid to Families in Viana do
Castelo, have as base an intervention project grounded on the Adult Education and Social-Cultural
Intervention, which aimed to promote the skills for future social reinsertion.
The Office of Social Aid to Families is an institution that aims to maximize the concept of family
in all its different dimensions, so as to provide a global and integrated answer to the reasons that lead
to exclusion. The idea was to initiate and/or update the knowledge of the participants, stimulating their
socializing and interpersonal skills via Adult Education and Cultural and Education Animation.
For the present dissertation qualitative and quantitative methodologies were used. As part of the
qualitative methodology the emphasis was placed in the research – the action was measured during the
intervention process, via informal conversations, the participate observation and the group animation
techniques. Like so, the animation education was also a key methodology in this intervention project. As
qualitative techniques, questions of evaluation were used, and both interviews and quizzes were made
before and after the activities took place.
29
Vieira, Sandrina Maria Pereira. "A aprendizagem ao longo da vida na iniciativa Novas Oportunidades : entre a igualdade e a desigualdade de oportunidades rumo ao Ensino Superior : um estudo de caso na região Norte de Portugal." Master's thesis, 2012. http://hdl.handle.net/1822/23967.
Повний текст джерелаАнотація:
Dissertação de mestrado em Ciências da Educação (área de especialização em Educação de Adultos)<br>O presente estudo discute relações entre duas medidas políticas educativas
enquadradas pelo paradigma da Aprendizagem ao Longo da Vida: o modelo de reconhecimento
e certificação de adquiridos experienciais, promovido pela Iniciativa Novas Oportunidades através
do eixo adultos, e as novas medidas para flexibilizar e alargar o acesso ao Ensino Superior a
designados novos públicos. Procuramos analisar trajetórias de vida em que a educação e
formação (a aprendizagem) se revestiram como condições de transição e de reconstrução
biográfica, quer a nível identitário quer a nível de trajetórias pessoais, profissionais e sociais.
Para a investigação apoiamo-nos numa abordagem qualitativa, centrada num estudo de
caso, que envolve percursos de um conjunto de indivíduos que interagiram com o modelo de
reconhecimento, validação e certificação de adquiridos experienciais e que decidiram concorrer
ao Ensino Superior. Para a recolha, tratamento e análise da informação recorremos a diversos
procedimentos e técnicas de pesquisa. Delineamos os contornos de um modelo de observação e
análise de percursos biográficos (e de transição), que permitiu identificar percursos de
continuidade biográfica e percursos de descontinuidade biográfica.
Com base no estudo desenvolvido, destacamos que estes percursos de continuidade e
descontinuidade biográfica expõem sobretudo a destradicionalização das trajetórias biográficas,
que passaram a ser geridas de forma individual, desencadeando a individualização de trajetórias
biográficas. Neste processo, no qual a dimensão biográfica adquire visibilidade, a
individualização da reprodução social também marca presença, na medida em que ocorre a
partir da interação e interconexão ente as relações sociais estruturais de cada trajetória de vida e
as opções e escolhas dos sujeitos dessa trajetória. Neste espaço, a reflexividade do sujeito é de
igual forma exposta, pelo que as questões relativas à capacitação, à autonomia dos sujeitos e às
condições biográficas e estruturais de reflexividade ganham relevo e permitem indagar em que
medida e sob que condições, a educação e formação, podem favorecer a obtenção de bases
para a ação, ou seja, adquirir um domínio de competências para poder agir no mundo social e,
nesse sentido, afastar-se de novos padrões de desigualdade social emergentes nas sociedades
contemporâneas.<br>Cette étude examine les relations entre deux mesures politiques éducatives inclues dans
le paradigme de l'Apprentissage Tout au Long de la Vie: d’une part le modèle de la validation des
acquis de l'expérience, destiné aux adultes, dans le cadre de l’Iniciativa Novas Oportunidades, et
d’autre part de nouvelles mesures qui ont comme finalité accroitre et élargir l'accès à
l'enseignement supérieur a dénommé novos públicos. Nous avons essayé d'analyser des
trajectoires de vie dans lesquelles l'éducation et la formation (l’apprentissage) produisent des
conditions de transition et de reconstruction biographique, au niveau de l'identité ainsi qu’au
niveau des trajectoires personnelles, professionnelles et sociales.
Nous avons appuyé notre recherche sur une approche qualitative, plus précisément à
travers d’une étude de cas qui regroupe un ensemble d’individus qui ont intégré le modèle de la
validation des acquis de l'expérience et ont décidé d’accéder à l'enseignement supérieur. Pour
réunir, débattre et analyser les informations nous avons utilisé diverses procédures et techniques
de recherche. Nous avons délinéé/esquissé les contours d'un modèle d'observation et d'analyse
de biographies (et de transition), qui nous a permis d’identifier des itinéraires/trajectoires de
continuité biographiques et des itinéraires/trajectoires de discontinuité biographiques.
Selon l'étude entreprise, nous avons conclu que ces itinéraires de continuité et de
discontinuité biographique tracent principalement la détraditionalisation des trajectoires
biographiques, qui sont maintenant contrôlées par l’individu, ce qui déclenche l'individualisation
de ces mêmes trajectoires. Dans ce processus, dans lequel la dimension biographique acquiert
une visibilité, l'individualisation de la reproduction sociale est également présente, parce que
celle-ci se produit entre l'interaction et l'interconnexion des relations sociales structurelles de
chaque trajectoire de vie et selon les options des sujets de cette même trajectoire. À cette
condition, la réflectivité du sujet est également exposée, cependant les questions de
responsabilisation, d’autonomie des sujets et de leurs conditions biographiques et structurelles
de réflexivité deviennent importantes et nous permettent de nous questionner dans quelle
mesure et sous quelles conditions, l'éducation et la formation, peuvent faciliter la réalisation de la
base de l'action, c'est à dire, augmentent l'acquisition d'une maîtrise de compétences afin d'agir
sur le monde social et, par conséquent, de surmonter de nouveaux modèles émergents de
l'inégalité sociale dans les sociétés contemporaines.
30
Δήμου, Ελένη. "Μοντέλο πιστοποίησης ποιότητας ψηφιακού εκπαιδευτικού υλικού για εκπαίδευση ενηλίκων με τη μέθοδο της εξ αποστάσεως εκπαίδευσης". Thesis, 2012. http://hdl.handle.net/10889/5418.
Повний текст джерелаАнотація:
Η παρούσα ερευνητική εργασία παρουσιάζει ένα μοντέλο πιστοποίησης της ποιότητας ψηφιακού εκπαιδευτικού υλικού κατάλληλου για εκπαίδευση ενηλίκων με τη μέθοδο της εξ αποστάσεως εκπαίδευσης. Το προτεινόμενο μοντέλο υιοθετεί το πρότυπο ποιότητας λογισμικού ISO/IEC 9126, λαμβάνει υπόψη τις θεωρίες μάθησης ενηλίκων και βασίζεται σε δύο μοντέλα διδακτικού σχεδιασμού: το μοντέλο (κύκλος μάθησης) του Kolb και το μοντέλο των Gagne, Briggs & Wager. Αρχικά περιγράφεται η συσχέτιση των τμημάτων του εκπαιδευτικού υλικού με το μοντέλο διδακτικού σχεδιασμού των Gagne, Briggs & Wager και το μοντέλο του Kolb. Ακολουθεί η περιγραφή, η ανάλυση και η κατηγοριοποίηση των κατάλληλων χαρακτηριστικών, υπο-χαρακτηριστικών και γνωρισμάτων ποιότητας του ψηφιακού εκπαιδευτικού υλικού τα οποία συνιστούν τις διαστάσεις ποιότητας.<br>This paper presents a model for the quality certification of digital educational material that is appropriate for adult education by means of distance learning. The proposed model adopts the software quality standard ISO/IEC 9126, takes into account adult learning theories and is based on two instructional design models: Kolb’s model (the learning cycle) and Gagne, Briggs &Wager’s model. Initially, the relationship of educational material modules to the two models is described. Then follows the description, analysis and classification of the appropriate characteristics, sub-characteristics and quality attributes of digital educational material that constitute the dimensions of quality.
31
van, der Merwe Preller Josefus. "Validity, reliability and fairness of item measurements attained by a comprehensive computer-assisted assessment tool." Thesis, 2006. http://hdl.handle.net/10352/95.
Повний текст джерелаАнотація:
Thesis (M.Tech. (Information Technology, Faculty of Applied and Computer Sciences))--Vaal University of Technology, 2006<br>The sole purpose of a test is to make a measurement. Assessment is very much a process of measurement, whether the outcome is used for baseline, diagnostic, formative or summative purposes. When measurement is taken, in whatever form, a score is obtained. The score that is obtained forms the important part of assessment, because this score determines the outcome of the assessment, the decisions that are to be made regarding the student’s progress, curriculum changes and the evaluation of a course as a whole. Although a score is obtained from a test, the analysis thereof is frequently much neglected.
The use of computers in education is not a new concept. The first computer application goes back a long way when computers were first used to do psychological testing. It then became clear that computers can be applied to more fields in education, especially in the field of testing. In the early days real progress was slow, since computers were expensive and were only used in large companies. However, the scenario has changed with the widespread availability of personal computers that has enabled educators to focus on the appropriate role of computerisation in the development, administration, scoring and interpretation of tests.
The main objective of this study is to show the major advantage of using computers as a comprehensive assessment tool and to demonstrate the ability to construct and ‘bank’ test items to subsequently produce a standardised test. An added advantage was the computer’s ability to administer tests to students and manage student progress records.
The research findings indicate that a Comprehensive Computer-Assisted Assessment Tool (CCAT) has the potential to contribute to the enhancement of assessment and that it can enable educators to prepare valid, reliable and fair test items which were more difficult and time-consuming without technology.
32
Σταματοπούλου, Αθηνά. "Σχεδίαση και υλοποίηση του μαθήματος "Ανάπτυξη εφαρμογών σε προγραμματιστικό περιβάλλον" με χρήση της πλατφόρμας ανοικτής εκπαίδευσης DIPLEK". Thesis, 2011. http://hdl.handle.net/10889/5153.
Повний текст джерелаАнотація:
Είναι ευρέως γνωστό ότι, τα τελευταία χρόνια, οι ΤΠΕ (Τεχνολογίες Πληροφορίας και Επικοινωνίας) ενσωματώνονται σε όλα τα σύγχρονα εκπαιδευτικά συστήματα διότι με τη χρήση τους παρέχονται ποικίλες διευκολύνσεις – πλεονεκτήματα κατά τη μαθησιακή διαδικασία.
Σκοπός της συγκεκριμένης διπλωματικής εργασίας είναι η σχεδίαση και η παράδοση του μαθήματος "Ανάπτυξη εφαρμογών σε προγραμματιστικό περιβάλλον" με χρήση της πλατφόρμας ανοικτής εκπαίδευσης DIPLEK που χρησιμοποιεί τις ΤΠΕ για την ανάπτυξη και οργάνωση του εκπαιδευτικού υλικού από τους εκπαιδευτικούς. Το μάθημα «Ανάπτυξη εφαρμογών σε προγραμματιστικό περιβάλλον» απευθύνεται στους μαθητές της Γ’ Τάξης Τεχνολογικής Κατεύθυνσης Ενιαίου Λυκείου, του Κύκλου Πληροφορικής και Υπηρεσιών.
Στόχος του μαθήματος είναι η εισαγωγή του μαθητή στη λογική του προγραμματισμού και η ανάπτυξη του κατάλληλου τρόπου σκέψης για την αλγοριθμική επίλυση προβλημάτων. Σκοπός της διπλωματικής εργασίας είναι η δημιουργία μιας υποδειγματικής διδασκαλίας του πανελληνίου αυτού εξεταζόμενου μαθήματος που θα αποτελέσει ένα χρήσιμο βοήθημα για τους μαθητές και εργαλείο αναφοράς για τους εκπαιδευτικούς.
Για την υλοποίηση του μαθήματος θα χρησιμοποιηθεί η πλατφόρμα ανοικτής εκπαίδευσης DIPLEK. Η πλατφόρμα αυτή έχει σχεδιαστεί και υλοποιηθεί με βάση τις σύγχρονες ανάγκες του μαθητή και καθηγητή για εύκολη πρόσβαση σε εκπαιδευτικό υλικό και μπορεί και προσαρμόζεται στις ανάγκες του. Ακόμα η χρήση της δεν απαιτεί ιδιαίτερες γνώσεις ηλεκτρονικού υπολογιστή αφού παρέχει ένα φιλικό γραφικό περιβάλλον εργασίας στο χρήστη.
Η ύλη που θα καλύπτει το μάθημα είναι η ύλη που καλούνται οι μαθητές της Γ Λυκείου να εξεταστούν στις πανελλήνιες εξετάσεις (ανάλυση προβλήματος, βασικές έννοιες αλγορίθμων, δομές δεδομένων και αλγόριθμοι, η γλώσσα προγραμματισμού «Γλώσσα» και το κεφάλαιο υποπρογράμματα). Για την επίτευξη του στόχου αυτού θα χρησιμοποιηθούν μια σειρά από δραστηριότητες που θα καλύπτουν το εύρος των δυνατοτήτων της πλατφόρμας. Δραστηριότητες που θα στοχεύουν στην ανάλυση των δυσνόητων σημείων θεωρίας, ασκήσεις λυμένες και ασκήσεις για λύση με σκοπό την εμπλοκή των μαθητών σε προσωπική πειραματική διαδικασία, τεστ πολλαπλής επιλογής, διαγωνίσματα.
Περαιτέρω μελέτη αποτελεί η αξιολόγηση των σεναρίων στη σχολική τάξη και εφαρμογή παρόμοιων σεναρίων για περισσότερα γνωστικά αντικείμενα.<br>It is widely believed that in recent years, ICT (Information and Communication Technologies) have been incorporated into all modern educational systems since their use provides a variety of facilities - the advantages in the learning process.
The purpose of this particular thesis, is the design and teaching of the " Application Development in a programming environment " course, by using the open education platform DIPLEK, which utilizes the ICT for the development and organization of educational material by teachers. The course mentioned before, is addressed to those students of the Third Grade of High School, who are orientated to the Technological field of computer Science and Services Cycle.
The course aims at introducing to student the sense of planning and developing the appropriate way of thinking about algorithmic problem solving. The goal of this thesis is to create an exemplary instructive method of this Pan-Hellenic subject that will be a useful tool for students and a reference tool for teachers.
For the realization of the course, the platform of open education DIPLEK will be used. It has been designed and implemented based on the current needs of both student and teacher, for easy access to educational material and can be adapted to their needs as well. Furthermore, its use requires no special computer knowledge due to the fact that it offers a friendly graphical user interface.
The material covered by the course, is the one the third Grade candidates are invited to know well, since they enter for it during National exams (problem analysis, basic concepts of algorithms, data structures and algorithms, the programming language "Language" and sub programmes charter). To achieve this goal a range of activities covering the breadth of capabilities of the platform will be used. Activities which aim at analyzing the obscure points of theory, already answered drills and exercises or others which demand a solution with the view to student’s involvement in a personal experiment process and a variety of tests such as multiple choices ones.
33
Rodrigues, Maria Angelina Pinto. "Viver feliz." Master's thesis, 2012. http://hdl.handle.net/1822/24181.
Повний текст джерелаАнотація:
Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção Comunitária)<br>A Associação dos Amigos da Paróquia de São Lourenço de Celeirós (AAPLCLC) foi criada
juridicamente, em 2004 com o objetivo de colaborar financeiramente em todas as atividades da
paróquia. Ao longo dos anos e devido à manifestação da vontade de vários associados, houve
necessidade de alargar o campo de ação da associação para além da recolha de quotas que são
colocadas ao dispor das várias entidades que apoia. Deste modo, em 2012 surgiu a
oportunidade de se desenvolverem ações dirigidas aos associados, suas famílias e comunidade
em geral. O trabalho desenvolvido consistiu na dinamização de várias atividades de carácter
cultural, lúdico e pedagógico.
Valorizando as capacidades e aptidões pessoais, o projeto “Viver Feliz” apela a uma
maior participação na vida da comunidade através da aquisição de novos conhecimentos e
competências, ou seja, este projeto tornou-se num processo de aprendizagem contínua que
pretende o desenvolvimento e enriquecimento pessoal de todos os participantes.
Para a execução deste projeto optou-se pelo paradigma da investigação-ação
participativa por ter um profundo carácter de intervenção, uma vez que se centra na
compreensão dos problemas através de uma análise de atitudes e comportamentos, originando
a produção de conhecimento orientado para a modificação de uma determinada realidade social,
com a participação ativa dos indivíduos. A operacionalização deste projeto apoiou-se na
observação participante e direta, na consulta de documentos, nas conversas informais, nos
grupos de discussão focalizada, no inquérito por questionário, nas entrevistas semiestruturadas
e na análise e interpretação dos resultados.<br>The Associação dos Amigos da Paróquia de São Lourenço de Celeirós (AAPLCPLC) was
juridically created in 2004 with the aim to colaborate financially with the congregation activities.
Over the years and due to the will of some associates there was the need to enlarge the
association’s action field beyond the mere collection of monetary help. This way in 2012 several
ludic and pedagogical activities were developed with and to the AAPLCPLC associates, their
families and the general comunity.
Considering the participants personal skills and habilities the project “Living Happy”
apeals to the participation in comunity life through the aquisition of new skills and knowledges. In
other words this project has became a continuous learning process which goal is to permite
participiants’ personal enrichment and development.
During the project development an investigation-action paradigm was aplied for its
intervention character, which focus in the understanding of problems through behavioral and
attitude analysis, which in turn permites oriented knowledge production toward a social reality
change.
Project operationalization was based in direct and participant observation, document
consultation, informal interviews, discussion groups, questionnaire inquiry, semistructured
interviews and in the interpretation and analysis of the obtained results.
34
Braga, Joana Cristina Machado. "Formação e avaliação em contexto associativo : alguns contributos." Master's thesis, 2010. http://hdl.handle.net/1822/15091.
Повний текст джерелаАнотація:
Dissertação de mestrado em Educação (área de especialização em Formação, Trabalho e Recursos Humanos)<br>A avaliação é convocada para este trabalho enquanto elemento importante para os sistemas de formação actuais, perspectivada como potencial meio de alerta de contributos para a melhoria das actividades formativas, principalmente quando caracterizada pela participação e inclusão de vários participantes na formação. Argumenta-se, apesar das várias funções que a avaliação pode assumir, que os esforços para melhorar a educação e a formação exigem necessariamente a melhoria e a reflexão sobre as práticas de avaliação, com enfase na importância do conhecimento organizacional que, neste caso, se contextualiza numa associação.
Assim, a avaliação não constitui uma política ou um valor por si só, embora as suas práticas os sustentam e esteiam providas de forte carga politica. Também marcado por um conjunto de orientações politicas, o campo da educação de adultos tem-se vindo a manifestar nos últimos anos como um campo da educação onde existem profundas descontinuidades, que tem vindo a convergir num tipo de formação, cada vez mais profissionalizante, relacionada com o trabalho, a gestão de recursos humanos e a aprendizagem ao longo da vida
É, então, no contexto associativo que assistimos a diversas transformações e confrontações de forças, no seio das quais os significados de formação e trabalho sofrem mudanças: sendo palco de actuação das políticas educativas das quais é executor e parceiro, procura questionar e dinamizar-se na busca de maior autonomia, registando uma tendência de maior complexidade do seu trabalho.
Deste modo, procurou-se auscultar vários actores para recolher as diferentes perspectivas, expectativas, juízos e concepções de formação, face ao ideal da formação inclusa, pretendendo oferecer alguns contributos para a reflexão no âmbito da avaliação da formação.<br>The evaluation is summoned for this study as an important element for the current training systems, viewed as a potential mean of offering contributions to the improvement of training activities, especially when characterized by the participation and inclusion of several participants in the training. It is argued that, despite the many roles that evaluation may take, the efforts to improve education and training necessarily require development and reflection on evaluation practices, with emphasis on the importance of organizational knowledge that in this case is contextualized in an association.
So, the evaluation is not a policy or a value per se, although their practices may sustain them and be provided with strong political charge Also marked by a set of policy guidelines, the field of adult education has been manifested in recent years as a pitch of education where there are deep discontinuities, which have been converging on a type of training, more professionalised, related with labour, human resources management and lifelong learning.
Then, it is in the associative context that our study observed several confrontations and transformations of forces, within which the meanings training and work experience changes: the associative context is the action scene of educational policy, which is executor and partner, but in the other hand it is also the context where those policies are questioned in the search for greater autonomy, nothing a trend toward greater complexity on their work.
Therefore, there is an attempt to listen to different players in order to collect different views, expectations, judgments and conceptions of training, against the principle of inclusive education and intending to offer some contributions to the reflection in the evaluation of training.
35
Veloso, Esmeraldina. "Políticas e contextos educativos para os idosos : um estudo sociológico numa Universidade da Terceira Idade em Portugal." Doctoral thesis, 2004. http://hdl.handle.net/1822/908.
Повний текст джерелаАнотація:
O presente trabalho pretende contribuir para o estudo de um diferente contexto educativo, protagonizado pelas Universidades da Terceira Idade, tendo em conta a sua emergência, o seu papel, ou funções.
As Universidades da Terceira Idade e, mais globalmente, a grande temática da educação para adultos idosos são pouco conhecidas e pouco trabalhadas sociologicamente, pelo menos, em Portugal. Na área da educação de adultos, embora existam diferentes trabalhos que problematizam criticamente a política pública deste sector e os problemas com que ele se tem deparado, há a destacar que ao nível da educação para os adultos idosos pouco debate e teorização se tem concretizado no nosso país. Também ao nível da sociologia da educação não-escolar tem sido uma temática pouco explorada.
Nestas circunstâncias, e a partir de uma contextualização histórica, política e sociológica, pretende-se analisar a terceira idade como uma realidade socialmente construída e a sua evolução histórica, política e social, destacando a forma como as diferentes políticas públicas a trataram e como foram sendo reconhecidos e garantidos os seus direitos, concretamente o direito à educação.
Depois deste enquadramento e através de uma pesquisa inspirada nos princípios metodológicos e objectivos científicos do estudo de caso, visa-se analisar uma Universidade da Terceira Idade enquanto contexto educativo não-escolar, dando conta de algumas dinâmicas e lógicas que traduzem a forma de como os seus protagonistas percepciona m e concretiza m na prática o seu próprio projecto educativo e cultural para adultos idosos.<br>This work attempts to make a contribution to the study of a different educational context of the role, emergence and function of the Third Age Universities.
The Third Age Universities and more broadly the issues pertaining to the education of the elderly are often unknown and sociologically unaddressed, at least in Portugal.
Despite the existence of several studies that critically address the problems of State Policies in the field of Adult Education, there is a lack of both debate and theorisation of the Education of the Elderly in our country. The topic has also received little attention within the framework of the Sociology of Non-School Education.
Given these circumstances and adopting an historical, political and sociological stance, the Third Age is analysed as a socially constructed reality. Also its historical, political and social evolution is analysed along with the ways State Policies have addressed and ackowledged the rights of the Third Age, namely the right to education.
Within this framework and based on the research methodology and scientific principles of the Case Study , the aim of the present study is to analyse a Third Age University as a Non-School Education context. An account of some of the dynamics, logic and rationale that characterise the way through which the protagonists of this survey perceive and practice their educational and cultural projects will be given.
36
Mbuli, Fikile. "An evaluation of the influence of e-learning in adult education with special reference to the employees of Parliament RSA." Diss., 2013. http://hdl.handle.net/10500/13897.
Повний текст джерелаАнотація:
This study was devoted to researching the effectiveness of e-learning, in terms of the reported experiences of the Language Services section employees in Parliament RSA. At present, the internet is seen as a successful and influential educational tool in both academic and corporate institutions. Academically, it has been adopted for e-learning methods of teaching and learning. It is perceived as a cost-effective method of providing lifelong education. It is important to know about the pros and cons of e-learning in adult education and compare them with the experiences of the people who are and have been engaged in adult education. To create an adult education skills development framework that can be used successfully in e-learning, it is important to get information about and from the people concerned regarding their learning experiences. To understand more about the influence of e-learning, this study administered a questionnaire to the employees of the Language Services Section of Parliament who participated in the pilot learning programmes offered by Parliament. The questionnaire was designed to gather structured responses from the participants in the inquiry. The results were studied and applied to draw recommendations for what can be improved in the programme to promote and endorse continuing learning experiences as is the aim of the in-house programme offered by Parliament. The study also has relevance in terms of a discussion of issues that arise in the literature on adult education, which were located as part of the study.<br>Educational Studies<br>M. Ed. (Adult Education)
37
Machado, Carla Sofia Ferreira. "Reconhecimento das competências adquiridas na escola da vida : um estudo de caso num Centro Novas Oportunidades do Concelho de Santo Tirso." Master's thesis, 2009. http://hdl.handle.net/1822/11102.
Повний текст джерелаАнотація:
Tese mestrado em Educação (área de especialização em Educação de Adultos)<br>A presente dissertação identifica-se como um estudo de caso desenvolvido na área de
especialização em Educação de Adultos, no âmbito do Mestrado em Educação.
Este trabalho tem como objecto de estudo o Processo de Reconhecimento, Validação e
Certificação de Competências, tendo como preocupação central descobrir quais as implicações
subjacentes ao processo na vida dos candidatos, nos planos pessoal, profissional, formativo e
social.
A componente empírica desta investigação decorreu no ano de 2008 e teve como palco
o Centro Novas Oportunidades implementado no concelho de Santo Tirso.
As metodologias desenvolvidas na investigação vigoram, principalmente, na abordagem
qualitativa presente na análise de conteúdo, análise documental e no inquérito por questionário,
sem esquecer a abordagem quantitativa, que para tal socorremos às análises estatísticas de tipo
descritivo.
Os resultados desta investigação possibilitaram-nos concluir que o Processo de
Reconhecimento, Validação e Certificação de Competências tem vindo a registar efeitos positivos
no percurso de vida das pessoas. No plano pessoal, o processo contribui para a melhoria
considerável da auto-estima, do auto-conhecimento e da auto-confiança das pessoas, implicando
a criação de novos projectos. No que concerne ao plano profissional, o processo contribui para a
inserção no mercado de trabalho e auto-confiança na execução das tarefas profissionais. No que
diz respeito ao plano formativo, o processo surge como um impulso na progressão de estudos,
na procura de ofertas formativas, nomeadamente na área das Tecnologias de Informação e
Comunicação, na utilização dos computadores e na criação de novos hábitos de leitura. Quanto
ao plano social, os resultados obtidos não permitem quantificar de forma evidente o impacto do
Processo RVCC no percurso de vida dos candidatos.
Por último, perante os resultados obtidos, é notória a necessidade de desenvolver, de
futuro, trabalhos de investigação e dar uma atenção particular face aos dispositivos que se
identificam como estruturas na Educação e Formação de Adultos.<br>This dissertation was written to obtain the Master’s degree in Education, specialization in
Adult Education.
The object of this study is the Recognition, Validation and Certification of Competences
Process. Its main purpose is to evaluate the implications of the process in candidates life:
personal, professional, educational and social context.
The empirical component of this investigation took part during 2008 and focused itself
in the New Opportunities Centre established in Santo Tirso council.
The methodology used in the investigation is centred on a qualitative approach of the
content analysis, on documental analysis, on written questionnaires, not forgetting the
quantitative approach.
The study results allowed us to conclude that the process (RVCC) has been having a
positive effect on the adults’ life paths. In a personal context the process has contributed for
raising self-knowledge, increasing self-esteem and self confidence, allowing the development and
creation of new personal projects. In a professional context the process has allowed people to get
back to job market and to increase self-confidence in the execution of professional tasks. In a life
learning context the process is a boost in the progression of studies and enhances the search for
continuous educational programs, mostly in Information and Comunication Technologies, using
computers and reading more. In a social context the results obtained do not allow us to measure
the impact that RVCC Program has in people’s life.
Finally, towards the obtained results, it would be productive to investigate and to focus on
the mechanisms of Adult Education and development structures.
38
Silva, Daniela Andrade Vilaverde e. "Lógicas de ação na educação de adultos : um olhar sociológico-organizacional." Doctoral thesis, 2013. http://hdl.handle.net/1822/23555.
Повний текст джерелаАнотація:
A educação de adultos é um objeto de investigação que tem sido intercetado, ao longo
dos tempos, por diferentes lógicas de ação presentes tanto nos discursos das agendas políticas
nacionais como internacionais, nomeadamente da UNESCO e da União Europeia.
Tendo a sua origem num passado remoto, as práticas de educação de adultos foram-se
desenvolvendo sem, contudo, terem sido acompanhadas pela construção de um quadro teórico
específico. Apesar dos contributos de alguns pensadores, a educação de adultos viria a conhecer
o aperfeiçoamento de um quadro teórico, sobretudo, a partir dos contributos da UNESCO, em
meados do século passado. Nesta ausência teórica, é frequente encontrarmos experiências
educativas comuns aos adultos e às crianças, assentes, sobretudo, no paradigma escolar, como,
por exemplo, no período da Monarquia Constitucional. O período da Primeira República marca
um novo discurso na educação dos adultos o qual viria a ser silenciado mais tarde pelos ideais
centralizadores do Estado Novo. É com a efervescência da revolução do 25 de Abril que a
educação de adultos adquire um cunho de cariz emancipatório, com práticas descentralizadoras
e autonómicas de educação de adultos. Todavia, os anos 80 viriam a ser caraterizados pela
centralização e pelo retorno ao paradigma escolar. No final dos anos 90, a educação de adultos
reconhece um novo fôlego com a preparação do sistema nacional de reconhecimento, validação
e certificação de competências, o qual tem vindo a institucionalizar-se com o novo milénio no
campo da educação de adultos.
A identificação e reflexão em torno das diferentes lógicas de ação, que perpassam o
campo da educação de adultos, teve a sua inspiração nos modelos de análise organizacional
selecionados: o Modelo Burocrático, o Modelo Político e o Modelo Neo-institucional. Todavia, é
com o contributo da Escola das Convenções que, numa articulação com o modelo político,
delineamos a nossa proposta teórica de análise constituída por seis diferentes lógicas de ação
que atravessam o campo da educação de adultos: a lógica cívica-estatal, a lógica cívica-cidadã, a
lógica subjetiva-humanista, a lógica económica-mercantil, a lógica económica-empresarial e a
lógica dos projetos em rede. A construção deste quadro teórico foi relevante para identificarmos
e interpretarmos as lógicas de ação que se encontram subjacentes ao Programa Novas
Oportunidades e, em particular aos processos de Reconhecimento, Validação e Certificação de
Competências (RVCC) do nível básico e secundário. O contexto empírico desenvolveu-se num Centro Novas Oportunidades – o CNO Alfa –, nos anos civis de 2010 e 2011. As opções
metodológicas ancoram tanto na abordagem qualitativa como quantitativa e incluíram a
realização de um inquérito aos adultos certificados pelo CNO Alfa no ano de 2010, entrevistas
aos técnicos, formadores e coordenadora do CNO Alfa, observação não participante de alguns
momentos do processo de RVCC, pesquisa e análise documental de vários elementos do CNO
Alfa, nomeadamente os Portfólios Reflexivos de Aprendizagem dos adultos certificados.
Realizamos também um inquérito aos diretores/coordenadores dos Centros Novas
Oportunidades da região Norte. A investigação efetuada gravitou em torno de vários eixos de
análise, nomeadamente: a análise do CNO como organização, as relações entre a ANQ e os
Centros Novas Oportunidades, os adultos do processo de RVCC e a sua relação com a
educação, a análise ao processo de RVCC e os efeitos do processo de RVCC na vida dos adultos.
A discussão dos dados obtidos permite concluir que o campo da educação de adultos
tem sido permeável à existência de um compósito de diferentes lógicas de ação, sendo o CNO
uma organização que combina no seu seio várias lógicas, consoante o enfoque de análise
dirigido. As lógicas predominantes no exercício dos processos de RVCC são, sobretudo, as
lógicas cívica-estatal e a económica, assentes na centralização burocrática e na performatividade
e accountability, respetivamente, sendo a lógica cívica-cidadã, alicerçada na emancipação social,
a que teve uma menor expressividade neste processo de RVCC. Os discursos dos técnicos e
formadores do RVCC em torno do processo de RVCC e da conceção de adulto espelham
nuances da lógica subjetiva-humanista, assim como as representações dos adultos irradiam essa
mesma lógica, através do elogio do processo de RVCC pelo aumento da auto-estima
proporcionado, refletindo um certo encanto por este novo processo educativo.<br>Adults‘ education is an investigation that has been, through times, intercepted by
different logics of action found in political agendas speeches, both national and international,
such as UNESCO and European Union.
Having its origin in a remote past, adults‘ education practices have been developing,
however, without a specific theoretical board.In despite of some thinkers contribution, adults‘
education would see the improvement of a theoretical board, mainly with contributions from
UNESCO, in the middle of the last century. In this theoretical absence, is usual to find
educational experiences common to both adults and children, specially based on the school
paradigm like, for example, during the Constitutional monarchy period.The first republic period
marks a new speech related to adults‘ education that would be later silenced by the centralizing
ideals of the New State (Estado Novo). It is with the effervescence of the 25th of April revolution
that adults‘ education emancipates, with decentralizing and autonomous practices. However, the
1980s would characterize a new centralization and the return to the school paradigm. In the end
of the 1990s, adults‘ education would have a new breath, with the national recognition system,
validation and competences certification, becoming an institution with the new millennium in the
adults‘ education field.
The identification and the reflexion around different logics of action, beyond adults‘
education, were inspired in selected organizational analyses models: Bureaucratic Model, political
model and neo-institutional model. However, it is with the contribution of School of ―Conventions‖
that, in an articulation with the political, we outline our theoretical analyses proposal made of six
different logics of action that go through the adults‘ education field: civic-state-owned logic, civiccitizen
logic, subjective-humanist logic, economical-commercial logic, economical-business logic
and network projects logic. Building this theoretical board was relevant to identify and interpret
the logics of action underlying the New Opportunities Programme and, in particular, the
Competences Recognition, Validation and Certification of Basic and secondary levels (RVCC).The
empirical context was developed in a New Opportunities Centre – CNO Alfa– in the years of 2010
and 2011.The methodological options have ground in both quality and quantity approaches and
included an inquiry to the adults certified by CNO Alfa in the year of 2010,interviews to the
technicians, trainers and the CNO coordinator, a non-participant observation of some moments of
the RVCC process, documents research and analysesof several elements of CNO Alfa, such as Reflective Learning Portfolios of certified adults. Inquiries to the northern region CNOs
directors/coordinators were also done.The investigation had different analysis, such as: analyzing
the CNO as an organization, the relationship between ANQ and CNOs, the adults doing the RVCC
process and their relationship with education, the RVCC process analysis and the effect of the
RVCC process in the adults‘ life.
The discussion of the obtained data allows us to conclude that the adults‘ education field
has been permeable to different logics of action, being a CNO a combination of different
logics.The predominantlogics in RVCC process are civic-state-owned and economical logics,
based on bureaucratic centralization and in performance and accountability, being the civiccitizen
logic, based in a social emancipation, the least expressed in this RVCC. The RVCC
technicians and trainers speeches about the RVCC process and the understanding of the adult
showsa bit of a subjective-humanist logic, as well as the adults representations show a little of it,
by praising the RVCC process, increasing self-esteem, showing an enchantment for this new
educational process.
39
Pinto, Susana Cristina da Silva. "Reconhecimento, Validação e Certificação de Competências. Um estudo sobre a avaliação de competências no contexto de um Centro Novas Oportunidades." Doctoral thesis, 2011. http://hdl.handle.net/1822/12497.
Повний текст джерелаАнотація:
Tese de doutoramento em Ciências da Educação (especialização em Desenvolvimento Curricular)<br>O presente trabalho de investigação centrou-se na problemática do reconhecimento e
validação das aprendizagens experienciais dos adultos (RVAE) numa perspectiva educativa. Estas
novas práticas de RVAE, terreno de tensões e contradições, enquadram-se num paradigma de
Educação/Formação ao Longo da Vida, valorizando as aprendizagens informais e não-formais
dos adultos, decorrentes dos seus percursos pessoais, sociais e profissionais.
Com base neste enquadramento, elegemos a problemática “até que ponto as
abordagens de formação de adultos, que sustentam, do ponto de vista teórico, os processos de
RVCC, também enquadram as práticas educativas que pretendem dar continuidade a estes
processos?”. Para o seu aprofundamento, realizámos uma investigação qualitativa, de natureza
descritiva e interpretativa (Van der Maren 1996), tipo estudo de caso, num Centro Novas
Oportunidades (CNO), localizado na Madeira. Os participantes na investigação circunscreveramse
a duas amostragens: i) responsáveis pela formação (n = 12): Directora e Coordenador do
CNO, profissionais de RVC, formadores, Coordenadora Regional dos CNO e avaliadores externos;
ii) formandos (n = 10): cinco do nível B3 e cinco do Secundário. Os principais instrumentos de
recolha de dados foram as entrevistas semi-estruturadas e os Portefólios Reflexivos de
Aprendizagens, não descurando os documentos legislativos. Por sua vez, a técnica de análise
dos dados foi a análise de conteúdo. O reconhecimento social, a valorização da experiência, a regulação / acompanhamento e a autonomia / participação do sujeito são as dimensões
nucleares analisadas, a partir dos discursos dos entrevistados.
Os principais resultados indiciaram que o processo de RVCC se situou, primariamente,
na tradução, interpretação e significação do conhecimento e no seu reconhecimento. Entre o
saber oriundo da experiência e o reconhecimento de competências, a experiência foi reavaliada a
partir das novas experiências vivenciadas, sendo estas confrontadas com as passadas, parecendo ter sido esta a dinâmica que promoveu o desenvolvimento do sujeito. Tratou-se de
um trabalho cognitivo de desconstrução e reconstrução dos conhecimentos, reconhecendo os
entrevistados que as experiências de vida foram valorizadas pelos responsáveis pela formação,
apesar da dificuldade sentida em interpretar e atribuir um valor simbólico à experiência do
adulto. Todavia, a introdução das práticas de RVAE reclamam uma mudança profunda nos
sistemas de educação/formação, pois os processos de RVCC não se limitam à aplicação de um
conjunto de procedimentos e de metodologias, numa perspectiva tecnicista e tecnocrática de
ensino-aprendizagem. Tanto ao nível dos actores, quanto das estruturas, implicará a mudança
de representações e de práticas educativas: a evolução das representações e das práticas de
aprendizagem, a evolução dos modelos tradicionais de educação/formação, para integrarem, de
forma coerente os princípios e os pressupostos que se encontram subjacentes ao
reconhecimento e à validação. No âmbito da avaliação, estas práticas vêm questionar a
sobrevalorização da avaliação sumativa e dos diplomas, preconizada na educação tradicional,
valorizando a avaliação formativa, como forma de avaliação de regulação, que no processo de
RVCC visou melhorar o funcionamento do conjunto do sistema.<br>This research work is centred around the issue of adult experience learning recognition
and validation (RVAE) in an educational perspective. These new RVAE practices, ground for
tension and contradiction, fit in an Education/Lifelong Training paradigm, valuing adults’ informal
and non-formal learning done in their personal, social and professional journey.
Based on this framework, we have elected the following issue: “to what extent do adult
training approaches, that from a theoretical point of view support the RVCC processes, also
frame the educational practices that intend to give this processes a continuity?”. To deepen this
issue, we conducted a qualitative investigation, of descriptive and interpretative nature (Van der
Maren 1996), a case study in a New Opportunities Centre (CNO), located in the island of
Madeira. This investigation’s participants were divided into two samples: i) responsible for the
training (n = 12): CNO Director and Coordinator, RVC professionals, trainers, CNO Regional
Coordinator and external evaluators; ii) trainees (n = 10) five in B3 level and five in high school
level. The main data gathering instruments were semi-structured interviews and Learning
Reflexive Portfolios, as well as the legislation in force. The data analysis technique was content
analysis. Social recognition, increased value of experience, regulation / attendance and
autonomy / subject participation are the nuclear dimensions that were analysed from the
discourse of the interviewees. The major results have indicated that the RVCC process has mainly been found in the
translation, interpretation and meaning of knowledge and its recognition. Between the knowledge
that comes from experience and the recognition of competences, experience has been reevaluated
from new existing experiences, which are confronted with past experiences. This
seems to be the dynamic that promoted the development of the subject. It was a cognitive work
of deconstruction and reconstruction of knowledge, as the interviewees acknowledged that their
life experiences were valued by those responsible for the training, in spite of the difficulty felt in
interpreting and attributing a symbolic value to the adult’s experience. However, the introduction
of RVAE practices demands a profound change in the education/training systems, because the
RVCC processes are not limited to the enforcement of a set of procedures and methodologies, in
a technicist and technocratic teaching-learning perspective. This will imply the change of
educational representations and practices and the evolution of traditional education/training
models, both in actors and structures, so that they can coherently integrate the principles and presuppositions that underlie recognition and validation. In the scope of evaluation, these
practices call into question the overvaluation of summative evaluation and diplomas, extolled in
traditional education, valuing formative evaluation as a way to evaluate and regulate, which in the
RVCC process has intended to improve the functioning of the system as a whole.
40
Morais, Rosa Palmira Lomba. "Aprender com (e de) os outros." Master's thesis, 2012. http://hdl.handle.net/1822/24178.
Повний текст джерелаАнотація:
Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção Comunitária)<br>“Aprender com (e de) os outros” surge no âmbito da realização de um estágio desenvolvido num Centro Novas Oportunidades. Este trabalho, assente num processo de investigação-ação, parte da análise de informação recolhida através de processos qualitativos e quantitativos e propõe, dentro de uma lógica construtivista, a dinamização de propostas dirigidas aos elementos da equipa que o constituem.
Depois da descrição do contexto em que se desenvolve o projeto e os pressupostos teóricos em que se baseia, dá-se enfoque ao enquadramento metodológico em que o estágio se desenvolve e à apresentação e análise do processo de intervenção/investigação.
É definido um plano de ação, especialmente voltado para a formação dos elementos da equipa, que procura um desenvolvimento sustentado que dependa exclusivamente dos seus elementos, num pressuposto de contínua melhoria. Neste plano é assumida a possibilidade de se produzir conhecimento em colaboração (aprendendo com os outros) e de absorver conhecimento dos outros (aprender dos outros).<br>“Learning with (and from) the others” is a report of a research lead in a centre for recognition, validation and certification of competences. This project based on the idea of investigation and action, try to analyze the information gathered through qualitative and quantitative research methods and it proposes, from a constructivist point of view, the implementation of a work plan outlined by the participants, elements of the team.
After describing the context in which the project takes place and the theoretical framework underneath, the focus is centered on the methodology and on the presentation and analyses of the process itself.
A plan is defined for the team, pursuing a sustainable development, depending exclusively on the participants who aim the improvement of their practice. In this plan it is assumed the possibility of producing knowledge in collaboration (learning with the others) and absorbing knowledge from the others (learning from the others).
41
Silva, Eduarda Raquel Veloso. "Despertar sorrisos à vida : um projecto de animação sociocultural numa instituição particular de solidariedade social." Master's thesis, 2011. http://hdl.handle.net/1822/19240.
Повний текст джерелаАнотація:
Dissertação de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção Comunitária)<br>O presente relatório de estágio surge no âmbito do Mestrado em Educação, Área de
Especialização em Educação de Adultos e Intervenção Comunitária. Esta dissertação apresenta
um projecto de animação sociocultural com os idosos numa Instituição Particular de
Solidariedade Social.
Este projecto de investigação/intervenção visou colmatar às necessidades dos idosos do
Centro de Dia e atender aos seus interesses e expectativas pessoais e colectivas. Neste sentido,
pretendeu contribuir para o desenvolvimento integral e harmonioso do idoso pela promoção da
participação activa destes nas actividades implementadas neste projecto. Despertar Sorrisos à
Vida ambicionou através das actividades no âmbito da Educação para a Cultura, Educação para
a Saúde, Educação Ambiental e de Interacção Intergeracional o bem-estar físico, psíquico e
social do idoso.<br>This practice report appears on the stage under the Master of Education, Specialization
in Adult Education and Community Intervention. This dissertation presents a sociocultural
animation project with the elderly in a Private Institution of Social Solidarity.
This investigation/intervention project was focused to comply the elderly needs in the
Day Center and to attend their personal and collective expectations. In this sense, it intends to
contribute to the elderly full and harmonious development, by promoting their active participation
on all the implemented activities connected to this project. This research project / intervention
aimed at addressing the needs of the elderly day care and attend to their interests and personal
and collective expectations. Awakening to Life Smiles aspired, through the activities within the
Education Culture, Health Education, Environmental Education and the Intergenerational
Interaction physical well-being, psychological and social in the elderly.
42
Silva, Etelvina Maria Flor Vieira da. "O curso EFA no universo da educação de adultos : uma avaliação crítica com base num estudo de caso." Master's thesis, 2010. http://hdl.handle.net/1822/14580.
Повний текст джерелаАнотація:
Dissertação de mestrado em Ciências da Educação (área de especialização em Educação de Adultos)<br>O estudo que apresentamos aqui visa contribuir para a definição de uma perspectiva sobre o Curso EFA no contexto actual, pondo em evidência as metodologias praticadas, os seus quadros de referência e abordagens predominantes, entre um paradigma mais humanista e outro de feição mais tecnocrática, assente em pressupostos que compõem as linhas de pensamento actuais, na óptica da Aprendizagem ao Longo da Vida. Assim, tentámos trespassar o olhar sobre alguns conceitos chave, nomeadamente, a Educação ao Longo da Vida e Aprendizagem ao Longo da Vida, para compreendermos as lógicas que estão no cerne da nossa problemática. Tentámos, de igual modo, elaborar uma retrospectiva no âmbito da Educação de Adultos em Portugal e algumas intersecções com as políticas europeias que exercem a sua influência, determinando formas de acção e legitimando opções que constituem as linhas de força para o contexto actual. Tratando-se de um estudo de caso, fundamentámos as nossas opções metodológicas em entrevistas estruturadas e semi-estruturadas, inquéritos, análise de conteúdo e observação directa. Através de uma abordagem qualitativa, recolhemos dados que nos permitiram observar as práticas utilizadas no Curso EFA em estudo, elaborar conclusões sobre as linhas que o orientam e reconhecer as abordagens predominantes. Finalmente, entendemos verificar que o Curso EFA, apesar de evidenciar algumas características o remetem para uma vertente mais funcionalista e tecnocrática, representa, para o momento actual, uma viragem significativa no conceito de Educação de Adultos, sendo notória uma concepção mais humanista, onde a cidadania, a reflexão crítica e a autonomia assumem maior centralidade no processo educativo, como conceitos-chave fundamentais para a aquisição de saberes e competências não só para o contexto laboral, mas também para o desempenho de múltiplos papéis nos diversos contextos da vida humana, promovendo a edificação de uma sociedade mais justa, mais democrática e sustentável.<br>The study we present here aims to contribute to the definition of a perspective on the EFA course in the current context, highlighting the methodologies applied, its prevalent frameworks and approaches between a more humanistic paradigm and another one of more technocratic features, based on assumptions that make up the lines of current thinking in the perspective of Lifelong Learning. Thus we tried to provide an overall view on some key concepts, namely Education and Lifelong Learning, to understand the logics at the heart of our problem. We also tried to draw a retrospective in the scope of Adult Education in Portugal and the intersections with the European aims and policies, which have been exerting their influence, determining forms of action that are legitimizing the power lines to the current context. Since this is a study based on a case study, we resorted to various methodological options, such as a questionnaire, structured and semi-structured interviews, content analysis and direct observation. Resorting to a qualitative approach, we tried to collect data that allowed us to observe the practices used in the EFA Course in study, draw conclusions about the lines that guide it and recognize its prevailing approaches and practices. Finally, we reasoned out that the EFA course, in spite of highlighting some features from the traditional design and practices, which tend to a more functionalist and technocratic perspective, it is representing, in the present scenario, a significant shift in the concept of Adult Education, being notorious a more humanistic conception, where citizenship, critical reflection and autonomy are assuming a greater centrality in the educational process as paramount key concepts for the acquisition of knowledge and competences enabling adults not only to fit the context of the labor market, but also to perform multiple roles in the different contexts of life, promoting a more just, democratic and sustainable society.
43
Cunha, Vítor José Andrade Lopes da. "A aprendizagem ao longo da vida como processo contínuo e global : a emergência da educação e formação de adultos." Master's thesis, 2010. http://hdl.handle.net/1822/18015.
Повний текст джерелаАнотація:
Dissertação de mestrado em Sociologia (área de especialização em Desenvolvimento e Políticas Sociais)<br>O tema da educação e formação de adultos ao longo da vida desperta interesse, numa
altura em que muitos teóricos defendem a ruptura com os modelos tradicionais de
ensino a nível metodológico e curricular, defendendo uma nova forma de encarar o
ensino e a formação.
Na União Europeia, nos últimos anos, os documentos emanados das estruturas
directivas revelam uma crescente preocupação e por isso se têm discutido e definido
linhas condutoras das políticas ligadas ao emprego e à formação profissional. A
necessidade de harmonizar conceitos, práticas, medidas, com vista a poder-se
responder eficazmente à baixa escolarização de grande parte da população adulta no
espaço da União Europeia, tem um percurso já longo traduzido em medidas que nos
últimos anos têm sido consistentemente mantidas.
Em Portugal, a emergência de novas profissões com características distintas das
actividades tradicionais veio permitir alargar o tipo de entendimentos bem como de
ofertas que se criaram em função das novas necessidades, constatado que foi o
desfasamento entre as necessidades da sociedade portuguesa e o cenário das
competências possuídas por grande parte da sua população. A experiência de países
como Inglaterra, Irlanda e França foi aproveitada por Portugal e pelos seus técnicos,
para a construção de um referencial de competências-chave para a educação e
formação ao longo da vida, que se crê adaptado às exigências do mundo actual.
A presente investigação procura, mediante a realização de uma análise documental e
de um conjunto de entrevistas a um grupo de formadores e de formandos, aferir
indirectamente a validade deste tipo de cursos e conhecer um pouco melhor os seus
efeitos na vida dos seus frequentadores.<br>The subject of lifelong education and training for adults regains significance as
nowadays many theorists sustain the rupture with traditional models of teaching both at
the methodological and curricular levels, defending a new way of facing education and
training.
The European Union’s recent initiatives on this subject show a growing concern with
the promotion of more qualified human resources and therefore there has been some
discussion and there are new guidelines for policies related to employment and
vocational training. The need to harmonize concepts, practices and measures in order
to be able to give an efficient answer to the inadequate qualification of most of the adult
population within the European Union has indeed an already long tradition, which in
recent years has been consistently maintained.
In Portugal, the emergence of new professions with distinct characteristics of traditional
activities has allowed the creation of a wide consensus around the creation of new
education and training programs that could fill the gap between the needs of the
economic structure and the framework of qualifications possessed by most of the
population. The experience of countries like England, Ireland and France was used in
Portugal for the creation of a new referential system of key competencies within lifelong
education and training, one that is believed to be adapted to the demands of today’s
world.
This research, conducted empirically through a documentary review and a series of
interviews with a group of trainers and trainees, seeks to measure indirectly the validity
of such courses and aims especially at a greater understanding of the effects of these
courses on the lives of its receivers.
44
Costa, Francisco José Oliveira da. "Oportunidades de educação-aprendizagem ao longo da vida : análise do impacto do processo de reconhecimento, validação e certificação de competências de nível secundário no projecto educativo-formativo dos adultos." Master's thesis, 2010. http://hdl.handle.net/1822/18306.
Повний текст джерелаАнотація:
Dissertação de mestrado em Ciências da Educação (área de especialização em Educação de Adultos)<br>O estudo aqui apresentado, que aspira a constituir-se como um contributo na área da
Educação e Formação de Adultos (EFA), tem como principal finalidade analisar o impacto que a
certificação/qualificação obtida através de um processo de RVCC de nível secundário pode ter no
projecto educativo/formativo futuro dos adultos.
No sentido de aprofundarmos o conhecimento sobre esta problemática, procurámos
reflectir sobre os conceitos de Educação/Aprendizagem ao Longo da Vida (E/ALV), delineando uma
retrospectiva das políticas educativas europeias e nacionais que têm vindo a nortear o campo da
educação de adultos. Procurámos, igualmente, perceber os contributos e mudanças resultantes da
criação e desenvolvimento de um sistema de reconhecimento e validação de competências
informais adquiridas pelos adultos ao longo da vida, em situações e contextos diversificados.
Pretendemos ainda perceber o essencial sobre a transição do conceito de qualificação para o de
competência, bem como da sua relação com as questões da empregabilidade.
Socorrendo-nos de metodologias de análise qualitativa e quantitativa, presentes na análise
documental, entrevista semi-estruturada, análise de conteúdo, observação directa e no inquérito por
questionário, analisamos os resultados que nos permitiram concluir que, a frequência do PRVCC NS
está ligada a motivos essencialmente intrínsecos de realização pessoal. A nível profissional o seu
impacto tem sido reduzido e a “aposta” futura na formação/aprendizagem ao longo da vida,
decorrente da motivação adquirida a partir da conclusão do “secundário” vai-se esvaecendo com o
tempo. O desconhecimento patenteado sobre as ofertas educativas/formativas é uma das razões
para que a maioria dos adultos não avance nos projectos delineados no seu plano de
desenvolvimento pessoal aquando da conclusão deste processo.
Por fim, defendemos ser desejável que o empenho político posto nas políticas de EFA
formais em Portugal, se possa alargar a outras ofertas educativas/formativas de cariz mais
comunitário e social, de modo a evitar-se a construção de medidas ad hoc, reactivas, que se
centrem única e exclusivamente na certificação de adultos e que não atendam às necessidades de
todos à educação/formação. Neste sentido, a educação e formação de adultos deve tornar-se numa
parte integrante do sistema educativo/formativo de modo a que qualquer pessoa possa aperfeiçoar
as suas competências e adquirir novas, ao longo da sua vida e com a vida, permitindo a construção
de uma sociedade/comunidade de conhecimento e da inclusão.<br>The study we present here, which aspires to constitute itself as a contribution in the area of
adult education and training (EFA), has as prime goal to examine the impact that the recognition,
validation and certification of competencies process at a secondary level (RVCCP SL) can have in the
future educational/training project of the adults.
In the sense of deepening the knowledge on this issue, we tried to reflect on the concepts of
lifelong learning/education (LLL/E), outlining a retrospective in the European and national
educational politics which have been guiding the adult education field. Thus, we sought to
understand the gains and the changes resulting from the creation and development of a system of
recognition, validity and certification of competencies achieved by adults based on the experiential
capital gathered throughout their lives in various situations and diversified contexts. We also
intended to realize the main point on the discussion about the transition from the concept of
qualification to the concept of competence, as well as its analogy with employability issues.
Resorting to qualitative and quantitative approaches, which are present in the documental
analysis and the content analysis on the information obtained from semi-structured interviews and
the inquiries by questionnaire, as well as through direct observation, we discussed on the results
which enabled us to conclude that the frequency of RVCCP SL is linked to essentially inherent
personal fulfillment reasons. At a professional level, its impact has been reduced and the future
“bet” on lifelong learning and training, descended from the motivation accomplished from that
Process and the terminus of “secondary” studies, will dissipate as time follows its course. Although
most of the adults have shown an intention of getting involved in other educational/training
processes, we reasoned that there is a limited knowledge on how to do it, and they show some
difficulties in finding or knowing ways to do it, which would be suitable to their specific conditions
and life responsibilities.
Finally, we support as being desirable that the political commitment set on the formal adult
education and training politics can be expanded to other educational/training offers in a community
and social nature, as a way to avoid the creation of ad hoc reactive measures, which center
themselves in the unique and exclusive certification of adults and do not take into account the adults
own needs on education/training. Regarding all this, adult education and training should become an
integral part of the educational/training system so that adults‟ could improve their competences and achieve new ones, throughout their lives and with their lives, allowing the edification of a knowledge
and inclusive society/community.
45
Couto, Fátima Clarisse Vieira. "Certificação de competências : que impacto(s)?" Master's thesis, 2011. http://hdl.handle.net/1822/19250.
Повний текст джерелаАнотація:
Relatório de estágio de mestrado em Educação (área de especialização em Formação,Trabalho e Recursos Humanos)<br>De alguns anos a esta parte tem-se assistido à emergência de várias iniciativas de
educação e formação de adultos (por exemplo os processos de RVCC), consideradas como
fundamentais na dita sociedade do conhecimento/economia do conhecimento em que vivemos,
associadas ao reconhecimento atribuído ao paradigma da aprendizagem/educação/formação ao
longo da vida.
Com este estudo de caso, cuja área de intervenção/investigação se prende com a
avaliação do impacto (da certificação/formação), abrangendo como público-alvo
candidatos/adultos certificados a nível escolar através do processo de RVCC assim como
entidades/organizações empregadoras que possuam colaboradores/funcionários que tenham
frequentado o processo de RVCC, permitimo-nos dizer, tendo em conta os dados aferidos, que a
obtenção de um certificado de habilitação escolar, através do processo de RVCC, se reflecte, no
percurso de vida dos adultos, de formas diferenciadas.
É na esfera pessoal que o processo de RVCC tem um impacto mais significativo,
sobretudo, ao nível de realização pessoal e aumento de auto-estima/auto-confiança, em
detrimento de outros impactos nas esferas sociais e profissionais. Concluímos, assim, que o
processo de RVCC tem um impacto residual no percurso académico e profissional dos adultos.
Esta conclusão leva-nos a problematizar as medidas políticas e as incursões académicas
que vêem as iniciativas de educação e formação de adultos exclusivamente como factores
dinamizadores do trabalho e da economia, pretendendo com elas elaborar estatísticas
favoráveis, em detrimento da sua capacidade para propiciar, essencialmente, o desenvolvimento
pessoal dos indivíduos que as frequentam.<br>From some years now, we have seen the emergence of several initiatives in education
and training of adults (eg. RVCC processes), considered as fundamental in the society
knowledge/economy knowledge we live in, associated with the recognition given the paradigm of
learning/education/training throughout life.
With this study case, whose area of research/intervention relates to the impact
assessment (certification/training), including target audience candidate/adults certified at school
level through the RVCC process, as well as, employees entities/organizations that have
employees/officials who have attended the RVCC process, it allows us to say, taking account of
data received the obtaining a certificate of school through the RVCC process, reflects in their life
course of adults in different ways.
In the personal sphere RVCC process has a more significant impact, especially at the
level of personal fulfilment and increase of self-esteem/self-confidence, related with other
impacts of social ans professional spheres. We conclude the impact of the RVCC process has an
residual impact in the adults professional and academic fields.
In conclusion, this leads us to question the policy measures and academic incursions
that see education initiatives and training of adults, exclusively, as driving factors of work and
economy, I pretend with this to elaborate favourable statistics at the expense of their ability to
foster the personal development of individuals that attend them.
46
Espojeira, Sara Amaral. "Avaliação do impacto das certificações RVCC nos CNO do Vale do Ave." Master's thesis, 2011. http://hdl.handle.net/1822/19432.
Повний текст джерелаАнотація:
Relatório de estágio de mestrado em Educação (área de especialização em Mediação Educacional e Supervisão na Formação)<br>O presente trabalho insere-se na área de especialização em Mediação Educacional e Supervisão da Formação, no âmbito do Mestrado Profissionalizante em Educação, tendo como principal finalidade desenvolver um estudo de avaliação do impacto da certificação obtida por processo RVCC (Reconhecimento e Validação de Conhecimentos e Competências) nos CNO (Centros Novas Oportunidades) da comunidade dos concelhos da região do Vale do Ave.
O público-alvo desse estudo consistia nos adultos certificados com nível básico de 9.º ano (B3), no ano civil de 2008, pretendendo auferir o impacto da certificação na vida desses adultos nas dimensões profissional e formativa, pessoal e social e, por último, na área de utilização das Tecnologias de Informação e Comunicação (TIC).
As metodologias utilizadas foram, sobretudo, de caráter quantitativo, tendo-se optado pelo inquérito por questionário como a técnica de investigação mais adequada neste contexto, desenhando-se, assim, um instrumento de avaliação à medida e de acordo com os objetivos específicos delineados.
Os resultados da investigação permitiram concluir que o processo de RVCC tem vindo a causar um efeito positivo em todas as dimensões do estudo e que os adultos envolvidos estão globalmente satisfeitos com a medida, ao ponto de aconselharem pares a realizar um processo semelhante. Na dimensão profissional e formativa, registou-se um aumento da empregabilidade e da motivação para prossecução de estudos e um número relevante de adultos que já havia aumentado o seu grau de habilitações académicas, desde a data de conclusão da certificação. Na dimensão pessoal e social, concluiu-se um aumento relevante da taxa de realização pessoal e da autoconfiança nas tarefas profissionais e do quotidiano, assim como uma melhoria generalizada do autoconceito e da valorização intra-pares.
Por último, atendendo aos resultados da dimensão das novas tecnologias, verificou-se um alto número de adultos a revelar ter aprendido a utilizar um computador, assim como uma elevada frequência de uso das diversas ferramentas TIC, nomeadamente internet.<br>This work is part of the specialization in Educational mediation and Supervision Training, in the sphere of professional master in education, which primary purpose was to develop a study to assess the impact of certifications obtained by RVCC process (Recognition and Validation of Knowledge and Skills) in the New Opportunities Centers of the community of River Ave Valley city councils.
The target group for this study were the adults with the basic level of certification (9th grade), in the year of 2008, intending to understand the real impact of that certification in the adults lives, in three dimensions: professional and formative; personal and social; use of Information and Communication Technologies (ICT).
The methods used were mainly quantitative and the questionnaire survey was chosen as the most appropriate technique in this context. Therefore, it was drawn a specific one as an assessment tool, according to the objectives outlined.
The research results concluded that the RVCC process has been causing a positive effect on all the study dimensions and that the adults involved are broadly satisfied, so they have been counseling friends and colleagues to perform a similar process.
In the professional and formative area, there was an increase of employability and motivation to pursue studies, so as a significant number of adults who had already increased their level of academic qualifications, since the certification. In the personal and social areas, it was found a significant increase in the rate of personal fulfillment and self-confidence in professional and daily tasks, as well as a general self-concept improvement and enhancement within pairs. Finally, given the results of ICT area, there was a high number of adults that revealed to learn how to use a computer, as well as an increase in the frequency of use of those tools, including Internet.
47
Franco, Dúnia Conceição Ornelas. "Educação de adultos num Centro Novas Oportunidades : a construção de uma proposta de educação não-escolar de adultos." Master's thesis, 2010. http://hdl.handle.net/1822/16908.
Повний текст джерелаАнотація:
Relatório de estágio de mestrado em Educação (área de especialização em Formação, Trabalho e Recursos Humanos)<br>Apesar de já existir há alguns anos, em Portugal, a educação de adultos nunca foi uma
grande aposta do nosso sistema educativo, não fossem os sucessivos avanços e recuos das
políticas de educação de adultos ao longo dos últimos trinta anos. Todavia, desde 2005, a
iniciativa Novas Oportunidades tem vindo a ganhar preponderância junto da população
portuguesa, sendo encarada como uma segunda oportunidade para aqueles que, em tenra
idade, abandonaram a escola para iniciar os seus percursos profissionais, podendo agora ver,
através de processos de reconhecimento validação e certificação de competências, reconhecidas
as aprendizagens adquiridas ao longo da vida.
Tendo presente que a passagem por um processo de reconhecimento, validação e
certificação de competências deva ser mais do que o simples reconhecimento, no âmbito deste
estágio de mestrado profissional, e em colaboração com o Centro Novas Oportunidades da
TecMinho, foi construído e implementado um projecto de Educação de Adultos cuja finalidade
visava a promoção da aprendizagem ao longo da vida junto daqueles que se encontravam em
processos de RVCC na respectiva entidade. Neste sentido, o presente relatório apresenta todos
os passos realizados aquando da sua implementação e desenvolvimento, bem como reflecte
sobre os contributos adquiridos por parte daqueles que participaram regularmente nas
actividades do mesmo.
Apesar de considerarmos que existe ainda um longo caminho a ser percorrido no campo
da educação de adultos em Portugal, e em especial junto daqueles que são detentores de baixas
qualificações, pensamos que, de certa forma contribuímos para a construção desse mesmo
caminho quando, através deste projecto, mostrámos a todos aqueles que nele participaram que
os processos de educação e aprendizagem não têm de acontecer apenas em contextos formais,
mas também em contextos informais e não-formais.<br>Despite of existing for a few years in Portugal, the adult education never was a big bet of
our system education and during the last thirty years there were several advancements and
recoils in what the adult education policy concerns. However, since 2005 the New Opportunities
initiative has been winning importance among the portuguese population, being faced has a
second opportunity for the ones that still in a young age left school to begin their Professional
path, being now recognized their lifelong learning’s acquired.
Having present that the passage to a recognition, validation and certification process
skills has to be more than a simple recognition this professional mastership period of practice
with the collaboration of the New Opportunities TecMinho Centre built and established and Adult
Education Project with the purpose of a lifelong learning’s promotion among the ones that were
in the RVCC processes in the respective entity. The present report shows all the steps that were
made during the implementation and development, as well as the contributions achieved by the
ones that regularly participated in this project activities.
Despite considering that there is still a long path to run in what the adult education in
Portugal concerns, especially among the ones that have low qualifications, we think that on a
certain way we contributed for the construction of that path with this project, showing to the ones
that participated that this education and learning processes should not only happen in formal
contexts but also in informal and non-formal contexts.
48
Costa, Joana Auxilia Pereira Fernandes da. "Competências adquiridas ao longo da vida : processos, trajectos e efeitos." Master's thesis, 2006. http://hdl.handle.net/1822/7985.
Повний текст джерела
49
Cavalcante, Verónica Chaves. "Receita de alfabetização : a culinária brasileira como instrumento facilitador do processo de alfabetização de adultos." Master's thesis, 2010. http://hdl.handle.net/1822/13628.
Повний текст джерелаАнотація:
Dissertação de mestrado em Ciências da Educação (área de especialização em Educação de Adultos)<br>Esta dissertação refere-se a uma proposta de alfabetização de adultos, por meio da
culinária brasileira. Lida com as categorias “educação”, “trabalho” e “cidadania” a partir da
gênese das pedagogias críticas e das ideias do pedagogo Paulo Freire, postas em diálogo,
sobretudo, com o pensamento do filósofo e cientista político Antonio Gramsci, a partir do
conceito de “intelectual orgânico”. O olhar sociológico de Boaventura de Sousa Santos, por sua
vez, serve de base à discussão sobre a importância da educação de adultos, no contexto da
sociedade capitalista. Com o historiador Câmara Cascudo, o antropólogo Gilberto Freire, entre
outros, enfatiza-se o valor cultural da culinária. Na parte empírica, destaca-se o uso da cozinha
de um lar brasileiro, mais especificamente da região Nordeste, no estado do Ceará, como “sala
de aula”. Às reuniões com as “alfabetizandas” – em sua maioria, moradoras da favela Poço da
Draga, da cidade de Fortaleza –, dá-se o nome de Oficinas de Alfabetização e Culinária (OAC).
Finalizando, importa dizer que, nesta dissertação, defende-se a seguinte ideia: o simples fazer do
alimento, notadamente inserido em um universo carregado de cultura, pode interferir no
processo de (auto) reconhecimento de sujeitos culturais e, portanto, sujeitos transformadores de
suas realidades.<br>This essay is about an adult literacy proposal, through Brazilian cuisine. It deals with the
categories “education”, “labor” and “citizenship” starting from the genesis of critic pedagogies
and Paulo Freire´s pedagogic ideas, put in dialogue, chiefly, with the thought of philosopher and
political scientist Antonio Gramsci, starting from the “organic intellectual” concept. The
sociological look of Boaventura de Sousa Santos, by its turn, serves as the basis of discussion
over the importance of adult education, in the context of capitalist society. With historian Câmara
Cascudo, anthropologist Gilberto Freire, among others, the cuisine cultural value is emphasized.
In the empirical part, it highlights the use of the cuisine in a Brazilian home, more specifically in
the Northeast Region, on Ceará State, as a “classroom”. To the meetings with the “literates” –
most of them, inhabitants of the “Poço da Draga” community, in Fortaleza – it is given the name
of “Oficinas de Alfabetização e Culinária (OAC), something like “Literates Workshops and
Cusine”. In the end, it is important to mention that, in this essay, we defend the following idea:
the mere “making the food”, notably inserted in a culture-loaded universe, might interfere in the
(self) process of recognizing cultural individuals and, therefore, transformers individuals of their
realities.
50
Azevedo, Carlos Alexandre Oliveira e. Costa Correia. "O centro novas oportunidades numa lógica de educação ao longo da vida." Master's thesis, 2011. http://hdl.handle.net/1822/23759.
Повний текст джерелаАнотація:
Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção Comunitária)<br>Este trabalho é o culminar de um percurso de educação e aprendizagem que, numa
última fase, implicou o planeamento e execução de uma intervenção numa instituição de
educação de adultos – um Centro Novas Oportunidades. Este relatório constitui a súmula desse
trabalho, e pretende-se com ele demonstrar que estas instituições têm capacidade e
possibilidade de se tornarem polos de educação permanente.
Para que tal se tornasse possível, foi feito um diagnóstico de necessidades do públicoalvo,
tendo depois sido desenhado um plano de intervenção que almejasse colmatar as
dificuldades e lacunas detestadas. Para além disso, o estagiário embrenhou-se no
funcionamento do Centro Novas Oportunidades, trabalhou diretamente com a equipa técnicopedagógica
e com o público-alvo, desempenhando funções de um Profissional de
Reconhecimento e Validação de Competências.
Assim, ao longo deste trabalho serão apresentadas as atividades, metodologias e
racionais teóricos de suporte a toda esta prática, tão vasta e complexa como apelativa e
essencial para a existência de uma sociedade verdadeiramente desenvolvida – a educação.<br>This work is the finale of an education and learning path which, in a late state,
demanded planning and executing an intervention on an adult education institution – a “Centro
Novas Oportunidades”. This report sums up of that intervention’s work, and with it we intent to
show that these institutions have the ability and capability to become lifelong education places.
For that to become possible, a target needs diagnostic was made, having then been
drawn an intervention plan that aimed to fulfil the detected difficulties and requirements. Besides,
the trainee got deep into the daily work in the “Centro Novas Oportunidades”, worked directly
with the technical and pedagogical staff, as well as with the target group of people, playing the
role of a Professional for Competences Recognition and Validation.
Thus, throughout this work, activities, methodologies and theories will be presented, and
they support all this practice, so vast and complex as charming and essential to the existence of
a truly developed society – education.