Thesis (M.S.)--Oregon State University, 2006. / Includes bibliographical references (leaves 63-68). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Oregon State University, 2006. / Includes bibliographical references (leaves 86-92). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Orientador: Yoshie Ussami Ferrari Leite / Banca: Antônio Bosco de Lima / Banca: Leôncio José Gomes Soares / Resumo: Este trabalho foi desenvolvido no âmbito da Linha de Pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores" do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista (SP). No mundo contemporâneo, o acesso à escrita e à leitura e seu domínio são habilidades indispensáveis ao exercício da cidadania. Em 2007, havia, no Brasil, 14,2 milhões de pessoas, correspondendo a 10% da população com 15 anos ou mais, que se declararam analfabetos. A taxa de analfabetos funcionais, conceito criado pela UNESCO, alcançava, em 2007, o percentual de 21,7% do contingente populacional com 15 anos ou mais, o que representa 30 milhões de pessoas. Em vista de tais números, das defasagens educacionais e das determinações legais observadas na Constituição Federal de 1988 e expressas na LDB de 1996, o governo paulista implantou os Centros Estaduais de Educação Supletiva, hoje denominados de Centro Estadual de Educação de Jovens e Adultos. O Centro Estadual de Educação de Jovens e Adultos de Presidente Prudente, CEEJA-PP, atende, exclusivamente, a jovens e adultos que ficaram impossibilitados de concluir o ensino fundamental e médio em idade própria. Por considerarmos esse projeto fundamental para a democratização do ensino, realizar um estudo do CEEJA-PP é plenamente justificado, tendo em vista a premência dessa população para continuar seus estudos a fim de aumentar suas chances de participação plena da vida econômica, política e cultural do país e seguir aprendendo ao longo da vida. A presente pesquisa teve por objetivo investigar o Centro Estadual de Educação de Jovens e Adultos de Presidente Prudente... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissertation was developed in ambit of the Research Line "Public Policy, School Organization and Teacher Education" of Program Pos-Graduate in Education, Faculty of Science and Technology of the UNESP - São Paulo State University. In contemporary's world, the access to writing and reading and your domain are indispensable skills for the exercise of citizenship. In 2007, there were in Brazil, 14,2 million people, representing 10% of population with 15 years or older who declared themselves illiterate. The rate of functional illiteracy, a concept created by UNESCO, reached, in 2007, the percentage of 21.7% of the overall population aged 15 years or more, which represents 30 million people. Seeing such information, the educational gaps and the legal determinations found in the Constitution of 1988 and expressed in the LDB of 1996, the State Government has implemented center's continuing education in State, today called the of State's Center of Education of Youth and Adult. The State's Center of Education of Youth and Adult of Presidente Prudente caters exclusively to young people and adults who were unable to complete the basic education and the high school in age appropriate. Since we consider this project essential for the democratization of education, a study... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:28:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-11-11Bitstream added on 2014-06-13T19:26:33Z : No. of bitstreams: 1 morete_rcbs_me_prud.pdf: 1069631 bytes, checksum: 2143af7c7cec6e8f6c75c6334a4ea0d6 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Secretaria Estadual de Educação / Este trabalho foi desenvolvido no âmbito da Linha de Pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista (SP). No mundo contemporâneo, o acesso à escrita e à leitura e seu domínio são habilidades indispensáveis ao exercício da cidadania. Em 2007, havia, no Brasil, 14,2 milhões de pessoas, correspondendo a 10% da população com 15 anos ou mais, que se declararam analfabetos. A taxa de analfabetos funcionais, conceito criado pela UNESCO, alcançava, em 2007, o percentual de 21,7% do contingente populacional com 15 anos ou mais, o que representa 30 milhões de pessoas. Em vista de tais números, das defasagens educacionais e das determinações legais observadas na Constituição Federal de 1988 e expressas na LDB de 1996, o governo paulista implantou os Centros Estaduais de Educação Supletiva, hoje denominados de Centro Estadual de Educação de Jovens e Adultos. O Centro Estadual de Educação de Jovens e Adultos de Presidente Prudente, CEEJA-PP, atende, exclusivamente, a jovens e adultos que ficaram impossibilitados de concluir o ensino fundamental e médio em idade própria. Por considerarmos esse projeto fundamental para a democratização do ensino, realizar um estudo do CEEJA-PP é plenamente justificado, tendo em vista a premência dessa população para continuar seus estudos a fim de aumentar suas chances de participação plena da vida econômica, política e cultural do país e seguir aprendendo ao longo da vida. A presente pesquisa teve por objetivo investigar o Centro Estadual de Educação de Jovens e Adultos de Presidente Prudente... / This dissertation was developed in ambit of the Research Line Public Policy, School Organization and Teacher Education of Program Pos-Graduate in Education, Faculty of Science and Technology of the UNESP – São Paulo State University. In contemporary's world, the access to writing and reading and your domain are indispensable skills for the exercise of citizenship. In 2007, there were in Brazil, 14,2 million people, representing 10% of population with 15 years or older who declared themselves illiterate. The rate of functional illiteracy, a concept created by UNESCO, reached, in 2007, the percentage of 21.7% of the overall population aged 15 years or more, which represents 30 million people. Seeing such information, the educational gaps and the legal determinations found in the Constitution of 1988 and expressed in the LDB of 1996, the State Government has implemented center's continuing education in State, today called the of State's Center of Education of Youth and Adult. The State's Center of Education of Youth and Adult of Presidente Prudente caters exclusively to young people and adults who were unable to complete the basic education and the high school in age appropriate. Since we consider this project essential for the democratization of education, a study... (Complete abstract click electronic access below)

A dissertação pretende explorar a agenda da educação nas relações internacionais por meio do papel das organizações internacionais. Inseridos em uma realidade multilateral, organismos como a UNESCO, a UNICEF, o PNUD, a OCDE, a OIT e o Banco Mundial ganham cada vez mais espaço na arena internacional para discutir educação, alargando as fronteiras da ação política educacional para além do âmbito nacional. O objetivo desse trabalho é traçar um panorama histórico do entendimento destas organizações internacionais sobre o tema da educação, além de identificar qual das agências é protagonista na definição de projetos e programas educacionais. Perante a ascensão do Banco Mundial com o mandato da educação, confirmada por sua liderança na iniciativa Education for All, ainda pretende-se realizar um estudo de caso sobre as propostas do Banco Mundial na educação brasileira. A dissertação está dividida em dois artigos. O primeiro consiste em uma análise da educação de acordo com a percepção que as organizações internacionais possuem do tema, com foco na UNESCO e no Banco Mundial. O segundo artigo investiga os projetos do Banco Mundial desenvolvidos para o Brasil a partir de 1990. A finalidade do estudo é analisar de que forma os objetivos do Education for All estão presentes nesses projetos e se eles contribuem para uma mudança nas regulações, práticas e prioridades nacionais, e de que forma. / The dissertation has the purpose to explore the agenda of education in international relations through the role of international organizations. Inserted in a multilateral reality, organizations such as UNESCO, UNICEF, UNDP, OECD, ILO and the World Bank are gaining more space in international arena to discussing education, broadening the boundaries of educational policy-making beyond the national level. The aim of this study is to chart a historical overview of the understanding that these international organizations have about the topic of education, and identify which agency is the protagonist in the definition of the educational projects and programs. Given the rise of the World Bank, with the mandate of education, confirmed by its leadership in the Education for All initiative, the text also intends to conduct a case study on the proposals of the World Bank for Brazilian education. The dissertation is divided into two papers. The first one consists of an analysis of education according to the perception that international organizations, focusing on UNESCO and the World Bank. The second article investigates the Bank projects developed in Brazil since 1990. The purpose of the study is to examine how the goals of Education for All are present in these projects and if they contribute to a change in national regulations, practices and priorities, and how.

In this thesis, an examination of physical education programs at independently affiliated schools in and around Junction, Texas revealed needed areas of improvement after comparison with State of Texas standards.

No description available.

Within the last decade, handicapped students were routinely excluded from public schools (Cintron, 1983). Federal and state law now guarantee these children a free, appropriate public education. It is the task of school administrators to develop programs and policy to insure the rights of handicapped children. The goal of this research is to present a legal perspective for the teaching of handicapped children in physical education and offer specific recommendations for the successful implementation of educational programs for the handicapped. A policy analysis was performed with regards to the legal aspects of teaching the handicapped child in physical education with emphasis on due process as it applies to PL 94-142, a free and appropriate education under PL 94-142 placement in the least restrictive environment, and individual educational plan as it applied to physical education. The three major sources of American law (case law, statutory law, and administrative adjudication and decision) provided the base of data for this policy analysis. Significant case law was reviewed and analyzed with emphasis on recent U.S. Supreme Court decisions. Statutes presented include Section 504 of the Rehabilitation Act of 1973, Public Law 94-142 and the reauthorization of Public Law 94-142. Administrative adjudications and decisions which have been handed down by various federal and state agencies were also presented. In order for school administrators to successfully implement the intent and spirit of the education of the handicapped regulations, the following guidelines have been recommended: 1. physical education services should be provided for handicapped students commensurate to those provided for non-handicapped students, 2. the needs of each handicapped child relating to physical education should be evaluated individually, 3. shcool administrators should insure that district and building policy interface with the procedural safeguards inherent in PL 94-142. 4, the extent of physical education services offered under PL 94-142 should be delineated in the individual educational progarm for each handicapped student.

published_or_final_version / Education / Master / Master of Education

Published Article / One of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.