This study focused on school counselor accountability practices. The role of the school counselor is changing and the need to be more accountable is now here. This study attempted to answer several critical questions regarding school counselor accountability. It examined the degree to which school counselors use accountability measures, to what extent they believed certain accountability practices were deemed helpful to their school counseling program, and what they believed their barriers were. Accountability is a “hot” topic in present school counseling literature; but little research has been done up to this point investigating these issues related to school counselor accountability nor school counselors’ perceptions and beliefs about them. This study attempted to delve into those perceptions and beliefs. Participants were members of state school counseling associations from across the United States. Three hundred seventy-five school counselors participated. Of those, 70.2% were currently using accountability practices. A total of 47.4% of the participants report presently being required to implement accountability practices. The most frequently reported barrier to accountability practices was that it was “too time consuming.” The most frequently reported type of assistance desired from professional organizations or university programs was training. Support was reported most frequently as the type of assistance desired from school systems. Results from other analyses are also included. Limitations, implications, and suggestions for further research are provided.

The applied practice of duty of care of the educator in historically Afrikaans medium secondary schools in the districts of Potchefstroom and Klerksdorp. When a parent sends his child to school the learner is entrusted to the care of educators, and the educator acts as a person in loco parentis regarding the physical protection of the learner. In order to ensure this safety of learners, it is necessary to create a climate of safety and security for them by utilizing rules and regulations. This implies that the educator, in the application of the practice of duty of care, is obliged to protect the learner from physical damage. The compulsion laid upon the educator to ensure the physical welfare of learners entrusted to his care, results from a delegated obligation (the in loco parent/s-position of the educator) and an original obligation. It is important for the educator to evaluate, comprehend and apply his position and the accompanying standard of the practice of duty of care legally required in the light of relevant legislation, legal adage and common law principles. Literature study has shown that the obligations and responsibilities regarding the duty of care of educators are established by a combination of determinants, inter alia statutory legislation, South African and International legal adage and elements of common law. There is no separate field of laws to exclusively determine and influence education but rather an eclectic field of legislation comprising norms and standards from the entire field of legislation as applicable in contemporary South Africa. With the accent currently on the professional conduct of the educator, they should keep in mind that they, like any other professional person, will be evaluated by stricter measures. In establishing negligence from an educator, the skills and care are expected from the educator as a professional person, an expert in the field of teaching with specialised knowledge. Thus, the conduct of an educator is measured by the elevated standards as expected from the reasonable expert. An empirical investigation was launched by means of a questionnaire completed by post level -1 educators and heads of department in historically Afrikaans secondary schools in the Potchefstroom and Klerksdorp districts. The aim of this research was to establish • the insight, perceptions and knowledge of the educators regarding key legal questions with reference to their care of duty practice and • the extent to which the duty of care practices of the educators meet with the requirements of educational law. The empirical investigation established inter alia that • respondents generally seem to possess reasonable knowledge of education laws regarding the practice of their duty of care; • most of the respondents seem not to be able to apply their knowledge of educational laws to their duty of care; • it seems that the practice of duty of care of the majority of the respondents does not meet with the elevated standards expected legally from a professional educator and that • specialised training in education law has the most significant effect on the practice of duty of care of the educator. With regard to the findings, specific recommendations were made, relevant to role players in education on macro, meso and micro level. These recommendations should promote a heightened standard in the practice of care of duty with practicing educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The applied practice of duty of care of the educator in historically Afrikaans medium secondary schools in the districts of Potchefstroom and Klerksdorp. When a parent sends his child to school the learner is entrusted to the care of educators, and the educator acts as a person in loco parentis regarding the physical protection of the learner. In order to ensure this safety of learners, it is necessary to create a climate of safety and security for them by utilizing rules and regulations. This implies that the educator, in the application of the practice of duty of care, is obliged to protect the learner from physical damage. The compulsion laid upon the educator to ensure the physical welfare of learners entrusted to his care, results from a delegated obligation (the in loco parent/s-position of the educator) and an original obligation. It is important for the educator to evaluate, comprehend and apply his position and the accompanying standard of the practice of duty of care legally required in the light of relevant legislation, legal adage and common law principles. Literature study has shown that the obligations and responsibilities regarding the duty of care of educators are established by a combination of determinants, inter alia statutory legislation, South African and International legal adage and elements of common law. There is no separate field of laws to exclusively determine and influence education but rather an eclectic field of legislation comprising norms and standards from the entire field of legislation as applicable in contemporary South Africa. With the accent currently on the professional conduct of the educator, they should keep in mind that they, like any other professional person, will be evaluated by stricter measures. In establishing negligence from an educator, the skills and care are expected from the educator as a professional person, an expert in the field of teaching with specialised knowledge. Thus, the conduct of an educator is measured by the elevated standards as expected from the reasonable expert. An empirical investigation was launched by means of a questionnaire completed by post level -1 educators and heads of department in historically Afrikaans secondary schools in the Potchefstroom and Klerksdorp districts. The aim of this research was to establish • the insight, perceptions and knowledge of the educators regarding key legal questions with reference to their care of duty practice and • the extent to which the duty of care practices of the educators meet with the requirements of educational law. The empirical investigation established inter alia that • respondents generally seem to possess reasonable knowledge of education laws regarding the practice of their duty of care; • most of the respondents seem not to be able to apply their knowledge of educational laws to their duty of care; • it seems that the practice of duty of care of the majority of the respondents does not meet with the elevated standards expected legally from a professional educator and that • specialised training in education law has the most significant effect on the practice of duty of care of the educator. With regard to the findings, specific recommendations were made, relevant to role players in education on macro, meso and micro level. These recommendations should promote a heightened standard in the practice of care of duty with practicing educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 147-151).

Thesis (Ph. D.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 292-307).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 147-151). Also available in print.

This thesis focuses on the search for accountability processes related to the standard setting powers of a transnational regulatory network that operates in the highly complex and uncertain environment of global finance: the Basel Committee on Banking Supervision (BCBS). The thesis draws upon and builds on two main resources: the academic literature from international law, political science, international relations and public administration about the concept of accountability and- as a theoretical framework - Niklas Luhmann's idea of communication which suggests that communication is a selection process rather than a process of transmission. In this selection process the idea of meaning in the sense of a common understanding is paramount. The analysis focuses on the key milestones of the Basel Committee's work: the Concordat, as well as the Basel I, Basel II and Basel III accords. The thesis also draws on a qualitative original data set compiled by the author, made up of extracts of discussions of the Basel Committee's work in the international financial journalistic press. Additionally, official documents and press releases from the BCBS were coded by classifying them into common themes (such as minimum capital standards or the delay on the implementation timetable of Basel III) and the thesis' analysis assessed whether they formed part of an accountability process (i.e., whether they asked for an account, responded to an accountability claim, judged an accountability claim and referred to which consequences should follow the judgement). On the basis of this thematic analysis the thesis identifies five accountability processes in relation to the work of the Basel Committee based on communication. These revolve around the standards for minimum capital requirements in Basel II, the standards for debt exposures of banks lending to small and medium size enterprises, the over complexity of the Basel III accord, the alleged detrimental effects of the Basel accord for US banks, and the delay in the schedule to implement Basel III. Drawing on Luhmann's ideas about communicative events, the thesis develops a novel account of communicative accountability that explains accountability as the decentred and flexible communicative interaction between an accountor and an accountee whose communications have to resonate with an epistemic community. This epistemic community plays the role of a social system in which expectations about the exercise of regulatory powers of the Basel Committee are managed. The thesis argues that this process of communicative accountability can be empirically traced and that it is significantly facilitated by reliance on a shared language and expertise of a common professional community to which both the Basel Committee and a wider professional community belong to. The thesis argues that while the concept of communicative accountability developed through the research can be used to identify processes which seek to render TRNs like the BCBS accountable, these processes may also lack sufficient legitimacy, in the sense of formal power from a recognized source such as a state or an international organization underpinning these accountability processes. Increased legitimacy matters because it would enhance certainty in an accountability process and therefore, help to identify more clearly the legitimate accountor and to uphold his or her authority to ask for the account. Hence, as a whole, this thesis contributes towards the quest for alternative ways of understanding and improving accountability mechanisms in relation to the exercise of regulatory powers by globalized regulatory institutions in a transnational sphere such as the BCBS.

[pt] Esse artigo examine se eleitores reagem a informação sobre a qualidade dos serviços públicos. Exploramos um experimento natural no Brasil, no qual divulgou-se uma medida objetiva de qualidade para algumas escolas públicas, mas não outras. Isso cria variação na quantidade de informação disponível dentro de um município. Para explorar essa variação, olhamos para locais de votação localizados em escolas municipais e comparamos resultados eleitorais em eleições municipais em grupos de eleitores informados e não informados, antes e depois da divulgação de informação. Os resultados indicam que, quando os eleitores recebem boas notícias, o apoio pelo incumbente aumenta. Para as escolas com pior desempenho em nossa amostra, divulgar informação sobre qualidade das escolas leva a uma redução na proporção de votos recebida pelo prefeito incumbente concorrendo a reeleição. Esses efeitos são maiores em municípios com menor cobertura de mídia local. Não há heterogeneidades interessantes com relação a escolaridade dos eleitores. / [en] This paper examines if voters act upon information about the quality of public service delivery. We explore a natural experiment in Brazil, which provided an objective measure of quality for some public schools, but not others. This creates variation in the availability of information to voters about the quality of schools inside a municipality. To use this variation, we look at polling stations located in municipal schools and compare electoral outcomes in mayoral elections in informed and non-informed groups of voters, before and after the information release. We find that, when the information received by voters is good news, the support for the incumbent increases. For the worst performers in our sample, providing information about school quality implies a decrease in the vote-share of the incumbent. We find that these effects are stronger in municipalities without local radios and/or newspapers. We do not find relevant heterogeneities when decomposing our effects according to schooling.

p. 1-166 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-03-20T20:02:09Z No. of bitstreams: 2 1111a.pdf: 176549 bytes, checksum: d7290d2995d47d6502c6d47e15c02a0b (MD5) 2222b.pdf: 1269787 bytes, checksum: 184132e47499f5695aba200b3e2f6f82 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-03-23T14:14:00Z (GMT) No. of bitstreams: 2 1111a.pdf: 176549 bytes, checksum: d7290d2995d47d6502c6d47e15c02a0b (MD5) 2222b.pdf: 1269787 bytes, checksum: 184132e47499f5695aba200b3e2f6f82 (MD5) / Made available in DSpace on 2013-03-23T14:14:00Z (GMT). No. of bitstreams: 2 1111a.pdf: 176549 bytes, checksum: d7290d2995d47d6502c6d47e15c02a0b (MD5) 2222b.pdf: 1269787 bytes, checksum: 184132e47499f5695aba200b3e2f6f82 (MD5) Previous issue date: 2004 / Esta dissertação tem como objetivo identificar aspectos da Lei de Responsabilidade Fiscal (LRF) que exercem impactos relevantes no modo de gestão dos administradores públicos de municípios da Região Metropolitana de Salvador, selecionados para este estudo. Pretende-se verificar se a referida Lei tem reflexo na cultura política vigente do patrimonialismo. Para tanto, realizou-se estudo de caso em seis municípios da região Metropolitana de Salvador. Por meio da análise de conteúdo das entrevistas semi-estruturadas, realizadas com gestores públicos desses municípios, e dos pareceres prévios emitidos pelo Tribunal de Contas dos Municípios sobre a prestação de contas do exercício de 2002 desses mesmos municípios, constata-se que o desenho institucional produzido por esta lei não foi capaz de influenciar, substancialmente, o modo de gestão desses administradores. Considerando-se que a cultura patrimonialista constitui uma barreira estrutural para o desenvolvimento da cidadania e, conseqüentemente, da cultura política democrática, os resultados apontam que os gestores baianos apresentam dificuldades para implantar o modo de gestão preconizado pela LRF, embora mudanças incipientes já possam ser observadas. / Salvador

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-03-19T20:57:09Z No. of bitstreams: 1 PDF Final.pdf: 2328553 bytes, checksum: 3ac9a36fcd27bf7c55772aeae2dc0f8c (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-03-20T19:28:17Z (GMT) No. of bitstreams: 1 PDF Final.pdf: 2328553 bytes, checksum: 3ac9a36fcd27bf7c55772aeae2dc0f8c (MD5) / Made available in DSpace on 2015-03-20T19:28:17Z (GMT). No. of bitstreams: 1 PDF Final.pdf: 2328553 bytes, checksum: 3ac9a36fcd27bf7c55772aeae2dc0f8c (MD5) / O presente trabalho discute accountability e o processo de aprendizagem proporcionando um estudo sobre o acompanhamento pedagógico da educação profissional integrada à educação básica à luz das dimensões de accountability. Com referencial teórico que discute políticas públicas em educação e educação profissional, gestão da educação, processo de aprendizagem e accountability. Nessa pesquisa accountability será tratada de forma bidimensional no âmbito da justificação e responsabilização. A pesquisa tem caráter qualitativo, utilizou-se a metodologia de pesquisa-ação que objetiva simultaneamente, pesquisa e intervenção, desenvolvida a partir de pesquisa bibliográfica, documental, observação participante e expondo um planejamento de estratégias que partem do âmbito pedagógico para as outras áreas profissionais. Realiza uma reflexão sobre a importância da prestação de contas e justificação como possibilidade de correção de desvios ocorridos no processo de aprendizagem e não como um simples elemento de controle e fiscalização, mas de parceria com os stakeholders. Os resultados apontam para a necessidade de ressignificação das relações entre coletivo escolar e a esfera pedagógica, no Campus de Salvador, com a apresentação de um quadro demonstrando a aproximação dos mecanismos de accountability e o processo de aprendizagem, propondo mudanças e ajustes para a qualificação da gestão democrática e como consequência a redução das desigualdades sociais e respeito ao fortalecimento da cidadania e democracia, contribuindo para a formação de indivíduos críticos, conscientes de seus direitos e deveres e que possam interferir nos processos produtivos respeitando a si, ao próximo e a natureza. This paper discusses accountability and learning process by providing a study of the pedagogical monitoring of integrated professional education in the light of the basic dimensions of education accountability. With theoretical framework that discusses public policies in education and professional education, management education, the learning process and accountability. Accountability in this research will be treated two-dimensionally in the context of justification and accountability. The research is qualitative, we used the methodology of action research that aims to both research and intervention, developed from literature, documentary research, participant observation and exposing a planning strategies that depart from the pedagogical framework for other professional areas .Performs a reflection on the importance of accountability and justification and possible correction of deviations occurring in the learning process and not as a simple element of control and supervision, but the partnership with stakeholders. The results point to the need for redefinition of relations between school community and the educational sphere, on the campus of Salvador, with the presentation of a framework demonstrating the alignment of the accountability mechanisms and the process of learning, proposing adjustments and changes to the qualification of democratic and consequently the reduction of social inequalities and respect to strengthen citizenship and democracy by contributing to the formation of critical individuals, aware of their rights and duties and that may interfere with the processes respecting themselves, others and nature. managed