This article discusses the documents’ test that must be practiced during the issuance of letters of credit, so that subjects acting in international trade can meet the obligations involved by participating entities and challenge deficiencies in such benefits —if it’s the case—. / El presente artículo aborda el examen de los documentos que debe practicarse con ocasión de la emisión de cartas de crédito, con el objeto de que los sujetos que actúen en el comercio internacional puedan conocer las obligaciones de las entidades partícipes e impugnar —cuando fuese el caso—las deficiencias en tales prestaciones.

abstract: As schools across Arizona worked to meet NCLB's AYP requirement in 2010-2011, they were also labeled and sanctioned by AZ Learns. This phenomenological study focused on six effective high school principals in two Arizona school districts to ascertain how accountability policies impacted the principals' job responsibilities, autonomy, and ability to pursue social justice on their campuses. Interviews were conducted in three phases: superintendents, three principals from the superintendents' recommendations of effective school leaders, and three teachers from each school. In addition to analysis of individual principal leadership patterns, comparisons were made across districts, and from school to school within the same district. The goal of the study was to determine if and how principals were able to accomplish their goals for their school. The principals' leadership styles were examined through a Vortex Leadership Framework that posited principals at the center of a vortex of varying leadership roles, interests, and external forces, including accountability, autonomy, and limited resources. Key findings included (a) high school principals' responsibilities now include selling change to their staff, (b) principals' accountability is limited more by district constraints than by state or federal accountability, (c) principals must contend with rigid one-size fits all accountability standards that do not always meet the needs of their students, and (d) principals' autonomy is tied to their resources, including funding for staffing and programs. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013

Decentralisation, meaning the delegation of responsibilities from central to lower government levels is generally assumed to improve the delivery of local public services. The theoretical assumption is that local authorities are encouraged by decentralisation to behave in a more accountable and entrepreneurial fashion. At the same time, accountability and (public) entrepreneurship are distinct concepts and may even be considered to involve conflicting behaviours. Therefore, decentralisation outcomes may vary depending on which behavioural pattern predominates. Previous research has focused on using large data sets to examine the impact of decentralisation on outcomes such as economic growth, disparities, poverty reduction and government performance. But there is also a need to better understand how decentralisation, and specifically fiscal decentralisation, may promote accountability and public entrepreneurship in specific settings. To contribute to closing this gap, this dissertation examines both fiscal decentralisation policies and contemporaneous changes in political arrangements. It identifies the incentives these changes create for Mexican local authorities to behave in more accountable and entrepreneurial ways and which may lead to differences in government performance. The study focuses on rural municipalities where achieving the predicted decentralisation outcomes is highly challenging. A mixed methods research design was used with two phases. In the first stage, the relationship between fiscal decentralization and changes in government accountability and entrepreneurship was investigated through statistical analysis based on fixed effects estimation using a sample of 505 rural municipalities. For that purpose a longitudinal dataset was developed, comprising municipal level information between the years 1990 and 2009, including indices for accountability and public entrepreneurship. Phase two involves multiple case studies of individual municipalities that were selected based on performance. The empirical evidence suggests that decentralisation policy has tended to work against accountability but has increased entrepreneurial behaviour in rural municipalities, highlighting the potential tension between the two. The extent to which these effects occur seems to depend on the particular fiscal arrangement. In addition, political competition seems to reinforce accountability and has an impact in entrepreneurship in a different way to the effects expected theoretically, though the effects are not as strong as with fiscal decentralisation. This study advances the public entrepreneurship literature and expands the understanding of fiscal decentralisation. Additionally, it provides suggestions for which policy arrangements are likely to promote accountability and entrepreneurial actions by public authorities.

Because defence industry companies today act in a market characterized by international cooperation and export, higher demands on cultural competence and diversity is placed in the organization. Due to this, cross-cultural demands on leaders in defence industry companies increase. However, it is difficult to build the paper on previously established theory as the scenario is new for the industry. Therefore, the purpose of the survey is to through a grounded theoretical approach investigate the leadership challenges facing Swedish defence industry companies as they move towards a more international market. As a research object, SAAB was chosen. The result showed that five themes could be identified. These are motivation, change in organizational focus, diversification, communication and planning, as well as the complexity of the defence industry. A core variable was identified as fragmentation of leadership challenges in internationalization. This means that leadership issues change focus, change or in other ways are challenged when the company is on the international market. Analysis of the interviews indicate that the most pressing leadership issues with moving abroad is motivation, gender equality, trust, communication and accountability. These five parameters are all inherent in the business and are based on the way in which the business has been identified previously and the surrounding characteristics that affect the organization. / Eftersom försvarsindustriföretag idag agerar på en marknad som kännetecknas av internationellt samarbete och export ställer detta större krav på kulturell kompetens och mångfald i organisationen. Detta innebär att korskulturella kraven på ledare i försvarsindustriella företag ökar. Det är dock svårt att bygga uppsatsen på tidigare etablerad teori då detta är ett nytt scenario för branschen. Därför blir syftet med undersökningen att genom en grundad teoretisk ansats undersöka vilka ledarskapsutmaningar svenska försvarsindustriföretag står inför när de rör sig mot en mer internationell marknad. Som forskningsobjekt valdes SAAB. Detta då företaget kan ses som ett lämpligt objekt för att undersöka syftet. Resultatet visade att fem teman kunde identifieras. Dessa är motivation, förändring i organisationsfokus, diversifiering, kommunikation och planering samt försvarsindustrins komplexitet. En kärnvariabel identifierades som fragmentering av ledarskapsutmaningar vid internationalisering. Detta innebär att ledarskapsproblematik skiftar fokus från nationell till internationell marknad, förändras eller på något annat sätt utmanas när företaget globaliseras. Analyser av resultatet visar på att det den största ledarskapsproblematiken med att ha verksamhet utomlands är motivation, jämställdhet, tillit, kommunikation och resultatansvar. Dessa fem parametrar är alla inneboende i verksamheten och grundar sig i hur verksamheten sett ut tidigare samt omgivningskarakteristika som påverkar organisationen.

South Africa is faced with enormous backlog of service delivery which is attributed to the apartheid government and performance challenges especially in areas like Eastern Cape. It was then identified that there was no uniform system to monitor and evaluate performance of government institutions and the impact of the services they render to the community. The government then adopted a monitoring and evaluation system called Government - Wide Monitoring and Evaluation System for all government departments and municipalities. This study analysed the implementation of this Government-Wide Monitoring and Evaluation System in Eastern Cape Municipalities with specific reference to Chris Hani District Municipality. It further assessed the effectiveness of this monitoring and evaluation system and whether its implementation has improved performance in municipalities, so as to identify the hampering limitations and the appropriate improvement strategies that can be recommended. In order to reach conclusions to the questions and objectives, the study was conducted using qualitative research methodology. Interviews were conducted as described in chapter 3. Chapter 4 presents the findings that were achieved from the interviews and the interpretation of these findings whilst chapter 5 presents conclusion and recommendations based on the findings.

Este estudo analisa os efeitos colaterais indesejados de avaliações externas quando combinadas a políticas de responsabilização (accountability) escolar no Brasil. Estes efeitos colaterais, denominados \"peiragênicos\" por Madaus e Russell, são previsíveis, indesejados e decorrem da manipulação (gaming) das regras do sistema pelos agentes envolvidos, levando à inflação de escores, vieses nos resultados reportados e interferências indevidas nos processos escolares que se pretendiam monitorar. Este estudo completa uma lacuna na literatura nacional, visando a medir a extensão de dois destes efeitos: a exclusão não aleatória de alunos de baixa proficiência de avaliações e a incidência de fraudes ingênuas, em desacordo aos protocolos de aplicação das avaliações. Duas abordagens são apresentadas. Para estimar as exclusões de alunos de baixa proficiência é proposta uma análise baseada na assimetria de distribuições de proficiência, usando distribuições normais truncadas. Para avaliar a extensão de fraudes ingênuas, definidas como a divulgação de respostas aos alunos testados sem levar em conta a existência de cadernos de itens ou permissividade com \"colas\" entre alunos, é introduzida uma abordagem baseada na contagem de blocos impróprios maximizadores. Ambos os algoritmos são aplicados à Prova Brasil, de 2013 e 2015. As medições obtidas são confrontadas com variáveis explicativas associadas às pressões da responsabilização, mediante modelos hierárquicos lineares. As pressões consideradas neste trabalho resultam de programas estaduais de bonificação docente e de acompanhamento do Indicador de Desenvolvimento da Educação Básica (Ideb), assim como variações em rankings do Ideb nos municípios. Os resultados indicam que tanto a exclusão de alunos de baixo desempenho quanto fraudes ingênuas ocorrem em associação a estas pressões. O gaming parece mais intenso em unidades da federação com políticas high-stakes, assim como em escolas com Ideb baixo verificado na avaliação anterior. Tendências de variação do Ideb, distâncias deste indicador às metas, ou mudanças em posições no ranking resultam não correlacionados significativamente às pressões. Exclusões medidas são menores em UFs com avaliações próprias para cálculo de bonificação. Um substancial aumento nas indicações de fraudes em 2015, versus 2013, pode estar associado às mudanças na participação mínima de alunos exigida nestas avaliações. Conclui-se que há necessidade dos formuladores de avaliações tomarem cuidados para controlar os dois efeitos estudados. / This survey analyzes the undesired side effects of standardized assessments when combined with accountability policies, in public schools in Brazil. These effects, identified as \"peiragenics\" by Madaus and Russell, are predictable, undesired and unplanned for, and arise from agents engaging in \"gaming the system\", leading to score inflation, biased reported results and undue interference in the schooling processes under assessment. This survey attempts to fill a void in Brazilian literature regarding the measurement of two side effects: exclusion of low performing students from assessments and undue interference of teachers or testers in the assessment protocols (cheating). To this effect, two analytic approaches are presented. To estimate non-random exclusions of low performing students from testing, a model based on the observed asymmetry of proficiency results, using truncated normal distributions, is proposed. A second model, to assess the extension of naive teacher cheating, defined as attempts to share common answers regardless of differences in test booklets or turning a blind eye to students\' copying answers from classmates, counts unexpected appearances of improper score-maximizing blocks, introduced in this study. Both algorithms are applied to Prova Brasil\'s 2013 and 2015 data sets, a federal assessment of mathematics and reading skills. Measurements are confronted with explanatory variables to test for accountability pressures and gaming-inducing drivers, using two-level hierarchical linear models. The pressures considered in this survey arise from teacher bonus programs adopted by several Brazilian states, performance tracking and rankings of the Ideb indicator (a nationwide metric of the development of elementary and middle-school public education). Results indicate that both selective exclusions of low performing students and naive teacher cheating occur, in patterns associated with pressures. Gaming behavior appears to be more intense in states with high-stakes linked to the assessment, in schools with lower Ideb ratings. Past trends and gaps versus targets in Ideb and changes in local rankings result not significantly correlated with gaming behavior. Lowest exclusion measurements occur in states where alternative assessments are used for bonus payments. A substantial increase in cheating indications in 2015 over 2013 was measured, possibly reflecting increased minimum participation requirements stressing schools to maintain performance through cheating attempts. In conclusion, the need for care in design of assessment policies to control for the two effects measured is made evident.

Este trabalho é um estudo sobre como o poder executivo faz-se presente na Internet. Nele é examinado se os governos eletrônicos ao ocuparem o ciberespaço ofertando serviços, tornam mais transparentes as relações entre governantes e governados, e se aumentam os incentivos para a responsabilização da performance dos agentes públicos, isto é, mais accountability. Para isso realizamos um estudo de caso sobre o governo eletrônico brasileiro. Concluímos que no estágio atual do governo eletrônico no Brasil estão sendo criadas as condições inovadoras no relacionamento entre agentes públicos e cidadãos, podendo num futuro próximo afetar positivamente os mecanismos de controle e de responsabilização de governantes. / This work is a study on as the executive becomes present in the Internet. In it is examined if the electronic governments when occupying cyberspace offering services, become more transparent the relations between governing and governed, and if they increase the incentives on performance of the public agents, that is, more accountability. For this we carry through a case study on the Brazilian electronic government. We conclude that in the current period of training of the Brazilian electronic government they are being created innovative conditions in the relationship between public agents and citizens, being able in a next future to positively affect the mechanisms of accountability.

Made available in DSpace on 2014-06-12T15:07:22Z (GMT). No. of bitstreams: 2 arquivo1377_1.pdf: 219830 bytes, checksum: 7cec70c5254c29151b0e129060af89a4 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2006 / A auditoria de legalidade não vem atingindo os resultados esperados pela sociedade. Auditores e gestores estão insatisfeitos com a baixa eficácia do modelo de controle baseado na norma. A Constituição Federal e legislação inferior propõem a auditoria de desempenho, que se torna efetiva após os processos de reforma administrativa da década de 90. As primeiras iniciativas foram do Tribunal de Contas da União e, posteriormente, dos tribunais de contas estaduais e órgãos de controle interno. Nossa questão de pesquisa é: a mudança se restringe ao método ou deve envolver uma relação entre auditores e gestores baseada na nova noção de accountability, ambos voltados, segundo nossa hipótese, para uma instância social maior? O trabalho de campo mostrou que os auditores são contrários a uma responsabilização mais ampla enquanto os gestores entendem que todos devem assumir parte da responsabilidade. As condições e os limites impostos à nossa hipótese foram: independência e autonomia dos auditores, ausência de previsão legal, falta de interesse do controle, subjetividade da auditoria de desempenho, mudança necessária de cultura e decisão política. A teoria nos oferece os conceitos fundamentais de cidadania, democracia delegativa e, sobretudo, accountability. Esta última concepção está relacionada à prática, pelo sistema de transparência, de uma responsabilidade subjetiva de auditores e gestores perante a sociedade. As experiências do TCU, TCE e Controle Interno de Pernambuco demonstraram avanços na auditoria de desempenho, mas a relação continua baseada na noção de responsabilidade jurídico-administrativa e processual. Propomos uma mudança em relação à accountability horizontal e à consolidação da cidadania, para construirmos uma comunidade de interesses entre auditores e gestores

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-03-30T12:22:36Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO - MARIA LUCIVÂNIA SOUZA DOS SANTOS.pdf: 9988059 bytes, checksum: fab46b47b8c45c5b37418b388275c929 (MD5) / Made available in DSpace on 2017-03-30T12:22:36Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO - MARIA LUCIVÂNIA SOUZA DOS SANTOS.pdf: 9988059 bytes, checksum: fab46b47b8c45c5b37418b388275c929 (MD5) Previous issue date: 2016-03-31 / A crescente preocupação com a melhoria da qualidade da educação e, diante disso, a adoção das avaliações em larga escala no Brasil, refletiu também nas Redes de Ensino Estaduais e Municipais, mas sobretudo nas Redes de Ensino Estaduais, que vêm criando índices e sistemas de avaliação próprios, como é o caso de Pernambuco. Diante disso, o estudo em questão tem como objeto de investigação as políticas educacionais e de avaliação educacional desenvolvidas pelo Governo do Estado de Pernambuco no período que estabelece os dois mandatos do Governador Eduardo Campos (2007 – 2014). A consolidação dessas políticas deu-se a partir da implantação do Programa de Modernização da Gestão Pública (PMGP), implantado em 2008, sendo desenvolvido em parceria com o Movimento Brasil Competitivo (MBC) e Instituto Nacional de Desenvolvimento Gerencial (INDG), com o objetivo de melhorar os indicadores educacionais da Rede Estadual de Ensino, sobretudo o Índice de Desenvolvimento da Educação Básica (IDEB) e o Sistema de Avaliação da Educação Básica de Pernambuco (SAEPE), definindo metas a serem alcançadas por cada escola através de acordo firmado entre escola e Secretaria de Educação por meio do Termo de Compromisso Metas pela Educação. As metas são definidas a partir dos resultados alcançados pelo Índice de Desenvolvimento da Educação Básica de Pernambuco (IDEPE), índice que envolve a média de desempenho no SAEPE e o fluxo escolar. O IDEPE é fator determinante para o recebimento do Bônus de Desempenho Educacional (BDE), política de incentivo instituída em 2008. Assim, considerando a centralidade da avaliação nas reformas educacionais brasileiras em curso e compreendendo a avaliação em larga escala como instrumento norteador de políticas educacionais em boa parte dos países que se organizam a partir do neoliberalismo, e que os resultados desse processo são considerados como principal mecanismo utilizado como parâmetro de qualidade, busca-se responder ao seguinte problema de pesquisa: Qual o impacto das políticas de avaliação educacional para a melhoria da qualidade da educação, segundo a visão dos sujeitos envolvidos no processo educacional, no contexto da Rede Estadual de Ensino de Pernambuco? Para tanto, estabeleceu-se como objetivo geral avaliar o impacto das políticas de avaliação educacional para a melhoria da qualidade da educação, segundo a visão dos sujeitos envolvidos no processo educacional, no contexto da Rede Estadual de Ensino de Pernambuco. Concluiu-se que grande parte dos resultados alcançados nos índices educacionais do Estado de Pernambuco se deve às Escolas de Referência em Ensino Médio e Técnicas, que somam mais de 52% das matrículas. A partir de uma política de incentivos, um forte acompanhamento e monitoramento do trabalho realizado pelos professores e a promoção de uma pedagogia da exclusão, selecionando os melhores alunos e excluindo os piores, essas mantêm-se como escolas de excelência, atingindo de forma exitosa os resultados esperados pelo Governo, em termos numéricos. Isso se dá a partir de estreitamento curricular, “treinamento” para as avaliações, reforços para as disciplinas avaliadas e responsabilização de toda a escola pelos resultados, no contexto de busca por uma qualidade total, no mesmo sentido buscado no meio empresarial, com ênfase na eficiência, eficácia e produtividade, desvendando um modelo de educação que se destina, cada vez mais, a satisfazer as leis de mercado. Por outro lado, no chão da escola a realidade expressa a forma cruel que essa política de responsabilização implantada no Estado vem gerando, entre outras intempéries, intensificação e precarização do trabalho docente, adoecimento docente e discente, falseamento de resultados, estreitamento curricular e precarização no processo de ensino e aprendizagem dos jovens pernambucanos, excluindo possibilidades de promoção de uma educação de qualidade. / The growing preoccupation with the improvement of educational quality and, considering this, the adoption of large scale evaluation in Brazil, reflected also in the states and municipal teaching networks, but mainly in the teaching networks of states, that are establishing systems and index of proper evaluation, which is the case of the state of Pernambuco. In face of this, the study in question has as investigation object the educational and evaluation policies developed by the government of Pernambuco state in the period which was established in the two mandates of governor Eduardo Campos (2007-2014). The consolidation of these policies began from the establishment of the public management modernization program (PMGP), implemented in 2008, developed in partnership with the Competitive Brazilian movement (MBC) and National institute of management development (INDG), in order to improve the educational index of state teaching network, mainly the Basic Education development rate (IDEB) and the basic education evaluation system of Pernambuco (SAEPE), setting aims to be reached by each school through agreement made by school and education department through goals for education. The goals are defined from the results reached by the development index of basic education from Pernambuco (IDEPE). Index which involve the average development in the SAEPE and school flow. The IDEPE is the determinant factor in order to receive educational performance bonus (BDE), encouragement policy established in 2008. Thus, considering the centrality of evaluations in the Brazilian educational reforms in course and understanding the large scale evaluation as guiding instrument of educational policies in the majority of countries which organize themselves from neoliberalism, and that results of this process are considered as main mechanism used as quality parameter, it seeks to respond to the following problem of research : What is the impact of educational evaluation policies for the improvement of education quality, according to the perception of subjects involved in the educational process, in the context of state network teaching from Pernambuco ? In light of this, it was established as general objective to evaluate the impact of educational evaluation policies for the improvement of the education quality, according to the perception of subjects involved in the educational process, in the context of state network teaching from Pernambuco. It was concluded that the major part of results achieved in the educational indexes of the Pernambuco state are due to the reference schools in technical and high school, which account for more than 52% of enrolments. Starting from a encouragement, a strong support and monitoring of the work done by teachers and the promotion of an exclusion pedagogy, selecting the best students and excluding the worse, those keep as excellence schools, reaching in an effective way the expected results of the government, in numerical terms. This happens from a curriculum narrowing, “training” for the evaluations, support for the evaluated disciplines and responsibility of the whole school for the results, in the context of a search for a total quality, in the same direction searched in the business field, with emphasis in the efficiency, efficacy and productivity, revealing an education model that is intended, increasingly, to satisfy the market laws. On the other hand, on the ground of school the express reality the cruel manner that this policy of responsibility implanted in the state is generating, between others issues, intensification and precariousness of the teaching work, student and teachers illness, faking of the results, curricular narrowing and precariousness in the process of teaching and learning of young students from Pernambuco, excluding possibilities of promotion of a quality education.

Submitted by Caroline Falcao (caroline.rfalcao@ufpe.br) on 2017-05-08T18:55:42Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Cletiane Medeiros Araújo.pdf: 817504 bytes, checksum: 9e547ad8c99e10e02475f50d56ce9e0a (MD5) / Made available in DSpace on 2017-05-08T18:55:42Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Cletiane Medeiros Araújo.pdf: 817504 bytes, checksum: 9e547ad8c99e10e02475f50d56ce9e0a (MD5) Previous issue date: 2012 / Em que medida os escândalos de corrupção impactam na probabilidade de responsabilização dos agentes públicos denunciados? Mobilizando a literatura sobre accountability democrática e relação Executivo-Legislativo, este estudo tem como objetivo analisar quais são os determinantes para a onda de demissão de parte dos ministros do Governo Dilma Roussef ao longo dos dezessetes primeiros meses de mandato. Para isto, foram selecionadas 677 notícias de três jornais de larga circulação nacional, a saber: Folha de S.Paulo; O Estado de S. Paulo; e O Globo. Este trabalho argumenta que a maior intensidade de notícias sobre denúncias de corrupção envolvendo ministros do governo impacta positivamente na probabilidade da saída do agente público da pasta ministerial, destacando assim o papel da mídia no processo de prestação de contas. Quanto às questões que enfocam o processo de negociação de decisões pelos agentes dos Poderes Executivo-Legislativo argumenta-se que o maior número de cadeiras na Câmara dos Deputados pertencentes ao partido do ministro denunciado impacta positivamente na probabilidade de sua saída, caracterizando o comportamento de puxar o tapete em meio a um ambiente de recursos limitados e horizonte temporal curto. Por fim, o fato de o ministro denunciado ser de um partido ideologicamente distante em relação ao partido do presidente lhe confere maior instabilidade no cargo, em outros termos, haveria uma menor tolerância por parte da chefia do Executivo para com os ministros denunciados em escândalos de corrupção quando estes forem membros de partidos mais distantes ideologicamente em relação ao PT. / To what extent corruption scandals impacting the likelihood of accountability of public officials denounced? Mobilizing the literature on democratic accountability and Executive-Legislative relations, this study aims to examine what are the determinants for the wave of resignation from the ministers of the government Dilma Rousseff over the seventeen first months in office. For this, we selected 677 reports of three newspapers of wide national circulation, namely: Folha de S. Paulo, Estado de S. Paulo and O Globo. This paper argues that the greater intensity of news about corruption allegations involving government ministers have a positive impact on the probability of exit from the public official ministerial portfolio, thus underscoring the role of media in the process of accountability. The questions that focus on the process of negotiation of decisions by agents of the Executive-Legislative argued that the largest number of seats in the House of Representatives belonging to the party of the minister denounced a positive impact on the probability of its output, characterizing the behavior of pulling carpet amid an environment of limited resources and short time horizon. Finally, the fact that the minister denounced be a party ideologically distant relative to the president's party gives greater instability in the job, in other words, there would be less tolerance by the chief of Executive to the ministers reported on scandals corruption when they are members of parties more ideologically distant relative to PT.