Orientador: Newton Antonio Paciulli Bryan / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T10:12:10Z (GMT). No. of bitstreams: 1 Santos_AgidaMariaCavalcantedos_D.pdf: 2064109 bytes, checksum: 2c35a6aa2241047d770ea7034ddd5ee4 (MD5) Previous issue date: 2013 / Resumo: A pesquisa apresentada analisa o processo de implantação da política pública educacional constante no Decreto nº 5.840 de 2006 que propõe executar de forma conjunta o Ensino Médio e a Educação Profissional, na vertente do Ensino Técnico, para a população de jovens e adultos. Foi realizada em três cidades do estado do Amazonas, a saber: a capital Manaus, economicamente determinada pelo Pólo Industrial de Manaus (PIM), no Município de Coari, que é sede do pólo de extração do gás natural pela PETROBRAS, e no Município de São Gabriel da Cachoeira, área fronteiriça e militarizada, com grande concentração de população indígena. A presente pesquisa examina o processo de implementação da política no período de 2006 a 2010. Portanto, este trabalho se debruça na historicização das políticas destinada à modalidade de Educação de Jovens e Adultos, desde os anos de 1940 até 2006, relacionando-as com a problemática social do analfabetismo no Brasil; passa pela exposição das Teorias do Estado: Pluralistas, Marxistas, Elitista e Corporativos, apresentadas por Shumpeter (1947), Beer (1965), e Ham & Hill (1984), levantando, assim, os construtos da gênese elaborativa em Políticas Públicas. Através do estudo do modelo de Estado, apontamos o Neoinstitucionalismo Histórico de Marques (1997), Evans (1993) e Ham & Hill (1993), como matriz propulsora desta política, bem como os estudos de Skopcol (1989) sobre a autonomia do Estado, sua capacidade e racionalidade. Os autores Mazmanian, D. (2003), Van Meter e Van Horner (2003), Elmore, R. (2003) e Villanueva (2003), nos ajudam a construir a tipologia dos modelos dos processos de implantação que foram usados para classificar a política estudada. Os dados levantados apontam de forma conclusiva que o modelo de implantação adotada nesta política educacional interfere de forma decisiva no seu sucesso, comprometendo os objetivos propostos pela mesma. / Abstract: The research presented analyzes the implementation process of public education policy contained in Decree 5840 of 2006 which proposes run jointly high school and professional education, the slope of Technical Education, for the population of young adults. It was held in three cities in the state of Amazonas, namely the capital Manaus, economically determined by the Industrial Pole of Manaus (PIM), in the city of Coari, which is headquartered pole extraction of natural gas by PETROBRAS, and the City of São Gabriel da Cachoeira, and militarized border area with high concentration of indigenous population. This research examines the process of policy implementation in the period from 2006 to 2010. Therefore, this work focuses on policies aimed at historicizing modality Youth and Adults, from the years 1940 to 2006, relating them to the social problem of illiteracy in Brazil; passes by exposure Theories of the State: Pluralist, Marxist Elitist Corporate and presented by Schumpeter (1947), Beer (1965), and Ham & Hill (1984), raising thus the constructs of elaborative genesis in Public Policy. Through the study of the state model, we point neoinstitutionalism History Marques (1997), Evans (1993) and Ham & Hill (1993), propelling this policy matrix as well as studies of Skopcol (1989) on the autonomy of the state its ability and rationality. The authors Mazmanian, D. (2003), Van Meter and Van Horner (2003), Elmore, R. (2003) and Villanueva (2003), help us to build a typology of models of deployment processes that were used to classify the studied policy. The data collected indicate conclusively that the deployment model adopted in this educational policy interferes decisively in their success, compromising the objectives proposed for the same. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutora em Educação

This thesis focuses on the topic of multicultural education based on elaborated methods and techniques of drama in education. The theoretical part deals with the drama in education, its objectives, methods and techniques, and its inclusion in The Framework Educational Program for Basic Education (FEP), then on the Roma population and its specifics, multicultural education, its goals and its inclusion in the FEP. Through structured drama techniques in the practical part I try to explain school children the history, culture, values and way of life of the Roma population reflected by assimilation policy of the Czech Republic of the last century. Via this drama in education lessons focused on learning the specifics of the Roma population, I make an effort to prevent or influence prejudices. I have chosen to focus on this ethnic minority as it is the largest ethnic group in the Czech Republic and it is exposed to probably most significant racial prejudice. Keywords drama in education, structured drama, multicultural education, Roma population, culture and history of the Roma population, The Framework Educational Program for Basic Education, primary school children

The education of the children of migrant farmworkers is difficult to manage because of their mobile lifestyle. The dropout rate of these children is extremely high and remains the highest of any group in the United States. This project offers an historical overview of the creation and development of the migrant education programs of today. After examining sample distance learning programs and their important components, this project features a model distance-learning program for migrants. The goal is to create distance learning programs that will allow migrant children to continue school as they travel, guide them to graduation, and lead them toward higher education.

MPM / Oliver Tambo Institute of Governance and Policy Studies / Adult basic education and training in South Africa is viewed as an instrument for social, economic and political development. However, over the years, the programme faced challenges relating to recruitment and retention of suitably qualified practitioners, resulting in high staff turn-over. The study focused on the perception of adult learners about the adult basic education and training practitioners turn-over at the Witbank education circuit to gain insight into the magnitude of the problem and recommend ways and strategies to address the identified challenges. The study used a mixed method approach, incorporating elements of both quantitative and qualitative research approach. The research sample comprised adult learners, educators, Adult center managers and adult basic education and training coordinators using purposive sampling technique. Data was collected using semi-structured questionnaires and analyzed using the eight steps of Tesch in Cresswell (2009:186). The results of the study revealed that the participants were to a large extent, aware that ABET practitioners’ turnover is a serious problem at the Witbank education circuit. The study participants revealed that lack of commitment and recognition by government to address ABET practitioner turnover decisively is impacting negatively on learners’ motivation, morale, study progress and their relationship with practitioners. This leads ABET learners to not take the ABET programme seriously, and drop of the programme due to lack of progress whereas most ABET practitioners take ABET as a waiting station for better jobs. A number of strategies can be employed to address the challenge of ABET practitioners’ turnover. Amongst others are the following: the basic working conditions of ABET practitioners should be improved. This will automatically translate into job satisfaction and long tenure, thereby counteracting current levels of high staff turnover. ABET practitioners should also be afforded relevant skills development programmes to ensure continuous professional growth and development. / NRF

The purpose of this study was to investigate the effectiveness of the facilitation methods used in the adult centre to motivate adult learners to participate in Adult Basic Education and Training (ABET) programmes, as the majority of South Africans have a low level of literacy. The illiteracy could not be viewed independently of the apartheid policies that were in place before democratisation in 1994. After the democratisation the African National Congress (ANC) policies, prioritised the provision of ABET. The policy was for ABET provide education including basic literacy, numeracy to a level equivalent to the General Certificate of Education to adults who have had little or no formal schooling. ABET is viewed as a means to educate and train adults and is regarded as a force for social participation and economic development. The researcher was prompted to investigate the effectiveness of the facilitation methods to motivate adult learners to participate in learning or not. Adults’ participation in learning programmes will help them towards social participation and also to develop them economically. If adults are economically developed, South Africa will not be facing such huge rate of unemployment, poverty and illiteracy. As there are a number of development programmes that are offered at Ekurhuleni to equip adults with relevant skills required for development and equipping them with the skills to face economic challenges of the country, motivation becomes essential because if learners are not motivated to participate, they are not going to be involved in them and get the necessary education. The focus is also on the facilitation methods that are used in the learning centre. Qualitative research has enabled the researcher to gather enough data through employing interviews. Individual interviews, focus group interviews as well as observation were the tools used in this study. It reveals that facilitation methods that are used are not effective enough to motivate adult learners’ participation in ABET programmes. Thus recommendations and suggestions were made to assist the i facilitators in rendering effective facilitation methods for the benefit of the adult learners. / Educational Leadership and Management / D. Ed. (Education Management)

科学研究費補助金 研究種目:一般研究(C) 課題番号:03610120 研究代表者:潮木 守一 研究期間:1991－1993年度

The poor state and failure of the basic education system in South Africa gave rise to this research. The wave of knowledge loss experienced in the last two decades is expected to carry on and will continue to deplete the basic education system’s knowledge base, severely affecting the already poor quality of education as well as the future economic growth and sustainability in South Africa. The main research objective was to establish whether future growth and sustainability in the basic education system in South Africa is achievable; which factors it is influenced by; and how knowledge continuity could impact on future growth and sustainability. A multidisciplinary approach focusing on organisational performance, knowledge management, individual and organisational behaviour and organisational development was followed. The nature of growth and sustainability and knowledge continuity in organisations was explored by following a contextualisation theory-building process. The main objective of the empirical research study was to determine by means of quantitative research the degree to which the influencing factors would enhance or impede growth and sustainability in an organisation. A quantitative survey method was followed. A questionnaire was developed and the survey was performed in 6 primary and secondary schools of the basic education system in South Africa. The questionnaire was found to be reliable with a Cronbach’s alpha of .8060. In the descriptive factor analysis process, principal component factor analysis was conducted, which described the five constructs that would influence growth and sustainability. These constructs’ dimensions produced significant intercorrelations which indicate that the dimensions are for the most part intercorrelated with each other in contributing to growth and sustainability. The multiple regression analysis indicated that knowledge loss would have an exceptionally strong impact on knowledge; and that knowledge, information and performance would significantly predict growth and sustainability. Organisations should change the focus for growth from physical assets to the development of intellectual capital, and knowledge continuity should form part of an organisations’ business strategy and mission. Knowledge continuity will only be successful if a culture conducive of trust and knowledge sharing and transfer exist, and are supported by effective and appropriate human resource practices and incentives. A structural equation model development strategy produced a knowledge continuity model aimed at enabling future growth and sustainability, based on the constructs confirmed in the factor analysis. The model indicated that there is a direct causal relationship between knowledge, information and performance with growth and sustainability. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The newly developed questionnaire and structural equation model should enable organisations to measure the degree to which the enhancing individual and organisational behavioural factors of growth and sustainability are in place and provide the measurement outcomes that would identify the factors that need to be focused on to improve and enable future growth and sustainability in an organisation. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.

The poor state and failure of the basic education system in South Africa gave rise to this research. The wave of knowledge loss experienced in the last two decades is expected to carry on and will continue to deplete the basic education system’s knowledge base, severely affecting the already poor quality of education as well as the future economic growth and sustainability in South Africa. The main research objective was to establish whether future growth and sustainability in the basic education system in South Africa is achievable; which factors it is influenced by; and how knowledge continuity could impact on future growth and sustainability. A multidisciplinary approach focusing on organisational performance, knowledge management, individual and organisational behaviour and organisational development was followed. The nature of growth and sustainability and knowledge continuity in organisations was explored by following a contextualisation theory-building process. The main objective of the empirical research study was to determine by means of quantitative research the degree to which the influencing factors would enhance or impede growth and sustainability in an organisation. A quantitative survey method was followed. A questionnaire was developed and the survey was performed in 6 primary and secondary schools of the basic education system in South Africa. The questionnaire was found to be reliable with a Cronbach’s alpha of .8060. In the descriptive factor analysis process, principal component factor analysis was conducted, which described the five constructs that would influence growth and sustainability. These constructs’ dimensions produced significant intercorrelations which indicate that the dimensions are for the most part intercorrelated with each other in contributing to growth and sustainability. The multiple regression analysis indicated that knowledge loss would have an exceptionally strong impact on knowledge; and that knowledge, information and performance would significantly predict growth and sustainability. Organisations should change the focus for growth from physical assets to the development of intellectual capital, and knowledge continuity should form part of an organisations’ business strategy and mission. Knowledge continuity will only be successful if a culture conducive of trust and knowledge sharing and transfer exist, and are supported by effective and appropriate human resource practices and incentives. A structural equation model development strategy produced a knowledge continuity model aimed at enabling future growth and sustainability, based on the constructs confirmed in the factor analysis. The model indicated that there is a direct causal relationship between knowledge, information and performance with growth and sustainability. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The newly developed questionnaire and structural equation model should enable organisations to measure the degree to which the enhancing individual and organisational behavioural factors of growth and sustainability are in place and provide the measurement outcomes that would identify the factors that need to be focused on to improve and enable future growth and sustainability in an organisation. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.

Die Brasiliaanse opvoedkundige Paulo Freire word as een van die belangrikste opvoeders van die twintigste eeu beskou. Sy benadering tot volwasse onderrig is op verskeie terreine toegepas maar nooit direk as teenvoeter vir geweld teen vroue en kinders aangewend nie. Die doel van hierdie studie was om vas te stel op welke wyse Paulo Freire se benadering tot leer en onderrig in volwasse basiese onderrig as teenvoeter kan dien vir die kultuur van geweld teen vroue en kinders in Suid-Afrika. Die studie bestaan uit ’n analitiese literatuurstudie en ’n kwalitatiewe studie met elf deelnemers. Ten einde die navorsingsvraag te beantwoord neem die studie ‘n aanvang met ’n literatuurstudie oor die redes vir geweld teen vroue en kinders. Daarna val die fokus op volwasse basiese onderrig [VBO], volwasse leer en die knelpunte in VBO in Suid-Afrika. In die volgende hoofstuk word die literatuur ten opsigte van Freire se werk en sy benadering tot volwasse onderrig bespreek. Kernelemente van sy benadering word getabuleer waarna kritiek op en die belang van sy benadering, sowel as die toepassing daarvan, in Afrika en Suid-Afrika bespreek word. In die kwalitatiewe empiriese studie word die resultate van die vrae in die onderhoudsgids met betrekking tot geweld en VBO bespreek waarna die resultatate in die laaste hoofstuk in die lig van die literatuurstudie geanaliseer word. Nadat die data beoordeel is, word aanbeveel dat, hoewel kennis geneem moet word van die uitdagings in VBO en Freire se benadering, die benadering steeds as ’n middel in basiese volwasse onderrig gebruik kan word om geweld die hoof te bied. ’n Praktiese voorstel vir teengeweldonderrig word gemaak met behulp van ’n teengeweldlesplan vir VBO. Die navorsing sluit af met beperkings van die studie en voorstelle vir optrede. / The Brazilian educator Paulo Freire is considered to be one of the most important educators of the twentieth century. His approach to adult education has been applied to various fields, but never directly to prevent violence against women and children. The purpose of this study was to ascertain how Freire’s approach to learning and teaching can be used as an antidote against violence against women and children in South Africa. The study consists of an analytical literature review and qualitative study with eleven participants. To answer the research question, the study commences with a literature study on the reasons for violence against women and children. Therafter the focus shifts to the adult basic education, adult learning and the restraints in adult basic education in South Africa. In the next chapter Freire’s work and his approach to adult education is dis-cussed. Key elements to his approach is tabled whereafter critique on and the im-portance of his approach, as well as its application in South Africa, is discussed. In the qualitative empirical study the results of the questions in the interview guide with regard to violence and adult basic education is discussed, whereafter the results are analised in the final chapter in view of the literature study. After the consideration of the data, it is recommended that cognisance must be taken of the challenges to adult basic education and Freire’s approachwhich can still be utilised as a medium in adult basic education to combat violence. A practical proposal for antiviolence education is made through a antiviolence lesson plan for ABE. The research concludes with limitations and recommendations. / ABET and Youth Development / M. Ed. (Adult Education)

This diploma thesis deals with the teaching specificity of the history of the 20th century in upper primary schools and with methodical drafts of selected thematic units of the same period. The thesis puts emphasis on problems related to teaching on the 20th century. The work summarizes theoretical knowledge of teaching on the history of the 20th century and follows up the classification of this historical period into the General educational program for basic education. Methods and strategies suitable for teaching the history of the 20th century and the approach how to give lessons about controversial and delicate topics in history are also included in the present thesis. The methodical drafts of selected thematic units from the history of the 20th century are one part of the thesis. These drafts were worked out in respect of using various teaching styles and educational strategies. The thesis also pays attention to the utilization of didactic media in the teaching of history.