A presente tese visou à construção e à validação de uma proposta de modelo pedagógico baseado em competências para professores e para tutores em educação a distância - MP-CompEAD. O objetivo é analisar as possíveis contribuições do MP-CompEAD para o processo de construção de competências por esses atores. A fundamentação teórica encontra-se nas obras de Philippe Perrenoud e Guy Le Boterf no que diz respeito às competências, de Patricia Alejandra Behar quanto aos modelos pedagógicos e Jean Piaget acerca da teoria da Epistemologia Genética. Parte-se do pressuposto de que um curso baseado no modelo sugerido possa contribuir para a construção de competências. A metodologia utilizada foi a pesquisa qualitativa, do tipo exploratória (primeira fase) e estudo de caso (segunda fase). Na primeira etapa, desenvolveu-se o objeto de aprendizagem CompEAD (Competências para a Educação a Distância), como também foram realizadas ações-piloto e cursos para o mapeamento de competências e levantamento de estratégias pedagógicas. Esses dois últimos aspectos compõem as questões secundárias e objetivos específicos da investigação, sendo respondidos nessa fase. Na segunda etapa, com base nos primeiros resultados, foi criado e validado o MPCompEAD, a partir de três cursos elaborados com base no modelo. O público dos cursos oferecidos para a coleta de dados em ambas as fases da pesquisa constituiuse de indivíduos de instituições de ensino públicas e privadas. As turmas foram compostas por alunos: (1) com experiência em educação a distância (EAD) - participantes que atuam ou atuaram como professores e/ou tutores; (2) sem experiência na modalidade - interessados em ingressar como professores e/ou tutores em cursos a distância (primeira e segunda etapas); e (3) uma turma mista em termos de experiência (aplicada apenas na segunda etapa da pesquisa). Os instrumentos utilizados foram os ambientes virtuais de aprendizagem institucionais ROODA e MOODLE, além da Roda das Competências, do bloco de anotações, do objeto de aprendizagem CompEAD e dos questionários. Como resultado, portanto, obteve-se um mapeamento de competências consideradas básicas para professores e para tutores atuarem na educação a distância, um quadro de estratégias pedagógicas e o Modelo Pedagógico MP-CompEAD. As contribuições desse modelo pedagógico para os sujeitos participantes na construção de competências para a EAD verificadas na sua validação envolvem os seguintes aspectos: compreensão sobre a EAD e os papéis dos seus atores; experiências proporcionadas pela aplicação das estratégias; possibilidades de reflexão sobre a prática na modalidade, os próprios recursos e os processos de aprendizagem. / This thesis aimed to build and validate a proposal for a pedagogical model based on teachers' and tutors' competencies in distance education called MP-CompEAD. The goal is to analyze the possible contributions of the MP-CompEAD for the process of competency building with teachers and tutors being the actors. The theoretical foundation could be found in the works by Philippe Perrenoud and Guy Le Boterf regarding the competencies, also in Patricia Alejandra Behar's work regarding the pedagogical models and Jean Piaget's Genetic Epistemology's theory. It is assumed that a course based on the proposed model will contribute to build up the competencies. The methodology used was the qualitative research, exploratory type (first phase) and case study (second phase). In the first phase, we developed the learning goal called CompEAD (competencies for distance education), as well as some pilot actions and courses for competency mapping and a pedagogical strategies survey. These last two aspects are part of the secondary issues and specific objectives of the study that were answered at this phase. In the second phase, based on the first results, we created and validated the MP-CompEAD, from the three courses that were made based on the template. The audience of the courses offered for the data collection in both phases of the research consisted of individuals from public and private education institutions. The classes were composed of students: (1) with experience in distance education (DE) -participants that act or acted as teachers and/or tutors; (2) without experience in DE-interested in joining as teachers and/or tutors in distance education (first and second phases); and (3) a mixed group regarding experience (applied only in the second phase of the research). The research instruments were the institutional virtual learning environments like MOODLE, ROODA, as well as the Competency Wheel, the scratchpad, CompEAD learning goal and questionnaires. As a result, therefore, we obtained the competency mapping considered basic to teachers and tutors work on distance learning, a framework of pedagogic strategies and of the MP-CompEAD pedagogical model. The contributions of this pedagogical model for the participants in building competencies for the Distance Education verified in its validation involves: understanding about the DE and the role of people who are involved (the actors); experiences offered by the implementation of strategies; possibilities of reflection on practice mode, its own resources and learning processes. / Esta tesis buscó la construcción y la validación de una propuesta de modelo pedagógico basado en competencias para profesores y tutores en educación a distancia - MP-CompEAD. El objetivo es analizar las posibles contribuciones del MPCompEAD para el proceso de construcción de competencias por estos actores. La fundamentación teórica reside en las obras de Philippe Perrenoud y de Guy Le Boterf, respecto a las competencias, de Patricia Alejandra Behar, tocante a los modelos pedagógicos y de Jean Piaget, acerca de la teoría de la Epistemología Genética. Se parte del presupuesto de que un curso basado en el modelo sugerido pueda contribuir para la construcción de competencias. La metodología utilizada fue la pesquisa cualitativa, del tipo exploratoria (primera fase) y estudio de caso (segunda fase). En la primera etapa, se desarrolló el objeto de aprendizaje CompEAD (Competencias para la Educación a Distancia). Además, se realizaron acciones-piloto y cursos para la identificación de competencias y establecimiento de estrategias pedagógicas. Estos dos últimos aspectos componen las cuestiones secundarias y objetivos específicos del estudio, y fueron respondidos en esa fase. En la segunda etapa, con base en los primeros resultados, se creó y validó el MPCompEAD, a partir de tres cursos elaborados con base en el modelo. El público de los cursos ofrecidos para la recolección de datos en ambas las fases de la pesquisa se constituyó de individuos de instituciones de enseñanza pública y privada. Los grupos fueron compuestos por alumnos: (1) con experiencia en educación a distancia (EAD) - participantes que actúan o actuaron como profesores y/o tutores; (2) sin experiencia en esta modalidad - interesados en ingresar como profesores y/o tutores en cursos virtuales (primera y segunda etapas); y (3) un grupo mixto en términos de experiencia (aplicada solamente en la segunda etapa de la pesquisa). Los instrumentos utilizados fueron los ambientes virtuales de aprendizaje institucionales ROODA y MOODLE, además de la Rueda de las Competencias, del cuaderno de anotaciones, del objeto de aprendizaje CompEAD y de los cuestionarios. Como resultado, por lo tanto, se identificaron las competencias consideradas básicas para que profesores y tutores actúen en la educación a distancia, además de obtenerse un cuadro de estrategias pedagógicas y el Modelo Pedagógico MP-CompEAD. Las contribuciones de este modelo pedagógico para los sujetos participantes en la construcción de competencias para la EAD verificadas en su validación incluyen: comprensión sobre la EAD y los roles de sus actores; experiencias proporcionadas por el empleo de las estrategias; posibilidades de reflexión sobre la práctica en esta modalidad, los propios recursos y los procesos de aprendizaje.

A presente tese visou à construção e à validação de uma proposta de modelo pedagógico baseado em competências para professores e para tutores em educação a distância - MP-CompEAD. O objetivo é analisar as possíveis contribuições do MP-CompEAD para o processo de construção de competências por esses atores. A fundamentação teórica encontra-se nas obras de Philippe Perrenoud e Guy Le Boterf no que diz respeito às competências, de Patricia Alejandra Behar quanto aos modelos pedagógicos e Jean Piaget acerca da teoria da Epistemologia Genética. Parte-se do pressuposto de que um curso baseado no modelo sugerido possa contribuir para a construção de competências. A metodologia utilizada foi a pesquisa qualitativa, do tipo exploratória (primeira fase) e estudo de caso (segunda fase). Na primeira etapa, desenvolveu-se o objeto de aprendizagem CompEAD (Competências para a Educação a Distância), como também foram realizadas ações-piloto e cursos para o mapeamento de competências e levantamento de estratégias pedagógicas. Esses dois últimos aspectos compõem as questões secundárias e objetivos específicos da investigação, sendo respondidos nessa fase. Na segunda etapa, com base nos primeiros resultados, foi criado e validado o MPCompEAD, a partir de três cursos elaborados com base no modelo. O público dos cursos oferecidos para a coleta de dados em ambas as fases da pesquisa constituiuse de indivíduos de instituições de ensino públicas e privadas. As turmas foram compostas por alunos: (1) com experiência em educação a distância (EAD) - participantes que atuam ou atuaram como professores e/ou tutores; (2) sem experiência na modalidade - interessados em ingressar como professores e/ou tutores em cursos a distância (primeira e segunda etapas); e (3) uma turma mista em termos de experiência (aplicada apenas na segunda etapa da pesquisa). Os instrumentos utilizados foram os ambientes virtuais de aprendizagem institucionais ROODA e MOODLE, além da Roda das Competências, do bloco de anotações, do objeto de aprendizagem CompEAD e dos questionários. Como resultado, portanto, obteve-se um mapeamento de competências consideradas básicas para professores e para tutores atuarem na educação a distância, um quadro de estratégias pedagógicas e o Modelo Pedagógico MP-CompEAD. As contribuições desse modelo pedagógico para os sujeitos participantes na construção de competências para a EAD verificadas na sua validação envolvem os seguintes aspectos: compreensão sobre a EAD e os papéis dos seus atores; experiências proporcionadas pela aplicação das estratégias; possibilidades de reflexão sobre a prática na modalidade, os próprios recursos e os processos de aprendizagem. / This thesis aimed to build and validate a proposal for a pedagogical model based on teachers' and tutors' competencies in distance education called MP-CompEAD. The goal is to analyze the possible contributions of the MP-CompEAD for the process of competency building with teachers and tutors being the actors. The theoretical foundation could be found in the works by Philippe Perrenoud and Guy Le Boterf regarding the competencies, also in Patricia Alejandra Behar's work regarding the pedagogical models and Jean Piaget's Genetic Epistemology's theory. It is assumed that a course based on the proposed model will contribute to build up the competencies. The methodology used was the qualitative research, exploratory type (first phase) and case study (second phase). In the first phase, we developed the learning goal called CompEAD (competencies for distance education), as well as some pilot actions and courses for competency mapping and a pedagogical strategies survey. These last two aspects are part of the secondary issues and specific objectives of the study that were answered at this phase. In the second phase, based on the first results, we created and validated the MP-CompEAD, from the three courses that were made based on the template. The audience of the courses offered for the data collection in both phases of the research consisted of individuals from public and private education institutions. The classes were composed of students: (1) with experience in distance education (DE) -participants that act or acted as teachers and/or tutors; (2) without experience in DE-interested in joining as teachers and/or tutors in distance education (first and second phases); and (3) a mixed group regarding experience (applied only in the second phase of the research). The research instruments were the institutional virtual learning environments like MOODLE, ROODA, as well as the Competency Wheel, the scratchpad, CompEAD learning goal and questionnaires. As a result, therefore, we obtained the competency mapping considered basic to teachers and tutors work on distance learning, a framework of pedagogic strategies and of the MP-CompEAD pedagogical model. The contributions of this pedagogical model for the participants in building competencies for the Distance Education verified in its validation involves: understanding about the DE and the role of people who are involved (the actors); experiences offered by the implementation of strategies; possibilities of reflection on practice mode, its own resources and learning processes. / Esta tesis buscó la construcción y la validación de una propuesta de modelo pedagógico basado en competencias para profesores y tutores en educación a distancia - MP-CompEAD. El objetivo es analizar las posibles contribuciones del MPCompEAD para el proceso de construcción de competencias por estos actores. La fundamentación teórica reside en las obras de Philippe Perrenoud y de Guy Le Boterf, respecto a las competencias, de Patricia Alejandra Behar, tocante a los modelos pedagógicos y de Jean Piaget, acerca de la teoría de la Epistemología Genética. Se parte del presupuesto de que un curso basado en el modelo sugerido pueda contribuir para la construcción de competencias. La metodología utilizada fue la pesquisa cualitativa, del tipo exploratoria (primera fase) y estudio de caso (segunda fase). En la primera etapa, se desarrolló el objeto de aprendizaje CompEAD (Competencias para la Educación a Distancia). Además, se realizaron acciones-piloto y cursos para la identificación de competencias y establecimiento de estrategias pedagógicas. Estos dos últimos aspectos componen las cuestiones secundarias y objetivos específicos del estudio, y fueron respondidos en esa fase. En la segunda etapa, con base en los primeros resultados, se creó y validó el MPCompEAD, a partir de tres cursos elaborados con base en el modelo. El público de los cursos ofrecidos para la recolección de datos en ambas las fases de la pesquisa se constituyó de individuos de instituciones de enseñanza pública y privada. Los grupos fueron compuestos por alumnos: (1) con experiencia en educación a distancia (EAD) - participantes que actúan o actuaron como profesores y/o tutores; (2) sin experiencia en esta modalidad - interesados en ingresar como profesores y/o tutores en cursos virtuales (primera y segunda etapas); y (3) un grupo mixto en términos de experiencia (aplicada solamente en la segunda etapa de la pesquisa). Los instrumentos utilizados fueron los ambientes virtuales de aprendizaje institucionales ROODA y MOODLE, además de la Rueda de las Competencias, del cuaderno de anotaciones, del objeto de aprendizaje CompEAD y de los cuestionarios. Como resultado, por lo tanto, se identificaron las competencias consideradas básicas para que profesores y tutores actúen en la educación a distancia, además de obtenerse un cuadro de estrategias pedagógicas y el Modelo Pedagógico MP-CompEAD. Las contribuciones de este modelo pedagógico para los sujetos participantes en la construcción de competencias para la EAD verificadas en su validación incluyen: comprensión sobre la EAD y los roles de sus actores; experiencias proporcionadas por el empleo de las estrategias; posibilidades de reflexión sobre la práctica en esta modalidad, los propios recursos y los procesos de aprendizaje.

An ethnographic case study was done in the rural community of Clarkson which lies at the foot of the Tsitsikamma Mountains in the Eastern Cape, South Africa. Rural communities gathered and developed local wisdom on the natural resources around them. The study shows that in the past, life in Clarkson was characterised by such shared wisdom, an abundance of natural resources, as well as strong community cohesion. With the advent of modern lifestyles community cohesion and practices were disrupted and today, people living in Clarkson are less dependent on each other and on local resources. This study suggests that some of the past wisdom, community knowledge, practices and skills that existed for ages in Clarkson, can still be useful today in the context of environmental sustainability. The incorporation of this knowledge into the new outcomes-based education curriculum in South Africa and the local school curriculum, is explored.

Este estudo realiza o mapeamento de competências dos profissionais celetistas de um laboratório de tecnologia e o compara com o mapeamento pré-existente dos servidores públicos federais do mesmo laboratório. O estudo de caso único foi realizado no Laboratório de Integração e Testes (LIT) em São José dos Campos, SP. A pesquisa levanta informações, descreve e compara os dados, caracterizandose, portanto, como exploratória e descritiva. O levantamento das competências foi feito com a população composta por sessenta e oito profissionais celetistas, que se submeteram ao processo de entrevista semiestruturada. As informações foram classificadas, agrupadas e registradas por frequência de ocorrência, segundo os modelos teóricos propostos por Fleury e Fleury (2000) e Chang Junior e Santos (2009). Os principais resultados, classificados por frequência e categoria funcional, apontam as competências específicas e as técnicas como de maior incidência, seguidas pelas competências sociais e individuais e finalizando com as competências organizacionais de cada ocupação. A comparação do mapeamento demonstrou semelhanças e diferenças existentes entre as categorias dos profissionais celetistas e dos servidores públicos desse Laboratório, apresentou resultados dos critérios e métodos utilizados e com as características dos regimes e legislação que cada categoria deve seguir. De forma mais específica, as competências semelhantes são: Conhecimento Técnico da Área de Atuação, Atuação em Projetos, Gestão do Conhecimento, Inovação, Conectividade com os Clientes, Comprometimento, Flexibilidade. As competências consideradas diferentes são: Articulação Externa e Interna, Visão Sistêmica e Estratégica, Desenvolvimento de Pessoas e Liderança. De modo mais sintético, pode-se salientar que o resultado desta pesquisa foi positivo no sentido em que fornece ao Laboratório dados inexistentes com relação a essas duas categorias de profissionais. O mapeamento de competências para a gestão de pessoas do LIT torna-se uma ferramenta de domínio e de benefícios, identificando os perfis dos profissionais, apresentando uma visão global dos cargos e da mensuração das competências, maior benefício para o profissional, para os gestores e para a estratégia do Laboratório. A sua utilização pode contribuir também para maior produtividade e qualidade dos profissionais, se as propostas de melhoria para o desenvolvimento e crescimento dos profissionais forem implementadas pelas chefias. Se isso ocorrer, o profissional terá oportunidades de uma melhor gestão em seu setor, como também a garantia de capacitação técnica e humana constante, tendo em vista um acompanhamento na carreira. / This study has as its objective the competency mapping of professionals under the CLT (Consolidation of Labor Laws a decree which governs labor relations in Brazil) and its comparison to the pre-existing competency mapping of federal public servants, all of them working in the same Technology Laboratory. The single case study took place in the Integration and Testing Laboratory (LIT) in São José dos Campos, S P. The research raises information, describes and compares data, being characterized, therefore, as exploratory and descriptive. The competency survey was done using a population of sixty-eight CLT employees who submitted themselves to a semi-structured interview process. The collected information was classified, grouped and registered by means of frequency of occurrence, according to the theoretical models proposed by Fleury and Fleury and Chang Junior and Santos. The main results, classified by means of frequency and functional category, point out the specific and technical competences as having the major incidence, followed by the social and individual competences, finalizing with the organizational skills of each occupation. The mapping comparison between the categories of CLT professionals and of public servants of this Laboratory presented results according to the criteria and methods used and to the characteristics of the regimes and legislation that each category must follow. More specifically, the similar competencies are: Expertise Area of Technical Knowledge, Performance in Projects, Knowledge Management, Innovation, Interface with Customers, Commitment, Flexibility. The competencies considered different are: External and Internal Articulation, Systemic and Strategic Vision, People Development and Leadership. In a more synthetic way, it can be noted that the result of this research was positive in the sense that provides to the Laboratory inexistent data with respect to these two categories of professionals. The mapping of competencies for managing LIT people becomes a tool of domain and benefits, identifying the profiles of professionals presenting a global vision of the positions and competencies measurements, greater benefit to the professional, for managers and for the Laboratory strategy. Their use can also contribute to increased productivity and quality of professionals, whether proposals for the improvement and

The thesis deals with the creation of three competencies models, based on a competencies analysis for selected non-managerial job roles requiring further professional development, namely Warehouse Coordinator, Junior Accountant and Sales Administrative Assistant. The duly compiled competencies model then creates a realistice representation of the knowledge and skills the staff need for the given job role. When it comes to the professional development and training of existing staff, the competencies model is a reliable tool for identifying the educational needs of individual employees, and detecting hidden talents in good time. This makes it easier to set the developmental, educational and training activities for the employee, not only to achieve the required competencies, but also to meet the goals of the organization as a whole. The thesis contributes by having undertaken a competencies analysis and created three competencies models, together with proposals and recommendations for their use in the professional development and training of the employees concerned. The thesis is divided into two parts - the theoretical part deals with the general theoretical definitions of competencies, competencies models and staff training. The practical part of the thesis comprises an overview of the organization...

There is a high demand for competent Information Systems (IS) / Information Technology (IT) graduates in a globalised knowledge-driven economy with rapidly evolving Information and Communication Technology (ICT). However, becoming a competent IS/IT graduate is not a once-off event because rapid technological changes require that IS/IT graduates continually strive to be up-to-date and relevant. Continuous updating of knowledge, keeping up-to-date, acquiring a diverse set of IS/IT/ICT competencies, and being competent is a problematic task globally, and requires building competencies comprising knowledge, skills, abilities and values. This thesis employs Classic Grounded Theory Methodology (CGTM) with a single case to identify the main concern of senior IS undergraduates during their learning process, and how they resolve the concern. Data were obtained from two diverse groups of senior IS undergraduate classes using multiple data collection methods, embedded in constant comparative analyses. Understanding what was going on in the substantive research area and explaining how the senior IS undergraduates' main concern was resolved was the focus of the data collection and conceptualisation. Through the single case exploratory CGTM study, the senior IS undergraduates' main concern emerged as a perceived lack of IS Competency, and the main concern was explored. A substantive theory of Competency Maturing conceptualises and explains how these students attempt to resolve their perceived lack of IS Competency. A substantive theory of Competency Maturing is a Basic Social Process (BSP) which involves engaging in learning by doing, and spontaneous learning within an organic learning environment. Three phases of the BSP of Competency Maturing are student engagement, self-awareness of competency, and self-development. This thesis recommends a Framework for a South African senior IS undergraduates' programme and offers a set of conceptual propositions developed from empirical data. The thesis makes theoretical and practical contributions to the IS education body of knowledge of student engagement, learning environment, senior IS undergraduates' curriculum development and competency development. A substantive theory of Competency Maturing is relevant to IS educators who wish to break away from traditional, teacher-centred approaches in higher education, and are willing to create learning environments where senior IS undergraduates are motivated to learn in rich, relevant and real-world contexts. The thesis contributes to IS educators who seek to understand how the learning environment and IS educational content influence and support student engagement and Competency Maturing. This thesis also offers IS educational practitioners an understanding of the educational content and a delivery style that can provide senior IS undergraduates with strong theoretical and practical foundations. The thesis's findings suggest that creating an organic learning environment can be a useful approach to developing more competent IS graduates.

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P(p)ublic A(a)dministration is influenced by multiple factors, inclusive of complex policy issues, multi-faceted forms of accountability and hybrid governance models. Consequently, public administration organisations must strengthen their adaptive and complexity capacity to deal with environmental complexity through adopting a different leadership model that is characterised by distinct but complementary leadership functions. Complexity leadership theory (CLT) is thus adopted as an appropriate theoretical lens for the study due to its integrative, collective and relational approach to leadership, in spite of its limited application in the public administration context. Against this background, the purpose of the study is to apply CLT as the basis to determine the required leadership competencies that should underpin a complex adaptive system such as the Governance and Administration (G&A) Cluster of the South African government because of concerns regarding the unevenness or lack of appropriate leadership competencies, behaviours and skills to make the government cluster system effective. To address the purpose of the study and the underlying research problem, a mixed methods research approach was adopted to investigate the leadership competency implications of Public Administration reforms plus their links with intergovernmental relations developments, and the implications of the transition from leader-centric practices to collective and hybrid forms of leadership. An analysis of existing literature in these areas leads to the conclusion that the G&A Cluster, which is an intergovernmental relations structure, is an integral part of hybrid organisational arrangements whose effectiveness requires a different approach to leadership. The literature analysis further identifies a disjuncture between leader-centric practices and conceptions of leadership as a collective, collaborative and hybrid phenomenon. The disjuncture is attributed to the scarcity of leadership and competency-based management (CBM) literature to guide the development of complexity leadership practice, especially in inter-organisational arrangements, and reliance on theoretical analysis as the basis to propose competencies for complexity leadership. Thus, the study addresses the research question and simultaneously contributes towards knowledge and practice by providing an empirical lens to the dynamics of collective leadership in a government inter-organisational structure and advancing CBM through articulating seven adaptable principles and six competency clusters that inform the development of a meso level leadership competency framework for inter-organisational arrangements. The study is also contributing to the application of CLT in P(p)ublic A(a)dministration and improved understanding of CLT’s leadership functions by clarifying its competency dimensions. The study concludes with an outline of implications and recommendations for inter-organisational leadership competency development and practice as well as recommendations for further research. / Thesis (PhD (Public Administration and Management))--University of Pretoria, 2021. / University of Pretoria’s Faculty of Economic and Management Sciences (2019-20210) Office of the Public Service Commission (2021) / School of Public Management and Administration (SPMA) / PhD (Public Administration and Management) / Unrestricted

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No description available.