No description available.

Made available in DSpace on 2016-04-27T16:33:49Z (GMT). No. of bitstreams: 1 Ricardo Tadeu da Silva.pdf: 704175 bytes, checksum: 46ec2c5049f4ed9ea3f6be7821439aa9 (MD5) Previous issue date: 2009-02-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present dissertation is the result of a research accomplished in 2008, aiming to analyze the reasons that lead students who finish high school at public state net in Northwest area of Sao Paulo to intend to enter public or private colleges. The aim of the research is to analyze the knowledge that students who attend evening classes at the public state net have about the federal government programs (ProUni and FIES), as expectation and expression of being admitted at private colleges. The data collection was made through a questionary, collection fundamental basis. Pierre Bourdieu s cultural, economical and social capital concepts were used on the analysis, as well as Maria Alice Foracchi s and Maria Helena Augusto s works, sources for understanding the expectations of students who belong to lower classes families. The hypothesis of the research is: the knowledge about the federal government programs (ProUni and FIES) depend on the economical and cultural capital of the student, as well as on the social relations established at social and school ambits. The research took place at two schools in the Northwest area of Sao Paulo. The schools were chosen due to their results at the 2007 ENEM examination. We worked with two schools: those that got the best and the lower grades at the 2007 ENEM. We applied the questionary to a 3rd grade evening high school group of each school, coming down to 96 students. We have chosen students from the evening period because there are evidences that identify them as being the economical and social excluded ones lots of them are workers who get tired to school and many times they have learning gaps. With the results we got on the analysis we can state: the students who showed a good knowledge about ProUni are different from those who did not know about it owing to the fact of taking or having taken extracurricular courses, of dedicating hours to study out of the classroom, of using the internet, taking trips, going to museums, theaters and movies. The expectations of those who know ProUni can be abridged as an indispensable means to access the labor market and a way to social ascension. Among all aspects related to social and cultural capital, the subjects from the school with the higher grades at ENEM overcome the ones from the school with the lower grades. The economical capital is practically the same at both schools / A presente dissertação é resultado de pesquisa realizada em 2008, tendo como problema analisar quais as razões que direcionam os alunos concluintes do ensino médio da rede pública estadual da zona noroeste de São Paulo a pretender ingressar no ensino superior público ou privado. O objetivo de nossa pesquisa é analisar o conhecimento que os alunos do ensino médio noturno da rede pública estadual têm dos programas do governo federal (ProUni e FIES), como expectativa e expressão de ingresso no ensino superior privado. A coleta de dados foi feita a partir de um questionário, base fundamental da coleta. Os conceitos de capital cultural, econômico e social de Pierre Bourdieu foram empregados na análise, além dos trabalhos de Maria Alice Foracchi e Maria Helena Augusto, fontes para compreensão das expectativas dos estudantes, enquanto pertencentes a famílias de frações de classe média baixa. A hipótese de pesquisa com a qual trabalhamos é: o conhecimento das informações sobre os programas do governo federal (ProUni e FIES) depende do capital econômico, cultural de origem, e de relações sociais estabelecidas no âmbito social e no âmbito escolar. A pesquisa foi realizada em duas escolas da zona noroeste de São Paulo. As escolas foram escolhidas com base nos resultados obtidos pelas mesmas no Exame do ENEM 2007. Trabalhamos com a escola que obteve a maior e com a que obteve menor nota no ENEM 2007. Aplicamos o questionário em uma turma do 3° ano do ensino médio noturno de cada uma das escolas, totalizando 96 sujeitos. Escolhemos alunos do período noturno, por termos evidências que os identificam como sendo os excluídos em termos sociais e econômicos, muitos são trabalhadores, chegam cansados para as aulas e muitas vezes apresentam lacunas de aprendizagem. Com os resultados obtidos na análise, podemos afirmar: os alunos que apresentaram um bom conhecimento do ProUni podem ser diferenciados dos que não o conhecem, pelo fato de fazerem ou terem feito mais de um curso extracurricular, por dedicarem horas de estudo fora da sala de aula, uso da internet, realizarem viagens e por frequentarem museus, teatros e cinemas. As expectativas dos sujeitos que conhecem bem o ProUni podem ser resumidas como meio indispensável para o acesso ao mercado de trabalho e um caminho para a ascensão social. Em todos os aspectos relacionados ao capital cultural e social, os sujeitos da escola com maior nota no ENEM superam os sujeitos da escola de menor nota no ENEM. O capital econômico é praticamente o mesmo nas duas escolas

The main purpose of this applied dissertation was to explore why a new student who is fully admitted to an academic program never proceeds to registration during their first semester. A research study addressing these instances might help college administrators improve conversion rates of admitted students. The fact that four of the six participants only applied to one university, the researcher believes, validates several prior research studies that directly linked a strong connection between a student’s positive perception of a college and the likelihood that they enroll in it. All of these participants in fact did perceive the university positively; therefore, many of them only applied to it for admission. Several of the participants mentioned that the university’s course offerings, format, and academic fit were among the reasons why they applied to it as well. However, what the study results revealed was not so much about their positive perception of the university or whether or not it was a good academic fit, but more so the lack of communication with the university during the enrollment process, difficulty in navigating the financial aid process, and their common need for a more personalized experience with their financial aid needs that led them to not enroll. The researcher was able to identify six major participant experiences and topics that were among the most commonly used by each of the participants. They included financial aid, cost, personalized experience, level of ease or difficulty relative to the enrollment, expressed need for more information, and communication. After the researcher identified each of the six most commonly mentioned participant experiences and topics within the enrollment process, three major emerging themes became apparent. The three major emerging themes were: Personalized Experience, Communication, and Financial Aid. The results of this study, such as identifying multiple consistent emerging themes of why an admitted student chooses to not enroll, can add value for any university especially one that is seeking to improve its enrollment management processes, the overall experience of its admitted prospective students within its admission system, and its admitted and enrolled conversion rate.

隨著高等教育的大眾化發展，臺灣與法國的大學招生制度經過幾次變革，以期滿足招生需求。大學學位不僅是學歷的一紙證明，更是臺灣與法國高等教育標準化歷程的體現。從高中過渡到大學，是每個學生學術生涯中關鍵且費神的階段，並與未來的成功息息相關。因此，無論在臺灣或法國，學生高中階段的學術能力測驗至關重要，可謂從青春期過渡到成年期的重要指標。學術能力測驗成績影響著絕大多數畢業生的大學申請和錄取機會。雖然臺灣和法國有不少關於兩國大學教育的研究，但對於高中學生進入大學前的學術能力測驗甚少探討。本研究旨在探討臺、法國大學申請的入學先決條件和要求，以期進一步瞭解大學入學機制。本研究透過對臺灣和法國大學系統中錄取要求，如臺灣的先修課程測驗和法國的一般入學要求等規定進行對比分析，找出各自的優缺點。研究方法包括文獻綜述，以及對兩國高中生進行問卷調查和深度訪談。研究發現，目前兩國的大學入學系統的主要難題之一是缺乏相應的學術指導機制。臺灣方面在於過分強調大學入學考試測驗，法國則與之相反，學生因為過高的升學率而缺乏學習動機。本研究建議，今後臺法兩國如何面對高教入學機會中重新出現的不公與文憑貶值等新挑戰，是雙方大學入學體系需要解決的共同問題。 / With the massification of their higher education systems, Taiwan and France have experienced several changes in their college admission processes in order to meet the increasing demand of enrollment into higher education. A university degree has become more than just a certificate of academic achievement but a normalized process in Taiwan and France. The transition from high school to university has become a pivotal yet nerve-racking period in a student’s academic career and is considered as one of the most crucial factor of the student’s future success. In Taiwan and France, the academic abilities of students tested during the senior high school are the most important and significant indicators of students’ transition from adolescence to adulthood. It leads a vast majority of graduates to apply to university and to undertake college admission process. Although several studies have been done in Taiwan and France, only few have previously analyzed a student’s journey through the college admission process in the two countries. The current study intends to investigate the prerequisites and requirements that college applicants in Taiwan and France are required to meet in order to access the college and university systems. By comparing and analyzing the massification of the two systems, as well as Taiwan and France college admission’s requirements such as the Scholastic Ability Test and the Advanced Subjects Test in Taiwan, and the French General Baccalaureate; the study seeks to identify the crucial pro and cons that arise in each system in order to give recommendations on improvements that can be made. Data has been collected through literature reviews, in-depth interviews as well as surveys among former senior high school students in both countries. The results of the present study show that one of the main dilemmas of today’s education systems is the lack of academic guidance. While one of the main problems of Taiwanese education is its emphasis on testing, France education, on the contrary, is facing issues due to its excessive accessibility of universities which leads students to enroll in degrees without real motivations behind their choice. The shift of inequalities in educational opportunities is also one of the new concerns that Taiwanese and French education systems are facing as well as the depreciation of diplomas.