The Common Assessment Framework (CAF) is an important part of the procedures envisaged in the government¿s Every Child Matters: Change for Children (ECM: CFC) programme. Implementation of CAF, in particular, raises many important questions, not least those arising from the inconsistencies apparent between government rhetoric around the development of multi-agency services provided to all children with `additional¿ needs and the actual experiences of children, young people, parents/carers and practitioners in `real world¿ situations. This paper explores the extent to which the actions of practitioners and the experiences of service users with regard to CAF mirror or differ from those which would be expected in view of the content of government guidance and policy documents.The data used is taken from an evaluation of CAF processes in two locations in northern England over a period of 6 months. It concludes that very small numbers of children and young people actually received the service; that, despite genuine enthusiasm from practitioners for them to be so, the processes observed could not yet be described as fully `child centred¿; that fathers were insufficiently involved; and that CAF was, in reality, another service `rationed¿ according to resources available and according to agencies¿ priorities.

Η Εργασιακή Ικανοποίηση αποτελεί τον συνδετικό κρίκο ανάμεσα στις θεωρίες των κινήτρων και την εφαρμογή τους στον εργασιακό χώρο και αποτελεί την πιο μελετημένη μεταβλητή στο εργασιακό γίγνεσθαι. Συνοπτικά η επαγγελματική ικανοποίηση μπορεί να περιγραφεί ως ένα σύνολο στάσεων που οι εργαζόμενοι έχουν απέναντι στη δουλειά τους, ή ως μια ψυχολογική προδιάθεση που περιλαμβάνει πολλές επιμέρους στάσεις και συναισθήματα για διάφορες όψεις της εργασίας (Schultz, 1982). Σκοπός της διατριβής είναι η εκτίμηση του βαθμού ικανοποίησης των επαγγελματιών υγείας από την εργασία τους και η ανάδειξη των παραγόντων εκείνων που την επηρεάζουν. Το δείγμα αποτελείται από 572 εργαζομένους των δημόσιων νοσοκομείων της Περιφέρειας Πελοποννήσου όλων των κατηγοριών ιατροί, νοσηλευτές, καθώς και διοικητικό, τεχνικό, βοηθητικό και παραϊατρικό προσωπικό. Τα δεδομένα συλλέχθηκαν με τη μέθοδο του δομημένου ερωτηματολογίου για την περίοδο 2006. Τα αποτελέσματα έδειξαν ότι η ηλικία και το επίπεδο εκπαίδευσης είναι οι πρωταρχικοί παράγοντες οι οποίοι επηρεάζουν την υποκειμενική αντίληψη για την ικανοποίηση των επαγγελματιών υγείας από την εργασία τους. Επιπλέον, περισσότερο συνολικά ικανοποιημένοι είναι οι άνδρες, οι εργαζόμενοι υποχρεωτικής εκπαίδευσης και το βοηθητικό προσωπικό. Μικρότερη ικανοποίηση φαίνεται να βιώνουν οι γυναίκες, οι κάτοχοι μεταπτυχιακού τίτλου και το διοικητικό και νοσηλευτικό προσωπικό. Τα θέματα τα οποία αναδεικνύονται ως μείζονος σημασίας στη διαμόρφωση του επιπέδου ικανοποίησης από την εργασία είναι (α) η αντίληψη των εργαζομένων για τον οργανισμό και τη θέση απασχόλησής του, (β) η αίσθηση επαγγελματικής επάρκειας και προσφοράς αποτελεσματικού έργου και (γ) η έλλειψη επιβράβευσης της Διοίκησης στις περιπτώσεις αποτελεσματικής απόδοσης. / --

The Common Assessment Framework (CAF or Commom Assessment Framework), used in the education sector in European countries and the assessment tool of the National Quality Foundation (FNQ) named Model Management Excellence (MEG) used in public and private organizations in Brazil are assessment models of organizational performance, specially developed to help organizations apply the techniques of Total Quality Management (TQM) in order to better their performance levels and their management. However, the study lies in the general assessment of the quality management of Higher Education Institutions (HEIs) in Brazil based on the external evaluation component of the National Higher Education Evaluation (SINAES). Had the motivation to empirical perception about the difficulties that, in general, undergraduate courses face in adopting a system of quality management and implementation of a system with features evaluative management and continuous improvement. This thesis aims to propose the integration of Model Management Excellence Foundation National Quality - FNQ with the Common Assessment Framework - CAF, making a conversãoBrasil / Europe. Using the method of action research as directed qualitative research strategy, the study sought to reconcile the two models and processes your criteria with indicators of the National Assessment of Higher Education SINAES, generating a guidance booklet called SIMECA. This work will serve as support to managers of undergraduate seeking quality assurance and support for the IES rumen toward excellence, fulfilling the main objective of this work. For future research, it is recommended to deepen, through case studies, the study demonstrated the application. / A Estrutura Comum de Avaliação (Commom Assessment Framework ou CAF), usada no setor da educação em países europeus e o instrumento de avaliação da Fundação Nacional da Qualidade (FNQ) denominado Modelo de Excelência da Gestão (MEG) utilizada em organizações públicas e privadas do Brasil são modelos de avaliação de desempenho organizacional, especialmente desenvolvidos para ajudar as organizações aplicarem as técnicas da Gestão da Qualidade Total (TQM) a fim de melhorar os seus níveis de desempenho e da sua gestão. Contudo, o estudo situa-se no quadro geral da avaliação da gestão da qualidade das Instituições de Educação Superior Privada (IESP) no Brasil tendo como base o componente de avaliação externa do Sistema Nacional de Avaliação da Educação Superior (SINAES). Teve como motivação a percepção empírica acerca das dificuldades que, de modo geral, as IES enfrentam na adoção de um sistema de gestão da qualidade e na implementação de um sistema avaliativo com características gerenciais e de melhoria continua. A presente dissertação visa propor a integração do Modelo de Excelência da Gestão da Fundação Nacional da Qualidade FNQ com a Estrutura Comum de Avaliação CAF, fazendo uma conversão Brasil / Europa. Com a utilização do método de pesquisa qualitativa direcionada como estratégia de pesquisa, o trabalho buscou a compatibilização dos dois modelos e seus critérios processos com os indicadores do Sistema Nacional de Avaliação da Educação Superior SINAES, gerando uma cartilha de orientação denominada SIMECA. O presente trabalho servirá como apoio aos gestores educacionais que buscam a garantia da qualidade além do suporte para que as IES rumem em direção da excelência, cumprindo o objetivo principal deste trabalho. Para futuras pesquisas, recomenda-se aprofundar, por meio de estudo de casos, a aplicação do estudo demonstrado.