Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-17T15:23:55Z No. of bitstreams: 1 patriciamarquesfreirehosterno.pdf: 1525192 bytes, checksum: 8ef21af42b83721d4ac9edafc08e03f0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-20T13:10:43Z (GMT) No. of bitstreams: 1 patriciamarquesfreirehosterno.pdf: 1525192 bytes, checksum: 8ef21af42b83721d4ac9edafc08e03f0 (MD5) / Made available in DSpace on 2018-04-20T13:10:43Z (GMT). No. of bitstreams: 1 patriciamarquesfreirehosterno.pdf: 1525192 bytes, checksum: 8ef21af42b83721d4ac9edafc08e03f0 (MD5) Previous issue date: 2018-01-29 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute as dificuldades na gestão dos recursos financeiros recebidos pelas Associações de Pais, Mestres e Comunitários (APMCs) das escolas da Coordenadoria Distrital de Educação 03 (CDE 03) da Secretaria de Estado e Qualidade de Ensino (Seduc-AM), localizadas na zona centro-oeste e centro-sul de Manaus. Como objetivo geral para este estudo, intencionou-se identificar as principais dificuldades das APMCs para realizar a gestão dos recursos financeiros, considerando-se a necessidade do cumprimento das leis e normas estabelecidas para aplicação dos recursos destinados às escolas públicas, e propor, a partir dos resultados da pesquisa, um Plano de Ação Educacional (PAE) voltado para a melhoria do planejamento, execução e prestação de contas dos recursos financeiros, bem como para o fortalecimento da autogestão escolar. Nesse sentido, definimos como questão norteadora para o caso: quais os entraves à gestão dos recursos financeiros realizada pelas APMCs da CDE 03? Diante de tal contexto, assumimos como hipótese que os membros das APMCs desconhecem as legislações dos programas federais e estaduais e os critérios de repasse dos recursos vinculados a eles, bem como as obrigações legais, ou seja, as atribuições enquanto entidade de direito privado que declara tributos e, ainda, que os membros da Diretoria da APMC, em especial presidente e tesoureiro, não possuem um tempo específico dentro de sua carga horária de trabalho na escola destinado para realizar as ações que competem a tais funções. Como conceitos teóricos principais discutidos, debatemos a descentralização das políticas e recursos educacionais, a partir de Oliveira (2014); o planejamento participativo, com base em Gandin (2001) e Ganzeli (2001); o autogoverno e a autonomia, por meio das discussões de Parente e Lück (1999) e Barroso (2004); o planejamento e a gestão, amparados em David et al (2012); a gestão de recursos, balizados em Mendes e Nunes (2007); a administração escolar, a partir de Paro (2010) e a prestação de contas, com base em Costa, Silva e Nova (2014), entre outros. Para a pesquisa de campo, utilizamos as entrevistas semiestruturadas, destinadas aos presidentes das APMCs e aos diretores de quatro escolas da CDE 03. As principais conclusões da análise confirmaram as hipóteses iniciais, apontando para: o desconhecimento por parte dos sujeitos das competências, legislação, dos aspectos contábeis, bem como a ausência de articulação da aplicação de recursos e proposta educacional da escola; a dificuldade na organização e apresentação da documentação exigida para a prestação de contas. Assim, o PAE está formulado com base em três proposições: formação continuada e em contexto em gestão financeira, encontro de APMCs e Conselhos Escolares para a gestão financeira na escola e criação de um espaço on-line para interação APMCs/CDE 03. / The present dissertation was conducted within the scope of the Professional Master's Degree in Management and Educational Evaluation (PPGP) of the Public Policies and Educational Evaluation Center at the Universidade Federal de Juiz de Fora (CAEd/UFJF). The case of management studied discusses the difficulties in managing financial resources received by the Parents, Teachers and Community Associations (APMCs) of the schools at the District Office of Education 03 (CDE 03) in the Secretary of State and Quality of Education (Seduc–AM), located at the Central-west and South Central part of Manaus. As the main aim, it was intended to identify the main difficulties of the APMCs to manage financial resources, considering the need to comply with laws and established rules for the application of resources in public schools; and propose, from the results of the research, an Educational Action Plan (PAE) aimed at improving the planning, execution and accountability of financial resources, as well as strengthening school self-management. In this sense, we define as the leading question for the case: what are the obstacles to the management of financial resources carried out by the APMCs of CDE 03? Given the context of the study, we assume as a hypothesis that the members of the APMCs are unaware of the federal and state legislation and the criteria for transferring resources related to them, as well as the legal obligations, that is, the attributions as a private law entity that the members of the APMC board of directors, especially the president and treasurer, do not have a specific time within their working hours in the school to carry out the actions that are not due to such functions. As main theoretical concepts approached, we discussed the decentralization of educational policies and resources from Oliveira (2014), the participatory planning based on Gandin (2001) and Ganzeli (2001), self-government and autonomy by means of discussions by Parente and Luck ( 1999) and Barroso (2004), planning and management by David et al. (2012), resource management by Mendes and Nunes (2007), school management by Paro (2010) and accountability by Costa, Silva and Nova (2014), among others. For the field research, we used the semi-structured interviews with the APMCs presidents and the principals of four schools at the CDE 03. The main conclusions of the analysis confirmed the initial hypotheses, pointing to the lack of knowledge by the subjects of the competences, legislation, accounting aspects, as well as the absence of articulation of the application of resources and school educational proposal; difficulty in organizing and presenting the documentation required to the accountability. The PAE is formulated on the basis of three propositions: continuous and in-service training in financial management, APMCs meeting and School Councils for financial management in the school and creation of an online space for APMCs/CDE 03 interaction.

Thesis (MPAM.) -- University of Limpopo, 2019 / The purpose of this study was to investigate municipal-citizen communication channels of the Thulamela Local Municipality, and their implications on service delivery. The study adopted a mixed method, qualitative-quantitative sequential approach. Qualitative data was sourced from key-informants comprised of community leaders, Ward Committee members, and a Community Development Workers. Quantitative data was sourced from ordinary community members of Dumasi village. Semi-structured interviews and questionnaires were used as data collection tools for both the qualitative and quantitative phases. Thematic Content Analysis was used to analyse the qualitative data. Data analysis for the quantitative data was conducted using Cronbach’s Alpha, t-test and ANOVA test. The findings from both studies revealed that respondents perceived Thulamela Municipality’s communication channels to be ineffective. Community members’ reluctance to attend community meetings and lack of proper feedback were identified as the main causes. The findings further revealed that ineffectiveness of the communication channels leads to an increase in the number of community service delivery protests. Several suggestions are made resulting from the findings of this study. These include the designing and implementation of context-specific, municipal-citizen communication channels, in consultation with local communities.

Thesis (M. A. (Criminology and Criminal Justice)) -- University of Limpopo, 2021 / This study was conducted to explore the perceptions of community members on contributing factors of rape in the selected Mankweng communities, namely: Mentz, Ga-Makanye and Ga-Thoka, following a qualitative research approach, with an exploratory research design. The non-probability sampling: Purposive sampling was adopted to sample 30 participants. Three Focus Groups Discussions (FGDs), consisting of 10 individuals formed part of this study and the Thematic Content Analysis (TCA) was used for analysis. The consulted seminal studies were reviewed and coupled with the Differential Risk Model as the adopted theoretical framework, in order to identify different categories that would explain the contributing factors of rape in the selected study locations. From the studies on this subject and information gathered from the selected participants; four (04) major contributing factors to rape in the Mankweng selected areas emerged, demarcated as follows; 1) Structural factors which include men that are raised in families with strong patriarchal structures which are more likely to become violent and force themselves on women because they feel superior to women, 2) Socio-cultural factors which entail the societies that normalise women being violated and rape because they believe that women are inferior to men and should be submissive, 3) Psychological factors consist of all the effects that both the victims and the community endure due to the crime committed; and lastly, 4) Economic factors explain how women are exposed to chances of being raped because of material gains in exchange for sexual favors. This study recommends that youth in the selected communities should be trained to become peer educators to learn more about rape, understand the associated effects/ impacts on society and potential victims, and programmes should be hosted within these communities to alert residents about the scourge of rape. The study further recommends that the police officials change their attitudes towards the community members and work with them in preventing rape from occurring.

Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curriculum implementation practices have seen community members as peripheral players whose knowledge and skills are of diminished value. The purpose of this study was to explore how community members’ knowledge and skills could be harnessed in curriculum implementation at primary school level in Zimbabwe’s Chivi district of Masvingo. The notion was to grow a partnership between community members, school heads and teachers. The study was informed by the Social Capital Theory, a theory devoted to the establishment of social networks, links and social relations among individuals and groups for the realisation of new ways of co-operation. The qualitative case study design was employed, where individual interviews, focus group discussions and open-ended questionnaires were the data-collection instruments. Four rural primary schools with their respective school heads, were randomly selected to participate in the study. Twenty teachers, two traditional leaders, two church leaders, two business people and eight parents comprised the purposefully selected participants. The study findings indicated that community members and the school community have not meaningfully engaged each other in curriculum implementation. The barriers to a successful relationship included: the language of education, feelings of inadequacy, time constraints, and the polarised political environment. Evaluated against the social capital theory, participants appreciated the need for partnerships in curriculum implementation for shared resources, knowledge and skills for the benefit of the learners. The study recommends a rethink by school heads, teachers and community members, aided by government policy to create space for community contribution in curriculum implementation. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Community participation is a concept meant to ensure that community members are an integral part of processes that determine their destination in relation to their development needs. It is a means of empowering people by developing their skills and abilities to enable them to negotiate and make appropriate decisions for their development. Community participation, however, is not without its challenges. In most development projects initiated by local municipalities and other government departments in South Africa, community participation appears to be an afterthought. Most often, community members are consulted after decisions are made by government agencies with regards to the kind of development projects that need to be implemented. As a consequence, community development projects which are intended to improve the quality of life of the majority of communities in South Africa, do not meet this objective. The aim of this study was to evaluate community participation in rural development projects and focuses on the Mokgalwaneng community in the North West province of South Africa as a case study. The research asks the following questions: What is the nature of and extent to which community members participate in rural development projects? What are the challenges to community participation in rural development projects and how can these challenges be addressed? An evaluative research design and qualitative and quantitative methodologies were used. The sample groups were the community members and the DRDLR officials and semi-structured questionnaires as interview guides for data collection were used. The study revealed that the majority of the respondents did not participate in the initiation and planning stages of the projects. And the study further revealed that no income and low-income, politics, favoritism, long working hours, illiteracy, low self-esteem, lack of training, lack of resources, lack of communication, lack of information and transparency about the projects are the challenges of participation. It is therefore recommended that, the government should support the community in all levels to ensure a strong commitment to participation in their development projects. It is anticipated that this study will enable the community members and all role players involved in the Mokgalwaneng development projects to realize the importance and advantages of community participation and that they will work through the challenges in order to increase community participation in development projects. / Development Studies / M.A. (Development Studies)

Community participation is a concept meant to ensure that community members are an integral part of processes that determine their destination in relation to their development needs. It is a means of empowering people by developing their skills and abilities to enable them to negotiate and make appropriate decisions for their development. Community participation, however, is not without its challenges. In most development projects initiated by local municipalities and other government departments in South Africa, community participation appears to be an afterthought. Most often, community members are consulted after decisions are made by government agencies with regards to the kind of development projects that need to be implemented. As a consequence, community development projects which are intended to improve the quality of life of the majority of communities in South Africa, do not meet this objective. The aim of this study was to evaluate community participation in rural development projects and focuses on the Mokgalwaneng community in the North West province of South Africa as a case study. The research asks the following questions: What is the nature of and extent to which community members participate in rural development projects? What are the challenges to community participation in rural development projects and how can these challenges be addressed? An evaluative research design and qualitative and quantitative methodologies were used. The sample groups were the community members and the DRDLR officials and semi-structured questionnaires as interview guides for data collection were used. The study revealed that the majority of the respondents did not participate in the initiation and planning stages of the projects. And the study further revealed that no income and low-income, politics, favoritism, long working hours, illiteracy, low self-esteem, lack of training, lack of resources, lack of communication, lack of information and transparency about the projects are the challenges of participation. It is therefore recommended that, the government should support the community in all levels to ensure a strong commitment to participation in their development projects. It is anticipated that this study will enable the community members and all role players involved in the Mokgalwaneng development projects to realize the importance and advantages of community participation and that they will work through the challenges in order to increase community participation in development projects. / Development Studies / M.A. (Development Studies)

Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curriculum implementation practices have seen community members as peripheral players whose knowledge and skills are of diminished value. The purpose of this study was to explore how community members’ knowledge and skills could be harnessed in curriculum implementation at primary school level in Zimbabwe’s Chivi district of Masvingo. The notion was to grow a partnership between community members, school heads and teachers. The study was informed by the Social Capital Theory, a theory devoted to the establishment of social networks, links and social relations among individuals and groups for the realisation of new ways of co-operation. The qualitative case study design was employed, where individual interviews, focus group discussions and open-ended questionnaires were the data-collection instruments. Four rural primary schools with their respective school heads, were randomly selected to participate in the study. Twenty teachers, two traditional leaders, two church leaders, two business people and eight parents comprised the purposefully selected participants. The study findings indicated that community members and the school community have not meaningfully engaged each other in curriculum implementation. The barriers to a successful relationship included: the language of education, feelings of inadequacy, time constraints, and the polarised political environment. Evaluated against the social capital theory, participants appreciated the need for partnerships in curriculum implementation for shared resources, knowledge and skills for the benefit of the learners. The study recommends a rethink by school heads, teachers and community members, aided by government policy to create space for community contribution in curriculum implementation. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Bibliography: leaves 124-147 / BACKGROUND The leading and increasing contributor to the regional and global disease burden that leads to death and disability is represented by road accidents. An enormous toll on individuals together with communities and national economies has been observed because of the occurrence of road accidents. AIM The study developed guidelines to reduce road accidents amongst automobile drivers in Botswana. METHODS Study design The study was conceptualised using Haddon's theory and the mixed-method sequential explanatory design was utilized to conduct the study. Collection of data for this study was done over a period of time in two consecutive phases. v Study setting The study took place in Gaborone, and the study was conducted at Broadhurst Police Headquarters, Directorate of transport station, and the University of Botswana. Data Collection methods: The data for this study were collected through the usage of focus group interviews and document analysis using a checklist. The first phase involved collecting quantitative data through document analysis of 400 police records using a checklist. The second phase took place in Gaborone at the University of Botswana. It involved collecting qualitative data using two focus group interviews with various stakeholders like traffic police, third party claim officers, and emergency nurses/doctors who have been in contact with people involved in road traffic accidents. Study Population: The study population included traffic accident victims' documents at the police headquarters for Gaborone and Francistown, police and traffic officers, lawyers/third party claims officers, and emergency department staff such as nurses and doctors working in Gaborone and Francistown. Data analysis: A checklist was used in transforming observations of found categories into quantitative statistical data. Data generated from the content analysis were transformed into quantitative statistical data using a checklist. Quantitative data were entered and analysed principally using the Statistical Package for Social Sciences (SPSS 27) software to generate graphs and tables. Inconsistencies of the data set was managed by cleaning and editing the data. The data that were missing were not statistically imputed. The relationships of independent variables based on Haddon Matrix-like, drunk driving, unlicensed drivers, over speeding, deaths, and injuries were analysed against the dependent variable of having a road traffic accident using logistic regression. Qualitative vi data from focus group interviews was transcribed verbatim using a transcription protocol. Using transcription protocol ensured that transcription is done consistently and is of the appropriate type for analytic aims. Tesch’s framework for qualitative data analysis was used. UNISA, Botswana Ministry of Health and Wellness, and The Ministry of Defence, Justice, and Security granted the researcher the permission to conduct the study. Results The study found that most accidents are caused by the drivers’ carelessness followed by animals, both domestic and wild. The accidents had an impact on the health of drivers, passengers, and pedestrians. The accidents resulted in fatalities and lower limb fractures, upper limb fractures, and brain injuries. Over the past five years, Gaborone and Serowe recorded the highest cases of road traffic accidents. Most of the accidents occurred where there were no junction. Conclusion It is envisioned that the guidelines informed by research and literature will ensure a decrease in road traffic accidents and consequently fatalities and injuries among Botswana communities. / Health Studies / D. Phil. (Public Health)

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)