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A presente dissertação é fruto da experiência profissional da autora como instrutora em um Programa de Aprendizagem situado no município de Porto Alegre/RS e tem como objetivo investigar a maneira pela qual os jovens são inseridos no mundo do trabalho amparados pela Lei da Aprendizagem (Lei 10.097/2000). Trata-se de um estudo de caso de caráter qualitativo, com aproximação ao Materialismo Histórico-Dialético. Embasa-se nas ideias de Karl Marx, no que refere à análise da sociedade capitalista e à concepção de trabalho; nos estudos de Gaudêncio Frigotto para fundamentar a relação trabalho-educação na perspectiva do trabalho e na abordagem da Teoria do Capital Humano, para fundamentar a relação educação e trabalho na perspectiva do capital. Os estudos de Acácia Kuenzer, István Mészáros, Dermeval Saviani e Virgínia Fontes também foram essenciais para as reflexões produzidas, situando o fenômeno social nas relações de produção capitalista. Com a intenção de obter informações sobre a produção acadêmica referente a esta temática, realizamos uma pesquisa utilizando como fontes de busca o Banco de Teses e Dissertações da CAPES, o Portal Domínio Público e o Repositório Digital da UFRGS. Durante a atuação como instrutora de aprendizagem, foram coletados dados, através de questionários, referentes às posições e significados que o Programa de Aprendizagem e a consequente inserção no mundo do trabalho têm para os jovens aprendizes iniciantes no programa. Utilizamos os dados coletados nestes questionários para embasar nossa compreensão a respeito destas posições e significados que o Programa de Aprendizagem proporciona aos jovens aprendizes. Buscamos compreender também, as posições trazidas pelo marco regulatório deste processo de inserção profissional. Nossa análise possibilitou a aproximação com outros estudos relacionados à temática, permitindonos compreender pontos em comum entre estes. Em relação à visão dos aprendizes quanto ao processo de formação para o mundo do trabalho, pudemos refletir sobre seus entendimentos quanto aos conceitos “trabalho” e “aprendizagem”, mensurar suas expectativas em relação às diferentes situações vinculadas ao mundo do trabalho, assim como pensar nas condições a que estão sujeitos neste processo de inserção e formação profissional. Nossas considerações apontam a importância que o Programa de Aprendizagem representa na inserção dos jovens ao mundo do trabalho. Os aprendizes respondentes da pesquisa consideraram o Programa um importante meio de inserção profissional, facilitando o acesso destes, mesmo que a formação propiciada pela instituição não atendesse às funções exercidas nas empresas. Porém, não podemos deixar de destacar as limitações do Programa, pois este não garante a permanência dos aprendizes após o término do contrato de aprendizagem, assim como o cumprimento da legislação em diferentes situações vivenciadas pelos aprendizes. / This dissertation is the result of the author's professional experience as a teacher in a Learning Programme in the municipality of Porto Alegre / RS, and aims to investigate the way in which young people are inserted into the world of work supported by the Apprenticeship Law (Law 10,097 / 2000). This is a case study of a qualitative nature, with the approach-Dialectical Historical Materialism. Embasa on the ideas of Karl Marx, as regards the analysis of capitalist society and the concept of work; in studies of Gaudencio Frigotto to support the workeducation relationship in view of the work and the Theory of Human Capital approach to support the education and employment relationship from the perspective of capital. Studies of Acacia Kuenzer, István Mészáros, Dermeval Saviani and Virginia Fontes were also essential for the reflections produced, putting the social phenomenon in capitalist relations of production. With the intention of obtaining information about the academic production regarding this issue, we conducted a search using the search sources such as the Bank of Theses and Dissertations from CAPES, the Portal and the Public Domain Repository of UFRGS. While acting as an instructor learning, data were collected through questionnaires, regarding the positions and meanings that the Learning Programme and subsequent insertion into the world of work have for the young beginner learners in the program. We use the data collected in these questionnaires to support our understanding of these positions and meanings that the Learning Programme provides young learners. We also seek to understand the positions brought about by this regulatory framework for professional insertion process. Our analysis enabled the approach with other related thematic studies, allowing us to understand commonalities between them. Regarding the view of learners and the training for the world of work process, we can reflect on their understandings about the concepts "labor" and "learning", to measure their expectations of different linked to the world of work situations, as well as thinking the conditions to which they are subject in this insertion and training process. Our considerations indicate the importance that the learning program represents in the inclusion of youth to the working world. Respondents apprentices research considered the program an important means of employability, facilitating their access, even if the training offered by the institution did not attend to the duties performed in the companies. However, we can not fail to highlight the limitations of the program, because this does not guarantee the permanence of the learners after the learning contract, as well as compliance with legislation in different situations experienced by the learners.

A presente dissertação é fruto da experiência profissional da autora como instrutora em um Programa de Aprendizagem situado no município de Porto Alegre/RS e tem como objetivo investigar a maneira pela qual os jovens são inseridos no mundo do trabalho amparados pela Lei da Aprendizagem (Lei 10.097/2000). Trata-se de um estudo de caso de caráter qualitativo, com aproximação ao Materialismo Histórico-Dialético. Embasa-se nas ideias de Karl Marx, no que refere à análise da sociedade capitalista e à concepção de trabalho; nos estudos de Gaudêncio Frigotto para fundamentar a relação trabalho-educação na perspectiva do trabalho e na abordagem da Teoria do Capital Humano, para fundamentar a relação educação e trabalho na perspectiva do capital. Os estudos de Acácia Kuenzer, István Mészáros, Dermeval Saviani e Virgínia Fontes também foram essenciais para as reflexões produzidas, situando o fenômeno social nas relações de produção capitalista. Com a intenção de obter informações sobre a produção acadêmica referente a esta temática, realizamos uma pesquisa utilizando como fontes de busca o Banco de Teses e Dissertações da CAPES, o Portal Domínio Público e o Repositório Digital da UFRGS. Durante a atuação como instrutora de aprendizagem, foram coletados dados, através de questionários, referentes às posições e significados que o Programa de Aprendizagem e a consequente inserção no mundo do trabalho têm para os jovens aprendizes iniciantes no programa. Utilizamos os dados coletados nestes questionários para embasar nossa compreensão a respeito destas posições e significados que o Programa de Aprendizagem proporciona aos jovens aprendizes. Buscamos compreender também, as posições trazidas pelo marco regulatório deste processo de inserção profissional. Nossa análise possibilitou a aproximação com outros estudos relacionados à temática, permitindonos compreender pontos em comum entre estes. Em relação à visão dos aprendizes quanto ao processo de formação para o mundo do trabalho, pudemos refletir sobre seus entendimentos quanto aos conceitos “trabalho” e “aprendizagem”, mensurar suas expectativas em relação às diferentes situações vinculadas ao mundo do trabalho, assim como pensar nas condições a que estão sujeitos neste processo de inserção e formação profissional. Nossas considerações apontam a importância que o Programa de Aprendizagem representa na inserção dos jovens ao mundo do trabalho. Os aprendizes respondentes da pesquisa consideraram o Programa um importante meio de inserção profissional, facilitando o acesso destes, mesmo que a formação propiciada pela instituição não atendesse às funções exercidas nas empresas. Porém, não podemos deixar de destacar as limitações do Programa, pois este não garante a permanência dos aprendizes após o término do contrato de aprendizagem, assim como o cumprimento da legislação em diferentes situações vivenciadas pelos aprendizes. / This dissertation is the result of the author's professional experience as a teacher in a Learning Programme in the municipality of Porto Alegre / RS, and aims to investigate the way in which young people are inserted into the world of work supported by the Apprenticeship Law (Law 10,097 / 2000). This is a case study of a qualitative nature, with the approach-Dialectical Historical Materialism. Embasa on the ideas of Karl Marx, as regards the analysis of capitalist society and the concept of work; in studies of Gaudencio Frigotto to support the workeducation relationship in view of the work and the Theory of Human Capital approach to support the education and employment relationship from the perspective of capital. Studies of Acacia Kuenzer, István Mészáros, Dermeval Saviani and Virginia Fontes were also essential for the reflections produced, putting the social phenomenon in capitalist relations of production. With the intention of obtaining information about the academic production regarding this issue, we conducted a search using the search sources such as the Bank of Theses and Dissertations from CAPES, the Portal and the Public Domain Repository of UFRGS. While acting as an instructor learning, data were collected through questionnaires, regarding the positions and meanings that the Learning Programme and subsequent insertion into the world of work have for the young beginner learners in the program. We use the data collected in these questionnaires to support our understanding of these positions and meanings that the Learning Programme provides young learners. We also seek to understand the positions brought about by this regulatory framework for professional insertion process. Our analysis enabled the approach with other related thematic studies, allowing us to understand commonalities between them. Regarding the view of learners and the training for the world of work process, we can reflect on their understandings about the concepts "labor" and "learning", to measure their expectations of different linked to the world of work situations, as well as thinking the conditions to which they are subject in this insertion and training process. Our considerations indicate the importance that the learning program represents in the inclusion of youth to the working world. Respondents apprentices research considered the program an important means of employability, facilitating their access, even if the training offered by the institution did not attend to the duties performed in the companies. However, we can not fail to highlight the limitations of the program, because this does not guarantee the permanence of the learners after the learning contract, as well as compliance with legislation in different situations experienced by the learners.

A presente dissertação é fruto da experiência profissional da autora como instrutora em um Programa de Aprendizagem situado no município de Porto Alegre/RS e tem como objetivo investigar a maneira pela qual os jovens são inseridos no mundo do trabalho amparados pela Lei da Aprendizagem (Lei 10.097/2000). Trata-se de um estudo de caso de caráter qualitativo, com aproximação ao Materialismo Histórico-Dialético. Embasa-se nas ideias de Karl Marx, no que refere à análise da sociedade capitalista e à concepção de trabalho; nos estudos de Gaudêncio Frigotto para fundamentar a relação trabalho-educação na perspectiva do trabalho e na abordagem da Teoria do Capital Humano, para fundamentar a relação educação e trabalho na perspectiva do capital. Os estudos de Acácia Kuenzer, István Mészáros, Dermeval Saviani e Virgínia Fontes também foram essenciais para as reflexões produzidas, situando o fenômeno social nas relações de produção capitalista. Com a intenção de obter informações sobre a produção acadêmica referente a esta temática, realizamos uma pesquisa utilizando como fontes de busca o Banco de Teses e Dissertações da CAPES, o Portal Domínio Público e o Repositório Digital da UFRGS. Durante a atuação como instrutora de aprendizagem, foram coletados dados, através de questionários, referentes às posições e significados que o Programa de Aprendizagem e a consequente inserção no mundo do trabalho têm para os jovens aprendizes iniciantes no programa. Utilizamos os dados coletados nestes questionários para embasar nossa compreensão a respeito destas posições e significados que o Programa de Aprendizagem proporciona aos jovens aprendizes. Buscamos compreender também, as posições trazidas pelo marco regulatório deste processo de inserção profissional. Nossa análise possibilitou a aproximação com outros estudos relacionados à temática, permitindonos compreender pontos em comum entre estes. Em relação à visão dos aprendizes quanto ao processo de formação para o mundo do trabalho, pudemos refletir sobre seus entendimentos quanto aos conceitos “trabalho” e “aprendizagem”, mensurar suas expectativas em relação às diferentes situações vinculadas ao mundo do trabalho, assim como pensar nas condições a que estão sujeitos neste processo de inserção e formação profissional. Nossas considerações apontam a importância que o Programa de Aprendizagem representa na inserção dos jovens ao mundo do trabalho. Os aprendizes respondentes da pesquisa consideraram o Programa um importante meio de inserção profissional, facilitando o acesso destes, mesmo que a formação propiciada pela instituição não atendesse às funções exercidas nas empresas. Porém, não podemos deixar de destacar as limitações do Programa, pois este não garante a permanência dos aprendizes após o término do contrato de aprendizagem, assim como o cumprimento da legislação em diferentes situações vivenciadas pelos aprendizes. / This dissertation is the result of the author's professional experience as a teacher in a Learning Programme in the municipality of Porto Alegre / RS, and aims to investigate the way in which young people are inserted into the world of work supported by the Apprenticeship Law (Law 10,097 / 2000). This is a case study of a qualitative nature, with the approach-Dialectical Historical Materialism. Embasa on the ideas of Karl Marx, as regards the analysis of capitalist society and the concept of work; in studies of Gaudencio Frigotto to support the workeducation relationship in view of the work and the Theory of Human Capital approach to support the education and employment relationship from the perspective of capital. Studies of Acacia Kuenzer, István Mészáros, Dermeval Saviani and Virginia Fontes were also essential for the reflections produced, putting the social phenomenon in capitalist relations of production. With the intention of obtaining information about the academic production regarding this issue, we conducted a search using the search sources such as the Bank of Theses and Dissertations from CAPES, the Portal and the Public Domain Repository of UFRGS. While acting as an instructor learning, data were collected through questionnaires, regarding the positions and meanings that the Learning Programme and subsequent insertion into the world of work have for the young beginner learners in the program. We use the data collected in these questionnaires to support our understanding of these positions and meanings that the Learning Programme provides young learners. We also seek to understand the positions brought about by this regulatory framework for professional insertion process. Our analysis enabled the approach with other related thematic studies, allowing us to understand commonalities between them. Regarding the view of learners and the training for the world of work process, we can reflect on their understandings about the concepts "labor" and "learning", to measure their expectations of different linked to the world of work situations, as well as thinking the conditions to which they are subject in this insertion and training process. Our considerations indicate the importance that the learning program represents in the inclusion of youth to the working world. Respondents apprentices research considered the program an important means of employability, facilitating their access, even if the training offered by the institution did not attend to the duties performed in the companies. However, we can not fail to highlight the limitations of the program, because this does not guarantee the permanence of the learners after the learning contract, as well as compliance with legislation in different situations experienced by the learners.

The main purpose of this study was to establish how effectively mediation was applied to advance learners‟ fundamental rights in English First Additional Language classrooms. The researcher did a literature study in Chapter Two to do research on the concept mediation. The researcher briefly looked at a variety of approaches to mediation before deciding to base her study on the twelve mediation principles of Feuerstein. The advantages gained by following a mediational approach while teaching learners could not be disputed. In Chapter Three, the researcher investigated which fundamental rights learners have at South African schools. A variety of legislation was studied before determining those Acts and the legislation applicable to learners‟ fundamental rights. The researcher then proceeded with her empirical design in which she discussed the quantitative and qualitative methods of data collection which were triangulated in order to make findings. The researcher ensured that both mediation and fundamental rights were tested in the questionnaires which were answered by educators and learners. Thereafter, three focus group interviews were held with the educators who had completed the questionnaires. Lastly, the researcher conducted six observations during English First Additional Language literature periods. In order to advance learners‟ fundamental rights while applying mediation during literature periods, the researcher developed a teaching and learning programme for poetry in Grade 11 English First Additional Language educators. Through the research it was found that educators neglect the application of mediation. This, unfortunately, results in detrimental effects concerning the advancement of learners‟ fundamental rights. / Thesis (PhD (Education Law))--North-West University, Vaal Triangle Campus, 2013

Thesis describes development and current state of European Union's Education policy. It focuses mainly on Erasmus programme and its implementation in the Czech Republic on example for five universities in Prague. First part describes history of Education policy from EU's establishment to formation of strategy Europe 2020 and it pays attention to authorities and institutions that influence education in the EU. Second chapter introduces Lifelong Learning Programme and other community programmes supporting education. Moreover it deals with operational programmes in the Czech Republic. Third, last one, part focuses on Erasmus programme, its practical use in the Czech Republic, and specifically on five selected universities in the capital city.

This Research Report critiques the English Home Language Literature setwork selection for the period 2009-2011 in terms of the National Curriculum Statement for English Home Language for Grades 10- 12 to establish whether there is consonance between policy and practice in this section of the syllabus and to determine whether the new national syllabus offers a traditional or a transformational approach to the subject. In order to do this, the National Curriculum Statement is analysed in terms of the principles and outcomes which it intends to be actualised in the study of English and selects those that seem applicable to literature studies. Questions are formulated encapsulating these principles and used as the tools to critique the new national literature syllabus both as regards its individual constituent parts and as regards the syllabus as a whole. A brief comparison between the current prescribed literature selection and setworks set from 1942 to the present day establishes whether the new syllabus has departed from old syllabus designs, whether it acknowledges the new target group of pupils in multiracial English Home Language classrooms by offering a revised, wider and more inclusive selection of novels, dramas, poems and other genres such as short stories, or whether it remains traditionally Anglocentric in conception. The conclusions reached are that although the setworks conform to the letter of the requirements set down in the NCS, the underlying spirit of transformation is not realised. The inclusion of some poets from Africa and South Africa is merely content addition to a Eurocentric core curriculum, a form of tokenism which does not reorientate the syllabus significantly or move it away from its traditional trajectory. The report suggests that literature of merit from both Africa and South Africa be included in every part of the syllabus so that it reflects in some degree the contributions that the continent makes to English literature, in this way including in its scope the interests and identities of the wide range of learners studying English Home Language in the South African context.

The main purpose of this study was to establish how effectively mediation was applied to advance learners‟ fundamental rights in English First Additional Language classrooms. The researcher did a literature study in Chapter Two to do research on the concept mediation. The researcher briefly looked at a variety of approaches to mediation before deciding to base her study on the twelve mediation principles of Feuerstein. The advantages gained by following a mediational approach while teaching learners could not be disputed. In Chapter Three, the researcher investigated which fundamental rights learners have at South African schools. A variety of legislation was studied before determining those Acts and the legislation applicable to learners‟ fundamental rights. The researcher then proceeded with her empirical design in which she discussed the quantitative and qualitative methods of data collection which were triangulated in order to make findings. The researcher ensured that both mediation and fundamental rights were tested in the questionnaires which were answered by educators and learners. Thereafter, three focus group interviews were held with the educators who had completed the questionnaires. Lastly, the researcher conducted six observations during English First Additional Language literature periods. In order to advance learners‟ fundamental rights while applying mediation during literature periods, the researcher developed a teaching and learning programme for poetry in Grade 11 English First Additional Language educators. Through the research it was found that educators neglect the application of mediation. This, unfortunately, results in detrimental effects concerning the advancement of learners‟ fundamental rights. / Thesis (PhD (Education Law))--North-West University, Vaal Triangle Campus, 2013

The thesis deals with education in Community Programmes. It focuses on Education Policy in EU and Lifelong Learning Programme which was concentrated on Education and Training in 2007 - 2014. Since 2014 the programme has a new form and a new name, Erasmus+. New programme connects six existing programs into a single framework which covers Education, Training, Youth and Sport. In the final part is presented the practical example of completing funding application form to support projects in the education area. The completed form can serve as a guide for future applicants.

The thesis evaluates the impact of the Grundtvig programme on Czech further education institutions in the medium term. The first part presents the concept of further education as a soft factor of regional development and also the applied research methods. The next section presents the Czech and European lifelong learning strategies and the programme is shown as a part of the Lifelong Learning Programme and as one of the financial instruments of the EU. The main part of the paper presents the analysis of the use of the Grundtvig programme by the Czech institutions and the impacts on them assessed by a questionnaire survey among supported institutions. The work identified a major impact on the organizations in the area of know-how transfer from abroad, while in the area of networking or creation of innovative outputs identified impacts were minimal.