La mia tesi in questo lavoro di ricerca è che le università possono costituire attori di sviluppo grazie ad un'azione immediata e diretta su un'area problematica locale condotta attraverso partnership e reti con altri attori pubblici e privati. L'obiettivo è di creare due fattori di sviluppo: capitale sociale e capitale umano. Ho contestualizzato questa idea nella letteratura dell'istruzione superiore, relativamente ai termini del dibattito intorno a un ruolo innovativo e attivo dell'università contemporanea nel contesto sociale. Di questo mi occupo nel capitolo 1. Nel capitolo 2 analizzo il problema di secondo livello, ovvero l'aspetto organizzativo che può assumere una forma innovativa di funzione sociale: le partnership pubblico-private. Le ipotesi che emergono nei primi due capitoli vengono testate nel terzo sul caso di studio, la partnership tra Boston University e il distretto scolastico di Chelsea, MA: un esperimento unico nel quale un'università privata ha gestito sistematicamente per due decenni un distretto scolastico pubblico. Benché il caso di studio sia unico nel suo genere, e quindi non comparabile, ho voluto contestualizzarlo nel capitolo 4 attraverso l'analisi di altri due casi relativi a problemi affini: riforme scolastiche per la qualità dell'istruzione, e le politiche e la missione delle istituzioni di istruzione superiore. Tutti i casi presentati in questo lavoro appartengono alla prospettiva statunitense. / My thesis in this work is that the universities could be active agents of development, intervening successfully on a local problematic area by networking with public and private actors in order to generate two specific factors of development: social and human capital. I set this idea in the context of the literature on higher education and the debates on innovative and active social functions for the contemporary university. This is the focus of Chapter 1. In Chapter 2 I approach the problem on a deeper level, in its organizational terms: I analyse the public-private partnerships as instruments for the universities to self-assign and re-interpret their local engagement for the creation of human and social capitals. The hypothesis presented in the first two chapters are tested in Chapter 3 on my case study: the Boston University-Chelsea Partnership, a unique example of the day-by-day management of a public district (the Chelsea public schools, MA) by a private university (the Boston University). My case study is set in context in Chapter 4, through the provision of other cases that, albeit not comparably, address similar concerns (quality of education and systems reform, and higher education policies and mission). All these cases are US-focused.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 103-121).

Esta tese decorre do seguinte problema de pesquisa: qual a importância das ideias de docentes sobre educação em sua adesão a reformas educacionais? A hipótese levantada foi a de que o(a) docente de ensino fundamental em escolas estaduais de São Paulo resiste às reformas, entre outros fatores, porque suas ideias sobre educação entram em conflito com as ideias que orientam estas reformas. Dada a complexidade do problema e da hipótese levantada, bem como o prazo para realizar a pesquisa, priorizou-se oferecer uma contribuição parcial ao enfrentamento do problema, concentrando-se em explicitar como variam as ideias sobre educação nas quais se baseia a prática profissional docente, segundo um conjunto de características. Como procedimento metodológico, foi realizado o estudo de caso em duas escolas estaduais (centro e periferia) paulistas e abordando-se doze docentes em cada uma. Empregou-se o instrumental teórico-conceitual e metodológico de investigação construído por Maurice Tardif e colaboradores, assim como o de Bernard Lahire. Verificou-se que as ideias docentes estão fundadas no modelo de escola clássica humanista de base científica em que o magistério foi formado e que o professorado resiste às práticas contrárias a esse modelo. / This thesis stems from the following research problem: what is the importance of educators ideas about education in their adherence to educational reforms? The hypothesis was that elementary school teachers in state schools in São Paulo resist the reforms because their opinions about education conflict with the ideas that guide these reforms, among other factors. Given the complexity of the problem and the hypothesis raised, as well as the period to carry out the research, it was prioritized to provide a partial contribution in tackling the problem, focusing on explaining how the ideas about education upon which the professional teaching practice is based vary, according to a set of characteristics. As a methodological procedure, the case study was conducted in two state schools in São Paulo city (central and peripheral areas), addressing twelve teachers in each. We used the theoretical-conceptual and methodological research instrument built by Maurice Tardif and collaborators, as well as that of Bernard Lahire. It was found that the teachers ideas are based on a humanist classical school model of scientific basis upon which teaching was built, and that the teachers resist practices contrary to this model.

Made available in DSpace on 2014-06-11T19:28:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-01Bitstream added on 2014-06-13T19:57:24Z : No. of bitstreams: 1 rodrigues_jdz_me_arafcl.pdf: 6078634 bytes, checksum: 6fd010ded40f0dae4fec7f61369d90ee (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A década de 1990 e os anos iniciais do século XXI foram profundamente marcados por reformas educacionais promovidas, em grande parte, sob a influência de agências internacionais de financiamento que defendem a reformulação da função do Estado em diversos setores, inclusive na educação. Baseando-se principalmente na perspectiva dos estudos de Stephen J. Ball sobre a inserção de princípios gerenciais e performativos no meio educacional e pesquisas que analisam reformas educacionais e suas repercussões tanto na organização das escolas quanto para os professores, o objetivo geral desta pesquisa foi o de analisar o projeto “São Paulo faz Escola” e as políticas de desempenho paralelamente implementadas buscando revelar quais são as implicações para o trabalho de professores do ensino fundamental ciclo I da rede estadual de São Paulo. Para isso foi realizado um estudo documental e empírico envolvendo seis professoras que atuavam nos anos iniciais do Ciclo I em três escolas públicas estaduais do interior paulista com diferentes índices de classificação obtidos no ano de 2009 pela avaliação do IDESP. Trabalhou-se com a hipótese de que as ações atuais da Secretaria de Educação do Estado de São Paulo repercutiram no trabalho dos professores de modo intenso, principalmente a partir da inserção dos mecanismos de controle como, por exemplo, a responsabilização docente, a avaliação de desempenho, o monitoramento feito pelo professor coordenador e o atrelamento do desempenho do professor (rendimentos dos alunos no SARESP) à bonificação por resultados. Da mesma forma a prática docente é influenciada por um ambiente educacional, em grande parte, orientado pela competitividade, acirramento da individualidade e a sedimentação de um clima organizacional permeado pela incerteza em relação ao cumprimento das metas estabelecidas. Para tanto, foram... / 1990 decade and the XXI century early years were deeply marked by educational reforms mostly promoted under the influence of international funding agencies which defend the State’s role reformulation in different sectors, including in education. Based mainly on the perspective of Stephen J. Ball’s studies about the insertion of management and performative principles in the educational environment and on research analyzing educational reforms and their repercussions not only on schools’ organizations but also for teachers, the purpose of this study was to analyze “São Paulo faz Escola” project and performance policies implemented at the same time seeking to reveal what implications there are for teachers’ jobs of São Paulo State elementary schools. A documental and empiric study was carried out involving six teachers who worked with the early years of elementary school in three state public schools of the country side of São Paulo State which had different performance classification indexes obtained in 2009 by IDESP assessment. The hypothesis that current actions by Secretaria de Educação do Estado de São Paulo (State’s secretary of education) had important repercussions on teachers’ jobs was considered, mainly after de insertion of control mechanisms like, as instance, teachers’ accountability, performance evaluation, monitoring by a coordinator and the link between teachers’ performance (students’ performances by SARESP) and bonuses for results. In the same way, the teacher’s practice is influenced by an educational environment largely oriented by competitiveness, intensification of individuality and sedimentation of an organizational atmosphere permeated by the uncertainty of meeting established goals. For that, legal documents, which were pertinent to changes made in the state public schools system, were gathered and analyzed and the teachers were... (Complete abstract click electronic access below)

Made available in DSpace on 2016-06-02T19:38:46Z (GMT). No. of bitstreams: 1 DissRCCF.pdf: 3500720 bytes, checksum: 5d502b697baed6ae71b5ed1668570ea1 (MD5) Previous issue date: 2006-09-06 / The school organization in series predominates in Brazil since 19º century and still shows its power because it´s solidified in teachers, parents and students conception. Different experiences have been introduced since 60´s decade on the attempt to break the school succession. On the 90´s decade, emerge proposals of modification in the school periods and places of which centre becomes the cycles´s formation. To describe and analyze the introduction of the school organization base don development cycles on the Araraquara´s municipal education system is necessary to retake some previous experiences and the debates that go along with the cycles and continued progression, making evident that the cycles system conflicts with the school culture strongly based on the organization in series. The new way of organization presupposes changes in the education-learning conception, the evaluation method and the proper school, showing that punctual changes isn t enough. The way how this introduction has been done in Araraquara makes evident that educational public politics depends on their real comprehension and education of their protagonists: teachers, parents and students. On the attempt of modifying the school organization present problems like a relative unsure about the school proposes and missions and the resignificance process of the teacher s role can be added to de discussion. The reflection point to some paths and sures. Paths that indicates the essential participation of whole community on the previous discussion about the introduction of the new education system, constant evaluation of the process and education to create the reflection of the theory and practice. Sures that education changes has to be understand like a transformation of ideas and practice and it can t happen suddenly and in a linear way, but it´s possible to create an another school. / A organização escolar seriada prevalece no Brasil desde o século XIX e ainda demonstra sua força estando consolidada nas concepções de educadores, pais e alunos. Diferentes experiências tem sido implantadas desde a década de 60, buscando romper com a seriação. A partir da década de 90, surgem as propostas de alteração na organização dos espaços e tempos escolares, cujo eixo central passa a ser os ciclos de desenvolvimento ou formação humano. Para a descrição e análise da implantação da organização escolar em ciclos de formação na Rede Municipal de Araraquara são retomadas algumas experiências anteriores e as controvérsias que acompanham os ciclos e a progressão continuada, evidenciando que o sistema de ciclos entra em conflito com a cultura da escola, fortemente pautada na lógica seriada. Essa nova forma de organizar a escola implica em mudanças na maneira de conceber o processo ensino-aprendizagem, a avaliação e a própria escola, não bastando mudanças apenas pontuais. A forma como foi conduzida essa implantação em Araraquara demonstra que a efetivação de políticas públicas educacionais depende do entendimento de seu real significado e da participação e formação de seus protagonistas: educadores, pais e alunos. A essa tentativa de alterar a organização escolar acrescentam-se alguns problemas atuais como uma relativa incerteza frente a missão e finalidades da escola e um processo de ressignificação do papel dos professores. As reflexões apontam alguns caminhos e certezas. Caminhos que indicam a necessidade da participação de todos nas discussões antes da implantação de inovações; avaliação constante desse processo e formação que proporcione a reflexão das concepções que embasam a prática. A certeza de que mudanças educativas entendidas como uma transformação do nível das idéias e das práticas não são repentinas nem lineares e a convicção de que é possível criar uma "outra" escola.

Percebemos na educação a descontinuidade de políticas públicas que introduzem os ciclos de formação como mecanismos de garantir a inclusão e permanência dos alunos na escola. A Proposta Escola Plural, implantada na cidade de Belo Horizonte em 1995, tem convivido com resistências e desconfianças quanto à qualidade da educação ofertada, e continua suscitando polêmicas até os dias atuais. Neste trabalho, buscamos compreender os impasses criados a partir das novas formas de organização do trabalho escolar contidas na Proposta, e as formas com que os gestores públicos lidaram com essas controvérsias, à medida que foram encontrando dificuldades em concretizar os seus eixos. Estas questões nos remetem tanto a uma indagação sobre as mudanças ocorridas na prática pedagógica, quanto aos seus efeitos na representação que os gestores possuem sobre os sujeitos da instituição. Para tanto, além da análise dos textos públicos produzidos, coletamos os nossos dados por meio de entrevistas realizadas com vinte gestores que fizeram parte da administração desde 1995, na busca das justificativas para as transformações ocorridas na Proposta, bem como os dispositivos de intervenção criados que permitissem resolver os impasses. Apoiados no referencial psicanalítico de René Kaës e em conceitos retirados das produções teóricas de Boaventura de Sousa Santos e Paulo Freire, centramos nossa busca nas relações mantidas entre professores, escolas e instituição ao longo deste tempo. Cientes de que a Escola Plural nos coloca frente a questões essenciais da prática pedagógica, acreditamos na possibilidade de criar outros conhecimentos que possam auxiliar os gestores de sistemas públicos de ensino na compreensão das dificuldades inerentes às reformas educacionais. / Education offers, nowadays, a lack of continuity of public policies which introduce formation cycles as mechanisms of inclusion and stability of students at school. The \"Plural School Proposal\", which was established in Belo Horizonte in 1995, has been living with resistance and suspicion about the reality of education which has been offered and it still creates controversy. In this paper, dilemmas created from the new organization forms of the proposal and the way the public managers deal with these problems are discussed. Such questions make us inquire about the changes occurred in pedagogical practices and their effects in the representation that managers have over the institution subjects. For that, besides analysis of produced texts, data was collected from interviews with twenty managers who have been part of the management system since 1995, in search of justifications for the transformations in the Proposal, as well as the attempts of solution for the problems. Based on René Kaës\' psychoanalysis reference and on concepts from Boaventura de Sousa Santos\' and Paulo Freire\'s theoretical productions, our search was centered in relations kept among teachers, school and institution. Aware that \"Plural School\" puts us in front of essential questions of pedagogical practice, we believe we can create other forms of knowledge which can help public managers in understanding of the problems related to educational reformation.

nÃo hà / O presente trabalho integra o campo da HistÃria da EducaÃÃo, sob o prisma da cultura material escolar. Trata da formaÃÃo de concepÃÃes de prÃdios escolares no Brasil, no perÃodo compreendido entre o final do sÃculo XIX e as primeiras dÃcadas do sÃculo XX, com Ãnfase nas dÃcadas de 1920 e 1930, quando o quadro social era de conflito entre tendÃncias tradicionais e modernas, tanto na Arquitetura, quanto na Pedagogia e mesmo na Economia e na PolÃtica. Focaliza o processo de reforma da instruÃÃo pÃblica de 1922 no CearÃ, como condiÃÃo para a criaÃÃo de espaÃos escolares. Destaca as contribuiÃÃes e mudanÃas desta reforma para o entendimento do sentido de escola, indagando atà que ponto os prÃdios das escolas construÃdas neste perÃodo, particularmente as de Fortaleza, atenderam ao ideÃrio da educaÃÃo moderna. Analisa os perÃodos antecedentes da Reforma da InstruÃÃo PÃblica de 1922, em perspectiva comparada, no que diz respeito a vÃrios aspectos e procedimentos, que envolvem uma tipologia de escolas e prÃdios escolares mais representativos; reconstituiÃÃo da memÃria material das instituiÃÃes pÃblicas de ensino primÃrio no CearÃ; identificaÃÃo de mudanÃa nos padrÃes arquitetÃnicos de escola, bem como nos fatores de localizaÃÃo destes equipamentos educacionais na Cidade. Revela que o tipo de organizaÃÃo escolar denominada escola graduada de ensino primÃrio, caracterizado por mÃltiplas salas de aula, com turmas em vÃrios nÃveis e um professor para cada turma, veio aparecer pela primeira vez no Cearà na dÃcada de 1900, cuja materializaÃÃo arquitetÃnica se deu com a criaÃÃo dos grupos escolares, emergentes nas duas primeiras dÃcadas da fase republicana, tendo maior intensificaÃÃo na dÃcada de 1930. Utiliza-se principalmente de fontes documentais impressas e imagÃticas, de legislaÃÃo, regulamentos, regimentos e cÃdigos, mas tambÃm fez uso de bibliografia referente à HistÃria da EducaÃÃo e da Arquitetura, alÃm de recorrer, quando foi possÃvel, à fonte oral. Constata a existÃncia de trÃs tipos de concepÃÃes arquitetÃnicas escolares: 1. prÃdios como representaÃÃo de uma arquitetura erudita; 2. prÃdios convenientes e 3. prÃdios de tipologia funcional ou projeto-padrÃo. Percebe uma articulaÃÃo do espaÃo-escola com aspectos e mÃtodos de ensino, embora haja evidÃncias de uma oscilaÃÃo, no Ãmbito do ensino, entre a influÃncia da Pedagogia Tradicional e da Escola Ativa, sendo esta Ãltima tendÃncia modernizadora a que corrobora um novo projeto nacional republicano, que nasceria, portanto, juntamente com a luta por uma Escola Nova, mas nÃo ficaria a esta reduzida, em especial, a razÃo de disputa travada entre defensores do ensino laico e confessional. / This research is in the field of Education History, specifically on culture of school material. It covers the formation of concepts of school buildings in Brazil, from the end of the 19th century to the first decades of the 20th century, specifically focused on the 1920âs and 1930âs, when there was social conflict between traditional and modern trends, in Architecture, as well as in Pedagogy, and also in Economy and Politics. The focus is on the 1922 public education reform process in the state of CearÃ, as a condition for the establishment of educational spaces. This research highlights the contributions and changes due to this reform on the understanding of the meaning of a schoolhouse, questioning to what point schoolhouses built in this period, specifically in Fortaleza, were satisfying the ideal of modern education. The work analyses the period that preceded the 1922 Public Instruction Reform, from a comparative perspective, regarding various aspects and procedures, that involved a type of school and more representative school buildings; the study also reconstitutes the material memory of public elementary educational institutions in CearÃ; and identified changes in architectural standards in schools, as well as factors related to educational equipment location in Cities. The study reveals that the educational organization called granular school of elementary education, characterized by multiple classrooms, with classes of various levels and one instructor for each class, first appeared in Cearà in the 1900âs; and its architectural materialization occurred with the creation of school groups, which emerged in the first two decades of the republication phase, more concentrated in the 1930âs. This research was based on printed documents and photographs, legislation, regulations and codes, as well as the History of Education and Architecture and, when possible, oral history. Three types of architectural concepts for educational buildings were identified: 1. buildings as a representation of erudite architecture; 2. convenient buildings; 3. functional or standard project buildings. There is an articulation of school space with teaching aspects and methods, even though there is evidence of oscillation in teaching, between the influence of Traditional Pedagogy and Active School, the latter being a modernizing trend in line a new national republican project, which would be created along with the fight for a New School, but would not be limited to this, specifically due to disputes between those that defended secular and confessional teaching.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-09T16:43:32Z No. of bitstreams: 2 Adriana da Cunha Weilang.pdf: 1017980 bytes, checksum: 1b774a3591ffdfef0de22ba71bd49feb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-09T16:43:32Z (GMT). No. of bitstreams: 2 Adriana da Cunha Weilang.pdf: 1017980 bytes, checksum: 1b774a3591ffdfef0de22ba71bd49feb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012-04-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The period after LDB 9394/96 can also be seen as the period of educational reforms in Brazil, where issues were reviewed such as financing, management, curricular, teacher training, evaluation, in order to adjust education to the new economic imperatives that have passed to determine public policy. These reforms were not only locally, but followed the reform movement spread in Latin America and in other developing countries, stimulated and mediated by international bodies such as the World Bank, Unesco / Unicef and Cepal. Also there were several proposals for changes in public policy with educational influence of neoliberal theses, which, from these modifications, we can see the transition from education into the realm of the market, making modified the main objective of the school, having as focus on human resource training to serve the companies. Based on these statements, the present study was developed aiming to show the relationship between educational reforms to teacher training after the LDB 9394/96 and proposals of an International Program held by multilateral agencies. The program chosen was PREAL (Program for Educational Reform in Latin America and the Caribbean), which was established in 1996 and approved by ministers of education from different countries, including Brazil, and is funded by the IDB and UNESCO, having as a goal, as your documents, contribute to the improving of quality and equal education. Four documents were chosen to be analyzed, the report "The future is at stake," the First Bulletin for Latin America and the Caribbean "Lagging Behind", the Second Bulletin for Latin America and the Caribbean "Quantity with no Quality " and the Bulletin of Education Brazil "Out of Inertia", which are targeted directly for Latin America and Brazil. In these documents were analyzed how the changes were proposed in educational reform and in which influences their policy for teacher training, with the references to the administrative reform of the Brazilian state, the political instability and human capital of teachers. The thesis was developed in 3 chapters, where in the first was explained about the Administrative Reform of the Brazilian State and the LDB 9394/96, considering the following relation: State x Neoliberal Policy (economic and social) x Educational Reform, in the second chapter was approached about the educational policy of the teachers from the LDB No. 9394/96 and in the third chapter it was analyzed the documents of PREAL and documents of public policy education for teachers training from the LDB No. 9394/96, seeking to identify how the proposals for training of teachers contained in the documents of PREAL related to training policies teachers in Brazil. The methodology included the study of referential theoretical and descriptive about policies of teachers training related to PREAL, through primary and secondary sources as the main benefit for the analysis of Neoliberal Policies, Educational Reform and the PREAL, trying to understand the proposition of the formation from teachers in this context. / O período pós LDB 9394/96 pode também ser visto como o período das reformas educacionais no Brasil, onde foram revistas questões como financiamento, gestão, currículos, formação de professores, avaliação, com o objetivo de adequar a educação aos novos imperativos econômicos que passaram a determinar as políticas públicas. Essas reformas não foram somente a nível local, mas acompanharam o movimento reformista espalhado na América Latina e nos demais países em desenvolvimento, estimuladas e mediatizadas por organismos internacionais, tais como Banco Mundial, a Unesco/Unicef e a Cepal. Também foram várias as proposições de mudanças nas políticas públicas educacionais com influência das teses neoliberais, onde, a partir dessas modificações, pode-se perceber a passagem da educação para a esfera do mercado, fazendo com que o principal objetivo da escola fosse modificado, passando a ter como foco a formação dos recursos humanos para servir as empresas. Com base nessas afirmações, a presente pesquisa foi desenvolvida procurando mostrar a relação entre as reformas educacionais para a formação de professores após a LDB 9394/96 e as proposições de um Programa Internacional mantido por organismos multilaterais. O Programa escolhido foi o PREAL (Programa para a Reforma Educacional para a América Latina e o Caribe), que foi criado em 1996 e aprovado por ministros de educação de diversos países, inclusive o Brasil, e é financiado pelo BID e pela UNESCO, tendo por objetivo, conforme seus documentos, contribuir para a melhoria da qualidade e pela igualdade da educação. Escolhemos para análise 4 documentos, o Relatório “O futuro está em jogo”, o Primeiro Boletim para a América Latina e Caribe “Ficando para Trás”, o Segundo Boletim para a América Latina e Caribe “Quantidade sem Qualidade” e o Boletim da Educação no Brasil “Saindo da Inércia”, que estão direcionados diretamente para a América Latina e para o Brasil. Nesses documentos foram analisados de que forma foram propostas as modificações na reforma educacional e qual as suas influências para a política de formação de professores, tendo como referências a reforma administrativa do Estado brasileiro, a política de capital humano e a precarização do trabalho docente. A dissertação foi desenvolvida em 3 capítulos, onde no primeiro foi explanado sobre a Reforma Administrativa do Estado Brasileiro e a LDB nº 9394/96, considerando a seguinte relação: Estado x Política Neoliberal (econômica e social) x Reforma Educacional, no segundo capítulo foi abordado a respeito da política educacional dos professores a partir da LDB nº9394/96 e no terceiro capítulo foram analisados os documentos do PREAL e documentos referentes às políticas públicas educacionais para a formação de professores a partir da LDB nº 9394/96, procurando identificar como as propostas para formação dos professores contidas nos documentos do PREAL estão relacionadas às políticas de formação dos professores no Brasil. A metodologia compreendeu o estudo de referencial teórico-descritivo sobre políticas de formação de professores relacionadas ao PREAL, por meio de fontes primárias e secundárias como principal subsídio para a análise das Políticas Neoliberais, das Reformas Educacionais e do PREAL, buscando compreender a proposição da formação dos professores nesse contexto.

This thesis is the documentation of an empirical study using quantitative methods to identify variables that are impacting on the delivery of Music in the learning area Arts and Culture in South Africa. These variables were extrapolated from surveys, interviews and questionnaires. The learning area Arts and Culture is one of the eight compulsory learning areas for all learners from Grades 4-9 in South Africa. One of the four strands is Music. The research question was formulated on the basis that a perceived problem existed in the delivery of Music in the learning area Arts and Culture. This supposition is supported by the literature review. The employment of univariate descriptive statistics, cross-tabulations of two-variable relationships and chi-squared tests to draw inferences about the relationship between categorical variables were adopted to quantify which variables are impacting on the delivery of Music in the learning area Arts and Culture. Four dominant approaches to Music were defined as key issues: -- Governmental policies on educational reform -- Learning area Arts and Culture -- International viewpoints -- An African perspective on Music The findings on these dominant approaches to Music revealed that the government policy of decentralisation was employed as a mechanism to address the disparities in education. The curriculum implemented, Curriculum 2005, was also employed as a structure to redress the dispersed education system that existed prior to the democratic participation of South African citizens. A comparative analysis of international countries reviewed depicts arts education as an encompassing field with discrete arts disciplines. South Africa, conversely, adopts an integrated approach to the arts in the learning area Arts and Culture. This aligns to an African perspective of Music, having no subject boundaries and with the performing arts disciplines seldom separated in creative thinking. The findings in these dominant approaches to Music led to the further delineation of the research question into three main avenues of inputs: -- human resources -- physical resources -- the societal role of the arts The analysis of the data obtained from the educators indicated that all educators possess a qualification of some kind, but that there is a lack of specialisation in Music. Those who have an arts qualification alluded to the fact that they have a natural bias towards the art form in which they received their training. Statistical analysis proved that the type of school influences the level of implementation, the budget and the accessibility of resources for Music. The research indicates that the response of the learners to the learning area Arts and Culture in South Africa is associated with the grade of the learner, the race of the learner and whether the learner acknowledges the value of learning about Music or not. Although school principals view the learning area as an integral part of education, they raised justified concerns pertaining to the learning area. On the basis of the identification and quantification of variables impacting on the delivery of Music in the learning area Arts and Culture in South Africa, recommendations are made. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted

Educational restructuring is an international phenomenon, which emphasizes flexibility, local decision-making, self-regulation and innovation in contrast to previous bureaucratic governing and standardised teaching. Current reforms aim at a school adapted to the emerging information- and knowledge intensive society. The aim of the dissertation is to examine current curriculum reforms concerning the governing and organisation of time in compulsory school. In what ways is the temporal order of schools changing in a late modern post-industrial society? What new conditions for teaching are these changes implicating? What kinds of dilemmas emerge for different school actors in conducting these reforms? By using critical discourse analysis, educational reforms are studied as a dynamic discursive practice with different concurring imperatives formatted in tension fields of cultural, social and political changes. Four case studies are used to explore how a current Swedish curriculum reform, Without a National Timetable in Compulsory School, was conducted in an experiment period over five years. The local appropriation of the policy intentions was found to depend on: (i) the preparedness of reform within the particular school, (ii) the dominant school culture, (iii) the local decision-making processes, and (iv) variations in reform mobilisation (identified in the case studies as micro-political struggle, resistance by evasiveness, preservation of consensus and stratification). The results demonstrate that curriculum reform, the ongoing movement of educational restructuring, is not a linear unambiguous process of application. On the contrary, it is a discursive arena, which has a great impact as it involves discourses of efficiency and quality development, increased professionalism, economical cost-reduction, choice and devolution. These discourses involve concurring imperatives for school actors to handle time in the organisation of teaching dependent upon how they are positioned as (i) effective ‘goals makers’ (ii) problem-solvers, who remove obstacles for individual learning projects, (iii) strategists in a more competitive educational landscape, (iv) and moral agents, who in deliberation with others work towards a fair and equal school. It is concluded that for school actors, who work under the crossfire of educational restructuring, these imperatives pose a number of complex dilemmas.