Resumo Partindo da constatação das péssimas condições de vida da maioria do povo brasileiro 34,1% vivendo abaixo da linha da pobreza e da crescente lucratividade da indústria de energia elétrica no país, o presente trabalho procurou uma forma dessa indústria contribuir para saldar parte do passivo social brasileiro. Os resultados obtidos pelos estudantes brasileiros, em praticamente todos os processos de avaliação existentes, indicam que o baixo nível do ensino público é um dos maiores problemas que o país tem a enfrentar no curto prazo. As projeções da evolução da pirâmide etária da população brasileira indica que, em poucos anos, a maioria da população já se encontrará em idade ativa, ou seja, já deverá ter sua formação escolar concluída, o que indica a urgência da busca pela melhoria da qualidade do ensino fundamental. As externalidades dos investimentos públicos em educação, sendo superiores aos retornos privados, justificam a atuação do Estado nessa atividade de relevância inquestionável para a construção da nação.Demonstrada a forte correlação entre o desempenho dos estudantes do ensino fundamental e a produção per capita dos países, é feita uma proposta de utilização de recursos gerados na indústria de energia elétrica brasileira para aplicação em ações que busquem mais qualidade no ensino fundamental do país. A proposta, que não eleva os custos da indústria e não significa elevação de tarifa para o usuário final, é a prorrogação por 5 anos do recolhimento da RGR (Reserva Global de Reversão), cuja extinção está prevista para o final de 2010. O valor recolhido anualmente permitiria quase dobrar os valores aplicados na ação de melhoria da qualidade do ensino no orçamento federal de 2009, devendo antecipar as metas de desempenho propostas no Plano de Desenvolvimento da Educação PDE, que busca alcançar os níveis obtidos pelos países da OCDE em 2025. Outros trabalhos podem ser desenvolvidos, buscando alternativas de financiamento da educação no Brasil, considerando a renda do petróleo que poderá ser obtida a partir da exploração do óleo do pré-sal. / Abstract Starting from the observation of the awful living situation of the majority of the Brazilian population 34.1% living below the poverty line and the increasing profitability of the electricity industry in the country, this project aimed at finding a way in which the electricity industry could provide financial assistance to eliminate part of the Brazilian social passive. The results obtained by Brazilian students - in practically all the available evaluation processes indicate that the poor level of publicly funded education is one of the most important problems that Brazil has to face in the short term. The projections of evolution on the age pyramid indicate that in a few years most of the Brazilian population will be in the active age group. In other words, the majority of the population should have concluded their formative education. This projection indicates the urgent need of improving the quality of basic (fundamental) education. The externalities of the public investment in education, being larger than the private return, justify the argument for government intervention, since education is without a doubt of extreme relevance for the nation development. Since the correlation between the basic level students performance and the countries per capita production has been demonstrated, we propose the use of resources generated by the Brazilian electricity industry on funding programs to improve the quality of basic level education in the country. Its proposed that, and it does not imply increased costs to the industry or increase in the final cost to the consumer, that the Global Reserve of Reversion (GRR ) collection should be extended for 5 additional years. The GRR collection was programmed to stop in the end of 2010. This annual contribution would allow almost double the amount that is applied towards programs to improve the quality of basic level education as established by the federal budget in 2009, therefore anticipating the goals set by the Education Development Plan (EDP). The EDP aims to reach the same levels attained by the countries members of the Organization for Economic Cooperation and Development (OECD) in 2025. Other similar projects could be developed to find alternative sources of funding for education in Brazil. One such source to be considered in the future is the profit that may be obtained by the oil production in the new pré-sal area. 1. Translated from Reserva Global de Reversão (RGR) Compulsory contribution created by the Brazilian government for electricity sector companies. The money is used for improvements in that sector. 2. Plano de Desenvolvimento da Educação (PDE) A government plan to improve the Brazilian public education level.

O presente estudo tem como objeto a transição e os percursos das creches diretas da Secretaria de Assistência Social (SAS), para a Secretaria Municipal de Educação (SME), na Prefeitura Municipal de São Paulo durante a gestão Marta Suplicy (PT), de 2001 a 2004. Buscou-se compreender o processo político-administrativo levado a efeito nesse período. Intencionamos ao mesmo tempo, contribuir para o debate sobre creches, buscando apontar alguns indicadores do processo e como o município de São Paulo incorporou o preceito constitucional das creches na área da Educação. Buscou-se utilizar como referências conceituais diferentes teorias da área de política de educação infantil e das políticas sociais dirigidas à infância, objetivando relacioná-las com as políticas de creche no município de São Paulo, evidenciando o contexto histórico-político em que estava inserido. A conclusão do estudo revela que a mudança de área trouxe várias modificações com relação ao atendimento das crianças nas creches, em especial, a organização da demanda, a gestão de sistema e de unidades e a formação de professores. A pesquisadora reuniu e analisou grande parte da documentação que caracterizou a transição e com base nas entrevistas realizadas demonstrou que, embora com contradições, houve avanços para as creches diretas do município de São Paulo. Destaca ainda, que há muito a investir na qualidade do atendimento educacional da criança de 0 a 6 anos no município. / This study aims to track the transition and the course of administration of day-nurseries of the Secretary of Social Assistance (SAS) to Municipal Secretary of Education (SME) of São Paulo City during the administration of the Major Marta Suplicy (PT), from 2001 to 2004. The Administration has tried to understand the political and administrative process carried out during the remaining period. At the same time our intention was that this study could contribute to the debate about day-nurseries, pointing and analyzing indicators that reflected on the developed work and how the schools accepted the constitucional precept of day-nurseries in the area of Education. On the development of this study, we have used as references, different conceptual theories linked to childhood education policies in accordance with social policies targeting to connect them with the policies used in daynurseries in the city of São Paulo, emphasizing the historical and political context in which was inserted. The conclusion reached by this study suggests that is the changing of the area that has brought a lot of modifications about the care of children in day-nurseries as the way of the attendance, the administration of educational system and unit until the organization and formation of staff in this sector. The researcher attended and analyzed great part of the documentation that characterized the transition and added to the interviews showed, although with contradiction in process, that progress was occurring through the day-nurseries for the city of Sao Paulo. Highlights have shown that educational area needs investment and efforts in order to enhance the quality of the attendance for children from 0 to 6 years in the childhood education in São Paulo.

Made available in DSpace on 2016-04-04T18:32:56Z (GMT). No. of bitstreams: 1 Andreia Pereira Almeida de Sousa Neves.pdf: 16147427 bytes, checksum: c0019b26bb96141029aedd31d1701a9e (MD5) Previous issue date: 2009-12-09 / The present work aimed to investigate the reality of a public school for an elementary and a high school, in Itupeva, a small town in Sao Paulo with a focus on tests applied to the high school third graders. High school represents an important period of youth, aims to prepare students for the labor market, for university education and citizens training for life in society. But such importance has been questioned given the conditions offered by public educational policies throughout Brazilian history. The survey and analysis of internal and external evaluations that occur annually in Escola Estadual Padre Jos? de Anchieta understood one of the main objects of this survey to know the individuals involved - third grade students - the ratings of the school, bearing in mind the need to think about these subjects as part of the agents capable of transforming it. This work reflects the extent to which evaluations are perceived as relevant to School. The methodological approach involved the research of primary sources and the analysis of theoretical and documentary material, and the case study through a qualitative and quantitative approach. Despite the importance given to evaluation by the school through a unified system, it has centered on the grade, and qualifying, focusing on the promotion of the student. Similarly, external evaluations are centered on individual student performance, committing to results reflect on the quality of education. However, this has been the challenge of this educational institution, which helps to think a larger field of knowledge, which is the public High School Education in Brazil. / A pesquisa teve como objetivo investigar a realidade de uma escola estadual de Ensino Fundamental e M?dio, no munic?pio de Itupeva, interior do Estado de S?o Paulo, com foco nas avalia??es aplicadas aos alunos da terceira s?rie do Ensino M?dio. O Ensino M?dio representa um per?odo importante na educa??o de jovens, visa ? prepara??o para o mercado de trabalho, ao ensino universit?rio e ? forma??o do cidad?o para a vida em sociedade. Por?m tal import?ncia tem sido questionada dadas as condi??es oferecidas pelas pol?ticas p?blicas educacionais ao longo da hist?ria brasileira. O levantamento e an?lise das avalia??es internas e externas que acontecem anualmente na Escola Estadual Padre Jos? de Anchieta compreenderam um dos principais objetos desta pesquisa para conhecer os sujeitos envolvidos os alunos de terceira s?rie nas avalia??es da escola, tendo em vista a necessidade de se pensarem esses sujeitos como parte dos agentes capazes de transform?-la. O presente trabalho reflete at? que ponto as avalia??es s?o percebidas como relevantes para a Escola. O procedimento metodol?gico envolveu o levantamento de fontes prim?rias e a an?lise do material te?rico e documental, bem como o estudo de caso, por meio de uma abordagem qualitativa e quantitativa. Apesar da import?ncia dada ? avalia??o pela Escola atrav?s de um sistema unificado, ela se apresenta centrada na nota, sendo classificat?ria, focando a promo??o do aluno. Da mesma forma, as avalia??es externas centralizam-se no desempenho individual do aluno, comprometendo, com seus resultados, a reflex?o sobre a qualidade de ensino. Entretanto este tem sido o desafio dessa institui??o escolar, o que contribui para se pensar um campo maior de conhecimento, que ? a Educa??o de Ensino M?dio p?blico no Brasil.

Estudos que apontam o baixo interesse pela carreira do magistério na educação básica têm sido frequentemente divulgados. Esse fato, somado a projeções que indicam que o número de licenciados no Brasil não contemplará a demanda por professores nos próximos dez anos, notadamente nos anos finais dos ensinos fundamental e médio, motivou o desenvolvimento da presente pesquisa. Seu objetivo foi o de analisar o perfil de ingressantes nos cursos de licenciaturas da USP em Pedagogia, Física e Matemática, bem como os fatores que pesam em suas decisões de se tornarem (ou não) professores. Buscou-se também investigar se alunos do curso de Medicina da USP já almejaram ser professores da educação básica em algum momento de suas vidas. Para tanto, os ingressantes responderam a um questionário (N = 512) elaborado a partir de contribuições das produções científicas examinadas sobre o mercado de trabalho docente e de produções sobre a escolha por esta carreira do ponto de vista da sociologia. Os resultados evidenciaram que é similar a comparação do nível socioeconômico dos licenciandos da USP com alunos de cursos de licenciaturas do Brasil e de outros países. Além disso, o desempenho desses licenciandos no exame da Fuvest foi inferior não somente em relação à Medicina, como em todos os demais cursos da USP. Sendo assim, para esses respondentes, a licenciatura parecia ser uma das poucas alternativas possíveis para ingresso nessa universidade. De fato, ser professor não foi apontado como a principal razão para escolha do curso por boa parte dos respondentes. Porcentagem importante de alunos manifestou não querer ser professor na educação básica ou ter dúvidas quanto a ser (52% na Física e 48% na Matemática), enquanto os licenciandos em Física e Matemática indicaram grande interesse em ingressar na pós-graduação. Na Pedagogia, embora menos elevado (30%), o percentual não é desprezível. Os fatores mais influentes para os ingressantes terem a predisposição de seguir o magistério são, na maioria das vezes, semelhantes aos expostos em quase todas as produções científicas analisadas: sexo (mulheres), curso (Pedagogia), idade (entre 17 e 19 anos), salário e aspectos de ordem subjetiva (experiências escolares positivas, altruísmo, gosto pela educação, engajamento social, gostar de crianças). As questões que se mostraram mais influentes para a não escolha da carreira estão ligadas à imagem atual da profissão docente e da escola (condições ruins das escolas e o desprestígio social, incluindo a baixa remuneração). Analisar a atratividade da carreira docente evidenciou-se uma tarefa complexa por vários fatores intervenientes, muitas vezes difíceis de ser coletados e mensurados, os quais, ao que tudo indica, devem ser considerados de forma articulada nas políticas para professores. É provável que o reconhecimento do professor como o único profissional a deter o repertório de conhecimentos e habilidades para o ensino colaboraria para melhorar a atratividade do magistério na educação básica. Por fim, defende-se que a carreira profissional docente precisa ser atrativa para quem quer que seja, implicando oferta de formação adequada para exercício da profissão. / Studies that show low interest in the career of teaching in primary education have been disclosed in the last five years. This fact together with projections indicating that the number of graduates in Brazil will not meet demand for teachers in the next ten years, mainly in the final years of elementary school and high school, has motivated this study. Its goal was to know the profile of entering students in teaching undergraduate courses at the University of São Paulo (Pedagogy, Physics and Mathematics) as well as which factors are important in their decisions to (not) want to become a teacher. It was also investigated whether students of Medicine USP already thought to be elementary school teacher at some point in their lives. Thus, students answered a survey (N = 512) made according to scientific studies examined about teacher labor market, as well as to productions that define the choice of this career being limited to the social and cultural \"baggage\" of the subjects. The comparison of the socioeconomic status of the undergraduates at USP with undergraduate courses in Brazil and other countries showed to be similar, and the performance in the Fuvest tests of these undergraduates was worse not only in relation to medicine, as in all other courses of USP. Teacher training seemed one of the few possible courses for entering in this university to these respondents. Perhaps this fact explains why the undergraduates in physics and mathematics have more interest in entering to post-graduate as well as the significant percentage of students who expressed don´t want to become school teachers or have doubts about it (52% and 48% in Physics in mathematics). Proportion of students who want to be teacher in Pedagogy, although higher (30%), is also worrying. The most influential factors for the freshmen who want to be teacher are similar to those showed in the most scientific productions analyzed: sex (women), course (Pedagogy), age (between 17 and 19 years), salary and subjective factors (positive experiences in the school, altruism, desire for education, social engagement, enjoy children). The most influential factors for not wanting to become teacher, or to have doubts about it, are linked to the current image of the teaching profession (difficulties in working in the bad scholar conditions and lack of autonomy to develop the teaching profession) and low social prestige (including low wages). It is complex analyze the attractiveness of the teaching profession due to the related factors involved, that sometimes are hard to be collected and measured, and should be considered in articulated way in the teacher policies. It seems likely that recognition of the teacher as the only professional who has the knowledge and repertoire of teaching skills to could collaborate to improve the attractiveness of teaching for basic education. Finally, it is defended here that the teaching career needs to be attractive to anyone, implying an appropriate training for the profession performance.

Resumo Partindo da constatação das péssimas condições de vida da maioria do povo brasileiro 34,1% vivendo abaixo da linha da pobreza e da crescente lucratividade da indústria de energia elétrica no país, o presente trabalho procurou uma forma dessa indústria contribuir para saldar parte do passivo social brasileiro. Os resultados obtidos pelos estudantes brasileiros, em praticamente todos os processos de avaliação existentes, indicam que o baixo nível do ensino público é um dos maiores problemas que o país tem a enfrentar no curto prazo. As projeções da evolução da pirâmide etária da população brasileira indica que, em poucos anos, a maioria da população já se encontrará em idade ativa, ou seja, já deverá ter sua formação escolar concluída, o que indica a urgência da busca pela melhoria da qualidade do ensino fundamental. As externalidades dos investimentos públicos em educação, sendo superiores aos retornos privados, justificam a atuação do Estado nessa atividade de relevância inquestionável para a construção da nação.Demonstrada a forte correlação entre o desempenho dos estudantes do ensino fundamental e a produção per capita dos países, é feita uma proposta de utilização de recursos gerados na indústria de energia elétrica brasileira para aplicação em ações que busquem mais qualidade no ensino fundamental do país. A proposta, que não eleva os custos da indústria e não significa elevação de tarifa para o usuário final, é a prorrogação por 5 anos do recolhimento da RGR (Reserva Global de Reversão), cuja extinção está prevista para o final de 2010. O valor recolhido anualmente permitiria quase dobrar os valores aplicados na ação de melhoria da qualidade do ensino no orçamento federal de 2009, devendo antecipar as metas de desempenho propostas no Plano de Desenvolvimento da Educação PDE, que busca alcançar os níveis obtidos pelos países da OCDE em 2025. Outros trabalhos podem ser desenvolvidos, buscando alternativas de financiamento da educação no Brasil, considerando a renda do petróleo que poderá ser obtida a partir da exploração do óleo do pré-sal. / Abstract Starting from the observation of the awful living situation of the majority of the Brazilian population 34.1% living below the poverty line and the increasing profitability of the electricity industry in the country, this project aimed at finding a way in which the electricity industry could provide financial assistance to eliminate part of the Brazilian social passive. The results obtained by Brazilian students - in practically all the available evaluation processes indicate that the poor level of publicly funded education is one of the most important problems that Brazil has to face in the short term. The projections of evolution on the age pyramid indicate that in a few years most of the Brazilian population will be in the active age group. In other words, the majority of the population should have concluded their formative education. This projection indicates the urgent need of improving the quality of basic (fundamental) education. The externalities of the public investment in education, being larger than the private return, justify the argument for government intervention, since education is without a doubt of extreme relevance for the nation development. Since the correlation between the basic level students performance and the countries per capita production has been demonstrated, we propose the use of resources generated by the Brazilian electricity industry on funding programs to improve the quality of basic level education in the country. Its proposed that, and it does not imply increased costs to the industry or increase in the final cost to the consumer, that the Global Reserve of Reversion (GRR ) collection should be extended for 5 additional years. The GRR collection was programmed to stop in the end of 2010. This annual contribution would allow almost double the amount that is applied towards programs to improve the quality of basic level education as established by the federal budget in 2009, therefore anticipating the goals set by the Education Development Plan (EDP). The EDP aims to reach the same levels attained by the countries members of the Organization for Economic Cooperation and Development (OECD) in 2025. Other similar projects could be developed to find alternative sources of funding for education in Brazil. One such source to be considered in the future is the profit that may be obtained by the oil production in the new pré-sal area. 1. Translated from Reserva Global de Reversão (RGR) Compulsory contribution created by the Brazilian government for electricity sector companies. The money is used for improvements in that sector. 2. Plano de Desenvolvimento da Educação (PDE) A government plan to improve the Brazilian public education level.

O presente estudo contempla o tema da aprendizagem em ambientes virtuais de ensino. O objetivo geral foi analisar o relacionamento entre o estilo de aprendizagem e a preferência dos recursos utilizados em ambientes virtuais. Ademais, este estudo visa a contribuir com os procedimentos de acompanhamento, adaptações e melhorias dos ambientes virtuais estudados, o Moodle e o LaVie (Laboratório Virtual de Estatística). O trabalho possuiu caráter exploratório e descritivo. A pesquisa exploratória foi realizada por meio de estudo de caso, visando a análise da qualidade do ambiente virtual de ensino, foco deste trabalho. A pesquisa descritiva consistiu em correlacionar o estilo de aprendizagem e uma avaliação de alunos a respeito de atividades de e-learning empregadas na disciplina de Estatística Aplicada à Administração III do curso de graduação em Administração de Empresas da Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto da Universidade de São Paulo (FEA-RP/ USP). Os resultados das análises indicaram a existência de relação positiva entre o estilo de aprendizagem e a preferência por alguns recursos de aprendizagem virtual, o que permitiu o desenvolvimento de um protocolo com estratégias e atividades de e-learning para favorecer e estimular os diferentes estilos de aprendizagem. A construção do protocolo de qualidade relacionado aos estilos de aprendizagem constituiu uma ferramenta de auxílio no planejamento e elaboração de programas de educação a distância. / The present study focuses on learning in virtual enviroments. The general objective was to make a correlation between learning style and the preference for some distance learning resources. Moreover, this study aims to contribute with following, adaptation and improvement procedures in the virtual enviroments that were part of this study, the Moodle and the LaViE (Laboratory of Statistics Applied to Administration). A qualitative exploratory case study was conducted for the quality analysis of learning virtual enviroments and a descritive study was conducted to asses the correlation between learning style and students evaluation of e-learning activities in University of Sao Paulo (School of Economics, Business and Accounting of Ribeirão Preto). The results showed a positive relationship between learning style and the preference for some e-learning resources, which permited a development of a protocol for distance learning programs, based on e-learning strategies and activities compatible with each learning style.

The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.

Lietuvoje informacinių technologijų nuotolinėms studijoms teikiamą naudą tyrinėjo daug mokslininkų, tačiau apie pačias jų panaudojimo nuotolinėse studijose sutinkamas problemas, užsimenama nepakankamai. Siekiant išsamesnių duomenų šia tema, darbe iškelta tyrimo problema – kaip informacinės technologijos įtakoja nuotolinių studijų kokybę. Taip pat iškeliama hipotezė – informacinių technologijų plėtojimas skatina švietimo įstaigų teikiamų nuotolinių studijų kokybės gerinimą. Darbo tikslas – atlikti informacinių technologijų įtakos nuotolinių studijų kokybei tyrimą, atskleisti ir pagrįsti informacinių technologijų plėtros svarbą. Darbo tikslui pasiekti, įgyvendinti šie uždaviniai: 1) pagrįstos informacinių technologijų, nuotolinių studijų, studijų kokybės sampratos; 2) panaudojant statistinius duomenis, aptarta ir išanalizuota informacinių technologijų įtaka švietimui; 3) apibrėžta informacinių technologijų teikiama nauda nuotolinių studijų kokybei, atskleistos jų integravimo į švietimo procesą problemos; 4) panaudojant anketinę apklausą, atlikta informacinių technologijų įtakos nuotolinių studijų kokybės gerinimui analizė. Uždaviniams atlikti, pasirinkti metodai: 1) Dokumentų, statistinių duomenų pagal temą analizė (Lietuvos informacinės visuomenės plėtros strategija 2011- 2013 m, valstybės pažangos strategijos „Lietuva 2030“ projektas, Lietuvos ir užsienio mokslinių tyrimų statistika, Lietuvos statistikos departamento ir Pasaulio banko duomenys); 2) Edukologijos... [toliau žr. visą tekstą] / Although the benefits of information technologies for distance learning have been researched by many Lithuanian scholars, but the problems that are encountered when using these technologies in the distance learningare mentioned insufficiently.In order to get comprehensive details on this topic, the following research problemof this thesis was raised: how doinformation technologies affect the quality of the distance learning. Moreover, the followinghypothesis arouse: development of information technologies encourages improvement of the quality of distance learning offered by educational institutions. The aim of the thesis: to carry out a study on the effect information technologies make on the quality of distance learning, to reveal and justify the importance of information technologies development. In order to achieve the aim of the thesis, the following tasks were implemented: 1) the concepts of information technology, distance learning andeducation quality were justified, 2) the impact of information technology on education was discussed and analyzed using statistical data, 3) the benefits of information technologieson distance learning quality were defined, andthe problems of their integration into the educational process were revealed, 4) an analysis onthe impact information technologies haveon the quality of distance learning was implemented using a questionnaire survey. Methodschosen for the implementation of the tasks: 1) Analysis of documents and statistical databy... [to full text]

Darbo tema: Švietimo politika ir švietimo kokybė – Baltijos valstybių lyginamoji analizė ir perspektyvos. Šio darbo tikslas – apžvelgti Lietuvoje įgyvendinamą švietimo politiką bei aukštojo universitetinio mokslo kokybę ir palyginti Baltijos valstybių vykdomą politiką aukštojo universitetinio mokslo sistemoje. Pirmoje darbo dalyje atlikta mokslinės literatūros analizė. Analizuojamos skirtingų autorių pateikiamos švietimo politikos, švietimo kokybės sampratos, Lietuvos aukštojo mokslo teisinė pokyčių aplinka, aukštųjų universitetinių studijų kokybė, studijų kokybės vertinimas Lietuvoje, bei analizuojama Baltijos valstybių aukštojo mokslo politika ir faktiniai jų pokyčiai. Empirinėje dalyje, anketinės apklausos metodu atliktas tyrimas, kurio tikslas – išanalizuoti kaip universitetinių studijų studentai vertina savo studijas universitete. Studentų nuomonė padės įvertinti vykdomą švietimo politiką, studijų kokybę, sudaromas sąlygas ir suteikiamas galimybes studentams. Apklausoje dalyvavo 100 atsitiktinių universiteto studentų. Tyrimo problema, aktualumas: Aukštasis mokslas Lietuvos valstybei strategiškai svarbi sritis. Iki šiol atliktuose tyrimuose dažniausiai nagrinėjamos finansavimo problemos, tarptautinis bendradarbiavimas, „protų nutekėjimo“ priežastys. Paskutiniu metu reikalavimai kokybei nuolatos didėja, kokybės gerinimas, šių dienų įgyvendinamos politikos viena iš aktualiausių temų. Nuolat besikeičianti Europos aplinka ir noras įsilieti į bendrą Europos aukštojo... [toliau žr. visą tekstą] / Thesis: Education policy and education quality – comparative analysis and perspectives on the Baltic countries. The aim of this work is to review education policy and higher university education quality in Lithuania and to compare it with the policy in the system of higher university education in the Baltic countries. Analysis of scientific literature was performed in the first part of the work. Education policies and education quality concepts of various authors, legal change environment of Lithuanian higher education, quality of higher university studies, evaluation of quality of studies in Lithuania, Baltic countries’ higher education policy and factual changes are analyzed there. Empirical part provides a research which was carried out using the method of questionnaires, the aim of the research is to analyze how university students evaluate their studies at university. Students’ opinion will help to evaluate education policy, quality of studies, conditions and opportunities for students. Research problem, topicality: Higher education is a strategically important area for Lithuania. In research which has been carried so far, the most frequently analyzed topics have been the problem of sponsorship, international cooperation, reasons of “brain drain”. Recently, requirements for quality have been increasing, and quality improvements as well as policies implemented these days are topical today. Constantly changing European environment and wishes to interblend into the space... [to full text]

Orientador: Regiane Helena Bertagna / Resumo: O tema da avaliação educacional tem sido um campo de disputa por diferentes setores da sociedade e tem assumido uma centralidade cada vez maior nas decisões e encaminhamentos das políticas públicas. Ao nível da aprendizagem, a consolidação de uma perspectiva alternativa àquelas ditas tradicionais, marcadas pelo uso de provas e notas para fins de classificação, ainda configura-se como um desafio seja na escola ou na Universidade nos cursos de formação de professores e de bacharéis. Este estudo buscou compreender, a partir da ótica discente, a avaliação da aprendizagem no ensino superior tendo como locus o Curso de Graduação em Ciências Biológicas, Campus de UNESP Rio Claro. Desenvolveu-se uma pesquisa de abordagem qualitativa, utilizando da análise de conteúdo em questionários e entrevistas realizados com alunos desse curso, e da análise documental nos Planos de Ensino de disciplinas desse curso, no Projeto Político Pedagógico (PPP) e documentos oficiais que organizam essa Universidade. A análise dos dados indicou que a “nota” ainda é um dos elementos centrais da avaliação na vida universitária discente e o comportamento do aluno influencia diretamente a produção dessa nota, entretanto, essa “nota” nem sempre é representativa de aprendizado. Ainda, a concepção de ensino revelada pela prática avaliativa tem sido predominantemente a tradicional, resguardando também um viés positivista sobre a concepção de conhecimento. Outro aspecto a ser notado é a carência de qualquer perspect... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The theme of assessment educational has been disputed by many sectors of society and assumed an increasing centrality in the decisions of public policy. At the dimension of learning, the setting of an alternative perspective against the traditional ones, which was marked by the use of tests and mark for classification purposes its a challenge in regular school system or in undergraduate. This study sought to understand, from the student point of view, the assesment of learning in undergraduate education having as a locus the Undergraduate Course in Biological Sciences on Campus of Rio Claro. A qualitative research was developed using analysis content in questionnaires and interviews with students, and documental analysis of the Teaching Plans of this course, the Political Educational Project (PEP) and official documents about this University. The research analysis indicated that the mark is still one of the central elements of the assesment in the university's student life, and its behavior influences the production of this mark, however, this mark does not always means learning. The conception of teaching revealed by the assesment practice has been predominantly the traditional one, also guarding a positivist conception of knowledge. Another aspect was the lack of any perspective of teaching, learning and assesment in the PEP, which makes it difficult to develop collaborative and collective spaces for reflective and formative purposes. It is worth noting that the path desire... (Complete abstract click electronic access below) / Mestre