Magister Administrationis - MAdmin / The study aims to investigate whether delays occur within the pipeline of pension pay-outs, where these delays occur and what the policy implementations and management gaps are within the pension administration system. The study intends to produce findings that assist in reducing the aforementioned delays and increasing efficiency. The specific objectives of the study are threefold. Firstly, the study intends to outline the Government Pension Administration Agency’s (GPAA) current policy and pipeline of procedures with specific reference to pension pay-out times. Secondly, it will identify pension pay-out delays and trends with reference to categories and periods of delay. Finally, it will identify the major areas of complaints, pipeline problems and constraints. The methodology used is both a qualitative document analysis (QDA) and a descriptive analysis of the data. It is appropriate, suitable, cost-effective and common for desktop research. The corroboration of findings and confluence of evidence give credibility and thus triangulation of information is of immense value. The limitation of methodology, findings and results is specific to the Western Cape Education Department (WCED) which is the largest employer in the Western Cape Province. This study found that the Government Employees Pension Fund (GEPF) and the GPAA adopted New Public Management (NPM) values and strategies. Furthermore, pension pay-outs exceeding 60 days have been reduced when compared to the period prior to modernisation in 2010. Despite this, delays in payment remain very high. Internal sources include the GEPF Benefits Admin Committee; email and / or telephonic portals (GEPF Call Centre – reactive). External sources include the Public Protector and the Presidential hotline. Finally, total interest paid on late payments in 2010 was R1,054 billion and increased to R1,901 billion by 2017. The implication of these findings is expected to be further reductions in waiting times, as modernisation of the organisation continues. However, this cannot be a foregone conclusion because it will depend on the management of implementation.

Masters in Public Administration - MPA / The absence of coordinated Monitoring and Evaluation (M&E) in the South African public administration from 1994 to 2005 highlighted the gap in standardised national evaluation system where the National Evaluation Policy Framework (NEPF) acknowledged that there was an unexploited possibility to utilise evaluations to enhance the public sectors usefulness, competence, influence, and sustainability. Within the Western Cape Government (WCG), systems for M&E to strengthen performance reporting exist, but the implementation of these existing systems is piecemeal with fragmented approaches to monitoring and evaluation across the various departments. This study investigated staff readiness for Monitoring & Evaluation at the Western Cape Education Department (WCED). To achieve this goal, it employed a quantitative research method with a cross-sectional sample. / 2024

No description available.

No description available.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Neste estudo, dedicamo-nos à análise os desdobramentos da proposta curricular da Secretaria Municipal de Educação do Rio de Janeiro Multieducação no cotidiano escolar, procurando verificar como são trabalhadas as diferenças culturais, de modo a entender o processo pelo qual se consolidam as políticas multiculturais assumidas no discurso da rede. Optamos por um abordagem metodológica que compreendesse o currículo como produção cultural, em que os conhecimentos e os poderes pudessem ser compreendidos como campo da significação, cenário em que as culturas lutam por legitimidade, um território contestado, que envolve a negociação de posições ambivalentes de controle e resistência. Nessa tentativa de pensar nas múltiplas possibilidades que os discursos podem oferecer além dos aspectos visíveis, recorremos à abordagem qualitativa de cunho etnográfico, que envolve a análise documental e a pesquisa participante. No desenvolvimento desta pesquisa, buscamos subsídios teóricos nos estudos culturais, pós-estruturais e pós-coloniais que vêm discutindo as inter-relações entre currículo, identidade, cultura e diferença. Nos apropriamos principalmente dos estudos de Homi Bhabha, Jacques Derrida, Chantal Moufee e Ernesto Laclau quando abordam conceitos que envolvem a construção da diferença como prática discursiva e de significação: noções de discurso, enunciação, práticas articulatórias, negociação, hegemonia, entre-lugar, cadeia de equivalência, antagonismo/agonismo, significante vazio e a própria noção do sujeito. Concluímos que a busca por uma intensa atividade desconstrutiva significa propor a possibilidade da coexistência com o paradoxo: a permanência na fronteira, que caracteriza a indecidibilidade os interstícios, os entre-lugares , que pode gerar estruturas fecundas que possibilitem repensar as diferenças. Sabendo que o significado é construído nas práticas articulatórias, no campo da discursividade, compreendemos que os documentos norteadores da prática curricular da SME/RJ tem buscando ao longo dos anos a construção de pontos nodais, que possibilitem a prática pedagógica de acordo com os saberes hegemônicos, mas sem que com isso se perca o diálogo e negociação com os demais campos de saberes. / In this study I have analyzed the developments of the curricular proposal of the Municipal Education Department of Rio de Janeiro Multieducation in everyday school life, to verify how cultural differences are treated, as a way of understanding the process through which multicultural policies assumed in the systems discourse are consolidated. I opted for a methodological approach which would view the curriculum as cultural production, in which knowledges and powers could be seen as a field of signification, a scenario in which cultures fight for legitimacy, a contested territory that involves negotiating ambivalent positions of control and resistance. In that attempt to consider the multiple possibilities that the discourses can offer beyond the visible aspects, I took a qualitative approach of an ethnographic nature involving a documental analysis and participating research. While doing this research, I looked for theoretical data in cultural, post-structural and post-colonial studies that discuss inter-relationships between curriculum, identity, culture and difference. I made use, principally, of studies by Homi Bhabha, Jacques Derrida, Chantal Mouffe and Ernesto Laclau when they discuss concepts that involve constructing the difference as a discursive practice and signification: notions of discourse, enunciation, articulatory practices, negotiation, hegemony, between-place, chain of equivalence, antagonism/agonism, empty signifier and the actual notion of the subject. I concluded that pursuing an intense deconstructive activity means to propose the possibility of coexistence with the paradox: permanence on the frontier, which characterizes undecidability the intervals, the between-places -, that can produce fertile structures making it possible to rethink the differences. Knowing that the meaning is built on articulatory practices, in the field of discursivity, I feel that the documents guiding the curricular practice of the SME/RJ have sought over the years to construct nodal points that allow pedagogic practice according to hegemonic knowledges, although without losing the dialogue and negotiation with the other fields of knowledges.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Neste estudo, dedicamo-nos à análise os desdobramentos da proposta curricular da Secretaria Municipal de Educação do Rio de Janeiro Multieducação no cotidiano escolar, procurando verificar como são trabalhadas as diferenças culturais, de modo a entender o processo pelo qual se consolidam as políticas multiculturais assumidas no discurso da rede. Optamos por um abordagem metodológica que compreendesse o currículo como produção cultural, em que os conhecimentos e os poderes pudessem ser compreendidos como campo da significação, cenário em que as culturas lutam por legitimidade, um território contestado, que envolve a negociação de posições ambivalentes de controle e resistência. Nessa tentativa de pensar nas múltiplas possibilidades que os discursos podem oferecer além dos aspectos visíveis, recorremos à abordagem qualitativa de cunho etnográfico, que envolve a análise documental e a pesquisa participante. No desenvolvimento desta pesquisa, buscamos subsídios teóricos nos estudos culturais, pós-estruturais e pós-coloniais que vêm discutindo as inter-relações entre currículo, identidade, cultura e diferença. Nos apropriamos principalmente dos estudos de Homi Bhabha, Jacques Derrida, Chantal Moufee e Ernesto Laclau quando abordam conceitos que envolvem a construção da diferença como prática discursiva e de significação: noções de discurso, enunciação, práticas articulatórias, negociação, hegemonia, entre-lugar, cadeia de equivalência, antagonismo/agonismo, significante vazio e a própria noção do sujeito. Concluímos que a busca por uma intensa atividade desconstrutiva significa propor a possibilidade da coexistência com o paradoxo: a permanência na fronteira, que caracteriza a indecidibilidade os interstícios, os entre-lugares , que pode gerar estruturas fecundas que possibilitem repensar as diferenças. Sabendo que o significado é construído nas práticas articulatórias, no campo da discursividade, compreendemos que os documentos norteadores da prática curricular da SME/RJ tem buscando ao longo dos anos a construção de pontos nodais, que possibilitem a prática pedagógica de acordo com os saberes hegemônicos, mas sem que com isso se perca o diálogo e negociação com os demais campos de saberes. / In this study I have analyzed the developments of the curricular proposal of the Municipal Education Department of Rio de Janeiro Multieducation in everyday school life, to verify how cultural differences are treated, as a way of understanding the process through which multicultural policies assumed in the systems discourse are consolidated. I opted for a methodological approach which would view the curriculum as cultural production, in which knowledges and powers could be seen as a field of signification, a scenario in which cultures fight for legitimacy, a contested territory that involves negotiating ambivalent positions of control and resistance. In that attempt to consider the multiple possibilities that the discourses can offer beyond the visible aspects, I took a qualitative approach of an ethnographic nature involving a documental analysis and participating research. While doing this research, I looked for theoretical data in cultural, post-structural and post-colonial studies that discuss inter-relationships between curriculum, identity, culture and difference. I made use, principally, of studies by Homi Bhabha, Jacques Derrida, Chantal Mouffe and Ernesto Laclau when they discuss concepts that involve constructing the difference as a discursive practice and signification: notions of discourse, enunciation, articulatory practices, negotiation, hegemony, between-place, chain of equivalence, antagonism/agonism, empty signifier and the actual notion of the subject. I concluded that pursuing an intense deconstructive activity means to propose the possibility of coexistence with the paradox: permanence on the frontier, which characterizes undecidability the intervals, the between-places -, that can produce fertile structures making it possible to rethink the differences. Knowing that the meaning is built on articulatory practices, in the field of discursivity, I feel that the documents guiding the curricular practice of the SME/RJ have sought over the years to construct nodal points that allow pedagogic practice according to hegemonic knowledges, although without losing the dialogue and negotiation with the other fields of knowledges.

The phenomenon of the public policy process, which encapsulates the public policy implementation, has been in existence long before the political transformation that took place in South Africa in 1994. However, the ushering in of the new dispensation saw the integration of the existing public policies. In addition, it inevitably heralded the introduction of the new public policies and national guidelines across all sectors of the South African public institutions. Public policy implementation, as an integral stage of the public policy process, emerged as indispensable towards effective and efficient public service. The basic education, as a public institution, could also not be exempted from such inevitability of heightened public policy implementation. The introduction of the new education related public policies included the developmental appraisal system (DAS), the whole school evaluation (WSE), the integrated quality management systems (IQMS) and the discipline and safety national guidelines (DSNG). This, consequently, bears testament to what became an inevitable transformation process in South African basic education. Using the DAS, the WSE, the IQMS and the DSNG as points of departure and Empangeni education district as a reference area, the focus of this study has been the public policy process, the internal organisational arrangements and structures for public policy implementation, the public policy implementation process together with its inherent challenges and an improved model aimed at alleviating or even eradicating such public policy implementation challenges. The theoretical models, both descriptive and prescriptive, suggest that the public policy process, which entails namely: public policy agenda, public policy formulation, public policy adoption, public policy implementation and public policy evaluation, is premised on the public policy models. Of all the above-listed public policy process stages, public policy implementation stands out as the pinnacle around which the public policy process revolves. The public policy implementation stage, therefore, suggests a point where the influence, the impact and the successes or failures of the public policy process unfold. In light of this inextricable link of the public policy implementation stage to the general public policy process that is influenced by models, the effective public policy implementation is, subsequently, embracive of attributes and lessons derived from the public policy models. Some of these attributes and lessons, inter alia, include; the mutual participation by all actors involved, rather than dominance by an elite group (derived from the elite/mass model), the identification of institutional structures responsible for the public policy implementation (derived from the institutional model) and the accommodation of the implementation review as well as feedback (all indicative of the systems model). The literature review and the empirical data analyses show convergent views that suggest that the effective public policy implementation is directly proportional to the extent of internal organisational arrangements and structures as well as to the basic functionality of schools as centres for the implementation process. This implies that where internal institutional arrangements and structures are evident and functional, the implementation of public policies is bound to be effective and efficient, while the contrary also holds. Given Empangeni education district being the focal point of the study, it has emerged that the use of personnel from other units and the absence of a district unit designated to solely oversee the coordination, the implementation and the evaluation of the education related public policies, inhibit the potential of adequately achieving the intended objectives of the education related public policies implemented. In case of schools as the institutional centres for public policy implementation, empirical data analyses have established an inter-connection between the public policy implementation and the schools‟ basic functionality. Consequently, it is in functional schools (i.e. schools where the school management teams and school governing bodies are visible, effective and work collaboratively), where public policy implementation thrives and is effective. The contextualisation of the empirical research analyses to the study focus area, Empangeni Education District (EED), established that its current implementation model faces public policy implementation challenges. The most evident challenges, inter alia, include: * the inadequate advocacy of the education related public policies to be implemented; * the two or three days, currently accepted as a capacity building period by those expected to implement education related public policies, are not proportional to the volume of work to be covered and it suggests an inadequate time-frame for capacity development in the EED's current model; * the material and mechanisms used to perform functional work do not accommodate all role-players (also called actors in this study) according to their demographical needs, like language, which renders them inept to perform to their optimum level; * the primary structure of the current EED's public policy implementation model is a top-down directional structure which underscores the top-down cascading model; * current communication technology employed, do not take advantage of the 21 century‟s information computer technology in order to make the work environment more user-friendly, efficient and effective; * the simultaneous implementation of education related public policies poses a challenge to internal organisational arrangements, such as public policy implementation (PPI) structures and personnel, for effective implementation of such policies; and * the evident inadequate continuous and deliberate monitoring of implemented education related public policies. Conclusions and inferences drawn from this study suggest that the EED's current public policy implementation model is inadequate to deal with the identified challenges. Finally, this study proposes a strengthened EED public policy model, which accommodates recommendations to EED's public policy implementation challenges. Inherently, the proposed strengthened public policy implementation model is not limited to dealing with the identified challenges only, but it radically embraces the introduction of systems and internal organisational structures that promote inclusive, collaborative and traceable implementation of education related public policies. / PhD (Public Management and Governance), North-West University, Potchefstroom Campus, 2014

The phenomenon of the public policy process, which encapsulates the public policy implementation, has been in existence long before the political transformation that took place in South Africa in 1994. However, the ushering in of the new dispensation saw the integration of the existing public policies. In addition, it inevitably heralded the introduction of the new public policies and national guidelines across all sectors of the South African public institutions. Public policy implementation, as an integral stage of the public policy process, emerged as indispensable towards effective and efficient public service. The basic education, as a public institution, could also not be exempted from such inevitability of heightened public policy implementation. The introduction of the new education related public policies included the developmental appraisal system (DAS), the whole school evaluation (WSE), the integrated quality management systems (IQMS) and the discipline and safety national guidelines (DSNG). This, consequently, bears testament to what became an inevitable transformation process in South African basic education. Using the DAS, the WSE, the IQMS and the DSNG as points of departure and Empangeni education district as a reference area, the focus of this study has been the public policy process, the internal organisational arrangements and structures for public policy implementation, the public policy implementation process together with its inherent challenges and an improved model aimed at alleviating or even eradicating such public policy implementation challenges. The theoretical models, both descriptive and prescriptive, suggest that the public policy process, which entails namely: public policy agenda, public policy formulation, public policy adoption, public policy implementation and public policy evaluation, is premised on the public policy models. Of all the above-listed public policy process stages, public policy implementation stands out as the pinnacle around which the public policy process revolves. The public policy implementation stage, therefore, suggests a point where the influence, the impact and the successes or failures of the public policy process unfold. In light of this inextricable link of the public policy implementation stage to the general public policy process that is influenced by models, the effective public policy implementation is, subsequently, embracive of attributes and lessons derived from the public policy models. Some of these attributes and lessons, inter alia, include; the mutual participation by all actors involved, rather than dominance by an elite group (derived from the elite/mass model), the identification of institutional structures responsible for the public policy implementation (derived from the institutional model) and the accommodation of the implementation review as well as feedback (all indicative of the systems model). The literature review and the empirical data analyses show convergent views that suggest that the effective public policy implementation is directly proportional to the extent of internal organisational arrangements and structures as well as to the basic functionality of schools as centres for the implementation process. This implies that where internal institutional arrangements and structures are evident and functional, the implementation of public policies is bound to be effective and efficient, while the contrary also holds. Given Empangeni education district being the focal point of the study, it has emerged that the use of personnel from other units and the absence of a district unit designated to solely oversee the coordination, the implementation and the evaluation of the education related public policies, inhibit the potential of adequately achieving the intended objectives of the education related public policies implemented. In case of schools as the institutional centres for public policy implementation, empirical data analyses have established an inter-connection between the public policy implementation and the schools‟ basic functionality. Consequently, it is in functional schools (i.e. schools where the school management teams and school governing bodies are visible, effective and work collaboratively), where public policy implementation thrives and is effective. The contextualisation of the empirical research analyses to the study focus area, Empangeni Education District (EED), established that its current implementation model faces public policy implementation challenges. The most evident challenges, inter alia, include: * the inadequate advocacy of the education related public policies to be implemented; * the two or three days, currently accepted as a capacity building period by those expected to implement education related public policies, are not proportional to the volume of work to be covered and it suggests an inadequate time-frame for capacity development in the EED's current model; * the material and mechanisms used to perform functional work do not accommodate all role-players (also called actors in this study) according to their demographical needs, like language, which renders them inept to perform to their optimum level; * the primary structure of the current EED's public policy implementation model is a top-down directional structure which underscores the top-down cascading model; * current communication technology employed, do not take advantage of the 21 century‟s information computer technology in order to make the work environment more user-friendly, efficient and effective; * the simultaneous implementation of education related public policies poses a challenge to internal organisational arrangements, such as public policy implementation (PPI) structures and personnel, for effective implementation of such policies; and * the evident inadequate continuous and deliberate monitoring of implemented education related public policies. Conclusions and inferences drawn from this study suggest that the EED's current public policy implementation model is inadequate to deal with the identified challenges. Finally, this study proposes a strengthened EED public policy model, which accommodates recommendations to EED's public policy implementation challenges. Inherently, the proposed strengthened public policy implementation model is not limited to dealing with the identified challenges only, but it radically embraces the introduction of systems and internal organisational structures that promote inclusive, collaborative and traceable implementation of education related public policies. / PhD (Public Management and Governance), North-West University, Potchefstroom Campus, 2014

The study attempts to examine the implementation of Outcomes Based Education in selected secondary schools in Bushbuckridge, and to provide guidelines to enhance the implementation in the region. Findings reveal that the implementation of the curriculum is faced with challenges that hinder its effectiveness. Hindering factors such as lack of infrastructure, lack of school resources and inadequate teacher development programmes were identified through a literature survey and empirical investigation. Under the empirical investigation, qualitative approaches for data gathering, such as in-depth interviews were used. Participants were chosen from schools in the remote areas of Bushbuckridge, which are experiencing serious problems in the implementation of Outcomes Based Education. The research instruments used were validated and tested for reliability using experts’ opinion and pilot testing. The challenges of educators, school management teams, learners and curriculum specialists in the Department of Education were highlighted and recommendations made. / Educational Studies / (M. Ed. (Curriculum Studies))

Crianças hospitalizadas perdem autonomia e a relação com sua realidade, experimentam sofrimento, medo e distanciamento familiar. O objetivo desta pesquisa é avaliar os efeitos da música e de ações da educação musical nessas crianças e no ambiente hospitalar. Investigou-se o incremento do fazer musical com pacientes, seus acompanhantes e profissionais numa enfermaria onco-hematológica. Motivada pelo processo de humanização promovido pelo Programa Nacional de Humanização da Assistência Hospitalar (PNHAH), do Ministério da Saúde, e integrando arte, saúde e educação, constatou-se a carência de conhecimentos e pesquisas atuais que atendam às demandas práticas, teóricas e didáticas desses setores. Propôs-se a hipótese de que o incremento do pensamento musical mediado pela educação e espírito lúdico-criativo promove o desenvolvimento das crianças hospitalizadas e a humanização do ambiente, favorecendo o autoconhecimento, a autoestima, a motivação e a inclusão participativa dos sujeitos. Trata-se de uma pesquisa transversal, exploratória, qualiquantitativa, de cunho participante, apoiada em conceitos e pedagogias da música que compreendem a experiência musical e a educação (SCHAFER, 2001), (FONTERRADA, 2008), (PENNA, 2012), (SWANWICK, 2014); da etnomusicologia, os conceitos de cultura e símbolo (BLACKING, 2007) e de musicar (SMALL, 1999). Fundamenta-se metodologicamente na psicologia social, nas representações sociais (MOSCOVICI, 2013); na antropologia, na visão da produção da localidade (APPADURAI, 2001); e na comunicação/linguagem, na perspectiva do discurso dialógico e responsivo (BAKHTIN, 2011). Aplicaram-se entrevistas com perguntas abertas, gravadas em áudio e analisadas pelas ferramentas qualiquantitativas do discurso do sujeito coletivo (DSC), de que se extraíram discursos-sínteses (LEFEVRE; LEFEVRE, 2003). Segundo os resultados, o incremento do pensamento musical ensejou mudanças nas crianças e na comunidade local, afirmando o desenvolvimento dos sujeitos que experimentaram músicas, jogos e brincadeiras infantis tradicionais e improvisações sonoras, mediadores do ensino e da aprendizagem, do ganho cognitivo e de habilidades múltiplas. Música e jogos congregam princípios lúdicos, simbólicos, de ritual, de encantamento, elementos de transcendência espaço-temporal, de transformação e catarse, fundamentais num ambiente de convívio com a dor, o medo e a perda. No hospital, romperam barreiras comunicacionais estabelecendo confiança, produzindo a inter-relação das crianças com o universo sonoro-musical, consigo mesmas, com os pacientes e seu ambiente, experiências inclusivas que consolidaram a experiência musical e os fatores de humanização do ambiente hospitalar, notados na convivência. Conclui-se que o incremento do pensamento musical concretizado em experiências mediadas pela educação e por jogos musicais implicou mudanças afirmativas no bem-estar, na condição de vida e no estado geral de saúde das crianças internadas, que ficaram mais dispostas, animadas e interessadas, tendo participado ativamente de ações individuais e/ou relacionais que privilegiaram sua inclusão com base na confiança, no respeito recíproco e em condições éticas, que reafirmaram seu autorrespeito. Influiu positivamente na alteridade, no autoconhecimento e na autoestima dos sujeitos, promovendo seu desenvolvimento e o processo de humanização do ambiente. Sublinha-se a necessidade de se empreenderem outras pesquisas de acompanhamento e de se oferecerem cursos de educação musical para acompanhantes/cuidadores e profissionais das áreas abrangidas. Espera-se que centros e unidades médico-infantis se beneficiem com a implantação de projetos similares. / Hospitalized children lose their autonomy and relationship with their reality, they experience suffering, fear, and family estrangement. The objective of this research is to evaluate the effects of music and the actions of music education on these children and in the hospital environment. The increase in music making was investigated with patients, their companions, and professionals in a hematology oncology ward. Motivated by the humanization process promoted by the National Program for Humanization of Hospital Care (PNHAH, acronym in Portuguese), from the Health Ministry, and integrating art, health, and education, the lack of current knowledge and research that meet the practical, theoretical and didactic demands from these sectors was verified. The proposed hypothesis was that the increase of musical thinking mediated by education and ludic-creative spirit promotes the hospitalized children\'s development and the humanization of the environment, favoring self-knowledge, self-esteem, motivation and participatory inclusion of the subjects. It is a transversal, explanatory, qualitative and quantitative research, of a participating nature, based on concepts and pedagogies of music that include musical experience and education (SCHAFER, 2001), (FONTERRADA, 2008), (PENNA, 2012), (SWANWICK, 2014); from ethnomusicology, the concepts of culture and symbol (BLACKING, 2007) and from musicking (SMALL, 1999). It is methodologically based on social psychology, on social representations (MOSCOVICI, 2013); in anthropology, in the production of locality vision (APPADURAI, 2001); and in communication/language, in the perspective of dialogic and responsive speech (BAKHTIN, 2011). Interviews with open questions were applied; they were recorded in audio and analyzed by the qualitative and quantitative tools of the discourse of the collective subject (DSC, acronym in Portuguese), from which speech synthesis were extracted (LEFEVRE; LEFEVRE, 2003). According to the results, the increase of musical thinking gave rise to changes in the children and in the local community, undertaking the development of the subjects who experienced music, games and traditional children\'s frolics, sound improvisations, teaching and learning mediators, cognitive gain and multiple abilities. Music and games gather ludic, symbolic, ritual, and enchanting principles, elements of spatial-temporal transcendence, transformation and catharsis, essential in an environment of coexistence with pain, fear and loss. At the hospital, communication barriers were broken by establishing trust, producing the children\'s interrelationship with the sound-musical universe, with themselves, with the patients and their environment, inclusive experiences that consolidated the musical experience and the humanization factors of the hospital\'s environment, noted in the coexistence. It is concluded that the increase of musical thinking materialized in experiences, mediated by education and music games, implied affirmative changes in the welfare, in life condition, and in the general state of the hospitalized children\'s health; they had more disposition, they were more cheerful and interested, having actively participated in individual and/or mingle activities that privileged their inclusion based on trust, on reciprocal respect and on ethical conditions, which reaffirmed their self-respect. It positively influenced on the subjects\' otherness, self-knowledge, and self-esteem, promoting their development and the humanization process of the environment. The need to undertake other follow-up researches and to offer music education courses to the companions/caregivers and professionals in the covered areas are highlighted. It is hoped that children\'s medical centers and wards will benefit from the implementation of similar projects.