Nieuwenhuis (2007) defines Education Development Centres (EDCs) as teacher support centres consisting of activities and services that support the school curriculum and contribute to the teacher content knowledge and skills development. In addition, Johnson and Maclean (2008) suggested that an ideal EDC programme should be built on the foundation of an information infrastructure that includes materials, equipment and facilities, and direct services to teachers. However, EDC activities and services are shaped and influenced by multiple factors contributing to the teacher classroom practices. Attention to the EDC programme is further given to areas like: the organisational support to effect changes in teacher practices; the type of activities and services; learning through technology; and teacher perception towards the EDC activities and service. Looking more closely at the way EDCs function and noting the benefits of keeping EDCs as teacher support centres, this study explored the EDC activities and services guided by the following sub-questions:  What professional development activities and services do EDCs provide;  What is the rationale behind the development of EDC activities and services;  What is the quality of EDC activities and services in relation to the professional development of teachers;  What are the teachers’ perceptions of EDC activities and services? The main objective of the study was to establish the extent to which activities and services in Mpumalanga EDCs relate to teacher classroom practices. A sample of 16 teachers responded to the questionnaire designed specifically for teachers while two subject advisors who facilitated activities at the EDCs and two EDC managers were interviewed. Currently the approach to professional development programmes tends to be fragmented. Hence, this study sought to improve the quality of EDC activities and services by alerting programme designers and advising against such a practice. Furthermore, the intention was to provide feedback to programme designers and encourage the promotion of collegial planning in structuring such offerings. The qualitative study approach followed, used the interview schedule as a primary source to collect data to gather as much evidence as possible and was backed by the teacher questionnaire, field notes and personal journal. The basic logic model guided the planning for the evaluation process in identifying elements to be evaluated and indicated relationship between the components: the input (resources that go into the EDC programme); output (activities the EDC programme undertakes to offer); and the outcome (teacher behavioural changes and benefits that resulted because of the activities conducted). This study focused mainly on the implementation processes to yield intended results. The study identified various factors as significant to deliver quality activities and services to enhance teacher knowledge and develop skills: creation of realistic centre vision, develop quality activities to integrate content knowledge and pedagogical skills, promote teacher collaboration and active participation; and designing coherent activities aligned to the schools improvement strategies to meet teachers’ need. Workshops were facilitated in a reform approach allowing active participation of teachers, for example, simulations in computer lessons and science experiments. However, the inadequate resources and EDC financial constraints limited the quality of activities and services. Nonetheless, EDC activities and service possessed the quality to enhance teacher knowledge and skills, if they are designed to incorporate the research based key features (Haslam, 2008). Furthermore, the study noted that EDCs play a critical role in shaping the activities and services by designing reform activities, creating pedagogical space for teachers to come together and providing teaching and learning material including technological tools, like Internet, to advance with curriculum changes and spare teachers’ time and cost for travelling to meeting venues. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Science, Mathematics and Technology Education / MEd / Unrestricted

Despite recent drops in rates, juvenile incarceration remains a serious issue in the United States (Hockenberry, 2013; Mendel, 2011). One shared part of the incarceration experience across different systems and facility types is the obligation for juvenile offenders to receive correctional education. Ample research demonstrates that increased academic achievement, attending community school, and being employed are connected to better community outcomes and desistance, yet little is known about how school experiences in the facility influences these outcomes. Applying life-course theory of the development of crime (Sampson & Laub, 1997, 2005), the present study investigates whether correctional education serves as a turning point to influence a number of community adjustment outcomes in serious juvenile offenders. Specifically, it tested how subjective (teacher bonding and school orientation) and objective (grades, time spent in the facility school) parts of the school experience during the facility stay were related to transitioning to community schools (attendance), and/or work (gainful activity and employment), self-reported delinquency, and staying in the community at 6 and 12 months after release for a sample of 519 male and 50 female serious juvenile offenders. Results showed that across juvenile and adult facilities, improved attachment to the facility school while incarcerated predicted increased involvement in gainful activity and decreases in self-reported delinquency up to 12 months after release. This positive effect was greatest for younger offenders who returned to school, even when accounting for the number of previous facility stays and prior community school experiences. Conversely, older offenders who returned to gainful employment showed less positive adjustment. In contrast to other studies, grades received while incarcerated were not a significant predictor of community adjustment. Overall, the results repeatedly show behavioral differences based on individual history and experiences during incarceration across different types of facilities, strongly supporting a research agenda that treats incarceration as more than a binary variable. The present results add to the corpus of evidence that the perspective of the incarcerated juveniles matter and suggest that the school experience while incarcerated can serve as an important turning point, indicating resources should be directed towards enhancing juveniles’ school orientation and relationships with teachers.

Diploma thesis deals with the evaluation of results in global development education. It describes bases and content of global development education and its expected results. It compares quantitative and qualitative methods of measuring results considering their ability to measure real contribution of the evaluated activity. It highlights the need to demonstrate the validity and reliability of a measurement. It explains the role of values, criteria and indicators in the evaluation. Furthermore, the thesis deals with the measurement of contribution specifically in the area of global development education. It provides an overview of measurements made in global development education according to their validity. It also offers a list of quality criteria used in global development education. The research part of the thesis presents the results of an investigation which aimed to determine how selected Czech organizations dealing with global development education evaluate the results of their activities. It tries to determine what facilitates the evaluation of results and what represents a barrier to it. It results from a qualitative analysis of interviews and written materials provided by the organizations.

Presentemente, a responsabilidade socioambiental tornou-se um dos temas centrais nas discussões de negócios, com isso, cresceu a necessidade da formação de líderes e gestores com consciência socioambiental. Nesse contexto, identificou-se um crescimento da demanda nos cursos na área de negócios, pela fomação de gestores capazes de fazer a adequada gestão das suas organizações. Essa demanda já vem sendo atendida pelos cursos de Administração e Negócios em Instituições internacionais. Nesse sentido, esta pesquisa tem por objetivo geral analisar como a responsabilidade socioambiental está sendo abordada na formação dos administradores nas Instituições de Ensino Superior da cidade de Caxias do Sul. Como objetivos específicos, visa a identificar como está sendo inserida a temática da responsabilidade socioambiental nos currículos dos cursos de Administração das Instituições de Ensino Supeior (IES) de Caxias do Sul; o nível de engajamento socioambiental das IES pesquisadas; identificar as melhores práticas na inserção da sustentabilidade nos cursos de negócios em Instituições no exterior; fornecer subsídios para uma abordagem de educação que insira a temática sustentabilidade nos currículos de Administração de Empresas. Para atingir os objetivos propostos, foi realizado um estudo de múltiplos casos na cidade de Caxias do Sul com oito IES que ofertam cursos de Administração de Empresas na modalidade presencial. Entre os resultados obtidos, foi identificado que ainda é incipiente a inserção da temática da sustentabilidade nas Instituições pesquisadas. Os professores estão demonstrando interesse por essa temática em decorrência das demandas dos alunos, já nas Instituições do exterior, a introdução da sustentabilidade partiu do engajamento institucional para, então, envolver a comunidade acadêmica. O Ensino Superior faz parte importante do desenvolvimento da sociedade, desse modo, os resultados da pesquisa realizada são retomados no capítulo das considerações finais em que foi possível identificar que existe muito ainda para desenvolver no campo da Educação Superior no que tange à responsabilidade socioambiental. / Currently, environmental responsibility has become a central theme in discussions of business, therewith, the need for increased training of leaders and managers with environmental consciousness. In this context, we identified a growing demand in courses on business, by training managers able to make the proper environmental management of their organizations. This demand is already being met by courses on Business Administration and International Institutions. Accordingly, this research aims to analyze how environmental responsibility is being addressed in the training of administrators in Higher Education Institutions in the city of Caxias do Sul. The specific objectives aim to identify how it is being inserted into the theme of environmental responsibility in the curricula of Institutions in Caxias do Sul, the level of environmental engagement of them; identify the best practices in the integration of sustainability into business courses in overseas institutions and provide support for an approach to education that insert the theme sustainability in the curriculum of Business Administration. To achieve the objectives proposed, a multiple case study has been carried out in the city of Caxias do Sul, with eight institutions that offer courses in Business Administration. Among the results, it has been identified that is still incipient to introduce the theme of sustainability in the institutions surveyed. Teachers are showing interest in this subject due to the demands of the students, now in Institutions abroad; the introduction of sustainability came from institutional engagement; and, then, engages the academic community. Higher Education is important to the development of society, thereby, the results of the survey are contained in the chapter of final considerations where it has been identified that there is much yet to develop in the field of Higher Education with respect to environmental responsibility.

The Virginia Department of Corrections mandates that all offenders without a high school diploma or general equivalency diploma (GED) are required to be enrolled in GED programs offered in the prison system. However, these programs have shown varying rates of success. Supported by the constructivist theory, the purpose of this qualitative case study was to identify how correctional education staff members perceived the effectiveness of the GED programs. Data from surveys and interviews with 9 educational correctional staff members were collected and analyzed for themes. Findings indicated that (a) participants use computer software for effective instruction, (b) offenders who were enrolled in correctional education programs successfully reenter society after being released from incarceration, and (c) offenders' self-efficacy is related to GED instruction. Findings may be used to improve GED programs to support offenders in obtaining a GED and training to promote social justice by returning to their communities more prepared to obtain jobs and contribute to the global economy.

<p>In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.</p>

In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.

As a result of increasing emphasis in global development agendas on the provision of education to create positive and sustainable change in developing countries, the number of youth education development projects in some of the world’s poorest and remote regions has burgeoned. While the benefits these projects can bestow and the success factors behind them have been studied by many past researchers, knowledge of the everyday challenges faced in their management is surprisingly limited, and is mainly only reflective of those projects run by international non-governmental organisations (INGOs), inter-governmental organisations (IGOs) and national governments in developing countries. The intention of this study is to develop an understanding of the challenges faced by community-based non-formal youth education development project managers in developing countries. It questions the richness of existing knowledge in the field of education development project management, showing that more research is needed into smaller project types due to contextual factors that make them dissimilar to the internationally- and governmentally-affiliated projects that are the focus of past research.

Submitted by INGRID CORDEIRO FIRME null (ingfirme@gmail.com) on 2016-01-22T03:21:15Z No. of bitstreams: 1 Dissertação_Final_Ingrid.pdf: 1502250 bytes, checksum: aef650103600fcfec992b7cd418670cf (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-01-25T13:46:56Z (GMT) No. of bitstreams: 1 firme_ic_me_rcla.pdf: 1502250 bytes, checksum: aef650103600fcfec992b7cd418670cf (MD5) / Made available in DSpace on 2016-01-25T13:46:56Z (GMT). No. of bitstreams: 1 firme_ic_me_rcla.pdf: 1502250 bytes, checksum: aef650103600fcfec992b7cd418670cf (MD5) Previous issue date: 2015-12-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Esta pesquisa tem como objetivo investigar, nas escolas da rede pública estadual de São Paulo, a atualização do Programa um Computador por Aluno (Prouca), ação de política pública que visa à inserção das tecnologias no ambiente escolar. A metodologia assumida foi a da pesquisa qualitativa em uma abordagem fenomenológica. O estudo inicia-se com leituras para conhecer o Prouca, quer seja no âmbito de sua proposta ou a partir de trabalhos que o tematizam. Tendo clareza do sentido do Prouca fomos às escolas entrevistar professores, gestores/diretores ou estagiário que o vivenciaram. As entrevistas foram gravadas e transcritas para serem analisadas seguindo os procedimentos da pesquisa fenomenológica que envolve a análise ideográfica, cuja intenção é explicitar o sentido que o Programa tem para cada um dos sujeitos entrevistados e a análise nomotética em que se expõe a compreensão geral do Prouca. Nesse movimento destacamos as Ideias Nucleares que convergem para três categorias abertas: Formação Humana, Infraestrutura Física e Infraestrutura Política que, ao serem discutidas, nos permite dizer dos modos de atualização do Prouca nas escolas consideradas. / This research has the objective to investigate in public schools of the state of São Paulo the update of the “One Computer Per Student Program (PROUCA)”, a public policy which aims to insert technology in the school environment. The methodology of this researches qualitative with a phenomenological approach. The study begins with literature review for a first insight of PROUCA, whether it is in the scope of its proposal or of works approaching this theme. After studying the objective of PROUCA we went to schools to interview teachers, principals and interns that were related to the program. The interviews were recorded and transcribed to be analyzed according to the procedures of the phenomenological research which is composed by the idiographic analysis, whose aim is to explain the meaning of the program to each of the interviewed and the nomothetic analysis in which the general understanding of PROUCA is exposed. In this movement we highlight the Nuclear Ideas that converge to three open categories: Human development, Physical Infrastructure and Political Infrastructure, that, after the discussion, possibilitates us to say the update`s means of PROUCA in the schools researched.

Presentemente, a responsabilidade socioambiental tornou-se um dos temas centrais nas discussões de negócios, com isso, cresceu a necessidade da formação de líderes e gestores com consciência socioambiental. Nesse contexto, identificou-se um crescimento da demanda nos cursos na área de negócios, pela fomação de gestores capazes de fazer a adequada gestão das suas organizações. Essa demanda já vem sendo atendida pelos cursos de Administração e Negócios em Instituições internacionais. Nesse sentido, esta pesquisa tem por objetivo geral analisar como a responsabilidade socioambiental está sendo abordada na formação dos administradores nas Instituições de Ensino Superior da cidade de Caxias do Sul. Como objetivos específicos, visa a identificar como está sendo inserida a temática da responsabilidade socioambiental nos currículos dos cursos de Administração das Instituições de Ensino Supeior (IES) de Caxias do Sul; o nível de engajamento socioambiental das IES pesquisadas; identificar as melhores práticas na inserção da sustentabilidade nos cursos de negócios em Instituições no exterior; fornecer subsídios para uma abordagem de educação que insira a temática sustentabilidade nos currículos de Administração de Empresas. Para atingir os objetivos propostos, foi realizado um estudo de múltiplos casos na cidade de Caxias do Sul com oito IES que ofertam cursos de Administração de Empresas na modalidade presencial. Entre os resultados obtidos, foi identificado que ainda é incipiente a inserção da temática da sustentabilidade nas Instituições pesquisadas. Os professores estão demonstrando interesse por essa temática em decorrência das demandas dos alunos, já nas Instituições do exterior, a introdução da sustentabilidade partiu do engajamento institucional para, então, envolver a comunidade acadêmica. O Ensino Superior faz parte importante do desenvolvimento da sociedade, desse modo, os resultados da pesquisa realizada são retomados no capítulo das considerações finais em que foi possível identificar que existe muito ainda para desenvolver no campo da Educação Superior no que tange à responsabilidade socioambiental. / Currently, environmental responsibility has become a central theme in discussions of business, therewith, the need for increased training of leaders and managers with environmental consciousness. In this context, we identified a growing demand in courses on business, by training managers able to make the proper environmental management of their organizations. This demand is already being met by courses on Business Administration and International Institutions. Accordingly, this research aims to analyze how environmental responsibility is being addressed in the training of administrators in Higher Education Institutions in the city of Caxias do Sul. The specific objectives aim to identify how it is being inserted into the theme of environmental responsibility in the curricula of Institutions in Caxias do Sul, the level of environmental engagement of them; identify the best practices in the integration of sustainability into business courses in overseas institutions and provide support for an approach to education that insert the theme sustainability in the curriculum of Business Administration. To achieve the objectives proposed, a multiple case study has been carried out in the city of Caxias do Sul, with eight institutions that offer courses in Business Administration. Among the results, it has been identified that is still incipient to introduce the theme of sustainability in the institutions surveyed. Teachers are showing interest in this subject due to the demands of the students, now in Institutions abroad; the introduction of sustainability came from institutional engagement; and, then, engages the academic community. Higher Education is important to the development of society, thereby, the results of the survey are contained in the chapter of final considerations where it has been identified that there is much yet to develop in the field of Higher Education with respect to environmental responsibility.