During the past two decades, out-of-country development assistance training programs have emerged in response to the need to promote peoples' self-determination through increased participation at the community level. Participatory training based on an empowerment ideology has been advanced by some practitioners. Yet, little emphasis has been placed on evaluating the efficacy of this strategy as it pertains to applying training experiences in program participants' home setting. When this is attempted, the traditional evaluation procedures typically used render information which is of limited value to planners, practitioners, and program participants themselves. Thus, the development field operates with a distorted understanding of the complexity involved in applying empowerment training principles in actual community settings. The study investigates the possibilities and limitations of participatory evaluation (PE), and alternative evaluation approach, as a research strategy. A training case for Guatemalan community development workers referred to as the Central American Peace Scholarship Project sponsored by the United States Agency for International Development provides the program background. The PE strategy is based on a theoretical perspective rooted in critical theory and a methodological perspective derived from a participatory research paradigm. By focusing the PE process on participants' questions critical insights that might not appear in traditional evaluation findings are revealed. Further, PE increases the possibilities for evaluation to serve a developmental role for program participants and an informational role for program planners. In application, the process moves through three key stages: (1) a collaborative assessment of the Guatemalan research context, (2) the emergence of participants' evaluation questions through a series of informal interview encounters, and (3) critical reflections, the creation of alternative solutions and action-taking. PE provides participants with training reinforcement in their home setting while informing program planners of the efficacy of a particular training methodology from a Guatemalan perspective. Findings challenge policy makers, planners, practitioners, and researchers to acknowledge multiple field realities as well as contextual and structural impediments to applying an empowerment based methodology in various socio-political contexts.

This study examines SEARCH, an individually administered screening test used to identify kindergarten children who may be vulnerable to academic failure in school. The public school district in the community studied had used SEARCH as its screening tool for nine years and abandoned it with much controversy as to its usefulness and accuracy as a measure to detect kindergarten children vulnerable to learning failure. If it could be demonstrated that SEARCH is an effective screening instrument, the community would consider renewing its use. A sample comprised of two years of entering kindergarten children (270) who had taken SEARCH and later taken the Comprehensive Test of Basic Skills (CTBS) were investigated to determine whether SEARCH was successful in its ability to identify young children at risk. Variables including special education services, pre-school experience, retention, and sex were analyzed to determine any relevant effects on SEARCH scores and academic success. Bivariate and multivariate linear regressions were performed to examine relevant correlations. Stepwise regression was utilized to determine the relative predictive validity of the SEARCH subscales. A positive correlation emerged when SEARCH was compared to CTBS. Children who scored high on SEARCH tended to score high on the CTBS total score, Reading, Mathematics, and TCS scores. Further, students who scored high on SEARCH tended to succeed in regular education programs with greater consistency than low scorers. The specificity of SEARCH was (.78), the sensitivity was (.37), and the overall hit-rate was greater than 71%. Yet, sixty-four percent of children who scored in the vulnerable range on SEARCH never received special education services and twenty-two percent of children who passed SEARCH received 766 remediation. Still, a strong SEARCH score is more indicative of success than a low SEARCH score. Of the 41 children who scored five and below on SEARCH, 5 (12%) were retained, while of the 229 children remaining who passed SEARCH, 11 (4%) were retained. While the ESI reports greater overall predictive validity than SEARCH, one SEARCH subtest yields important diagnostic information. The Lamb Chop Matching subscale will be recommended as a component of the kindergarten screening program.

Made available in DSpace on 2018-06-18T13:12:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2015 / A educação superior em Enfermagem vem sendo alvo de inúmeras reformulações, que são reflexos do contexto histórico e político de nossa sociedade. Com vistas a assegurar que a expansão de cursos nesta área tenha critérios de qualidade, torna-se premente a avaliação do processo de formação. Diante disso, objetivou-se conhecer a literatura científica acerca da qualidade da educação superior em Enfermagem e da percepção de egressos acerca desta qualidade; compreender os parâmetros de qualidade que embasaram a elaboração dos Projetos Político- Pedagógicos (PPP) de cursos de graduação em Enfermagem; analisar a percepção dos egressos destes cursos sobre a qualidade do ensino ofertado. Métodos: pesquisa bibliográfica; pesquisa documental: análise dos PPP dos cursos de graduação em Enfermagem do município de São Paulo que disponibilizam o documento para consulta pública nos sites de suas respectivas instituições de ensino superior (IES); pesquisa empírica: 60 egressos dos diversos cursos de graduação em Enfermagem responderam ao instrumento do tipo Likert, contendo 41 assertivas, organizadas em cinco dimensões: 1. competências técnico-científicas; 2.competências atitudinais; 3. práticas docentes; 4. organização didático-pedagógica/infraestrutura da IES e 5. cenários de prática) e 3 questões abertas. Resultados: a pesquisa bibliográfica permitiu conhecer os principais parâmetros de qualidade que subsidiaram a análise dos PPP, revelando que a maior parte das competências preconizadas nas DCN de Enfermagem esteve presente nos documentos analisados. O índice de confiabilidade do instrumento Likert foi de 0,94, garantindo excelente sustentação estatística para os dados encontrados. As dimensões 1, 2 e 3 situaram-se na zona de conforto, não necessitando de ações de intervenção imediata por não prejudicarem o processo de formação. As dimensões 4 e 5 situaram-se na zona de alerta, o que requer intervenções para melhorias. Os egressos realizam uma avaliação satisfatória dos cursos, porém sinalizam aspectos a serem aprimorados, que dizem respeito ao desenvolvimento das competências gerenciais e da liderança; ao reconhecimento dos perfis epidemiológicos das populações; ao trabalho multiprofissional; à infraestrutura das IES; à postura dos docentes, com marcas do modelo tradicional de detenção do conhecimento e com adoção da avaliação somativa; à escassa participação dos discentes na elaboração dos PPP; à articulação ensino/serviço. Os aspectos positivos foram: desenvolvimento das competências para atuar na promoção, prevenção, assistência, recuperação e reabilitação da saúde, avaliação, sistematização e decisão da conduta mais adequada na assistência à saúde; compromisso com os princípios do Sistema Único de Saúde (SUS) e compreensão da saúde em todas as dimensões humanas; equilíbrio entre os aspectos técnico-científicos e humanistas; incentivo à educação permanente, à postura crítico-reflexiva, ao senso de cidadania, à responsabilidade social e à capacidade de mudança da realidade; corpo docente qualificado tecnicamente e com bom relacionamento interpessoal; articulação entre saber, saber fazer e saber conviver; compreensão dos níveis primário, secundário e terciário da assistência. A adequação dos cursos de Enfermagem para atender às necessidades do SUS demanda ações constantes. Nesta pesquisa evidenciam-se aspectos relevantes que sinalizam movimentos de mudança, mas apontam-se aspectos que precisam ser aprimorados, requerendo a participação de todos os atores envolvidos. / The higher education in Nursing has been the target of numerous reformulations, which are a reflection of the historical and political context of our society. Seeking to ensure that the expansion of courses in this area be accompanied by the quality, it’s urgent to review this academic learning process. Given this, was aimed to know the scientific literature about the quality of higher education in Nursing and the perception of graduates about quality; comprehend the quality parameters that supported the development of Political-Pedagogical Projects (PPP) of the graduation courses in Nursing; know the perception of the graduates of these courses about the quality of offered education. Methods: A literature review; documentary research: analysis of the PPP of graduation courses in Nursing in São Paulo city, that provide the document for public consultation on the websites of their higher education institutions (HEIs); empirical research: 60 egresses of various graduation courses in Nursing that responded to a Likert-type instrument, containing 41 assertions, organized in 5 dimensions (1. technical and scientific skills; 2. attitudinal skills 3. teaching practices; 4. didactic-pedagogical organization/infrastructure of the HEIs; 5. practice scenarios) and 3 open questions. The literature research allowed knowing the main parameters of quality, which, in turn, subsidized the analysis of the PPP, revealing that most of the skill provided by National Curriculum Guidelines of the Nursing Graduation Courses was present in the analyzed documents. The confiability index of the Likert instrument was 0.94, ensuring excellent statistical support for the found dates, The dimensions 1, 2 and 3 were in the confort zone, not requiring immediate intervention actions, because don't harm the training process. The dimensions 4 and 5 stood in the alert zone, which requires interventions for improvements. The graduates participate in a satisfactory evaluation of the courses, but have signaled aspects to be improved, related to the development of managerial skills and leadership; the recognition of epidemiological profiles of the populations; the multidisciplinary work; the infrastructure of HEIs; the attitude of teachers, with marks of the traditional model of detention of knowledge and with the adoption of the summative evaluation; the exclusion of students in the development of the PPP; the need for linking the teaching/service relation. The positive aspects were: development of the skills to work in promotion, prevention, assistance, recovery and rehabilitation, to assess, systematize e decide the proper conduct in health care; the commitment to the principles of our National Health System (NHS) and the comprehension of health in all human dimensions; the balance between technical-scientific and humanistic aspects; the incentive to the permanent education, critical-reflexive attitude, sense of citizenship, social responsibility and to the capacity to change the reality; technically qualified teaching staff and good interpersonal relationship; articulation between knowledge, know-how and knowing how to live together; comprehension of the primary, secondary and tertiary levels of assistance. The adaptation of the Nursing courses to attend the NHS needs demand constant actions. In this research, were evidenced relevant aspects that demonstrate change movements, but were pointed other aspects that need improvement, requiring the participation of all involved.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2019-03-18T12:01:18Z No. of bitstreams: 1 IVO GIANNINI.pdf: 2720298 bytes, checksum: 8b7d792016d3f8902a390e8f74d42746 (MD5) / Made available in DSpace on 2019-03-18T12:01:18Z (GMT). No. of bitstreams: 1 IVO GIANNINI.pdf: 2720298 bytes, checksum: 8b7d792016d3f8902a390e8f74d42746 (MD5) Previous issue date: 2018-12-17 / The present dissertation falls within the field of studies produced on large scale educational evaluation systems, specifically on the evaluation of technical higher education. The guiding problem of the present study is contextualized in the need to achieve strategy 11.8 of the National Education Plan (2014) that provides, until 2024, the creation of the System of Evaluation of the Quality of Vocational Education. Thus, taking as reference the National Service of Industrial Learning (SENAI), the largest vocational training center in Brazil and Latin America, which has the Vocational and Technological Education Evaluation System (SAEP), it is asked: what is the trajectory, the method of operation and the methodologies adopted by SAEP? What are the trends presented by the results of this evaluation from a longitudinal perspective? What uses are made of these results by the actors who participate in these educational processes? This dissertation aims to study SAEP with a focus on the description and analysis of its trajectory, functioning, methodologies adopted, trends and analysis of the results. The specific objectives of this research were: to produce the State of the Question of the Brazilian scientific literature on the evaluation of professional education focused on SENAI and its historical trajectory; to research the trajectory, operation and methodologies adopted by the SAEP and to analyze its results, having as reference the Technical Course of Mechanics of SENAI-SP. To achieve these objectives and to find answers to the problems generating this study, a qualitative research was carried out, with a bibliographical and documentary character, without disregarding the quantitative data, developed through the analysis of available data in theses and dissertations bank, libraries of the main universities of the country, books, database of scientific articles, official document and so on. Among the main conclusions are the improvement of the teaching quality of almost all schools evaluated and the creation of ranking by some national departments, despite SAEP's recommendation not to do so. / A presente disserta??o se insere no campo dos estudos produzidos sobre sistemas de avalia??o educacional em larga escala, especificamente sobre a avalia??o da educa??o profissional t?cnica de n?vel m?dio. O problema norteador do presente estudo contextualiza-se na necessidade de atingir a estrat?gia 11.8 do Plano Nacional de Educa??o (2014) que prev?, at? o final de sua vig?ncia, a cria??o do Sistema de Avalia??o da Qualidade da Educa??o Profissional. Assim, tomando como refer?ncia o Servi?o Nacional de Aprendizagem Industrial (SENAI), maior centro de forma??o profissional do Brasil e da Am?rica Latina, no qual, j? possui institucionalizado o Sistema de Avalia??o da Educa??o Profissional e Tecnol?gica (SAEP), objetiva-se conhecer: qual ? a trajet?ria, os princ?pios e os fundamentos operacionais e as metodologias adotadas pelo SAEP? Quais s?o as tend?ncias apresentadas pelos resultados desta avalia??o dentro de uma perspectiva longitudinal? Quais os usos que s?o feitos desses resultados por parte dos atores que participam destes processos educativos? Esta disserta??o tem como objetivo geral estudar o SAEP com foco na descri??o e an?lise de sua trajet?ria, funcionamento, metodologias adotadas, tend?ncias e an?lise dos resultados. Os objetivos espec?ficos desta pesquisa foram: produzir o Estado da Quest?o da literatura cient?fica brasileira sobre avalia??o da educa??o profissional com foco no SENAI e sua trajet?ria hist?rica; pesquisar a trajet?ria, funcionamento e as metodologias adotadas pelo SAEP e analisar os seus resultados, tendo como refer?ncia o Curso T?cnico de N?vel M?dio em Mec?nica do SENAI-SP. Para atingir estes objetivos e encontrar respostas aos problemas geradores deste estudo, realizou-se uma pesquisa qualitativa, de car?ter bibliogr?fico e documental, sem desprezar os dados quantitativos, desenvolvida atrav?s da an?lise de dados dispon?veis em banco de teses e disserta??es, bibliotecas das principais universidades do pa?s, livros, base de dados de artigos cient?ficos, documentos oficiais, etc. Dentre as principais conclus?es destacam-se a melhoria da qualidade de ensino de quase todas as escolas avaliadas e a cria??o de ranking por parte de alguns departamentos nacionais, apesar da recomenda??o do SAEP em n?o faz?-lo.