Made available in DSpace on 2016-04-25T20:23:06Z (GMT). No. of bitstreams: 1 Abmael da Cruz farias.pdf: 2997530 bytes, checksum: d71e9cc245d62ad2ecb029c42c1c0495 (MD5) Previous issue date: 2010-05-24 / The objective of this paper is to study public policies regarding higher education, beneficiaries, objectives, and results in Vitória da Conquista, Bahia for the year of 2008: FIES (Student Loans Program) and PROUNI (Program of Higher Education for All). This paper focuses on undergraduate studies and attempts to evaluate these programs in terms of their efficiency and effectiveness as they have facilitated access for millions of Brazilians with repercussions pertaining to students´ income and availability of financial resources. This assessment is unprecedented and aims at producing data for these programs. Findings can be used by decision makers, both to draw up and implement policies, as well as by the program beneficiaries. This study raises the hypothesis that these programs have been both effective and efficient in democratizing students´ access to higher education by considering them as citizens or consumers, a situation that was made possible with the democratization of educational services to higher education institutions. These ideas were confirmed by this research through analysis of the documentation of the education institutes participating in the study, information posted on their official websites, and applied questionnaires. Therefore, this study is exploratory in nature and incorporates information collected through literature as well as documentation from which both quantitative and qualitative data were produced. Debates around this issue rise from the analysis of the relationship between public and private spaces and also involve issues related to social justice, democratization of opportunities, citizenship, and gratuity on the one hand and consumption and payment on the other hand, all related to higher education / Esta dissertação tem como objeto de estudo as políticas públicas em educação superior, beneficiários, objetivos e resultados, em Vitória da Conquista, Bahia, em 2008: FIES e PROUNI, priorizando o ensino de graduação presencial, buscando avaliar tais programas, sob o aspecto da eficácia e efetividade. Isso se justifica porque eles têm facilitado o acesso de milhões de brasileiros, atuando sobre a renda e disponibilidade de recursos dos estudantes. Essa avaliação é uma tarefa inédita e visa produzir informações sobre esses programas. Elas podem ajudar à tomada de decisão de quem os elabora e aplica ou de quem deles se beneficia. Este estudo levanta as hipóteses de que esses programas têm sido eficázes e efetivos na democratização do acesso a educação superior para os estudantes, tratando-os, alternadamente, como cidadãos ou consumidores; o que se tornou possível com a democratização da prestação de serviços educacionais de terceiro grau para as instituições de ensino superior. Hipoteses que se confirmaram como resultado da pesquisa. Ao responder as questões propostas foram analisados documentos das instituições, além de sitios oficiais e questionários aplicados. Esta pesquisa tem, portanto, carater exploratório, incorporando ainda, levantamentos de natureza bibliográfica e documental, a partir dos quais se produziu informações com características quantitativas e qualitativas. Os debates sobre esse tema originam-se a partir da análise da relação entre os espaços públicos e privados, tocando ainda na questão da justiça social, democractização das oportunidades de vida, cidadania e gratuidade, de um lado, consumo e pagamento, do outro. Todos ligados a educação superior

Made available in DSpace on 2016-04-26T14:58:03Z (GMT). No. of bitstreams: 1 Abmael da Cruz farias.pdf: 2997530 bytes, checksum: d71e9cc245d62ad2ecb029c42c1c0495 (MD5) Previous issue date: 2010-05-24 / The objective of this paper is to study public policies regarding higher education, beneficiaries, objectives, and results in Vitória da Conquista, Bahia for the year of 2008: FIES (Student Loans Program) and PROUNI (Program of Higher Education for All). This paper focuses on undergraduate studies and attempts to evaluate these programs in terms of their efficiency and effectiveness as they have facilitated access for millions of Brazilians with repercussions pertaining to students´ income and availability of financial resources. This assessment is unprecedented and aims at producing data for these programs. Findings can be used by decision makers, both to draw up and implement policies, as well as by the program beneficiaries. This study raises the hypothesis that these programs have been both effective and efficient in democratizing students´ access to higher education by considering them as citizens or consumers, a situation that was made possible with the democratization of educational services to higher education institutions. These ideas were confirmed by this research through analysis of the documentation of the education institutes participating in the study, information posted on their official websites, and applied questionnaires. Therefore, this study is exploratory in nature and incorporates information collected through literature as well as documentation from which both quantitative and qualitative data were produced. Debates around this issue rise from the analysis of the relationship between public and private spaces and also involve issues related to social justice, democratization of opportunities, citizenship, and gratuity on the one hand and consumption and payment on the other hand, all related to higher education / Esta dissertação tem como objeto de estudo as políticas públicas em educação superior, beneficiários, objetivos e resultados, em Vitória da Conquista, Bahia, em 2008: FIES e PROUNI, priorizando o ensino de graduação presencial, buscando avaliar tais programas, sob o aspecto da eficácia e efetividade. Isso se justifica porque eles têm facilitado o acesso de milhões de brasileiros, atuando sobre a renda e disponibilidade de recursos dos estudantes. Essa avaliação é uma tarefa inédita e visa produzir informações sobre esses programas. Elas podem ajudar à tomada de decisão de quem os elabora e aplica ou de quem deles se beneficia. Este estudo levanta as hipóteses de que esses programas têm sido eficázes e efetivos na democratização do acesso a educação superior para os estudantes, tratando-os, alternadamente, como cidadãos ou consumidores; o que se tornou possível com a democratização da prestação de serviços educacionais de terceiro grau para as instituições de ensino superior. Hipoteses que se confirmaram como resultado da pesquisa. Ao responder as questões propostas foram analisados documentos das instituições, além de sitios oficiais e questionários aplicados. Esta pesquisa tem, portanto, carater exploratório, incorporando ainda, levantamentos de natureza bibliográfica e documental, a partir dos quais se produziu informações com características quantitativas e qualitativas. Os debates sobre esse tema originam-se a partir da análise da relação entre os espaços públicos e privados, tocando ainda na questão da justiça social, democractização das oportunidades de vida, cidadania e gratuidade, de um lado, consumo e pagamento, do outro. Todos ligados a educação superior

This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively disadvantaged communities. It looks, in particular, at the example in Nepal of children from the Dalit communities, a group known to be disadvantaged and often marginalized within the formal education system. In particular, the study attempts to investigate the barriers that prevent the educational access, participation and progress of these students at the secondary level. This theme was investigated using an ethnographic approach, which examined people's life experiences and culture in natural settings (within schools and in their communities) using data collected through a series of interviews, and observations. It also involved an analysis of the relevant literature and policy documents. What was found is that the reasons for children from the Dalit community being disadvantaged are many and complex. Broadly, they can be summarized as being, first of all, about the difficulties of implementing national policies, particularly in terms of making resources available and providing effective monitoring, even though these policies are very positive about the inclusion of these children. Secondly, it is about the expectations and attitudes amongst the various Dalit communities as to what they want for their children and young people, which are to do with tradition and culture, life styles and economic circumstances. Thirdly, these two sets of factors together put pressure on the schools, which have to find a way of dealing with the challenge of diversity and various expectations. In this way, this research provides some new understanding of the issues that bear on the education of Dalit children. The knowledge gained through this research has practical implications for stakeholders: policy makers, teachers, and Dalit community members and social workers. It is argued that this would help to foster the improvement of policy initiatives and their effective implementation. It could also help to bring changes in the existing attitudes of teachers and Dalit communities that may have a positive impact on Dalit children's integration into education. Most importantly, it has brought a new way of looking at these issues that can be used to inform public debate. The study illustrates the use of a methodology that might usefully be adopted by researchers carrying out research around similar themes in other developing countries. It might also be the case that the barriers that have been identified in Nepal would represent useful starting points for such research.

This thesis deals with the role of teacher agency in the reform of curriculum under Universal Primary Education (UPE) in Uganda. It draws on empirical research conducted in two UPE case study schools in Uganda. The study was conducted in order to highlight the role of teacher agency in teachers’ professional practice and to analyse the ecological factors that contribute in shaping it, as well as its effects. The thesis begins with a description of the UPE curriculum in its global dimensions. It subsequently reviews the theoretical and empirical literature dealing with the role of teacher agency in the reform of curriculum under UPE, under the themes of ‘globalisation’, ‘teacher/biographical barriers to UPE reforms’, ‘contextual challenges of the reforms on teachers’, ‘teachers’ mediation of the reform challenges’ and ‘effects of the teachers’ mediation of reforms’. The study’s theoretical position draws on the critical realist philosophy of Roy Bhaskar and Margaret Archer, which guided the development a two-phased study design comprising of secondary document analysis using retroduction (Elder-Vass 2010; Edwards et al. 2014) in phase one and field work within the framework of Priestley et al.’s (2015b) ecological approach to teacher agency in phase two. The field work involved semi-structured interviews, observation and primary document analysis. The study established that the globalisation of UPE was driven by Education for All (EFA) under a neo-liberal agenda, which involved both structural and cultural reform. The structural reform has impacted UPE’s ecology through the evolution of a new ‘governance’ structure underpinned by partnership, decentralisation and performativity. Furthermore, it has involved access and inputs reform, which has been characterised by universalisation and the adoption of a partnership funding approach. Cultural reform has focused on curriculum and pedagogy. However, at the micro level of school/classroom practice, most of the reforms have resulted in ‘first order’ changes (Cuban 1998; Priestley 2011a), which are currently manifested by only partial success in absorbing the curriculum and pedagogy reforms, coupled with the continued lack of inputs. This is attributed, among others, to the responses of the teachers, or teacher agency. The study analysed the role of teacher agency in the case studies and concluded that it is widely manifested and is primarily driven by the practical-evaluative dimension, followed by the projective and iterational dimensions respectively. Furthermore, it has significant effects, which are both positive and negative. It therefore plays a significant role in the teachers’ professional practice, which needs to be acknowledged in educational planning. Finally, the study offered some recommendations and suggestions for further research.

Magister Philosophiae - MPhil / The South African schools act, (number 5, 1996), asserts that all learners have a right to access both basic and quality education without discrimination of any sort. Since the implementation of the Millennium Development Goals there has been a drive by the Department of Education to ensure that all learners have access to basic education by 2015. However what remains a challenge after almost 20 years of democracy is the poor quality of education and this is clear from the results of international assessment studies. Results from studies like the Trends in International Mathematics and Science Study and Southern and East Africa Consortium for Monitoring Educational Quality, show that South African children perform well below international averages. In this study learner Mathematics achievement scores taken from the Trends in International Mathematics and Science Study 2011 cycle will serve as a proxy for educational quality. Using multilevel analysis the current study aims to use a 2-level Hierarchical Linear Model to firstly; determine the learner and family background factors associated with education quality. Secondly; factors at the school level will be identified and proven to be associated with education quality. Variables selected for the study was based on Creamer’s theory of school effectiveness which looked at school, classroom level inputs as well as learner background variables to explain student level achievement. The results show that at the learner’s level the most significant factors were the age of the leaner, in the sense that grade age appropriate learners obtained higher scores than overage learners. Learner’s perception of mathematics is extremely important and has a positive effect on mathematics performance. In the current study mathematics perception refers to learners valuing and liking mathematics as well learner confidence in learning mathematics. Learners who said they were bullied as school generally scored lower than learners who were not bullied. At the school level the most significant factors were teacher working conditions, teachers’ specialisation in mathematics, school socio-economic status, and general infrastructure. Interesting to note at the school level is when socioeconomic status was included in the model as a single variable the score difference between low socio-economic status and high socio-economic status schools was almost 46 points. However when the factors mentioned above were added to the model the difference in scores dropped by almost half.

Plus du tiers des enfants non scolarisés dans le monde vit actuellement dans des pays considérés comme fragiles. Principalement localisés en Afrique subsaharienne, ces pays, pour la plupart, ne seront pas en mesure de réaliser les objectifs de l’Éducation Pour Tous d’ici 2015. Se situant à la croisée de l’éducation comparée, des sciences politiques et de la sociologie des organisations, cette thèse explore empiriquement les conditions d’achèvement de l’EPT dans les contextes de fragilités.Malgré les ambigüités qui l’entourent, la notion d’État fragile a été adoptée en 2005 en tant que concept opérationnel par la plupart des organismes d’aide. Si les définitions de l’État fragile convergent sur un ensemble de critères spécifiques (institutions dysfonctionnelles, instabilité sociopolitique chronique, accès limité aux services sociaux), la fragilité revêt des dimensions variées et connexes dont la sévérité rend la réalisation de la scolarisation primaire universelle singulièrement aléatoire. Dès lors, l’injonction faite aux États de fournir une édu-cation de base homogène aux populations, notamment aux plus pauvres, peut rencontrer des difficultés d’adaptation dans les contextes particuliers des États fragiles (chapitre 1). Les conflits armés constituent certainement la plus évidente origine de la fragilité des États et des pays. Les effets de ces conflits mettent à mal le développement éducatif et anéantissent toute perspective d’éducation pour une proportion d’enfants difficilement mesurable, parti-culièrement ceux issus de milieux pauvres et isolés. Les périodes d’instabilité signalent égale-ment l’impact des politiques des finances publiques ainsi que l’échec d’un gouvernement à investir dans des domaines sociaux tels que l’éducation, élément contribuant à l’émergence des valeurs d’un système politique à tendances démocratiques (chapitre 2). Dans la mesure où l’investissement éducatif est perçu comme une condition nécessaire, sinon suffisante, de sortie de la pauvreté, l’option d’impulser et d’accélérer le développement éducatif s’impose comme un critère d’opportunité pour la communauté internationale, quitte à exercer des formes d’ingérence. Les conclusions de notre analyse empirique montrent, dans la problématique des États fragiles, l’émergence d’une contradiction actuelle entre le caractère inclusif des objectifs de l’EPT et la nature excluante des paradigmes sur lesquels se fondent l’aide extérieure (efficacité et résultats). Cette situation conduit alors à s’interroger sur une approche de l’aide liée à une analyse morale écartelée entre les conséquences des actions individuelles ou communes et dont les critères et instruments financiers ne sont visiblement pas adaptés aux situations de fragilité (chapitre 3). / Currently, over a third of children not in school live in countries considered being as fragile. These countries, which are mainly located in sub-Saharan Africa, will not reach the objectives of Education For All for 2015. This thesis covers approaches across comparative education, political science and sociology of organizations. It explores empirically the condi¬tions of achievement of EFA within the contexts of fragility. Despite its ambiguities, the notion of fragile states was adopted in 2005 as an operational concept by most of aid agencies. Definitions of fragile state converge on a set of specific criteria (dysfunctional institutions, chronic socio-political instability, limited access to social services). Nevertheless, the former also cover various and related dimensions, whose severity makes universal primary education achievement particularly hazardous. Therefore, the in¬junction made to states to provide homogenous basic education for their population, espe¬cially in the poorest ones, may indeed encounter difficulties in the particular contexts of fragile states (chapter 1). Armed conflicts are certainly the most obvious cause of the fragility of states and countries. The effects of these conflicts undermine the educational system and destroy any prospect of education for a difficulty measurable proportion of children, especially those in poor and isolated environments. Periods of instability can also be seen in the impact of public finances policies and the failure of governments to invest in social areas such as education. The latter being an element that contributes to the emergence of values of a democratic political system (chapter 2). Insofar as investment in education is perceived as a necessary, if not sufficient, to vanquish poverty, the option to stimulate and accelerate the development of education constitutes an opportunity for the international community. Even if it means that the latter also has to ex¬ercise some forms of interference. The findings of our empirical analysis show, that within fragile states, the emergence of a current contradiction between the inclusive nature of the EFA goals and the exclusionary nature of the paradigms on which foreign aid is based (effec¬tiveness and results). This situation leads us to question the approach of aid which is torn morally between the consequences of individual actions or common actions where the finan¬cial criteria and instruments are clearly not adapted to situations of fragility (chapter 3).

FEITOSA, Eveline Ferreira. As Parcerias Público-Privadas no Programa de Educação para Todos: uma análise marxista. 2012. 88f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-21T11:27:53Z No. of bitstreams: 1 2012-DIS-EFFEITOSA.pdf: 753052 bytes, checksum: a0a30807f5aca8b895c34ede4fa686ff (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-21T14:12:15Z (GMT) No. of bitstreams: 1 2012-DIS-EFFEITOSA.pdf: 753052 bytes, checksum: a0a30807f5aca8b895c34ede4fa686ff (MD5) / Made available in DSpace on 2014-02-21T14:12:15Z (GMT). No. of bitstreams: 1 2012-DIS-EFFEITOSA.pdf: 753052 bytes, checksum: a0a30807f5aca8b895c34ede4fa686ff (MD5) Previous issue date: 2012 / This essay involves an in-depth exam of the public-private partnerships in Education and their connection to the Global Program Education for All (EPT) and to the Brazilian corporate movement All for Education. We initially start with the assumption that the educational complex is one of the main mechanisms used by capital for the association and approximation between the State and the Corporate Sector. We argue, in our investigation, that the national Education is more and more connected to the private sector through partnerships in which businessmen attain political and economic support from the capitalist State to manage the current Educational policy, presented, in this way, as the necessary and efficient alternative for reaching the proclaimed quality in Education. Accordingly, everything indicated that the corporate proposal of Education reaffirms its condition as a merchandise, submitting in a more intense way the Education of the working class to the orders of big capital. Our purpose is to understand the process of insertion and conditioning of the public-private partnerships in the Brazilian Education. To do that, we take as a theoretical-methodological standard the Marxist criticism in an ontological perspective, resorting to the Marxism that allows us to understand the movement of the social being in its complex contraditions and rich mediations. This investigation involves, therefore, a documental and bibliographic research, from the contextualization and critical evaluation of the public-private partnerships, in which are articulated the determinations of the international organizations and the consequent institutional reforms carried out by the Brazilian State, tracking, also, their consequences in the Educational policies. Following this initial movement, it has become possible to understand that the public-private partnerships are used in the Brazilian Education to abide by the international standard, entrenching themselves even more to the private sector for the intermediation of the referred partnerships as a source of financing and gateway of the corporate command in the Educational sector. / Este trabalho dissertativo compreende um exame crítico sobre as parcerias público-privadas na educação e sua vinculação ao Programa mundial Educação para Todos (EPT) e ao movimento do empresariado brasileiro Todos pela Educação. Partiu-se, inicialmente, do pressuposto de que o complexo educacional torna-se um dos principais mecanismos utilizados pelo capital para associação e estreitamento entre o Estado e o empresariamento. Argumenta-se, nessa investigação, que a educação nacional vincula-se cada vez mais ao setor privado através das parcerias onde os empresários ganham apoio político e econômico do Estado capitalista para gerir a política educacional vigente, apresentando-se, dessa forma, como uma das principais alternativas necessárias e eficientes para alcançar a proclamada qualidade na educação. Nesses termos, tudo indica que a proposta empresarial de educação reafirma a sua condição de mercadoria, subjugando de forma cada vez mais intensa a educação da classe trabalhadora aos ditames do grande capital. Tomou-se por objetivo compreender o processo de inserção e condicionalidade das parcerias público-privadas na educação brasileira. Para tanto, assumiu-se como referencial teórico-metodológico a crítica marxista em uma perspectiva ontológica, recorrendo ao marxismo que possibilita a apreensão do movimento do ser social em suas complexas contradições e ricas mediações. Essa investigação compreende, portanto, uma pesquisa bibliográfica e documental, a partir da contextualização e avaliação crítica das parcerias público-privadas, na qual se articulam as determinações dos organismos internacionais e as consequentes reformas institucionais procedidas pelo Estado brasileiro, rastreando, ademais, suas consequências nas políticas educacionais. Seguindo esse movimento inicial, tornou-se possível compreender que as parcerias público-privadas são utilizadas na educação brasileira para atender ao receituário internacional, atrelando-se cada vez mais ao setor privado pela intermediação das referidas parcerias como fonte de financiamento e uma das portas de entrada do comando empresarial no setor educacional.

Submitted by Gabriela Alias Rios (bihalias@gmail.com) on 2018-04-19T20:10:53Z No. of bitstreams: 1 Tese FINAL-PARA BIBLIOTECA-ok.pdf: 2499448 bytes, checksum: a52c73330eb8a052bb64545327d29a70 (MD5) / Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2018-04-20T11:43:11Z (GMT) No. of bitstreams: 1 rios_ga_dr_prud.pdf: 2499448 bytes, checksum: a52c73330eb8a052bb64545327d29a70 (MD5) / Made available in DSpace on 2018-04-20T11:43:11Z (GMT). No. of bitstreams: 1 rios_ga_dr_prud.pdf: 2499448 bytes, checksum: a52c73330eb8a052bb64545327d29a70 (MD5) Previous issue date: 2018-03-02 / Esta pesquisa de doutorado foi desenvolvida no Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista (Unesp), e está vinculada à linha de pesquisa Processos Formativos, Ensino e Aprendizagem. A investigação partiu da identificação da necessidade de aprofundamento das pesquisas sobre inclusão nos cursos oferecidos na modalidade a distância na educação superior. Diante desse cenário, o seguinte questionamento norteou a pesquisa: como pode ser definida a inclusão em seu aspecto pedagógico, considerando o contexto da educação superior na modalidade a distância e o princípio da educação para todos? A pesquisa é de abordagem qualitativa, analítica-descritiva e se configura como estudo de caso, pois tem como fonte de dados o curso de especialização em Educação Especial na Perspectiva da Educação Inclusiva, oferecido na modalidade semipresencial aos professores da rede pública estadual por meio do Programa Rede São Paulo de Formação Docente (Redefor). Os cursos que compuseram esse Programa foram planejados para serem acessíveis a todos os matriculados. O objetivo geral desta investigação foi definir o conceito de inclusão pedagógica no âmbito dos eixos organizacionais e pedagógicos de um curso de especialização na modalidade a distância semipresencial. A pesquisa se deu em três fases: conceituação da inclusão pedagógica, análise do curso e triangulação dos dados. A conceituação foi realizada a partir da literatura existente sobre inclusão, que contempla o conceito de diferença, relacionando à EaD. Para a segunda fase, os dados foram selecionados a partir das interações e documentos disponibilizados no Ambiente Virtual de Aprendizagem (AVA) do curso, nas salas virtuais destinadas à comunicação entre as equipes e em três turmas do curso, e analisados a partir das categorias teóricas que permeiam o conceito de inclusão pedagógica. Na terceira fase, a partir dos dados e da literatura, foram evidenciados indicadores para a produção de cursos de forma a contemplar a inclusão pedagógica, cuja definição diz respeito às medidas para garantir a participação e o sucesso de todos. A pesquisa evidenciou que para que um curso atinja a inclusão pedagógica, é necessário que todo o processo, do planejamento à execução do curso, esteja alinhado conforme os pressupostos da educação inclusiva, como a valorização das diferenças. / This doctoral research was developed in the Graduate Program in Education of the Faculty of Science and Technology of São Paulo State University (FCT / UNESP) and it belongs to the research line Formative Processes, Teaching and Learning. The investigation was based on the need to deepen the research on inclusion in courses offered in the distance modality in higher education. The following question guided the research: how can inclusion, in its pedagogical aspect, be defined considering the context of higher education in the distance modality and the principle of education for all? This research is qualitative, analytical-descriptive and it is configured as a case study, since the data was collected from a specialization course, called Special Education on the Perspective of Inclusive Education, offered in the hybrid modality to the teachers of public schools, through São Paulo Network for Teacher Training Program. The courses which composed this Program were designed to be accessible to all the enrolled students. The main objective of the research was to define the concept of pedagogical inclusion of the online part of a specialization course, considering the organizational and pedagogical aspects. This research was carried out in three phases: conceptualization of the term “pedagogical inclusion”, course analysis and data triangulation. The conceptualization was developed from the analysis of the literature related to inclusion and distance education, considering the concept of difference in education. For the second phase, data was selected from the Virtual Learning Environment, considering the interactions and documents available on it. The virtual rooms for communication between the teams and three virtual rooms with students were analyzed. The selected data was analyzed from the theoretical categories which permeate the concept of pedagogical inclusion, defined on the first step of the research. In the third step, considering the analyzed data and the literature, indicators for the production of courses were evidenced, in order to contemplate the pedagogical inclusion, which defines actions to guarantee the participation and the success of all. This research evidenced that to achieve pedagogical inclusion in a course, it is necessary that the whole process, from planning to execution, follows the principles of inclusive education, as valuing differences.

Au début des années 1990, le Sénégal, à l'instar de nombreux pays d'Afrique subsaharienne, était confronté à une baisse de sa couverture scolaire au primaire. Malgré les nombreuses mesures prises pour accroître l'offre scolaire à moindre coût (création des classes à double flux, renforcement des classes multigrades, création des écoles de formation des instituteurs qui forment en un an au lieu de quatre ans comme précédemment, augmentation du recrutement d'instituteurs adjoints, etc.), cette baisse s'est poursuivie jusqu'en 1994. Pour renverser cette tendance à la baisse, les autorités ont alors fait appel à des enseignants non fonctionnaires (volontaires de l‟éducation et maîtres contractuels). Comparés à leurs collègues titulaires, ces « nouveaux enseignants » ont reçu une formation professionnelle de courte durée et sont employés dans des conditions moins favorables. De plus, leurs salaires sont considérablement plus faibles que dans la fonction publique. Ces conditions conduisent selon certains discours à un manque de motivation doublé de lacunes importantes sur le plan des compétences professionnelles, le tout pouvant avoir un impact très négatif sur la qualité de l'éducation. Après avoir resitué les enjeux actuels de l‟école sénégalaise, dans cette thèse, nous nous intéressons à l'évaluation de l'impact de cette politique de recrutement des enseignants non fonctionnaires sur la qualité de l'enseignement primaire, ceci en utilisant les données issues des enquêtes PASEC réalisées en 2006/2007 et en appliquant les méthodes d'impact quasi expérimentales. La difficulté empirique de l'évaluation d'impact réside ici dans l'estimation du contrefactuel. En effet, il n'est pas possible d'observer chaque élève membre d'une classe tenue par un enseignant non-fonctionnaire (volontaire de l'éducation et maître contractuel) dans la situation où il aurait été membre d'un groupe pédagogique confié à un maître titulaire. Pour contourner cette difficulté, nous recourons aux techniques d'observation appariées proposées par Rubin (1974). Nos résultats montrent qu'en deuxième année, les enseignants titulaires sont plus efficaces que les maîtres contractuels pour transmettre les connaissances aux élèves. En cinquième année, ce sont les maîtres contractuels qui sont plus performants. Quant aux volontaires de l'éducation, ils ne se démarquent pas significativement des titulaires dans les deux niveaux d'études considérés. / In the early 1990s, like in many other countries in sub-Saharan Africa, Senegal was also facing a decrease in the gross school enrolment ratio (GER). Despite the numerous measures taken for increasing GER at lower cost (creation of double shift classes, strengthening of multi-grade classes, creation of training schools which train teachers curriculum in one year instead of four as previously, increased recruitment of assistant teachers, etc.), this decline continued until 1994. In order to reverse this downward trend, the government recruited non-civil servant teachers (education volunteers and contract teachers). Compared to their tenured colleagues, these "new teachers" received a short duration professional training and employed under less favorable conditions (without tenure and other social advantages). Moreover, the wages they earn are considerably lower than those in the public services. These conditions lead to low motivation and significant deficiencies of skills, and consequently imply a negative impact on the quality of education. After relocating the current issues of Senegalese school, in this thesis we evaluate the impact of the contractual teachers‟ recruitment policy on the quality of primary education by using data from PASEC surveys that was conducted in school year 2006/2007 and by applying the quasi-experimental impact method. In this study, the empirical difficulty of evaluating the impact lies in estimating the counterfactual. Indeed, it is not possible to observe each student of a class taught by “non-civil servant teachers” in a situation where the student was a member a class ruled by a civil servant teacher. To avoid this difficulty, we use the matched observational techniques proposed by Rubin (1974). Our results show in the second grade, civil servants are more effective than contract teachers in transmitting knowledge to students. On the other hand for the fifth grade, contract teachers are more efficient for pupil‟s results. The performance of volunteer teachers is not significantly different from the civil servant teachers at both educational levels.

Successful implementation of equity driven policies has proven to be a difficult and vexing issue especially in developing countries. As a result, many educational reforms were found in practice to be at variance with their founding objectives. The purpose of this exploratory and descriptive study therefore was to trace the implementation pathway traveled by the National Norms and Standards for School Funding (NNSSF) Policy from the center (National Department of Education) to the periphery (school level). This was informed by the necessity to explain where, how and why the discrepancy developed between the policy intentions and educational outcomes (i.e. effects). The NNSSF policy aimed at the fundamental transformation of the schools since it requires the following things to happen : the delegation of financial management and authority to the School Governing Body (SGB), the day-to-day management of curriculum delivery, the generation of additional funds, and the improvement and maintenance of school infrastructure. The allocation and management of these functions constitute in what is called “self-managing schools”, thus freeing such schools from the bureaucratic processes associated with centralization. This (research) investigation is guided by two research questions: 1. How was the new School Funding Policy (SFP) implemented within and through the different levels of the education system? 2. What were the effects of the National Norms and Standards For School Funding (NNSSF) policy on equity at school level? In essence, this research explains how different education stakeholders understand the new funding policy, and with what effects. In tracing the course of the NNSSF policy, I paid special attention to policy breakdown by comparing and contrasting the views and estimations of various implementers across the four levels of the education system namely: national, provincial, regional and school levels. This research on the understandings of policy was not restricted to formal definitions of policy, but went further to seek understanding on the practical unfolding of the funding policy separately, and in relation to other policies. Data was collected over a period of seventeen (17) months. In this regard, I used multiple methods of data collection including profiling, semi-structured interviews, critical observations of the setting, document analysis, photographic records and structured questionnaires. The main findings of the study include the following : ¨ The National officials showed a legalistic and formal understanding of the NNSSF policy, but such understanding lacked a holistic, coherent and integrated approach to equity. ¨ The understanding of the policy varied among the provincial officials. But such understanding again demonstrated a bureaucratic or functionalist-oriented approach to the implementation of the NNSSF policy. This suggests that much emphasis was placed on observing protocol and official communication of the new policy.. ¨ The regional policy implementers demonstrated a limited understanding of the policy. Such an understanding could be characterised as a disengaging approach to policy and a sense of despair on how the implementation unfolded. ¨ The effects of the NNSSF policy on equity differed across the five case study schools. For example, previously advantaged schools (like Siege) experienced negative effects due to inadequate state allocation. This had ripple effects in the form of exorbitant school fees and the issuing of a lawsuit against a parent who was not able to pay such high fees. ¨ The previously disadvantaged schools were able to do their own planning which led to the timeous acquisition of resources as a result of the financial allocation to the school level. The key findings as well as the implications of this research only make this study unique, but also offer critical insights into policy implementation in developing contexts. The fact that the research involved the collection of data at four levels of the education system over a period of seventeen months generated extensive data sets for policy analysis. The collection of both qualitative (contextual) and quantitative data contributed to strengthening the validity and reliability of the study as a whole. Most importantly, the knowledge gained from this study not only offers policy lessons for the North-West province, but it yields important insights for policy implementers across the education system. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004. / Education Management and Policy Studies / unrestricted