Pastaruoju metu vis labiau ryškėja švietimo vadybos elementų taikymo būtinybė ikimokyklinio ugdymo įstaigų veikloje. Kaip reikalauja Lietuvos Respublikos švietimo įstatymas, ypatingai svarbus švietimo vadybos žinių, mokėjimų bei įgūdžių įvaldymas. Vadovavimas švietimo įstaigai – ne tik tikslų, uždavinių numatymas, darbo planavimas ir organizavimas, bet ir techninių, socialinių, pedagoginių, psichologinių, biologinių procesų tikslingas nukreipimas, siekiant optimalių rezultatų, kartu atsižvelgiant į tų procesų ypatumus ir dėsningumus. Norėdami tyrinėti vadovavimo svarbą ikimokyklinio ugdymo įstaigoje nutarta paanalizuoti, kaip ikimokyklinių įstaigų vadovai organizuoja darbą savo vadovaujamose įstaigose, kokie vadybiniai ypatumai jose, kokiais vadovavimo stiliais vadovaujasi dirbant administracinį darbą, ir kokią įtaką vadovavimo stilius turi ikimokyklinės švietimo įstaigos vadovo bendradarbiavimui su bendruomenės nariais. Tyrimo tikslas – išnagrinėti švietimo vadybos teorinius aspektus ikimokyklinėse švietimo įstaigose, parodyti esamą situaciją apie vadovų vadovavimą ir jų elgseną konkrečiose organizacijose bei pateikti veiklos gerinimo gaires. Tyrimo objektas – ikimokyklinio ugdymo įstaigos. Hipotezė: netinkamas vadovavimo stilius turi neigiamos įtakos ikimokyklinių švietimo įstaigų vadovų bendradarbiavimui su bendruomenės nariais. Teorinis problemos tyrimas atskleidė, kad ikimokyklinė institucija, yra žmonių grupė, kurioje visi jos nariai vienas su kitu yra susiję... [toliau žr. visą tekstą] / Recently, the necessity to apply education management elements in the activities of pre-school educational institutions is becoming more prominent. As stated in the Law on Education of the Republic of Lithuania, it is crucial to master the knowledge, skills and abilities of education management. Managing an educational institution is not limited to setting out the goals and objectives, planning and organizing work, but also includes purposeful targeting of technical, social, pedagogical, psychological and biological processes seeking optimal results, while taking into account the peculiarities of these processes. To explore the importance of education management in pre-school educational institutions it has been decided to analyze how the heads of pre-school educational institutions organize work in the institutions they lead, which managerial features are present there, what leadership styles are used during administrative work and how the chosen leadership style impacts the cooperation between the head of the pre-school educational institution and the community. The objective of the study is to examine the theoretical aspects of education management in pre-school educational institutions, to show the current leadership and behavior situation of the heads of particular institutions and to provide guidelines for improving performance. The object of the study – pre-school educational institutions. Hypothesis: an inappropriate leadership style has a negative impact on the... [to full text]

The motivation of staff in higher education institutions, especially In Zimbabwe, has not received due attention over the years. This study investigated the factors affecting staff motivation at a Teachers' College in Zimbabwe. Staff perceptions of factors they found motivating and demotivating were established through the use of a qualitative methodology in which the semi-structured interview was used as the dominant method. Participant observation and the informal unstructured interview were employed in a complementary manner. The findings indicated that the factors respondents found motivating were those that tended to alleviate the needs for recognition, appreciation and self-actualisation. Demotivating factors included management policy and style, decision-making procedures and administration. The findings are discussed in the context of some dominant theories of motivation and recommendations are made regarding strategies to be used and what further research can be undertaken to address the problem.

Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The Education Management Information System (EMIS) is the business unit that is responsible for information management and business reporting in the Department of Education. EMIS finds it difficult to provide high quality information to the Department of Education internally and its stakeholders externally and attributes the reduction of the quality of its education information to factors such as the organisational nature of the South African education system, the lack of information management standards and practices, the low level of information technology skills in EMIS, the existence of a multitude of disparate information systems in the Department of Education and Provincial Education Departments, and the apparent discontinuity in the flow of information from education institution level to the national department and back. Most research in information management confirmed the state of EMIS as being typical of most large organisations whose functioning depends on the quality of their information. The factors that influence information quality in EMIS had been identified as accuracy, timeliness, consistency and relevance of the information. A “quick-fix” to the information problem is not possible but research in information systems management indicates that there are trends in the electronic business arena that may provide an acceptable solution to most of the problems encountered by EMIS. This report investigates the nature of EMIS problems in terms of information management and investigates possible solutions to the problems. The investigation is done within the framework of acknowledged information systems planning process and aligned to the process model of information management. An exposition is given on the theory pertaining to information management, information systems and information systems management to give insight into the particular fields of study and their interdependencies. A section on business intelligence is included since business reporting is the primary function of EMIS. Investigations into information systems development indicate an exponential growth in electronic technology development specifically the Internet and the Web. The information systems plan provides the framework or set of guidelines to determine the information systems solution that will be able to solve their problems. The research report included four stages of the information systems plan framework. The first stage pertains to the identification of minimum information required from the education sector and supporting sectors to provide high quality education information for decision-making and planning. The second stage determines and benchmarks the state of EMIS in terms of information management processes. The third stage investigates the trends in electronic business and specifically electronic information systems applications. Current best practices indicate that a possible solution to information management problems in large organisations is the application of a web-based, electronic, enterprise-wide, integrated information system. / AFRIKAANSE OPSOMMING: EMIS as ‘n besigheidseenheid in die nasionale Onderwysdepartement is verantwoordelik vir inligtingsbestuur en verslaggewing. EMIS vind dit moeilik om hoë kwaliteit inligting intern aan die onderwysdepartement en ekstern aan sy rolspelers te verskaf. en skryf die verlaging in die kwaliteit van inligting toe aan faktore soos die organisasiestruktuur van die Suid Afrikaanse onderwysstelsel, die gebrek aan standaarde vir inligtingsbestuur en -praktyke, die lae vlak van inligtingstegnologiekennis van die personeel in EMIS, die bestaan van ‘n magdom van ongelyksoortige inligtingstelsels in die nasionale onderwysdepartement en provinsiale onderwysdepartemente en die sigbare diskontinuïteit in die vloei van inligting vanaf die onderwysinrigtings na die nasionale onderwysdepartement en terug. Die meeste navorsing in inligtingsbestuur bevestig dat die toestand waarin EMIS verkeer tipies is van die meeste groot organisasies wie se funksionering van die kwaliteit van hulle inligting afhang. Die faktore wat ‘n rol speel in die kwaliteit van inligting in EMIS word geïdentifiseer as akkuraatheid, tydigheid, uniformiteit en geldigheid. ‘n Vinnige oplossing vir die inligtingsprobleem is nie moontlik nie maar navorsing in inligtingstelselsbestuur dui aan dat daar tendense in die rigting van elektroniese besigheidarena is wat aanvaarbare oplossings bied vir die meeste van EMIS se probleme. Hierdie verslag ondersoek die aard van EMIS se probleme in terme van inligtingsbestuur en ondersoek moontlike oplossings vir die probleme. Die ondersoek word gedoen binne die raamwerk van ‘n aanvaarde inligtingstelsel-beplanningsproses wat opgestel is om binne die prosesmodel vir inligtingsbestuur te val. ‘n Uiteensetting van die teorie ten opsigte van inligtingsbestuur, inligtingstelsels en inligtingstelselbestuur word gegee ten einde insig oor die betrokke studieterreine en hul interafhanklikheid te gee. ‘n Afdeling oor besigheidsintelligensie word ingesluit aangesien besigheidsverslaggewing die primêre funksie van EMIS is. ‘n Ondersoek na inligtingstelselontwikkeling dui op ‘n eksponensiële groei in die ontwikkeling van die elektroniese tegnologiebedryf en spesifiek die Internet en Web. Die inligtingstelselsplan voorsien die raamwerk of riglyne waarbinne die inligtingstelseloplossing gesoek kan word. Die navorsingsverslag sluit vier fases van die raamwerk van die inligtingstelselsplan in. Die eerste fase het te make met die identifisering van die minimum inligting wat nodig is vir besluitneming en beplanning. Die tweede fase stel die toestand van EMIS ten opsigte van inligtingsbestuur vas. Die derde fase ondersoek die neigings in elektroniese besigheidstransaksies en toepassings. Huidige beste praktyke dui aan dat ‘n moontlike oplossing vir die inligtingsbestuurprobleme van groot organisasies die toepassing van ‘n web-gebaseerde, elektroniese, geïntegreerde inligtingstelsel, wat al die komponente van die onderneming insluit, is.

Linha de pesquisa: Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-03T19:29:26Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-04T14:46:39Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) / Made available in DSpace on 2018-04-04T14:46:39Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) Previous issue date: 2017 / O presente trabalho tem por finalidade o estudo dos planos municipais de educa??o dos munic?pios localizados no territ?rio do Alto Jequitinhonha, sob a esfera administrativa da Superintend?ncia Regional de Ensino de Diamantina, Minas Gerais com vistas a responder se tais planos encontram-se alinhados ao Plano Nacional de Educa??o e vinculados a outros instrumentos de gest?o local, podendo ser entendidos como suporte ao planejamento das pol?ticas educacionais que se estabelecem no munic?pio. Para a consecu??o dos objetivos partiu-se de um referencial te?rico prioritariamente fundamentado nos estudos de Saviani; Cury e Chiavenato sobre as perspectivas hist?ricas, conceitual e estrat?gica. Quanto ? metodologia, no percurso da pesquisa documental foram analisadas a Constitui??o Federal de 1988, a LBDN 9394/96, a Lei 10.172/2001, o Plano Nacional de Educa??o vigente, as leis municipais instituidoras dos Planos de Educa??o do universo estudado e as fichas de Monitoramento e Avalia??o dos referidos planos. Foram constru?das categorias de an?lise que buscaram a averigua??o espec?fica do cumprimento de prazos legais, representa??o e participa??o na produ??o dos planos; sele??o e an?lise de metas e estrat?gias para constata??o da coer?ncia, planejamento e integra??o institucional na aplica??o das pol?ticas educacionais e a vincula??o das metas e estrat?gias a outros instrumentos de planejamento utilizados pela gest?o municipal nos documentos das cidades de Diamantina, Itamarandiba e Veredinha. Os resultados indicam que a maior parte dos Planos Municipais de Educa??o foi produzida em conformidade com os prazos legais e que, nos planos dos tr?s munic?pios selecionados para a pesquisa, as respostas ?s indaga??es decorrentes da an?lise indicam lacunas que podem ser adequadas a partir de um processo de monitoramento e avalia??o. Entretanto, tais adequa??es n?o impedem que os Planos possam ser considerados como instrumentos de planejamento e de suporte ?s pol?ticas educacionais aplicadas nos territ?rios dos munic?pios. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The purpose of this research is to study the municipal education plans of the counties located in Alto Jequitinhonha, according to the administrative sphere of the Regional Superintendence of Teaching of Diamantina, Minas Gerais. The study proposal seeks to answer if such plans are aligned with the National Plan Education and linked to other local management instruments, as they can be understood as support to the planning of educational policies that are established in the counties. In order to achieve the objectives, it developed a theoretical framework based mainly on the studies of Saviani; Cury and Chiavenato on how were the historical, conceptual and strategic perspectives?. For the methodology, it were analyzed the Federal Constitution of 1988, LBDN 9394/96, Law 10.172 / 2001, the National Education Plan in force, the municipal laws that instituted the Education Plans of this studied, and also the monitoring and assessment plans. Consequently, it were formulated categories of analysis to point out the specific investigation of compliance with legal deadlines, representation and participation in the production of the plans. In addition, there were examination related to the selection and analysis of goals and strategies to establish coherence, planning and institutional integration in the implementation of educational policies, as well as the linkage of objectives and strategies with other planning instruments used by the municipal administration in the cities of Diamantina, Itamarandiba and Veredinha. The results indicate that most of the Municipal Education Plans were in accordance with legal deadlines and that, in the plans of the three municipalities selected for the research, the answers to the questions arising from the analysis reveal gaps that may be appropriate from a process of monitoring and evaluation. However, such adjustments do not prevent the Plans from being considered as tools for planning and supporting the educational policies applied in the territories of the counties.

Submitted by Michele Castro (michelensilva@bol.com.br) on 2016-09-19T16:07:00Z No. of bitstreams: 1 DISSERTAÇÃO-MICHELE NUNES SILVA DE CASTRO-IMPRESSA.pdf: 3008795 bytes, checksum: 9228c1397c446eaf0f75e3accc9e770e (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-09-26T18:19:39Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO-MICHELE NUNES SILVA DE CASTRO-IMPRESSA.pdf: 3008795 bytes, checksum: 9228c1397c446eaf0f75e3accc9e770e (MD5) / Made available in DSpace on 2016-09-26T18:19:39Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO-MICHELE NUNES SILVA DE CASTRO-IMPRESSA.pdf: 3008795 bytes, checksum: 9228c1397c446eaf0f75e3accc9e770e (MD5) / Esta pesquisa analisou a forma como os técnicos administrativos em educação se vinculam a uma instituição de ensino profissionalizante em Salvador no Estado da Bahia. A amostra foi constituída de 80 servidores efetivos, todos ingressantes em postos de nível médio, dos quais 68 ainda permanecem na instituição e 12 já se desligaram. Realizou-se uma pesquisa descritiva, que utilizou as abordagens quantitativa e qualitativa, com base em um estudo de caso. Na abordagem quantitativa, foi utilizado um questionário baseado na teoria de vínculos organizacionais de Kramer e Faria (2007). Nos dois grupos os fatores do vínculo organizacional que obtiveram maiores médias foram: sentimento de pertença, idealização da organização e integração entre os membros. Todos os vínculos pesquisados foram identificados em ambos os grupos. A diferença ocorreu na intensidade das formações vinculares. Os gestores citaram, através de relatos, as implicações e até pontos positivos gerados pelas condições vinculares criadas a partir do fenômeno tratado neste trabalho que é a ocupação de postos médios por pessoas com alto grau de escolaridade. / ABSTRACT This research examined how the administrative staff in education are linked to a vocational education institution in Salvador in Bahia. The sample consisted of 80 effective servers, all freshmen in high-level posts, of which 68 still remain in the institution and 12 already hung up. We conducted a descriptive research that used quantitative and qualitative approaches, based on a case study. The quantitative approach, we used a questionnaire based on organizational links theory Kramer and Faria (2007). In both groups the organizational factors that bond had higher averages were: feeling of belonging, the organization's idealization and integration among members. All surveyed bonds were identified in both groups. The difference occurred in the intensity of link training. Managers cited by reports, the implications and even positives generated by vinculares conditions created from the phenomenon dealt with in this work is the occupation of posts by average people with high level of education.

Submitted by Andrea Zaitune Curi (andrea.curi1@gmail.com) on 2014-05-03T23:15:42Z No. of bitstreams: 1 Tese Doutorado Andrea Curi.pdf: 21479157 bytes, checksum: bc5a474b6c786b5b88417626018b802b (MD5) / Rejected by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br), reason: Boa tarde Andrea, A folha de assinaturas à direita nome e linha de cada professor (modelo em tese aprovadas na biblioteca digital; Numeração de páginas canto direito. Att. Suzi 3799-7876 on 2014-05-05T18:39:01Z (GMT) / Submitted by Andrea Zaitune Curi (andrea.curi1@gmail.com) on 2014-05-05T23:41:23Z No. of bitstreams: 1 Tese Doutorado Andrea Curi.pdf: 21413691 bytes, checksum: 1e96951b7d7fbc774be01cadbdea6ae0 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2014-05-06T11:53:55Z (GMT) No. of bitstreams: 1 Tese Doutorado Andrea Curi.pdf: 21413691 bytes, checksum: 1e96951b7d7fbc774be01cadbdea6ae0 (MD5) / Made available in DSpace on 2014-05-06T13:19:15Z (GMT). No. of bitstreams: 1 Tese Doutorado Andrea Curi.pdf: 21413691 bytes, checksum: 1e96951b7d7fbc774be01cadbdea6ae0 (MD5) Previous issue date: 2014-04-15 / Esta tese é composta por três ensaios sobre a gestão educacional no Brasil. Os dois primeiros abordam o processo de municipalização do ensino fundamental, destacando suas características e consequências. O terceiro ensaio discute a composição de um indicador de qualidade educacional que melhor reflita a gestão escolar. No primeiro ensaio procuramos entender, separadamente para cada um dos ciclos do ensino fundamental, como o processo de municipalização ocorreu, a partir da decomposição do aumento na proporção de crianças matriculadas em escolas municipais, e quais foram seus efeitos a partir de uma análise descritiva dos dados. No período de 1996 a 2011 foram adicionados à matrícula municipal mais de 2,5 milhões de alunos de 1a a 4a série e mais de 3,0 milhões de alunos de 5a a 8a série, em paralelo à diminuição de 3,67 milhões de matrículas do primeiro ciclo no total e ao aumento de apenas 894 mil matrículas do segundo ciclo. Os resultados da decomposição indicam que para o primeiro ciclo do ensino fundamental os novos alunos matriculados em escolas municipais foram absorvidos em função do aumento no tamanho médio das escolas municipais já existentes; enquanto para o segundo ciclo, os resultados sugerem que a criação de escolas é um forte componente explicativo do aumento na matrícula municipal. Como consequências, temos indícios de que as escolas que transferiram sua gestão apresentaram melhora considerável dos indicadores escolares. Ainda, observamos que a opção pela municipalização pode ter ocorrido naquelas escolas com condições de infraestrutura e insumos escolares mais precárias. Por fim, observamos uma mudança no perfil dos alunos da 4a série do ensino fundamental em função da descentralização administrativa caracterizada por piora das características socioeconômicas médias dos alunos nas escolas transferidas após a mudança de gestão. No segundo ensaio avaliamos econométricamente esses possíveis impactos do processo de municipalização do ensino fundamental sobre o desempenho escolar medido em taxa de aprovação, taxa de abandono, taxa de distorção idade-série e notas em exames de proficiência. Esta análise é feita através da metodologia de diferenças em diferenças com intensidade de tempo. Analisamos ainda, se os ganhos do processo de descentralização foram diferenciados pelo nível socioeconômico das regiões, a partir da estimação de impactos heterogêneos nas variáveis explicativas. Por fim, avaliamos como o programa de accountability do governo brasileiro, a divulgação do IDEB (Índice de Desenvolvimento da Educação Básica), afetou o desempenho dos alunos em paralelo ao processo de municipalização do ensino fundamental. Os resultados estimados indicam que a relação entre a administração municipal e o desempenho escolar é positiva e crescente com o tempo de exposição ao tratamento. Ainda, que ocorreu redução da desigualdade dos indicadores educacionais - taxa de aprovação, taxa de abandono e taxa de distorção idade-série - em função da descentralização administrativa entre as escolas do primeiro ciclo do ensino fundamental. Por outro lado, o processo de descentralização da gestão escolar levou a aumento da desigualdade nos resultados educacionais medidos por exames de proficiência entre os alunos da 4a e da 8a séries do ensino fundamental. Por fim, observamos que na maioria dos casos analisados, a descentralização administrativa associada ao programa de accountability gerou melhores resultados em termos de desempenho escolar do que quando aplicada de forma isolada, corroborando os resultados encontrados na literatura internacional. No terceiro e último ensaio propomos a criação de um indicador que reflita a qualidade da escola associada aos fatores escolares e que evite dois problemas encontrados em estudos anteriores: indicadores de proficiência em nível que refletem mais o background familiar do aluno do que a qualidade da escola; e estimações de valor adicionado muito sensíveis a erros de mensuração. Assim, os indicadores são obtidos através de um modelo estrutural em que se modela a variável latente de qualidade da escola de modo a corrigir o potencial viés dos estudos anteriores. Utilizamos dados brasileiros para aplicações desses indicadores e revisitamos os fatores de família, escola e gestão para saber quais elementos têm maiores impactos sobre os resultados de educação como proficiência. Os resultados mostram que o ordenamento das escolas pelos indicadores de qualidade difere do ordenamento obtido pelos indicadores com a proficiência em nível e é menos instável do que o ordenamento obtido a partir dos indicadores de valor adicionado puro. / This thesis consists of three essays on educational management in Brazil. The first two deal with the process of decentralization of basic education, highlighting its characteristics and consequence. The third essay discusses the composition of an indicator of educational quality that best reflects the school management. In the first essay we attempt to understand, separately for each cycle of primary education as the process of municipalization occurred, from the decomposition of the increase in the proportion of children enrolled in public schools, and what were its effects from a descriptive analysis of data. In the period from 1996 to 2011 were added to the municipal enrollment more than 2.5 million students from 1st to 4th grade and more than 3.0 million students from 5th to 8th grade, in parallel to a decrease of 3.67 million enrollments the first cycle and an increase only 894 000 enrollments of the second cycle. The decomposition results indicate that for the first cycle of elementary school the new students enrolled in public schools were absorbed due to the increase in the average size of existing municipal schools; while for the second cycle, the results suggest that the establishment of schools is strong explanatory component of the increase in municipal registration. As consequences, we have evidence that schools that have transferred their management showed considerable improvement in school indicators. Still, we observe that the choice of municipalization may have occurred in schools with poorer infrastructure conditions and school inputs. Finally, we observed a change in the profile of students in the fourth grade of elementary school due to the administrative decentralization characterized by worsening of socioeconomic characteristics mean of students in schools transferred after the change of management. In the second essay, we evaluate econometrically these possible impacts of decentralization process of primary education on school performance measured in pass rate, dropout rate, rate of age-grade and proficiency. This analysis is done using the methodology of differences in differences with intensity time. Further, we analyzed if the gains of decentralization were differentiated by socioeconomic level of the regions, from the estimation of heterogeneous impacts on the explanatory variables. Finally, we evaluate how the program of the Brazilian government accountability, disclosure of IDEB (Index of Basic Education Development), affects the performance of students in parallel to the decentralization of basic education process. The estimated results indicate that the relationship between the municipal administration and school performance is positive and increases with the length of exposure to treatment. Still, we observed that was a reduction of inequality of educational indicators - pass rate, dropout rate and rate of age-grade – due to administrative decentralization of the schools of the first cycle of primary education. Moreover, the process of decentralization of school management led to increased inequality in educational outcomes measured by proficiency examinations among students of the 4th and 8th grades of elementary school. Finally, we observed that in most of the cases, the administrative decentralization associated with the Brazilian accountability program generated the best results in terms of school performance than when applied alone, corroborating the results found in the literature. In the third essay, we propose the creation of an index that reflects the quality of school factors associated with school and avoids two problems found in previous studies: indicators of proficiency level that reflect more the family background of the student than school quality; and estimations of value added very sensitive to measurement errors. Thus, indicators are obtained through a structural model that models the latent variable quality of the school to correct the potential bias of previous studies. We used Brazilian data for applications of such indicators and we revisited the factors of family, school and management to find out which elements have larger impacts on the outcomes of education as proficiency. The results show that the ranking of schools by quality indicators differs from the ordering obtained by the indicators with the proficiency level and is less volatile than the ordering obtained from the indicators of value added neat.

This thesis describes the background and findings of a study of effective schools and learners achievement in Botswana senior secondary schools from an education management perspective. The aim was to identify schools that promote learners’ achievement when the students’ initial intakes were considered. The study was guided by five research questions. The study adopted an ex post facto design and a quantitative value added methodology to answer the research questions. Simple random sampling was used to select a sample of 5662 from the population of 58 032 students who wrote the BGCSE examinations for 2005, 2006 and 2007. Two sets of data: prior and later achievements at individual student level were collected from BEC and Secondary Education. The statistical software, MLwiN 2.10 beta 4, which is based on hierarchical linear modelling or multilevel modelling, was used to analyse the data for the value added by schools. The findings indicated that a) schools differ in their effectiveness. Some schools were more effective than others; b) Ten characteristics of effective schools were identified from the literature review c) schools differed in their consistency across the three core curriculum areas of Setswana, English and Mathematics; d) schools differed in their stability from year to year and e) schools were differentially effective. They were effective for the mid ability students and boys more than the other groups. The study confirmed that the use of a single statistic measure even in value added analysis could be misleading because of the internal variations between departments in schools. Furthermore, the uses of raw results for measuring school effectiveness were misleading. Some schools which were at the top in raw results were not doing so well in terms of value added and vice versa. The value added measures of school performance proved to be the most appropriate measure of school’s contribution to students’ learning. The value added by schools is also a measure of schools’ productivity. The study made recommendations to improve practice, such as the use of appropriate and fairer methods to evaluate and compare schools. The areas that need further attention were suggested based on the findings of the study. / Teacher Education / D.Ed. (Education Management)

LAVOR, João Ferreira de. Qualidade da gestão acadêmica e da docência em cursos de graduação: validando relações com o conceito preliminar de cursos (CPC). 2014. 182f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-06T11:57:37Z No. of bitstreams: 1 2014_tese_jflavor.pdf: 1341216 bytes, checksum: 964f7d3eef694081ba47e4da68353690 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-06T13:48:52Z (GMT) No. of bitstreams: 1 2014_tese_jflavor.pdf: 1341216 bytes, checksum: 964f7d3eef694081ba47e4da68353690 (MD5) / Made available in DSpace on 2014-08-06T13:48:52Z (GMT). No. of bitstreams: 1 2014_tese_jflavor.pdf: 1341216 bytes, checksum: 964f7d3eef694081ba47e4da68353690 (MD5) Previous issue date: 2014 / This study addressed the issue of the teachinig quality of university level. To this end, we sought to identify the association that exists between the quality of management and teaching in undergraduate courses, with the results of the Concept Preliminary of Course (CPC). Assessing the quality of undergraduate courses was treated using the aid of the model known by the anagram CIPP - context, inputs, processes and products, which covers the phases of planning and decision structuring, implementation and decisions recycling. For each of these moments there is a specific way of assessing it: (1) – Context evaluation; (2) – Inputs evaluation (input); (3) - Process evaluation and, finally, (4) – Product evaluation. This research was conducted on a sample of 35 undergraduate courses of the Federal University of Ceará (UFC), who possesses CPC, of a universe of 112 courses, divided into Lower Group ( CPC ≤ 2 ), Average Group (2 < CPC ≤ 3), and Superior Group ( CPC > 3 ). It was sent an email for 16,383 students regularly enrolled in the 35 courses sampled, yielding 1,433 respondents to the questionnaire for evaluating the teaching quality, and 1,178 respondents to the evaluation of academic management quality questionnaire. The results indicated that there is a positive association between the course quality and the CPC scores. With relation to academic management, it was found that the lower to the middle group there was a positive association, however from the median to the upper group, it was identified a decrease in the quality evaluated by students, demonstrating low management quality in academic courses of excellence. In the case of teaching, it was found that pedagogical planning was highly rated, while the opposite occurred in the classroom teaching practice. As an indication to future work are listed: a) further research on the implementation of classroom teaching practice, and b) investigate the reason for the identified low quality for the management in courses of excellence. / O presente trabalho abordou a temática da qualidade do ensino universitário brasileiro. Para tal, buscou identificar a associação que há entre a qualidade da gestão e da docência em cursos de graduação, com os resultados do Conceito Preliminar de Cursos (CPC). A avaliação da qualidade dos cursos de graduação foi tratada com o auxilio do modelo conhecido pelo anagrama CIPP – contexto, insumos (inputs), processos e produtos (outputs), o qual abrange os momentos de planejamento e estruturação das decisões, implementação e reciclagem das decisões. Para cada um desses momentos existe uma forma específica para avaliação: (1) - avaliação do contexto; (2) – avaliação dos insumos (input); (3) – avaliação de processos e, finalmente, (4) – avaliação do produto. A presente pesquisa foi desenvolvida em uma amostra de 35 cursos de graduação da Universidade Federal do Ceará (UFC), que possuem CPC, de um universo de 112 cursos, divididos em Grupo Inferior ( CPC ≤ 2 ), Grupo Mediano ( 2 < CPC ≤ 3 ) e Grupo Superior ( CPC > 3 ). Foi enviado um e-mail-grupo para 16.383 alunos regularmente matriculados nos 35 cursos, obtendo-se 1.433 respondentes ao questionário de avaliação da qualidade da docência e 1.178 respondentes ao questionário de avaliação de qualidade da gestão acadêmica. Os resultados indicaram existir associação positiva entre a qualidade do curso e as notas do CPC. Com relação à gestão acadêmica, foi verificado que do grupo inferior para o grupo mediano houve uma associação positiva, entretanto do grupo mediano para o grupo superior, houve um decréscimo em termos de qualidade avaliada pelos discentes, demonstrando baixa qualidade da gestão acadêmica nos cursos de excelência. No caso da docência, apurou-se que o planejamento pedagógico foi muito bem avaliado, ocorrendo o inverso na atuação docente e em sala de aula. Como indicação de trabalhos futuros temos: a) aprofundar investigação acerca da execução da atuação docente em sala de aula e b) averiguar o motivo da baixa qualidade da gestão nos cursos de excelência.

AGUIAR, Cefisa Maria Sabino. Entre Estado e Sociedade Civil: avaliação da Rede de Pais e Mães pela Qualidade da Educação de Fortaleza CE. 2013. 215f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-04-14T17:21:51Z No. of bitstreams: 1 2013_dis_cmsaguiar.pdf: 1847140 bytes, checksum: 57f8683f53294bcf40485ded356d56be (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-04-15T14:46:03Z (GMT) No. of bitstreams: 1 2013_dis_cmsaguiar.pdf: 1847140 bytes, checksum: 57f8683f53294bcf40485ded356d56be (MD5) / Made available in DSpace on 2015-04-15T14:46:03Z (GMT). No. of bitstreams: 1 2013_dis_cmsaguiar.pdf: 1847140 bytes, checksum: 57f8683f53294bcf40485ded356d56be (MD5) Previous issue date: 2013 / Esta pesquisa tem como objetivo avaliar o Programa Nacional de Fortalecimento dos Conselhos Escolares, no Município de Fortaleza, no contexto da Rede de Pais e Mães pela Qualidade da Educação, no período de 2007 a 2012, para pensar se e como a participação da sociedade civil modifica um setor das políticas públicas - a gestão da educação. Para tanto, realizarei uma avaliação de processo, adotando a metodologia de que conduz a uma avaliação em profundidade, como caminho para: identificar e analisar a estrutura, organização e funcionamento da Rede de Pais e Mães pela Qualidade da Educação; analisar se e como ocorre o diálogo entre sociedade civil e governo; identificar em que medida a participação se perfaz no nível das tomadas de decisões. O referencial teórico está ancorado na Teoria do Estado Ampliado de Gramsci e nos processos participativos em Dagnino, Tatagiba, Sousa Santos, Carvalho, Avritzer, assim como nos estudos de Gohn e Scherer-Warren sobre movimentos sociais e redes. É propósito dessa avaliação, além de aprofundar os estudos referentes à participação da sociedade civil, pontuar elementos que contribuam para fomentar, fortalecer e expandir as instâncias democráticas decisórias na gestão da educação pública municipal de Fortaleza.

Submitted by Ademar Sousa dos Santos (ramedasous@hotmail.com) on 2015-06-09T01:22:32Z No. of bitstreams: 1 Tese Ademar Sousa.pdf: 1701037 bytes, checksum: 4184d72e4bf3f09c56a82f5c88abbc7e (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-08-28T15:06:13Z (GMT) No. of bitstreams: 1 Tese Ademar Sousa.pdf: 1701037 bytes, checksum: 4184d72e4bf3f09c56a82f5c88abbc7e (MD5) / Made available in DSpace on 2015-08-28T15:06:13Z (GMT). No. of bitstreams: 1 Tese Ademar Sousa.pdf: 1701037 bytes, checksum: 4184d72e4bf3f09c56a82f5c88abbc7e (MD5) / Nesta tese – tendo como contexto uma escola pública estadual da Bahia de ensino médio e abrangendo o período de setembro de 2011 a dezembro de 2014 – objetivamos analisar as configurações existentes no âmbito da gestão escolar, no tocante aos processos de autonomia dos sujeitos envolvidos no ato educativo. Tivemos como pressuposto de tese que as singularidades coletivizadas podem (re)configurar a gestão da educação no espaço local e ampliar os processos de autonomia da gestão escolar. Nossa itinerância, nesse sentido, foi fundamentada teórico-metodologicamente pela abordagem qualitativa de se fazer pesquisa, tendo como base os percursos realizados por uma etnografia escolar, que abrange o procedimento da observação participante, ao qual aliamos os dispositivos da entrevista semiestruturada e da análise de documentos. Nossas análises – alicerçadas no paradigma da complexidade e, ainda, na abordagem do ciclo de políticas – apoiaram-se, também, na análise de conteúdo de cunho interpretacionista, articulada à hermenêutica e à dialética. Os resultados da pesquisa foram indicativos da nova forma de gerir os processos administrativos na escola pública estadual baiana, fundamentada em uma gestão estratégica de modelo empresarial. Este parâmetro traz consequências para a unidade escolar, em seu cotidiano, porque se encontra invadida por uma série de organizações ligadas não somente ao poder público, mas também ao setor privado e tal configuração interfere no desenvolvimento político-pedagógico de sua função social, diminuindo ainda mais sua autonomia, em virtude de as decisões tomadas nesse contexto serem determinadas, na maioria das vezes, pelas racionalidades técnica e economicista, ratificando a existência de uma política administrativa governamental que visa a um controle sobre a escola nas dimensões financeira, administrativa, pedagógica. A maneira como as propostas estão sendo postas em cena pelo Estado da Bahia provocam entraves burocráticos em relação aos gastos financeiros, não organização em órgãos colegiados de decisão, subordinação aos níveis central e intermediário. Tais resultados demonstraram a necessidade de que, nos cotidianos escolares, novas configurações coletivas sejam estruturadas, intentando possibilitar uma gestão da educação no âmbito do poder local, isto é, a construção e a vivência, pelos sujeitos partícipes do ato educativo, das singularidades coletivizadas. / ABSTRACT This thesis - taking context as a state public school high school Bahia and covering the period from September 2011 to December 2014 – we aimed to assess the existing settings within the school management, with respect to the subjects’ autonomy processes involved in the educational act. We had a thesis assumption that the collectivized singularities can (re)configure the management of education in the local space and enlarge the processes of autonomy of school management. Our roaming in this regard was based theoretically and methodologically in the qualitative approach of doing research, and equally based on the courses performed by a school ethnography, which covers the procedure of participant observation and to which we combine both the interview of semi devices structured and document analysis. Our analyzes – grounded in the paradigma of complexity and also in addressing the Ball policy cycle relied also on contente analysis of interpretationist articulated to hermeneutics and the dialectic. The survey results were indicative of the new way to manage administrative processes in Bahia state school, based on a strategic management business model. This parameter has consequences for the school unit, in their daily lives, because it is invaded by a number of organizations linked no only to the government but also to the private sector and such a configuration interferes in the political-pedagogical development of its social function, reducing even more autonomy, by virtue of the decisions taken in this context are determined, in most cases, the technical and economistic rationality, confirming the existence of a governamental administrative policy to control over the school in financial, administrative and pedagogical dimentions. The way the proposals are being put into play by the Bahia State provoke bureaucratic obstacles in relation to financial expenses, not organization in collegiate decision-making bodies, subordination to the central and intermediate levels. These results demonstrated the need in school everyday, new collective settings are structured, intending to enable an education management in the local government, that means, the construction and the experience by the participants subjects in the educational act, of the collectivized singularities.