This thesis is an exploratory study focusing on the tension between managerialism and collegiality experience by mid-level academic administrators in Canadian higher education. The study is a constructivist analysis of the every day, lived experiences of the participants working in a single, large university. Semi-structured interviews were conducted with 6 academic administrators that report directly to a Vice-President Academic. The analysis of these detailed interviews suggests that collegiality appears to be alive and well at the university included in this study. Administrators described consultative, collegial processes with shared decision making. However, the activity of developing and managing budgets was described by participants as the responsibility of the dean and these processes were neither collegial nor consultative. There is a need for further research on the experience and work of academic administrators in Canadian higher education.

This thesis is an exploratory study focusing on the tension between managerialism and collegiality experience by mid-level academic administrators in Canadian higher education. The study is a constructivist analysis of the every day, lived experiences of the participants working in a single, large university. Semi-structured interviews were conducted with 6 academic administrators that report directly to a Vice-President Academic. The analysis of these detailed interviews suggests that collegiality appears to be alive and well at the university included in this study. Administrators described consultative, collegial processes with shared decision making. However, the activity of developing and managing budgets was described by participants as the responsibility of the dean and these processes were neither collegial nor consultative. There is a need for further research on the experience and work of academic administrators in Canadian higher education.

This study explores the learning trajectories of four senior managers at the Royal Mail as they confronted new demands at work. These four managers worked at the Royal Mail during the years prior to, and during its privatisation, when it was also undergoing an intense modernisation. Theoretically, I took a sociocultural approach, drawing on Vygotsky (1998), Edwards (2010), Holland et al. (1998), and Sfard and Prusak (2005), among others. I was also provoked by Alasdair MacIntyre's characterisation of the manager and his understanding of practice, which emphasises human ourishing. Data was collected through iterative unstructured and semi-structured interviews, and by work shadowing the managers. Methodologically, I developed a useful interview protocol to capture stories about work and a more nuanced understanding of what mattered to participants. I also built a conceptual framework that draws theoretically from a sociocultural understanding of learning and development, as well as from MacIntyre (2013) and Taylor (1989). e model emerged from the dialectics of theory and empirical data. The research shows that as the Royal Mail underwent organisational change, the managers had to navigate situations of misalignment between what mattered to them and what mattered to other members of the organisation. Such situations of misalignment brought about new demands. As they confronted the demands, the managers realised the need to close a gap between who they were and who they were expected to become. Gap-closing efforts were characterised as a process of learning and development that involved intense identity work. In the process, the managers had to work through a series of contradictions, which can be expressed in the form of questions: Who am I really? Who should I no longer be? Who do I resist becoming? And, who do I struggle to become? Gap-closing was given by a dialectic between the managers' commitments and identi cations, and the stories of what was good in the gured world of managing at the Royal Mail. Contrary to some of MacIntyre's suggestions, I found that the four managers in the study, Linda, Eric, Margaret and Julian did question themselves about some of the ends they pursued. ey also exhibited varying degrees of agency, and did establish a distance with the impositions of their institutional realities. In the eld, I found instances of moral debate, the exercising of virtues and the managers' very human efforts to live a worthy life and to ourish. Yet, I also found empirical grounds for some of MacIntyre's claims. As the managers navigated misalignment, they used an array of strategies intended to persuade others in a manipulative way, sometimes treating ends as given, and sometimes eluding moral debate. The study contributes to the literature of learning and development through its original theoretical approach that draws from both sociocultural and MacIntyrean ideas.

This thesis focused on the impact of racism and new managerialism on Black female academics in English post-1992 universities. The study explored the extent to which the changing environment of higher education institutions (HEIs) and the ethos and practice of new managerialism had affected the professional lives of Black academic females and how the consequences of new managerialism were being experienced in their daily academic lives. Semi-structured interviews were used to obtain qualitative data about the experiences of seventeen African and Caribbean participants in English post-1992 universities, mainly from business schools or health and social-sciences faculties. The critical race theory conceptual framework was used as an analytical and interpretive structure for understanding their experiences. The findings revealed that new managerialism changes contributed to increased levels of racism encountered by these Black female academics. Racism was endemic and embedded within their HEIs and demonstrated in overt and subtle ways, using micro-aggressions, micro-politics and varying agents, ensuring that racism remained rooted and positioned at different levels. Race was more prevalent in these women’s’ experiences than they had expected. The study discovered that these Black female academics perceived their progression and development as being negatively affected because of new managerialism practices and the inability of their respective HEIs to formulate and implement effective policies of equality and diversity. The HEIs’ neo-liberal policies of fairness, neutrality and meritocracy were experienced as rhetoric rather than practice and as not beneficial to those needing protection. The findings suggest that HEIs and human resource (HR) departments need more effective equality and diversity policies which incorporate a community diversity mind-set, influenced by the ethical codes of their professional HR body. There is also a need for HEI staff across all ethnic groups to be engaged in conversation, information-sharing and communication about racial issues so that Black female academic racialised work experiences can be improved.

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-08T18:55:20Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE enviada Biblioteca.pdf: 2826215 bytes, checksum: 83ed66428474bf650b9939fd5a9036d8 (MD5) / Made available in DSpace on 2016-03-08T18:55:20Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE enviada Biblioteca.pdf: 2826215 bytes, checksum: 83ed66428474bf650b9939fd5a9036d8 (MD5) Previous issue date: 2015-02-27 / A pesquisa ora apresentada se insere no campo da política, do planejamento e da gestão da educação. O objeto de estudo é a gestão e o financiamento do Ensino Médio, ofertado pela rede pública estadual de Pernambuco, no período de 2005 a 2013. Parte-se do pressuposto de que a educação é um direito do cidadão e dever do Estado, que deve garantir o acesso e a permanência na escola pública gratuita e com qualidade a todas as pessoas, sem distinção. Pressupõe-se, também, que o financiamento da política social, como política pública, se constitui como mecanismo capaz de viabilizar a obtenção e o acesso aos direitos sociais. Neste sentido, admite-se que o fundo público pode ser aplicado em função da priorização dos interesses dos capitalistas ou dos trabalhadores, dependendo da opção política por uma vertente econômica ou social. Nesta perspectiva, considerando-se as categorias teóricas Estado e Política Social, examina-se, de forma contextualizada, como se configura a política de financiamento e gestão do Ensino Médio na rede pública estadual de Pernambuco, por meio da análise da aplicação dos recursos públicos neste nível de ensino, o que constituiu o principal objetivo da investigação. Para tanto, buscou-se apreender, nos documentos contábeis oficiais do executivo estadual e nas entrevistas semi-estruturadas com técnicos e gestores da administração estadual, a relação entre gestão, fundo público e Ensino Médio, mediante a análise de três categorias concernentes aos itens de financiamento: “Pessoal e Encargos Sociais”, “Outras Despesas Correntes” e “Investimento”. Teve-se, como hipótese, que os números expressos nos demonstrativos contábeis analisados – SIOPE e Balanço Contábil da esfera estadual, não se constituem como dados meramente técnicos, pois traduzem um discurso político balizado pela forma de gestão adotada, informando a opção por uma vertente econômica ou social. Os resultados encontrados demonstram que a concepção e os mecanismos do financiamento do Ensino Médio da rede estadual de Pernambuco, referentes aos profissionais da educação, à infraestrutura das escolas e ao investimento nesta etapa de ensino coadunam-se ao modelo de gestão adotado pelo governo, cujo ethos empresarial se sobressai na filosofia educacional, expressa pela exigência de elaboração de plano operativo, fundamentado em tecnologia empresarial e através das parcerias público-privadas que, conforme estudos da área (ADRIÃO e PERONI, 2009; ADRIÃO e PINHEIRO, 2012), têm promovido o adensamento da mercantilização e financeirização da educação. Constatou-se que o Ensino Médio conta, no quadro de pessoal, com mais profissionais contratados temporariamente do que efetivos, o que resulta, de um lado, na redução dos gastos do governo estadual com pessoal efetivo e, de outro lado, concorre para a precarização do trabalho docente e enfraquecimento da organização sindical. À precarização do trabalho associa-se a possibilidade de trabalhar mais em troca de um valor adicional - o Bônus de Desenvolvimento Educacional- BDE que, no período em análise, não era pago regularmente e não apresentava clareza sobre os critérios que orientam o seu pagamento. Verificou-se que, dentre os professores do Ensino Médio, 84% a 96% têm nível superior, porém, das vinte e duas áreas de formação identificadas pela pesquisa, catorze são estranhas à formação para o magistério. A pesquisa identificou despesas realizadas indevidamente com recursos destinados à MDE, bem como dificuldades para o exercício do controle social, advindas, sobretudo das limitações do SIOPE e da fiscalização externa realizada pelo TCE. Estes resultados ratificam os estudos que demonstram que os limites do financiamento do Ensino Médio estão diretamente vinculados às opções e prioridades governamentais para este nível de ensino. Conclui-se na expectativa de que os achados da pesquisa e as questões aqui levantadas contribuam para ampliar o debate sobre o Ensino Médio, em Pernambuco, bem como estimulem o desenvolvimento de novas pesquisas na área. / The research is within the field of policy, planning and management of Education. The object of study is the management and funding of High School, provided by Pernambuco State Government, from 2005 to 2013. It is on the assumption that education is a civil right and the duty of the State, which should grant to all citizens equal conditions for access and permanence to free public education of excellence. And that the financing of social policy such as public policy, is constituted as mechanism to facilitate the obtainment and access to social rights. In this sense, it is assumed that the public fund may be applied according to the prioritization of the interests of the capitalists or workers, depending on the policy option for an economic or social aspect. Taking into consideration the theoretical categories – State and Social Policy, the funding policy and management of High School in public schools of Pernambuco can be examined, in context, as is set, through the application of analysis of public resources in this level of education which was the main objective of the investigation. Therefore, we sought to seize in the official accounting documents of the state executive and in semi-structured interviews with technicians and managers of state government, the relationship between management, public fund and secondary education by analyzing three categories pertaining to financing items: "Personnel and Social charges", "Other Current Expenses" and "investment". As hypothesis, there were the numbers expressed in the financial statements analyzed - SIOPE (Information System of Public Budgets in Education) and the accounting balance at the state level, not being constituted as merely technical data, therefore, they reflect a political discourse marked by the form of management adopted, informing the choice of an economic or a social dimension.The results show that the design and the High School financing mechanisms of the state of Pernambuco, referring to education professionals, the infrastructure of schools and investment in this stage of education consistent to the model of management adopted by the government, which business ethos surpasses the educational philosophy expressed by the operating plan development requirement, based on business technology through public-private partnerships, as studies (ADRIÃO & PERONI, 2009; ADRIÃO & PINHEIRO, 2012) have promoted the consolidation of commercialization and financial issues of education.It was found that High School counts, as teaching work force, more on temporary hired teachers than permanent ones, which results on the budget savings for the state government with permanent personnel, on one hand and on the other hand, contributes to precarization of the teaching profession and weakens the union. To the precarization of work is associated the possibility of rising the load of work in return for an additional amount – the Educacional Development Bonus (BDE) - that in the period under this study was not paid regularly and had no clear criteria to guide the payment. It was found that among the teachers of High School 84% to 96% have higher education, but out of twenty-two training areas identified by the survey, fourteen have no training for the teaching profession. The research identified expenditure wrongly held with resources for MDE (Maintenance and Development of Education) as well as difficulties in the practice of social control, resulting mainly from the constraints of SIOPE and external audit carried out by the TCE (State Audit Office). These results confirm studies that show High School funding limits are directly linked to government priorities and options for this level of education. It is concluded in the expectation that the findings of the survey and the issues raised will contribute to broaden the debate on the High School, in Pernambuco, as well as encourage the development of new researches in the area.

Orientador: Pedro Ganzeli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T20:25:21Z (GMT). No. of bitstreams: 1 SadallaFilho_Michel_M.pdf: 5317168 bytes, checksum: c838aa4a5e65499463740601a61d6dc2 (MD5) Previous issue date: 2010 / Resumo: O Colégio Técnico de Campinas (Cotuca) iniciou suas atividades em 1967, sendo, ao lado do Colégio Técnico de Limeira (Cotil), uma das duas unidades de Ensino Técnico e Ensino Médio da Universidade Estadual de Campinas (UNICAMP). Esta pesquisa objetivou analisar a relação da UNICAMP com seus Colégios Técnicos, focando o Cotuca em algumas situações específicas. Buscou responder algumas perguntas, dentre elas: Qual o projeto da Universidade Estadual de Campinas para os seus Colégios Técnicos? Qual deveria ser a pauta de discussão para encaminhamento futuro do Cotuca e do Cotil? Nesta pesquisa do tipo qualitativa, utilizamos como técnicas de coleta de dados o levantamento documental e a realização de entrevistas semi-estruturadas. Para o primeiro caso foram analisados documentos oficiais da Universidade, como Estatutos, Regimento Geral, Portarias e Resoluções da Reitoria, Atas e Deliberações do CONSU; bem como legislação Federal e Estadual. Com relação às entrevistas, foram ouvidas 44 pessoas, a maior parte docentes e dirigentes da Universidade em diversas épocas (Reitores, Pró- Reitores, Diretores dos Colégios, Coordenadores de Cursos) e também professores e diretores de Colégios Técnicos Universitários pertencentes à UNESP e a Universidades Federais. O trabalho foi estruturado com base em sete eixos temáticos denominados por nós de Pilares de Sustentação da Pesquisa, devido a nos possibilitar a caracterização e a qualificação da relação UNICAMP - Colégios Técnicos em diversos aspectos e, portanto, embasar ou ainda sustentar nossa argumentação acerca desta relação entre a Universidade com seus Colégios Técnicos ao longo do tempo. Os três primeiros Pilares trataram da vinculação e da importância institucional e orçamentária dos Colégios, a sua representatividade no CONSU; situações em que os Colégios estiveram na Agenda de Discussão da UNICAMP, como o Planejamento Estratégico; a conveniência da UNICAMP estender sua autonomia aos Colégios, que respondem aos órgãos estaduais de educação. Outros três Pilares trataram do processo de institucionalização dos Colégios, abrangendo a carreira docente, a participação da comunidade na escolha de seus Diretores, e a implantação do órgão colegiado deliberativo. O último Pilar abarcou o problema das instalações prediais do Cotuca, como algo que se arrasta por mais de quarenta anos, tentando descobrir não apenas o porquê ainda não se conseguiu resolvêlo, mas, principalmente, entender quais seriam os impactos desta mudança. Da análise dos dados e entrevistas destacamos: i) o projeto que a UNICAMP vislumbrava para seus Colégios, de funcionarem como um espelho dos cursos das Faculdades de Engenharia malogrou completamente; ii) a carreira MST foi o instrumento de maior importância para a a constituição dos Colégios, pois permitiu a fixação do corpo docente de boa qualidade; iii) a retomada da importância institucional dos Colégios à partir do final do século XX, e iv) a necessidade de discussão da política universitária para os Colégios Técnicos em suas comunidades, a Comissão de Ensino Médio e Técnico, abrangendo, dentre outros, a sua interação com Institutos e Faculdades, a representação no CONSU, a realização de pesquisas e a transferência do Cotuca para o campus. / Abstract: The "Colégio Técnico de Campinas" (Cotuca) initiated its activities in 1967, being, to the side of the "Colégio Técnico de Limeira" (Cotil), one of the two units of Education Technician and High school of the "Universidade Estadual de Campinas" (UNICAMP). This research aims to analyze the relation of the UNICAMP with its Colleges Technician, being focusing the Cotuca in some specific situations. It searched to answer some questions, among them: What is the project of the UNICAMP for its Colleges Technician? Which would have to be the guideline of quarrel for future guiding of the Cotuca and the Cotil? In this research, of the qualitative type, we use as techniques of data collection the survey documentary and the accomplishment of half-structuralized interviews. For the first case, official documents of the University had been analyzed, as Statutes, General Regiment, Ordinances and Resolutions of the Rectory, Minutes and Resolutions of the University, as well as federal and state legislation, and Bulletins of ADUNICAMP. Regarding to the interviews, we heard 44 people, mostly teachers and managers at the University at various times (Deans, Pro-Rectors, Deans of Colleges, Course Coordinators) and also teachers and principals of Technical High Schools belonging to the UNESP and Federal Universities. The work was structuralized on the basis of seven thematic axles called by us of Sustentation's Pillars of the Research, which had in them to make possible the characterization and the qualification of relation UNICAMP - Colleges Technician in diverse aspects and, therefore, to base or still to support our argument about the relationship between the University and its Technical High Schools over time. The first three Pillars had dealt with to the the institutional importance of Colleges and budget; its representation in the CONSU; situations where the Colleges had been in the Quarrel Agenda of the UNICAMP, as the Strategical Planning; and the convenience of the UNICAMP to extender its autonomy to the Colleges, which responds to state agencies of education. Others three Pillars had dealt with the process of institutionalization of the Colleges, including the teaching career, the participation of the community in the choice of its Directors, and the implantation of the deliberative collegiate agency. The last Pillar focus the problem of building facilities of Cotuca as something that has dragged on for over forty years, trying to discover not only why there is still debate to resolve it, but mainly to understand what are the impacts of this change. From the analysis of the data and interviews we detach: i) the project that UNICAMP had for its colleges, to be as a mirror of the courses at the Engineer Faculties, has failed completely; ii) the MST career was the instrument of major importance for a Colleges constitution, it helps to consolidated teachers of good quality; the institutionalization of the Colleges was delayed by interests of the Administration of the University; retaken of the institutional importance of the Collegesin the end of the twentieth century and the need for discussion of university policy for Technical High Schools in their communities, the Commission of Average Education and Technician, enclosing, among others, its interaction with institutes and colleges, the representation in CONSU, the accomplishment of research and the transference of the Cotuca for the campus. / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-07-27T17:50:26Z No. of bitstreams: 1 lidinalvagonçalvesdealmeida.pdf: 2635751 bytes, checksum: e3515b801222c2ea5bc436f3bdb198c3 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Isabela, avalie ensino médio regular é o nome de um projeto e deve ficar "Avalie Ensino Médio Regular". Quando tiver dúvida em relação a ser nome próprio, verifique na folha de rosto, no resumo ou ficha catalográfica. Ok? on 2016-07-28T11:44:41Z (GMT) / Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-07-28T18:27:36Z No. of bitstreams: 1 lidinalvagonçalvesdealmeida.pdf: 2635751 bytes, checksum: e3515b801222c2ea5bc436f3bdb198c3 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Bom dia!!! Veja pelo resumo que direc é nome próprio. Favor corrigir no título. Tks on 2016-07-29T11:37:19Z (GMT) / Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-07-29T13:54:38Z No. of bitstreams: 1 lidinalvagonçalvesdealmeida.pdf: 2635751 bytes, checksum: e3515b801222c2ea5bc436f3bdb198c3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-29T13:58:14Z (GMT) No. of bitstreams: 1 lidinalvagonçalvesdealmeida.pdf: 2635751 bytes, checksum: e3515b801222c2ea5bc436f3bdb198c3 (MD5) / Made available in DSpace on 2016-07-29T13:58:14Z (GMT). No. of bitstreams: 1 lidinalvagonçalvesdealmeida.pdf: 2635751 bytes, checksum: e3515b801222c2ea5bc436f3bdb198c3 (MD5) Previous issue date: 2015-12-11 / Esta pesquisa objetivou investigar como a equipe gestora da Diretoria Regional de Educação (Direc) 24 – Caetité e das unidades escolares circunscritas à Direc disseminam, utilizam e se apropriam dos resultados do Avalie Ensino Médio Regular no planejamento da gestão educacional, observando o triênio 2011-2013. Para discussão e análise da pesquisa, utilizou-se a metodologia de natureza exploratória, qualitativa e quantitativa, por meio de entrevistas à gestora e técnicos da Direc/Nupaip e de aplicação de questionários à equipe gestora e professores das unidades escolares da Direc 24. Para o aprofundamento e desenvolvimento do referencial teórico da pesquisa, recorreu-se a autores que discutem temas relacionados à política da avaliação externa, à gestão educacional e ao planejamento estratégico e participativo, tais como: Brooke e Cunha (2011), Brooke (2006, 2012), Gatti (2007), Locatelli (2002), Lück (2000, 2010, 2012, 2013), Machado (2011, 2012, 2015), Romão (2005), Soares (2009) e Vianna (2009), dentre outros. As dificuldades diagnosticadas na pesquisa possibilitaram a elaboração do Plano de Ação Educacional (PAE), buscando ações que subsidiem o planejamento da gestão educacional da Rede Estadual de Ensino Médio Regular para a utilização e apropriação dos resultados de avaliações externas numa perspectiva formativa e participativa que permita aos atores do contexto escolar construir novos sentidos e ressignificar a ação educativa. Cabem à Direc e à escola planejar e realizar ações interventivas a partir dos resultados das avaliações externas, objetivando: i) a construção e consolidação de uma cultura avaliativa na escola; ii) ações de formação continuada; iii) a disseminação, utilização e apropriação dos resultados das avaliações externas; iv) o fornecimento e a utilização de informações que subsidiem a definição de políticas públicas, visando à melhoria da qualidade da educação; v) o acompanhamento do desempenho dos alunos e das escolas; vi) a construção e/ou revisão do projeto político pedagógico e do Plano de Desenvolvimento da Escola (PDE); vii) o acompanhamento do planejamento estratégico e participativo da escola. Nessa perspectiva, espera-se provocar um efeito de formação continuada e construção de uma cultura avaliativa em toda a Rede Estadual. / This research aimed to investigate the management team of the Regional Direction of Education (Direc) 24 – Caetité and circumscribed school units Direc to disseminate, use and appropriate the results of the Regular Rate Medium Education in the planning of educational management in the triennium 2011-2013. For discussion and analysis of the research used the methodology of exploratory nature, quality and quantity, through interviews to the management and technicians of the Direc/ Nupaip and questionnaires the management team and teachers in school units of Direc 24. For deepening and development of theoretical research framework, it appealed to authors who discuss issues related to external evaluation of policy, educational management and strategic and participatory planning, such as: Brooke e Cunha (2011) e Brooke (2006, 2012), Gatti (2007), Locatelli (2002), Lück (2000, 2010, 2012, 2013), Machado (2011,2012,2015), Romão (2005), Soares (2009) e Viana (2009), among others. The hardship diagnosed in the research allowed for the creation of the Educational Action Plan (PAE), seeking actions that support the planning of educational management of the State Network of regular high to use and appropriation of the results of external evaluations in a formative and participatory approach would help the actors in the school context build new meanings and reframe educational activities. It is the Direc and the school plan and carry out interventional actions from the results of external evaluations, aiming to: i) the construction and consolidation of an evaluative culture in school; ii) continuing education activities; iii) the dissemination, use and appropriation of the results of external evaluations ; iv) the supply and use of information that supports the definition of public policies aimed at improving the quality of education; v) monitoring the performance of students and schools; vi) construction and / or review of the political-pedagogical project and the School Development Plan (PDE); vii) monitoring the strategic and participatory planning of the school. In this context, we present an Educational Action Plan (PAE), seeking actions that support the planning of educational management. From this perspective, it is expected to cause a continuing education effect and construction of an evaluative culture throughout the state system.

Orientador: Sonia Giubilei / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T09:26:37Z (GMT). No. of bitstreams: 1 Pires_EnniaDeboraPassosBraga_D.pdf: 4396213 bytes, checksum: d7476d52edc6b6e67d428327d23a11c7 (MD5) Previous issue date: 2011 / Resumo: Este estudo apresenta uma discussão sobre o projeto pedagógico como componente da reforma educacional brasileira da década de 90, que tem como peculiaridades a descentralização, o apelo à participação e ao desenvolvimento da autonomia escolar. O principal objetivo foi estudar os projetos pedagógicos das escolas, considerando-os como instrumentos da política educacional, orientadores da gestão e da organização do trabalho escolar. Procurou-se, dentre outras questões: apreender os sentidos que diferentes atores da escola (diretores e vice-diretores, coordenadores pedagógicos e docentes) atribuem a esse componente pedagógico; analisar as publicações e orientações legais que fundamentam a construção e execução dos projetos; e averiguar se o processo de construção e implementação dos projetos pedagógicos contribuem para uma prática mais participativa, bem como para o fortalecimento da autonomia escolar. A investigação caracterizou-se como um estudo de caso coletivo, na medida em que a pesquisa de campo foi desenvolvida em 17 escolas da rede estadual de ensino da Bahia, sediadas em nove municípios. Os procedimentos de pesquisa foram: análise da legislação e de publicações que orientam a construção do projeto pedagógico, bem como dos projetos elaborados pelas escolas participantes da pesquisa; e aplicação de questionários e realização de entrevistas no intento de conhecer os sentidos que os profissionais das escolas estudadas atribuem ao projeto pedagógico. A análise da legislação educacional e das publicações elaboradas pela Secretaria de Educação do Estado da Bahia revelou que a concepção de projeto pedagógico se aproxima do que Veiga (2003) denomina de inovação reguladora ou técnica, constituindo-se em um instrumento de controle do trabalho escolar. Todavia, a pesquisa de campo mostrou que as orientações não se materializam, ipsis literis, nos documentos elaborados pelas escolas, indicando que a construção dos projetos pedagógicos não ocorreu por meio da adoção passiva de um conjunto de orientações fundadas numa perspectiva instrumental. A análise dos projetos pedagógicos evidenciou uma diversidade de sentidos, também manifesta nos depoimentos dos participantes, demonstrando, assim, que a escritura desses documentos não ocorreu de forma linear e consensual, e, sim, em meio ao embate de concepções distintas. Revelou, também, que a participação na construção dos projetos ocorreu de forma tímida, em algumas das escolas estudadas. Nesse aspecto, a realização do estudo reforçou a crença de que o envolvimento da comunidade escolar em torno da construção/execução do projeto pedagógico seja um espaço valioso de vivências e de aprendizagem da cultura da participação, que pode contribuir para instaurar uma nova forma de organização do trabalho educativo, por meio de uma gestão mais participativa, democrática e autônoma. / Abstract: This study presents a discussion of the pedagogical component of the Brazilian educational reform of the 90s. The reform had some peculiarities as the decentralization, the call for participation and the development of school autonomy. The main objective of this research was to study the pedagogical projects on schools. These projects were considered as instruments of educational policy, guiding the management and organization of school work. Furthermore this study has aimed at: capturing the meanings that different school actors (principals and viceprincipals, pedagogical coordinators and teachers) assign to the pedagogical component; analyzing publications and legal guidelines that substantiate the projects construction and execution; and investigating if the process of construction and implementation of educational projects contribute to a more participatory practice and to strengthen the school autonomy. The research was characterized as a case study and it was conducted on 17 schools at the state schools of Bahia, located in nine towns. The research procedures were: analysis of legislation and publications that guide the construction of the pedagogical project, as well as projects developed by schools which participate of this research; questionnaires application and interviews aiming to understand the meanings that professional of studied schools assign to the political-pedagogical project. The analysis of educational legislation and publications prepared by the Education Department of the Bahia State has shown that the notion of pedagogical projects corresponds to the regulatory or technical innovation, a control instrument of school work according to VEIGA (2003). However, the field research showed that the guidelines do not materialize, literally, on documents prepared by schools. It indicates that the construction of pedagogical projects did not occur through passive adoption of a set of guidelines based on instrumental perspective. The analysis of pedagogical projects evidenced a diversity of meanings, also expressed through the participant's statements. Thereby it demonstrates that those documents writing did not occur in a linear and consensual way, amid the clash of different notions. In addition, the research also showed that participation in projects construction was incipient in some of the studied schools. To summarize, this study reinforced the belief that the involvement of school community on the construction/ implementation of the pedagogical program is valuable for learning experiences of the participatory culture, which contribute to bringing a new way of organization educational work, through a more participatory, democratic and autonomous management. / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Masters in Public Administration - MPA / The study Bureaucracy and the challenges of coordination in service delivery: A comparative study of Kamanga and Kabulonga Primary Schools in Lusaka City 2010- 2014 had the main aim of finding out the challenges encountered in the coordination of primary education within Lusaka City. The study was attempting to draw lessons and understand why schools within the same district and level (primary) were performing differently. There are many reasons as to why the study is important. To begin with, the information derived from this study is important in the post MDG implementation period after the end of the implementation period in 2015. Second, no research has been done on organizational design and development in the context of Africa and Zambia. While some scholars have published on education management, the aspect of bureaucratic coordination has not been adequately addressed. The study took a comparative approach to research. Qualitative research was deployed as means of carrying out the study. Both primary and secondary data were used. Primary data was collected from two schools which were sampled purposively. The researcher approached the District education office to recommend two schools (one performing well and another underperforming one). The two schools recommended are Kabulonga Primary and Kamanga Primary respectively. A sample of seven experts was then extracted including two teachers from each school, a school manager for each school and the district planning officer at district level. Data was collected using semi structured interview guides between December 2015 and January 2016. Data was collected through a recorder, transcribed and analyzed using thematic analysis. On the other hand, secondary data was obtained from policy, legal, government and internal documents. Among the major findings was that the school's locations or environments have a major impact on how they function. For instance Kabulonga performed better than Kamanga because the latter is in an area where majority are low earning poor households. Further, internally, the ability of Kabulonga to plan in a long term manner enabled the school to match resources with specific priorities, something Kamanga did not do. Furthermore, the avenues used for communication in the district have got poor information feedback mechanisms. The study thus recommended that the government should distribute resources to schools with a connotation of giving an extra financial bell out to those schools operating in poverty stricken areas since such schools cannot find other means of survival.

The objectives of this study were to assess the perceptions of educational value of group learning held by students and compare it with the intentions of lecturers involved in the MBA programme. Eighty-two MBA students enrolled at the Gordon Institute of Business Science (GIBS) of the University of Pretoria completed an online questionnaire, the results of which reflected an overall positive perception of educational value of group learning. However, negative perceptions of group dynamics, fairness and administrative processes also surfaced. There appears to be some evidence of racial undertones to the negative perceptions. These perceptions were significantly different between junior and senior students. Semi-structured interviews with lecturers and administrative staff revealed markedly different intentions and approaches to group learning. An awareness of the difficulties faced by students in group activities could be demonstrated, but different opinions were held on appropriate interventions. The study concludes with suggestions to improve identified weaknesses through a more focused educational approach. Such an approach would place greater emphasis on personal reflection and addressing of dysfunctional behaviour in groups, as part of a posited central skill in management.Copyright / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted