This investigation is concerned with determining the extent of inservice education provided for special education personnel by the five pilot programs of Plan A. The two methods of determining this involvement are a case study of the pilot programs' inservice education and its relationship to resource agencies such as the Texas Education Agency and Regional Education Service Centers. The purposes of this study include the following: (1) determining the principles underlying the philosophy formulated by school district personnel in regard to the nature and purpose of inservice training for Plan A, (2) identifying the nature, scope, and assessment of a three-year period of inservice education for the pilot Plan A programs, (3) identifying the successful components of and the problems encountered during the three-year period of inservice education, and (4) describing recommendations for future inservice education. Only the five pilot districts are described in the case studies of Plan A programs. Data is reported in the following sequence for each of the pilot districts: background information; philosophy and goals; pre-, in-, and post-service activities for 1970-1971, 1971-1972, and proposals for inservice education for 1972-1973. Also reported is information concerning the role of the Texas Education Agency and the Regional Education Service Centers in relationship to Plan A implementation and inservice education.

M.Ed. (Educational Management) / The aim of this research is to assess the management role of the principal of a state-aided school with regard to the management of general assistants employed by the governing body of such a school. To ensure efficient management, the principal must implement the principles of planning, organizing leadership and control in the process of managing general assistants. Planning should be aimed at reaching short-term goals while a more mechanistic and bureaucratic organizational structure will be more effective. Communication and interaction with general assistants are prerequisites for efficient leadership. Duties performed by general assistants must be continuously controlled to ensure that the activities are in line with the goals of the school. The principal is essentially a manager of human resources and therefore also a personnel manager. In respect of general assistants, labour unrest must be prevented. This task represents a new dimension of management for principals of state-aided schools where labour relations have become an important issue. As of 1 September 1988, the Labour Relations Act (Act 28 of 1956) is applicable to black general assistants employed at state-aided schools. Therefore the management of state-aided schools must take cognisance of the mechanisms for collective bargaining, namely, industrial councils, conciliation boards, mediation, arbitration and the Industrial Court. Collective bargaining takes place between an employer and a workers' union representing the employees.

A thesis submitted in fulfilment of the requirements for the Degree of D.Litt in Communication Science, University of Zululand, 2004. / Human Resource Management has become one of the most discussed approaches to the practice and analysis of employment relationship in our modern society. In this thesis I present my recommendations that organisations will function more effectively and efficiently if the people who work in them are encouraged to develop professionally and to use that approach to undertake organisational tasks. Increasingly human resource management is being recognised as crucial, not only to the individual but also to the promotion of effective and efficient organisations. In this thesis I will focus on educational management in two ways — from the perspective of the individual and from the perspective of the organisation. Educational management is a diverse and complex range of activities calling on the exercise of considerable knowledge, skill and judgement by individuals, but its practice is dependent on the culture of particular organisational settings. I focus on this constant interplay between individual capability and organisational requirements, which make human resource management for educational managers both challenging and exciting. In this thesis I will examine how the concepts, skills and insights gained through professional development can be applied by educational managers to specific organisational tasks and systems. At best this thesis encourages school managers to ask questions about their own organisations and to develop their own solutions appropriate to their organisations. My research involves a mixture of theory and practical examples, which it is envisaged will spur students of learning and educational managers to apply and refine in the future. In the final phase of my research I reveal how the concepts, skills and insights gained through professional development can be applied bv educational managers to specific organisational tasks and systems in the effective use of human resources.

Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Feb 2, 2010). Includes bibliographical references.

PEDROSA, Veronica Maria Benevides. Políticas públicas de enfrentamento às violências contra criança e adolescente: avaliação da implementação do Projeto Escola que Protege na Rede Municipal de Ensino de Fortaleza, 2011. 181 f. Dissertação (Mestrado em Avaliação de Políticas Públicas) – Universidade Federal do Ceará, Pro - Reitoria de Pesquisa e Pós-Graduação, Programa de Pós-Graduação em Avaliação de Políticas Públicas, Fortaleza, 2011. / Submitted by Ana Paula Paula (mappufce@gmail.com) on 2012-03-29T14:50:09Z No. of bitstreams: 1 2011_Dis_VeronicaMBPEDROSA ok.pdf: 4437318 bytes, checksum: 9c34640b44f0368725ee256fa1df59b9 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-04-20T14:08:46Z (GMT) No. of bitstreams: 1 2011_Dis_VeronicaMBPEDROSA ok.pdf: 4437318 bytes, checksum: 9c34640b44f0368725ee256fa1df59b9 (MD5) / Made available in DSpace on 2012-04-20T14:08:46Z (GMT). No. of bitstreams: 1 2011_Dis_VeronicaMBPEDROSA ok.pdf: 4437318 bytes, checksum: 9c34640b44f0368725ee256fa1df59b9 (MD5) Previous issue date: 2011 / This research evaluates the design and implementation of the Project "School that Protects" as a coping strategy to prevent violence against children and adolescents in the Public School of Fortaleza. The format of the Project developed by the Municipal Education / EMS in 2007 was investigated through strategic training of education professionals to face the multiple forms of violence identified in the school context. We investigated the socioeconomic profile of these professionals, the violence situations identified by them, their attitudes and ways of violence identification, their professional relationship with the Guardian Council as well as their pedagogical work acquired during the formation We conducted desk and field research during the period from January to May 2011. Questionnaire was applied to the population investigated and to Education Personnel trained by this project. Further interviews were conducted with the Guardian Councils. Quantitative data were analyzed descriptively, using absolute and relative frequency, simple tables, crosses and benchmarks. The qualitative data were addressed by analyzed on the basis of regulatory frameworks and on authors who discuss and theorize the problem of violence and its interfaces. Among the Education Personnel, it was identified that the majority are women, and they are aged 41 to 50 years old. They are married and they are predominantly post-graduated at the level of expertise. Their earnings are from 3 to 5 minimum wages. Most of them work at the same school of the training period and they remain in the same function. They considered positive the fact that they participated in the training program evaluated and realize how difficult the task of reporting and monitoring of cases of violence identified by them. The Guardianship Board share the same difficulty, and both point to the obstacles to make the project effective due to the lack of physical infrastructure and staff and their institutions and poor coordination between the agencies of the Guarantee System of the Child and Teenagers Rights / SGD. We concluded that positive changes occurred in the identification and reporting actions of violence and their pedagogical practices of Education Personnel after they have participated in the training program, and there are several gaps that hamper the actions to combat the violence, including the ones related to school managers that need to be more involved to favor prevention activities and coping with violence identified in the school context, as well as the need to improve the working relationship between schools and Guardianship Councils. The research also shows that the size of the Project “school that protects” must be beyond the training strategy of the Teaching Profession, since these are difficulties in SGD to apply the necessary referrals actions to combat the violence. / Esta pesquisa avalia a concepção, a implementação e os impactos do Projeto Escola Que Protege como política pública de enfrentamento às violências contra criança e adolescente na Rede Municipal de Ensino de Fortaleza. Foi investigado o formato do Projeto desenvolvido pela Secretaria Municipal de Educação/SME, em 2007, através da estratégia de formação de Profissionais da Educação para o enfrentamento às múltiplas formas de violências identificadas no contexto escolar. Investigamos o perfil socioeconômico destes profissionais, as situações de violências identificadas por eles, suas atitudes e formas de identificação das violências, sua relação profissional com o Conselho Tutelar bem como sua prática pedagógica a partir da formação. Realizamos pesquisa documental e de campo no período de janeiro a maio de 2011. Aplicamos questionário com a população investigada, os/as Profissionais da Educação, formados/as pelo referido projeto, e realizamos entrevistas de aprofundamento com os/as Conselheiros/as Tutelares. Os dados quantitativos foram submetidos a tratamento descritivo, usando freqüência absoluta e relativa, tabelas simples, cruzamentos e indicadores de referência. Os dados qualitativos foram analisados com base nos marcos regulatórios e em autores/as que discutem e teorizam a problemática da violência e suas interfaces. Entre os/as Profissionais da Educação, foi identificado que a maioria é composta de mulheres, na faixa etária de 41 a 50 anos, casadas e têm escolaridade predominante de pós-graduação no nível de especialização. A renda mensal predominante é de 3 a 5 salários mínimos. A maioria trabalha na mesma escola do período da formação e exerce a mesma função. Consideram positivo o fato de terem participado da formação pelo Projeto avaliado e percebem como mais difícil a tarefa de notificar e acompanhar os casos de violências identificados por eles/elas. Os/as Conselheiros/as Tutelares compartilham da mesma dificuldade e ambos apontam obstáculos na efetivação do Projeto em decorrência da falta de estrutura física e de pessoal em suas instituições e da pouca articulação entre os organismos do Sistema de Garantia dos Direitos da Criança e do Adolescente/SGD. Concluímos que ocorreram mudanças positivas nas ações de identificação e notificação das violências e nas práticas pedagógicas dos/as Profissionais da Educação após terem participado da formação do Projeto, e que existem diversas lacunas que dificultam as ações de enfrentamento às violências no contexto escolar, entre elas relacionadas aos/às gestores/as das escolas no sentido de estarem mais comprometidos para favorecerem as atividades de prevenção e enfrentamento às violências, assim como a necessidade da melhoria da relação profissional entre Escolas e Conselhos Tutelares. A pesquisa aponta ainda que a dimensão do Projeto Escola Que Protege deve ser para além da estratégia de formação dos Profissionais da Educação, uma vez que estes encontram dificuldades no SGD para efetuarem os encaminhamentos necessários às ações de enfrentamento às violências.

In 2003, Gauteng Department of Education (GDE) introduced policies on performance management in an endeavour to improve the quality of teaching and learning in schools. With these policies, schools are supposed to be constantly audited, monitored, and supported by district officials. Within district offices, there are unit supervisors who are responsible to manage PMDS to inculcate a performance culture. This performance culture is subsequently cascaded down to schools to yield quality matric results and yet this remains to be seen. Furthermore, the study aimed to explore the experiences and perceptions of supervisors and officials on the PMDS management within districts. With an interpretive paradigm, the researcher was able to analyse data from interviews and questionnaires. The study revealed that PMDS is generally acknowledged and positively perceived albeit with significant challenges to its implementation in the GDE districts. / Educational Leadership and Management / M.Ed. (Education Management )

In 2003, Gauteng Department of Education (GDE) introduced policies on performance management in an endeavour to improve the quality of teaching and learning in schools. With these policies, schools are supposed to be constantly audited, monitored, and supported by district officials. Within district offices, there are unit supervisors who are responsible to manage PMDS to inculcate a performance culture. This performance culture is subsequently cascaded down to schools to yield quality matric results and yet this remains to be seen. Furthermore, the study aimed to explore the experiences and perceptions of supervisors and officials on the PMDS management within districts. With an interpretive paradigm, the researcher was able to analyse data from interviews and questionnaires. The study revealed that PMDS is generally acknowledged and positively perceived albeit with significant challenges to its implementation in the GDE districts. / Educational Leadership and Management / M.Ed. (Education Management )

nÃo hà / Esta pesquisa avalia a concepÃÃo, a implementaÃÃo e os impactos do Projeto Escola Que Protege como polÃtica pÃblica de enfrentamento Ãs violÃncias contra crianÃa e adolescente na Rede Municipal de Ensino de Fortaleza. Foi investigado o formato do Projeto desenvolvido pela Secretaria Municipal de EducaÃÃo/SME, em 2007, atravÃs da estratÃgia de formaÃÃo de Profissionais da EducaÃÃo para o enfrentamento Ãs mÃltiplas formas de violÃncias identificadas no contexto escolar. Investigamos o perfil socioeconÃmico destes profissionais, as situaÃÃes de violÃncias identificadas por eles, suas atitudes e formas de identificaÃÃo das violÃncias, sua relaÃÃo profissional com o Conselho Tutelar bem como sua prÃtica pedagÃgica a partir da formaÃÃo. Realizamos pesquisa documental e de campo no perÃodo de janeiro a maio de 2011. Aplicamos questionÃrio com a populaÃÃo investigada, os/as Profissionais da EducaÃÃo, formados/as pelo referido projeto, e realizamos entrevistas de aprofundamento com os/as Conselheiros/as Tutelares. Os dados quantitativos foram submetidos a tratamento descritivo, usando freqÃÃncia absoluta e relativa, tabelas simples, cruzamentos e indicadores de referÃncia. Os dados qualitativos foram analisados com base nos marcos regulatÃrios e em autores/as que discutem e teorizam a problemÃtica da violÃncia e suas interfaces. Entre os/as Profissionais da EducaÃÃo, foi identificado que a maioria à composta de mulheres, na faixa etÃria de 41 a 50 anos, casadas e tÃm escolaridade predominante de pÃs-graduaÃÃo no nÃvel de especializaÃÃo. A renda mensal predominante à de 3 a 5 salÃrios mÃnimos. A maioria trabalha na mesma escola do perÃodo da formaÃÃo e exerce a mesma funÃÃo. Consideram positivo o fato de terem participado da formaÃÃo pelo Projeto avaliado e percebem como mais difÃcil a tarefa de notificar e acompanhar os casos de violÃncias identificados por eles/elas. Os/as Conselheiros/as Tutelares compartilham da mesma dificuldade e ambos apontam obstÃculos na efetivaÃÃo do Projeto em decorrÃncia da falta de estrutura fÃsica e de pessoal em suas instituiÃÃes e da pouca articulaÃÃo entre os organismos do Sistema de Garantia dos Direitos da CrianÃa e do Adolescente/SGD. ConcluÃmos que ocorreram mudanÃas positivas nas aÃÃes de identificaÃÃo e notificaÃÃo das violÃncias e nas prÃticas pedagÃgicas dos/as Profissionais da EducaÃÃo apÃs terem participado da formaÃÃo do Projeto, e que existem diversas lacunas que dificultam as aÃÃes de enfrentamento Ãs violÃncias no contexto escolar, entre elas relacionadas aos/Ãs gestores/as das escolas no sentido de estarem mais comprometidos para favorecerem as atividades de prevenÃÃo e enfrentamento Ãs violÃncias, assim como a necessidade da melhoria da relaÃÃo profissional entre Escolas e Conselhos Tutelares. A pesquisa aponta ainda que a dimensÃo do Projeto Escola Que Protege deve ser para alÃm da estratÃgia de formaÃÃo dos Profissionais da EducaÃÃo, uma vez que estes encontram dificuldades no SGD para efetuarem os encaminhamentos necessÃrios Ãs aÃÃes de enfrentamento Ãs violÃncias. / This research evaluates the design and implementation of the Project "School that Protects" as a coping strategy to prevent violence against children and adolescents in the Public School of Fortaleza. The format of the Project developed by the Municipal Education / EMS in 2007 was investigated through strategic training of education professionals to face the multiple forms of violence identified in the school context. We investigated the socioeconomic profile of these professionals, the violence situations identified by them, their attitudes and ways of violence identification, their professional relationship with the Guardian Council as well as their pedagogical work acquired during the formation We conducted desk and field research during the period from January to May 2011. Questionnaire was applied to the population investigated and to Education Personnel trained by this project. Further interviews were conducted with the Guardian Councils. Quantitative data were analyzed descriptively, using absolute and relative frequency, simple tables, crosses and benchmarks. The qualitative data were addressed by analyzed on the basis of regulatory frameworks and on authors who discuss and theorize the problem of violence and its interfaces. Among the Education Personnel, it was identified that the majority are women, and they are aged 41 to 50 years old. They are married and they are predominantly post-graduated at the level of expertise. Their earnings are from 3 to 5 minimum wages. Most of them work at the same school of the training period and they remain in the same function. They considered positive the fact that they participated in the training program evaluated and realize how difficult the task of reporting and monitoring of cases of violence identified by them. The Guardianship Board share the same difficulty, and both point to the obstacles to make the project effective due to the lack of physical infrastructure and staff and their institutions and poor coordination between the agencies of the Guarantee System of the Child and Teenagers Rights / SGD. We concluded that positive changes occurred in the identification and reporting actions of violence and their pedagogical practices of Education Personnel after they have participated in the training program, and there are several gaps that hamper the actions to combat the violence, including the ones related to school managers that need to be more involved to favor prevention activities and coping with violence identified in the school context, as well as the need to improve the working relationship between schools and Guardianship Councils. The research also shows that the size of the Project âschool that protectsâ must be beyond the training strategy of the Teaching Profession, since these are difficulties in SGD to apply the necessary referrals actions to combat the violence.

The purpose of this dissertation is to review the work of the personnel department at a chosen company. The theoretical-methodological part contains the description of the personnel dep. activity with the regard to the importance for a small company. The analytical part includes the analysis of the current process of the individual personnel activities and the description of the revealed weaknesses. The final part summarize the found facts and contains my recommendations to the member of the personnel department.

Esta pesquisa discute a avaliação da pós-graduação no Brasil, analisando, de um lado, o sistema de avaliação da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) e, de outro, a opinião da comunidade científica sobre esse sistema, focando especificamente nos critérios e instrumentos utilizados para esse fim. Pretendeu-se, com esta abordagem, contribuir para o aprimoramento do sistema de avaliação nacional da pós-graduação, tornando a avaliação um processo pactuado entre a CAPES e os programas de pós-graduação no Brasil. Para isso, foram confrontados os procedimentos utilizados no sistema de avaliação expressos nos documentos da CAPES e documentos das áreas de avaliação, com as opiniões da comunidade acadêmica apresentadas em artigos de periódicos e monografias. Foram estabelecidos como referenciais teóricos da pesquisa os conceitos de campo científico de Bourdieu e o de avaliação de Dahler- Larsen. O corpus da pesquisa foi coletado em três fontes: documentos criados pela CAPES, que contextualizam a pós-graduação e sua avaliação (PNPG 2011-2020); os Documentos de área elaborados pelas 48 áreas de avaliação e as críticas da comunidade acadêmica publicados em artigos de periódicos científicos. O corpus foi analisado e sistematizado por meio do método de Análise de Conteúdo. A análise teve como fio condutor os seis quesitos de avaliação de programas de pós-graduação da CAPES: Proposta do programa, Corpo docente, Corpo discente, teses e dissertações, Produção intelectual, Inserção social, e Internacionalização, bem como a Avaliação como um todo. Buscou-se identificar os comentários positivos, os comentários negativos e as sugestões da comunidade acadêmica. O quesito Produção intelectual foi o que recebeu a maior quantidade de críticas, identificando-se, portanto, como o foco das dúvidas e comentários da comunidade acadêmica. Os quesitos Proposta do programa, Corpo docente, Corpo discente, teses e dissertações, Inserção social, e Internacionalização receberam menor quantidade de comentários. Os resultados mostram que a avaliação, como um todo, apesar das críticas, é reconhecida como necessária pela comunidade acadêmica. Como contribuição final, foram feitas sugestões para aprimorar a enunciação dos quesitos e critérios de avaliação, de forma a promover sua melhor compreensão e transparência. / This research discusses the graduate evaluation in Brazil, analyzing, on the one hand, the evaluation system of CAPES (Higher Education Personnel Training Coordination) and, on the other, the opinion of the scientific community about this system, specifically focusing on criteria and instruments used for this purpose. It was intended, with this approach, contribute to the improvement of the national evaluation system, in order to make evaluation a process agreed between CAPES and graduate programs in Brazil. For this, they were confronted the procedures used in evaluation system expressed in the Capes documents and documents of the evaluation areas, with the views of the academic community presented in journal papers and monographs. The concepts of scientific field (Bourdieu) and evaluation society (Dahler-Larsen) were used as theoretical background of this research. The corpus of the research was collected from three sources: the documents created by CAPES which contextualize the evaluation process (PNPG 2011-2020), the documents prepared by the 48 evaluation areas and criticisms of the academic community published in scientific journals. The corpus was analyzed and systematized through the method of Content Analysis. The analysis was to thread the six evaluation items of graduate programs of CAPES: Program proposal, Faculty, Students, Theses and dissertations, Intellectual production, Social insertion, and Internationalization. One tried to identify the positive comments, negative comments and suggestions of the academic community. The item Intellectual Production has received the highest amount of criticism, becoming therefore the focus of the questions and comments of the academic community. The items Program proposal, Faculty, Students, Theses and dissertations, Social insertion, and Internationalization received fewer comments. The results show that evaluation, despite criticism, is recognized as necessary by the academic community. As a final contribution, suggestions were made to enhance the formulation of the evaluation criteria in order to promote their better understanding and transparency.