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.

Thesis (M.S., Strategic Studies) -- Army War College (Carlisle Barracks, Pa.) / Title from title screen (viewed June 10, 2009). "25 March 2008." "ADA479725"--URL. APPROVED FOR PUBLIC RELEASE. Includes bibliographical references (p. 20-24). Also issued in paper format.

Mathematics and science form an integral part people’s daily lives. South African people suddenly find themselves on a technological highway, where mathematical, scientific and creative thinking as well as problem solving skills take centre stage. However many people fear these, and believe that they are unable to tackle them. Mathematics and science educators therefore have need to have knowledge and understanding regarding 6 the foundation of the teaching of these subjects in the intermediate and senior phases at schools. This should enable them to contribute positively towards changing people’s perceptions about these subjects. Based on the above information I felt it imperative for me to investigate the impact of shortages of maths and science educators with special reference to the Buffalo City Area. Purpose of the study: 1 To determine whether schools are able to attract and retain qualified maths and science educators, 2 To identify the quantity of quality maths and science learners schools are able to produce for tertiary education, 3 To investigate the rate of turnover of maths and science educators, 4 To identify the number of maths and science learners who are willing to study maths and science at tertiary level and thereafter join the teaching fraternity.

Thesis (MPA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The primary aim of the Employee Assistance Programme (EAP) is to make a positive contribution towards maximum employee productivity and effectiveness in the workplace. Various organisations implemented EAP, but the achievement of aims and objectives need to be investigated in order to ascertain whether the service is successful. In order to achieve the latter, the present study was therefore designed with the primary aim of evaluating the effectiveness of the EAP services in the Free State Department of Education, Motheo District. In order for the DoE to comply with legislation they need to ensure that there is adequate provision of human and capital resources. Employees should be knowledgeable on the content of policy guidelines and procedures to promote utilisation. Accessibility of the programme will depend on the restructuring of EAP section from a sub section to a Directorate. Appropriate structure can make the EAP section effective. Staffing, competency, integration and early identification can be dealt with if the DoE can employ personnel with appropriate skills. Confidentiality and the Model through which EAP service is rendered is a challenge in the DoE as it influences utilisation of EAP services. / AFRIKAANSE OPSOMMING: Die primêre doel van die Werknemersondersteuningsprogram (WOP) is om 'n positiewe bydrae tot maksimale werknemer-produktiwiteit en -effektiwiteit in die werkplek te lewer. Verskeie organisasies het die WOP geïmplementeer, maar ten einde vas te stel of die diens suksesvol was, moet die bereiking van doelstellings en doelwitte ondersoek word. Ten einde laasgenoemde te vermag, is die huidige studie dus ontwerp met die primêre doel om die effektiwiteit van die WOP-dienste in die Vrystaatse Onderwysdepartment, Motheo-distrik te evalueer. Die Onderwysdepartement moet, wetgewing nakom deur te verseker dat voldoende menslike en kapitaalhulpbronne beskikbaar gestel word. Ten einde verbruik te bevorder behoort werknemers goed ingelig te wees met betrekking tot die inhoud van beleidsriglyne en -prosedure. Toegankilikheid tot die program sal van die herstrukturering van die WOP afdeling van 'n onderafdeling tot 'n Direktoraat afhang. Toepaslike strukture kan die WOP-afdeling effektief maak. Personeeltoewysing, bevoegdheid, integrasie en vroeë identifisering kan hanteer word indien die Onderwysdepartement personeel aanstel wat oor die toepaslike vaardighede beskik. Vertroulikheid en die Model waarvolgens die WOP-diens bedryf word, bied 'n uitdaging in die Onderwysdepartement aangesien dit die verbruik van WOP-dienste beïnvloed.