Made available in DSpace on 2016-06-02T19:16:28Z (GMT). No. of bitstreams: 1 3710.pdf: 4451733 bytes, checksum: bdb62f8c2217b7cf52251cfe8e050c16 (MD5) Previous issue date: 2011-05-31 / The fast growth experienced by UFSCar in recent years, in the spheres of education, research and extension was accompanied by a growth in its physical structure, with the creation of two new campuses. The immediate consequence was the increase in spending this new funding structure, which was not accompanied by corresponding increase in transfers of government funds, which has the matrix distribution of budget resources of the Ministry of Education, composed of academic and research indicators for each institution, a major source of federal funding of institutions of higher education. This dissertation, first, to present a review of the forms of financing higher education in Brazil, and particularly at UFSCar, and analyze and understand the many variables that make up the matrix distribution of budget resources of the MEC, based on the indicator Equivalent Student. For this second goal we applied the multivariate regression analysis on data matrix in order to subsidize an institutional policy to improve the current rate which determines the allocation of resources to UFSCar. As a result, the first objective, it was possible to confirm the difficulty of financing the maintenance of federal institutions of higher education, in this way, are dependent on the ability of its managers to seek extra resources for the development of education, research and extension. Regarding the results of the multivariate analysis, we identified that the main variables of the matrix are the number of graduates and the number of new students, showing that the model focuses on productivity without regard to quality. A model consisting of quantitative and qualitative variables would be more in line with the characteristics of the Brazilian federal universities, namely the pursuit of excellence. / O grande crescimento experimentado pela UFSCar nos últimos anos, nas esferas do ensino, pesquisa e extensão veio acompanhado de um crescimento de sua estrutura física, com a criação de dois novos campi. A conseqüência imediata foi o aumento dos gastos de custeio desta nova estrutura, que não foi acompanhada pelo respectivo aumento dos repasses das verbas governamentais, que tem na Matriz de Distribuição de Recursos Orçamentários do MEC, composta por indicadores acadêmicos e de pesquisa de cada instituição, uma das principais fontes de financiamento das instituições federais de ensino superior. Este trabalho busca, primeiramente, apresentar uma revisão das formas de financiamento da educação superior no Brasil e, particularmente, na UFSCar; e analisar e entender as diversas variáveis que compõem a Matriz de Distribuição de Recursos Orçamentários do MEC, baseada no indicador Aluno Equivalente. Para este segundo objetivo aplicou-se a análise de regressão multivariada nos dados da matriz com a finalidade de subsidiar uma política institucional para melhorar o atual índice que determina o aporte de recursos à UFSCar. Como resultado, no primeiro objetivo, foi possível confirmar a dificuldade de financiamento da manutenção das IFES que, desta forma, ficam dependentes da capacidade de seus gestores de buscarem recursos extras para o desenvolvimento do ensino, da pesquisa e da extensão. Em relação aos resultados da análise multivariada, identificou-se que as principais variáveis da matriz são o número de alunos formados e o número de alunos ingressantes, mostrando que o modelo privilegia produtividade sem levar em conta a qualidade. Um modelo composto por variáveis quantitativas e qualitativas estaria mais de acordo com as características das universidades federais brasileiras, ou seja, a busca da excelência.

Esta pesquisa buscou contribuir para os conhecimentos relativos ao financiamento e à gestão democrática da educação cuja questão principal é a análise da política municipal dos recursos financeiros descentralizados para as escolas de Dourados (MS) no período de 2005 a 2008. Buscou-se analisar a política de descentralização dos recursos financeiros implantada na gestão do PT de Dourados (MS) (2005-2008), compreendendo-a no bojo das disputas sociais como instrumento importante na alteração da correlação de forças que visa à radicalização da democracia na escola, compreendendo até que ponto ela contribuiu para democratizar a gestão da escola. A metodologia da pesquisa foi descritivo-analítica e incluiu tanto a análise de documentos (dados diretos produzidos no município, como atas, relatórios, planos de trabalho, legislação, dados diretos e indiretos, em especial do FNDE/MEC, como relatórios de prestação de contas, orçamento, legislação, entre outros) quanto entrevistas realizadas com diferentes sujeitos gestores municipais, pais, alunos, professores e direção de duas escolas públicas municipais de Ensino Fundamental sobre a gestão e a política dos recursos financeiros descentralizados, indagando até que ponto ela pressupôs o exercício das práticas participativas visando à democratização da gestão da escola. Trabalhou-se inicialmente com a hipótese de que a política de descentralização dos recursos financeiros para as escolas municipais de Dourados (MS), implantada pela administração do Partido dos Trabalhadores (PT) não foi conduzida de forma participativa, bem como esteve permeada por princípios da racionalidade técnica instrumental. A matriz para análise se sustenta em alguns pressupostos teóricos que analisam os programas descentralizantes, demonstrando a importância da política de descentralização de recursos financeiros para as escolas (CAMARGO, 1997) e compreendendo que a tendência de universalização das políticas de assistência financeira automática indica a insuficiência de recursos financeiros para alcançar resultados redistributivos que surtam efeitos de equalização de oportunidades educacionais nas escolas (FARENZENA, 2010), de modo que esses programas compõem a política de financiamento educacional que, em última instância, visa assegurar a política macroeconômica do Estado (CRUZ, 2009). Os dados coletados foram organizados em quatro chaves de análise, a saber: a) a gestão da escola na visão dos agentes escolares; b) mecanismos de gestão democrática e a participação da comunidade escolar; c) a participação da comunidade da escola na gestão dos recursos financeiros descentralizados; d) as decisões e as estratégias de gestão dos recursos financeiros nas escolas. Os resultados revelam que a política de descentralização de recursos financeiros elaborada na gestão do PT, embora demonstrasse limitações quanto às formas de gestão participativa, repercutiu positivamente entre os sujeitos das escolas, sem, contudo, contribuir para alterar as práticas de gestão patrimonialista que visam excluir os pais e alunos das decisões tomadas pela escola. / This study aims at the funding and democratic administration of public education. Its main focus is an analysis of municipal policy for decentralized school funding resources in Dourados, Mato Grosso do Sul, Brazil, between 2005 and 2008. Such policy analysis assesses its contributions to a democratic school administration. A descriptive-analytical methodology was applied to this study. It included an analysis of documents (produced in the municipal district: minutes, reports, work plans, legislation, etc.; and in the federal departments, especially FNDE / MEC, through reports, budgets, legislations, etc.) andinterviews with different subjects municipal managers, parents, students, teachers and principals of two municipal public elementary schools. The focus was on policies and the administration of decentralized funding resourcesto assess how and when community practicesare needed for the democratization of schooladministration. The first hypothesis shows that the policies for decentralization of funding resources in Dourados municipal schools, implemented by the PT(Workers Party) administration within that period, were not based on community practices. Actually, they were based on principles of instrumental/technical rationality. Three points were taken into consideration in this study: the importance of decentralization policies for schoolfunding resources (CAMARGO, 1997); the assessment of redistributed resources which balanced education opportunities in schools (FARENZENA, 2010); and education funding policies thatwere coherent to the Brazilian macroeconomicpolitics (CRUZ, 2009). Collected data were organized in four (04) analysis groups: a) the school administration from the school agents\' point of view; b) the mechanisms of democratic administration and the participationof the school community; c) the participation of the school communityin the administration of decentralized funding resources; d) administration decisions and strategies for school funding resources. The results show that the decentralization policies for the funding resources developed during the PT administration, although limited as far as community administration is concerned, had positively feedback from the subjects in schools. However, it did not contribute to change the property management practices, which leave parents and students out of the decisions taken by the school administration.

Esta dissertação aborda a temática do financiamento da política educacional brasileira, tendo como objetivo principal a análise do contexto e dos processos políticos que resultaram na aprovação da meta de investimento público do II Plano Nacional de Educação (II PNE) (Lei 13.005/2014). O estudo conta com três principais fontes de informação, quais sejam, i) a revisão bibliográfica acerca da temática do financiamento educacional e da planificação da área, ii) entrevistas com atores da comunidade educacional, além de iii) análise de registros públicos do processo de construção social e tramitação legislativa do plano. O modelo de coalizões de defesa orienta as análises desenvolvidas, aliado à literatura sobre projetos políticos e instrumentos de políticas públicas. Foram identificadas duas coalizões que defendiam interesses, ideias e propostas sobre o tema, tendo influenciado a versão final da meta de investimento público em educação. A primeira coalizão, descrita sob o lema ampliação de recursos públicos para a educação pública, defendeu de maneira preponderante a maior destinação de recursos para as políticas de educação ofertadas exclusivamente pelo setor público, tendo influenciado centralmente a aprovação dos dois principais dispositivos trazidos pela meta 20, quais sejam, a vinculação de recursos como projeção percentual do PIB, o Custo Aluno Qualidade Inicial (CAQi) e o Custo Aluno Qualidade (CAQ). A segunda coalizão, identificada sob o lema ampliação de recursos públicos para a educação, aliada à gestão, defendia uma maior destinação de recursos para a área, contemplando a oferta educacional realizada por atores não-públicos, desde que aliada ao aprimoramento dos mecanismos de gestão do gasto. A análise do processo de construção do plano aponta a existência de múltiplos atores, governamentais e não-governamentais, que buscaram influenciar a formatação final do II PNE, no qual a temática do financiamento teve destaque. O texto final normativo é reflexo desta construção e, embora represente um extensivo e intensivo processo de racionalização decisória, produziu contradições que acabam por prolongar e intensificar a disputa no campo do financiamento educacional / This dissertation discusses the issues of public education funding in Brazil, and aims to analyze the context and political processes related to the approval of the public investment goal stablished by the II Plano Nacional de Educação (II National Education Plan) (Lei 13.005/2014), based on the identification of actors, strategies, interests and ideas in dispute. The study is based on three main information resources, that is, i) bibliographic research related to the theme of education funding in Brazil, and educational planning, ii) interviews carried out with actors from educational community, besides iii) public documents from the process of social and legislative construction of the II National Education Plan. Advocacy coalition framework guides the presented analysis, along with political project and public policy instruments literature. There have been identified two coalitions defending interests, ideas and propositions to the theme, having influence to the final version of the education funding goal. The first coalition, defined under the term, enlargement of public resources for public education, defended a broader destination of resources to educational public policies carried out exclusively by the public sector, having influence to the approval of two main instruments of the 20 goal, that are, linking resources as a percentage of the PIB (GDP), the Cost of Initial Quality Education per Student (CAQ) and the Cost of Quality Education per Student. The second coalition, identified under the term enlargement of public resources for education, allied to management, defended a broader destination of public resources to the area, including the policies offered by non-state institutions, as long as connected to the enhancement of quality expenditure mechanisms. The analysis of the process points out the existence of multiple social actors, governmental and non-governmental, which sought to influence the II PNE, process in which the education funding theme was central. The final version of the plan reflects this construction and, although represents an extensive and intensive decisional rationalization process, it has produced contradictions that end up prolonging and intensifying the dispute in educational funding arena

Orientador: Newton Antonio Paciulli Bryan / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T03:52:11Z (GMT). No. of bitstreams: 1 Silva_GeneMariaVieiraLyra_D.pdf: 1913556 bytes, checksum: 16f29419f301e17a4986273d9b633829 (MD5) Previous issue date: 2013 / Resumo: Esta tese investiga o funcionamento estrutural dos Conselhos Estaduais de Acompanhamento e Controle Social do Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação (CACS/Fundeb) dos estados do Amazonas, de Sergipe, de São Paulo, do Rio Grande do Sul e de Goiás. Para tanto, é feita uma análise comparativa entre eles, considerando as atividades desenvolvidas no período de 2008 a 2011. O objetivo inicial é verificar como são tomadas as decisões nesses espaços democráticos e participativos, aqui denominados conselhos gestores, assim como identificar os fatores que determinam as suas efetividades institucionais. Toma como base o contexto da redemocratização do Estado brasileiro e do advento da participação social e reflete sobre as dimensões políticas e históricas do financiamento da educação pública, por meio da implementação da política de fundos e da institucionalização do controle social. Revisita o conceito de controle social da função administrativa do Estado, fundamentado nas categorias conceituais de representação e participação, no interior de instituições nas quais a tomada de decisão é compartilhada entre representantes do poder público e da sociedade. Com foco no empoderamento da cidadania política dos membros constituintes desses colegiados, também analisa as ações institucionais que buscam o fortalecimento do controle social, em especial do financiamento da educação pública. O estudo contribui com o desenvolvimento do conceito de controlabilidade social, aqui entendido como a capacidade da instituição controladora, constituída pela sociedade civil organizada, de manter-se adequada ao exercício pleno do controle social. A tese conclui que as diferenças capturadas entre os conselhos estaduais, principalmente as relacionadas com as estruturas de funcionamento e as proposições de procedimentos e ações, possibilitam a ampliação da efetividade institucional, contribuindo em escala variável para a fiscalização da política de financiamento da educação pública. / Abstract: This thesis investigates the structural functioning of the States Boards of Monitoring and Social Control Fund of Maintenance and Development of Basic Education and Enhancement of Education Professionals (CACS / Fundeb) of the Amazonas, Sergipe, São Paulo, Rio Grande do Sul and Goiás states, in Brazil. Therefore, a comparison is made between them, considering the activities done during the period of 2008-2011. The initial purpose is to see how decisions are made in these democratic and participatory spaces, here called management councils, as well as to identify the factors that determine their institutional effectiveness. This study uses as a basis the context of the democratization of the Brazilian State and the advent of social participation and it reflects on the historical and political dimensions of financing in public education through the implementation of the policy fund and the institutionalization of social control. It revisits the concept of social control in the administrative functions of the State, based on the conceptual categories of representation and participation within institutions where decision making is shared between representatives of the government and the society. Focusing on the empowerment of political citizenship, constituent members of these states boards also analyze the institutional actions that seek to improve social control, especially the funding of public education. The study contributes to the development of the concept of social controllability, defined here as the ability of the controlling institution, composed by the organized civil society, of maintaing itself adequate in the full exercise of social control. The thesis concludes that the captured differences between the states boards, especially those related to the structures and operating procedures of the propositions and actions, enable the expansion of institutional effectiveness, contributing, in a varying scale, to checking the political financing of public education. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutora em Educação

This study describes the status of zero-based budgeting in institutions of higher education in the United States. Purposes were to determine (a) knowledgeability of the chief financial officers about concept and techniques of ZBB, (b) Institutions' use of ZBB and other widely-used budgeting techniques such as Incremental, Formula, Planning, Programming and Line-item budgeting system, and (c) the chief financial officer's perceptions of ZBB. A questionnaire constructed from literature was mailed to two hundred randomly-selected institutions of higher education in the forty-eight contiguous states and authorized to offer at least a one-year program of college level studies toward a degree. The 136 returned useable responses were tabulated according to institution type, size, and amount of budget.

Diploma thesis "Analyses of public higher education funding in Czech Republic- implementation of changes" deals with setting the rules and principles of higher education institutions funding in Czech Republic and analyzes the situation in funding after year 2006. The thesis outlines its view on the universities budget and its function by clarifying the function of public budgets and it clarifies the constitution of higher education as a mixed good with externalities. Funding of higher institutions is a tool in the hands of the state, which helps to influence the higher education politics.For better understanding the current situation, the thesis is using the description of evolution in higher education funding after year 1989. Another important aspect is the international context, therefore , the thesis peeks into the setting up the system of higher education funding in chosen states and implements detected knowledge into the wider context. Using case study research design the thesis makes clear the evolution in funding after year 2006 and formulates the implication for public policy.

This was a study of the development of an objective funding method for public higher education institutions in Tennessee. The review covers the history of higher education funding from the early 1800s through the beginning of the twenty-first century with emphasis on the early 1960s through the year 2000. The study describes and analyzes the efforts made in Tennessee to provide adequate and equitable funding to public higher education institutions. Minutes of meetings of the Tennessee Higher Education Commission, reports on studies commissioned by state officials, accountability reports prepared by the Tennessee Higher Education Commission, the Tennessee Board of Regents and the University of Tennessee, and official budget-related documents and annual financial reports of the colleges and universities were examined for this study. Fifteen personal interviews were conducted with individuals identified on the basis of their longevity in Tennessee higher education and/or the timeframe of their service, and because they represented a cross-section of state officials, officials of governing boards, and university and community college officials. A financial analysis of state appropriations, revenues and expenditures is included for 1993 through 2002. This study found that Tennessee’s formula contains most of the elements that have been brought forward in the literature over the years as indications of a good formula, and it addresses several of the disadvantages of formula funding. The funding formula has moved Tennessee higher education institutions closer to “equitable and fair” funding among the institutions since its application in the early 1970s. A provision for performance funding and implementation of Centers of Excellence and Centers of Emphasis programs addressed quality issues relative to funding. However, use of a formula has not solved the problem of insufficient funding. The complexity of college and university financial reporting has contributed to misunderstandings and distrust between higher education and state officials. This study combines lessons from the past with recommendations for future modifications to the funding formula used by Tennessee’s higher education institutions.

No description available.

"The problem in this study is to determine some of the effects that oil development in Young County has had on the educational program of the county. Some significant effects on the valuations for school purposes, bond rates, maintenance rates, salaries of the teachers in the common and independent schools, per capita cost of instruction, rural aid, enrollment per teacher, and total enrollment in the schools of Young County will be investigated. For comparative purposes, a study of the independent and common schools of Denton County was made for the years 1918 to 1939 inclusive."-- leaf 1.

"This study consists of two phases: (1) as study of existing financial conditions of the public schools of Hill county based on assessed valuations, tax rates, expenses per scholastic, and investments per scholastic in bond and capital outlay, and (2) a proposed plan for equalizing the existing inequalities..the study includes all of the 82 public schools of Hill County,Texas. The study includes 63 common school districts, 4 independent districts under county supervision, 2 rural high schools, and 13 independent districts. These schools range in scholastic population from 27 to 1974."--leaf 1