Operational research is a complex of different disciplines which, due to the appliance of mathematical methods, seek for optimal solutions of complicated problems. The basics of particular disciplines or the whole subject are commonly being taught at universities in the Czech republic. The operational research curriculum was omitted from secondary education twenty years ago. This thesis deals with topics such as why and how the subject of operational research could once again be presented to secondary school students. This thesis discusses theoretical background as well as purely practical questions. That is why this thesis includes the parts of didactics and methodology of the subject. The result offers a complex perspective of a possible reimplementation of the operational research subject to secondary schools and to their students' awareness.

The aim of this dissertation named " Education and the education system in the Central Bohemian Region and its link to the labour market" is to assess the evolution of the education structure of the population and the education system in the Central Bohemian region in relation to the labour market ( after 2001 ). The dissertation is divided into four main chapters. The first chapter is dedicated to the definition of the elementary pedagogy terms, labour market etc. The second chapter is providing more information about the education system and the labour market in Czech Republic including the legislation and the fundamental conceptual documents. The third chapter illustrates the organisation of the education system in the Central Bohemian region and informs about the education structure in the Central Bohemian region. The fourth chapter contains the issues of the labour market in the Central Bohemian region and focuses on the employment and unemployment in the region. There is also an analysis of the vacancies structure in the region. With the analysis of the statistical data was possible to identify and evaluate the difference between the education structure in Czech Republic and in Central Bohemian region and also weight up if the structure of the education system in the Central Bohemian region meets the demand for labour from the profession point of view as well as the achieved education point of view. All this is introduced in the closing part of the dissertation.

Orientador: Salvador Antonio Mireles Sandoval / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-28T02:31:01Z (GMT). No. of bitstreams: 1 Azevedo_MariaElizabethde_D.pdf: 8924919 bytes, checksum: 64455cbb1d1657bb59abc217dded59f7 (MD5) Previous issue date: 2015 / Resumo: Trata-se de pesquisa interdisciplinar na área de Políticas Públicas, Educação e Informação, cujo objetivo principal foi pesquisar como o Poder Executivo atua na organização e disseminação da informação para/sobre a educação sob o princípio da democratização da informação. O estudo foi feito através da metodologia, a saber: fundamentação teórica da reforma da administração pública brasileira em seus objetivos de fortalecer a administração pública e de melhor atender ao cidadão; levantamento das bases conceituais para o entendimento de informação pública e Informação Governamental para e sobre a Educação; a questão do direito à informação e o resultado da luta pela democratização da informação pública; a interpretação das políticas públicas e a articulação das políticas sociais com seu impacto na organização dos conteúdos a serem disseminados nos portais educacionais do governo; o estudo das fontes governamentais de informação educacional e suas contribuições para a edificação de um Sistema Nacional de Educação; a avaliação das informações produzidas e disseminadas pelas Secretarias Estaduais de Educação em seus portais na Internet. As contribuições das Ciências Sociais mostraram-se úteis na escolha de um modelo teórico e colocar os desafios da investigação quanto à lógica da democratização, organização e disseminação da Informação Governamental para e sobre a Educação. Conclui-se que os portais das Secretarias Estaduais de Educação, podem contribuir para o entendimento e compreensão da organização da educação nacional, para a democratização da informação governamental e fortalecimento do relacionamento do governo com os cidadãos / Abstract: This is an interdisciplinary research in the area of Public Policy, Education and Information with the main objective of researching how the Public Administration acts in the organization and diffusion of information for and about education under the principle of the information democratization. This investigation was performed through de methodology, that is, theoretical substantiation of the Brazilian public administration reform with its objectives of strengthening the public administration and offering a better service for the citizen; collecting conceptual basis for the understanding of the public information and Governmental Information for and about Education; the issue of the right to information and the results of the struggle for the democratization of public information; the analysis of public policies and the social policies interfaces with their impact in the organization of contents to be diffused in the government education gateways; studies of governmental sources for the information on education and their contribution for the enlightenment of a National Education System; the evaluation of the information produced and diffused by the State Education Departments in their Internet gateways. The contribution of Social Science demonstrated its usefulness in choosing a theoretical model and putting forward investigation challenges as to the logics of democratization, organization and dissemination of the Governmental Information for and about Education. The conclusion is that the gateways of the State Education Departments are able to contribute for the understanding of the National education organization, for the democratization of the governmental information and the strengthening of the relationship between the government and citizens / Doutorado / Ciencias Sociais na Educação / Doutora em Educação

L’objectif général de cette thèse consiste dans un premier temps à établir une typologie des utilisations des TIC dans le milieu éducatif ivoirien et dans un second temps à comprendre les obstacles à ces utilisations par les enseignants du secondaire. Elle ambitionne en effet de faire un état des lieux de l’intégration des TIC quelques années après la mise en place d’une politique éducative tournée vers la technologie. Cette thèse qui mobilise des champs disciplinaires variés afin de mieux cerner notre problématique adopte pour ce faire, une double méthodologie qualitative et quantitative. Pour l’approche qualitative, des entretiens semi-directifs ont été organisés avec les administrations des établissements sollicités, les enseignants et les élèves dans le but de découvrir leurs réalités quant à l’intégration des TIC dans le système éducatif. Au niveau de l’approche quantitative, 444 questionnaires ont été répartis entre les élèves de 4 établissements de la ville d’Abidjan et ses alentours pour répertorier leurs habitudes d’utilisation des TIC ainsi que les implications de cette intégration dans leurs cursus scolaires. En sus, 102 questionnaires ont été également distribués aux enseignants de ces établissements aux fins d’établir des profils spécifiques entre utilisation et non utilisation.Les principaux résultats de notre recherche ont permis d’établir les différentes utilisations que sont : l’utilisation des TIC en tant que discipline spécifique à enseigner, l’utilisation des TIC dans les tâches administratives (aussi bien pour les enseignants que pour leurs responsables administratifs) et enfin l’utilisation des TIC en tant qu’outils pédagogiques pour enseigner d’autres matières. Il en ressort également des profils très disparates pour les élèves entre usagers avertis et novices. Dans ce contexte, la présence des équipements au sein des établissements contribue, par moments, à combler ces inégalités numériques. Quant aux enseignants, par manque de formations adéquates, ils n’ont pas acquis, pour la plupart d’entre eux, les compétences technico-pédagogiques nécessaires pour une appropriation de la technologie. Et cette situation constitue pour eux l’un des obstacles majeurs à leurs usages des TIC car la formation joue un rôle structurant dans la généralisation de la pratique. Au-delà de ce premier obstacle, d’autres obstacles généraux liés au manque de motivation des enseignants, aux difficultés financières des établissements pour la fourniture de matériels adéquats et le manque de temps expliquent ces non-usages. / The general objective of this thesis is first to establish a typology of ICT uses in the Ivorian educational environment and then to understand the obstacles to these uses by secondary school teachers. It aims to take stock of ICT integration a few years after the implementation of a technology-oriented education policy. This thesis, which mobilizes various disciplinary fields in order to better understand our problem, adopts a dual qualitative and quantitative methodology. For the qualitative approach, semi-directive interviews were held with the administrations of the schools approached, teachers and students in order to discover their realities regarding the integration of ICT into the education system. In terms of the quantitative approach, 444 questionnaires were distributed among students from 4 schools in and around Abidjan City to identify their ICT use habits and the implications of this integration in their school curricula. In addition, 102 questionnaires were also distributed to teachers in these schools to establish specific profiles between use and non-use.The main results of our research have established the different uses of ICT as a specific subject to be taught, the use of ICT in administrative tasks (both for teachers and their administrative managers) and finally the use of ICT as pedagogical tools to teach other subjects. It also reveals very disparate profiles for students between informed and novice users. In this context, the presence of equipment in institutions sometimes helps to overcome these digital inequalities. As for teachers, for lack of adequate training, most of them have not acquired the technical and pedagogical skills necessary for the appropriation of technology. And this situation constitutes for them one of the major obstacles to their use of ICTs because training plays a structuring role in the generalization of the practice. Beyond this first obstacle, other general obstacles related to the lack of motivation of teachers, the financial difficulties of schools in providing adequate materials and the lack of time explain these non-uses.

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2015 / One of the objectives of setting up a special needs school system in South Africa (SA) was to ensure that children with learning disabilities and special needs are part of a full service, inclusive education system. In SA, special needs education can be traced back to the Apartheid during which learners were segregated on the basis of their race, colour, ethnicity and disability. The apartheid policy allowed for well-resourced schools for white disabled learners and very few under-resourced schools for disabled learners from other population groups i.e. Blacks, Indian and Coloured. Children with learning disabilities (LD) have problems beyond reading, writing, mathematics, memory and organisational skills, to mention a few. Problems may include a deep sense of anger, sadness, shame and frustration which could lead to poor psychological well-being. Often affected learners present with anxiety, depression, low self-esteem and other psychological concerns. Teaching learners with special needs require skills which include proper knowledge about learners, wants and aspirations. The differences may also include cultural, gender, social and economic background. These differences influence how each learner relates and adapts to developmental milestones, cognitive & language development and psychological well-being. It should then be emphasised that every teacher, especially those who deal with learners with disabilities, needs assistance or information that will help them develop instructional programmes that enhance maximum functionality of each learner, particularly those with disabilities. The aims of the study were to assess teachers’ knowledge about the psychological well-being of their learners; and also to establish whether or not there is a relationship if any, between teachers’ demographical data and levels of knowledge. This study sampled thirty (30) teachers teaching at the special needs school, using a standardized structured quantitative questionnaire. The conclusions reached were that teachers at a special needs school did not possess adequate levels of knowledge about their learners’ psychological well-being. It was also established that there was a statistical significant association between their selected demographics and knowledge level of teachers.

A descriptive study of the Escuela Cenpritec school was carried out between September 15, 1969 and November 15, 1969 in La Paz, Bolivia. All pertinent literature was reviewed and interviews were conducted with school and government personnel. A fine physical plant has been constructed that is well lighted and equipped. It is adequately protected by a perimeter wall and by the services of a night watchman. Classes were being conducted in the four areas of electricity, plumbing, masonry and carpentry. Few of the objectives set forth in the organizational documents were met. Classes in the construction trades were offered but subsequent employment of the graduate in his specialty was very low. Coordination of on-the-job training, or, for that matter, any other kind of construction training in the city by Cenpritec did not exist. Only one class in training for the rural worker was held and efforts to encourage his return to the rural areas were unsuccessful because job opportunities were better in the city. Training for the student was at the very basic level and no classes for specialists were ever held. Basic literacy courses did not materialize even though widespread illiteracy among the study body hindered efforts to teach the building trades. No classes in management and supervision training were held. Difficulties which surround the school were myriad. The initial feasibility study apparently was not accurate and was based upon subjective evaluation rather than statistical data. Many promises of support, financial aid and help were never fulfilled. The Board of Directors often failed to discharge its duty in the direction and administration of Cenpritec. The Peace Corps advisors failed to ensure total operation of the school in accordance with its legal documents. A breakdown in communications between USAID/Bolivia and the Peace Corps/Bolivia led to confusion regarding responsibility for the school, conditions necessary for continued financial aid, and extent of authority of the volunteer instructors. Inability or unwillingness of the Government of Bolivia to accept readily its financial responsibility for the school suggests that future funding may reach crisis proportions. A policy for the continued evaluation and observation of Cenpritec does not exist and the rapid exchange of American personnel in Bolivia has led to the responsibility for its operation being placed primarily in the hands of the Peace Corps volunteer instructors. Future successful operation of Cenpritec will depend upon a careful reassessment of its role with respect to the construction industry, a reactivation of the Board of Directors, a pledge of support from the Bolivian Government and a commitment by American officials for continued, long term supervision.

Indiana University-Purdue University Indianapolis (IUPUI) / Each year thousands of international students enroll in universities across the United States of America. However, we know very little about the challenges they encounter to become competent intercultural communicators in the American academic system. Therefore, the purpose of this is to use the basic components of Deardoff’s Intercultural Communicative Competence (ICC) model to explore the challenges international students face to acquire requisite attitudes, knowledge, and skills to achieve ICC. The study was conducted through in-depth interviews with eight foreign students who were enrolled in a large Midwestern university during the time of this study. Participants described about their experiences with the intercultural communication that took place between them and their American peers and professors. Results the thematic analysis revealed the presence of four main themes and several sub-themes.

In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive policy analysis approach. Interviews of leading Ghana education officials conducted in 2010 were the predominant source of data in this research, with corroboration from analysis of policy texts and review of the media. The conclusions and recommendations that emerged from this study included: accountability, the responsible use of school time and instructional time, and education equity and adequacy. Other issues concerned social justice, teacher remuneration and motivation, and the need for equitable national education policies that reckon with the disparities in the country. In particular, this study took issue with the culture of nonimplementation of education policies in Ghana, with particular reference to the policy on extra classes. The study contended that the partial or non-implementation of education policies deepens education stratification in the country.

Education is widely acknowledged as a catalyst for social change and progress within society. Contact theory supports this notion and suggests that fostering interactions between individuals from different groups can effectively reduce prejudice and promote peace. Building upon a unique set of data, gathered from 18 semi-structured interviews with students, parents, and relevant organizations, this study aims to investigate the experiences of students within the 'two schools under one roof' system in Bosnia and Herzegovina. Specifically, it seeks to understand whether this system has any potential implications on the intergroup relations between Bosniak and Croat students and how their attitudes might differ. Recognizing the limited attention given to student perspectives and integrated educational efforts from organizations in BiH, this research aims to address this research gap and contribute to this field of knowledge.  The main findings show that there is a strong desire amongst students for further integration of education and a need for a unified curriculum. Findings also suggest that the school and external actors, except relevant organizations, show no support for such integrative actions. The paper furthermore argues for an urgent need to modernize the current schooling system in Bosnia and Herzegovina by incorporating integrative practices and fostering community-building projects and also calls for urgent actions from policymakers.

The Vietnamese science and high education system plays a major role in the country’s social and economical development. Due to a mixed influence of international education systems, the contribution of the Vietnamese research to the international scientific landscape is still modest. Over the past decades, the most scientific programmes focused mostly on rather theoretical sciences and less on applied sciences. The results are reflected by a rather low rate of international publications on experimental science. Together with the country’s efforts on the efficient use of natural resources, there is an urgent demand for strengthening the scientific activity on environmental sciences. The new Journal of Vietnamese Environment was created to respond to the increasing interest in environmental research. The journal was founded as part of an academic network initiated by the Dresden University of Technology in the framework of Vietnamese-German cooperation programs on training and education. With multidisciplinary fields of interest and several types of manuscripts, the journal has a predominant academic character, the submission of manuscripts is open to students, graduates, researchers and staff members of research and academic institutions, as well as to any individual willing to disseminate the knowledge about the management of Vietnamese environment. / Hệ thống khoa học và giáo dục đại học Việt Nam đóng vai trò quan trọng trong sự phát triển kinh tế và xã hội của đất nước. Trong xu hướng giao thoa mạnh mẽ giữa các hệ thống giáo dục quốc tế, đóng góp của các nhà nghiên cứu ở Việt Nam cho cộng đồng khoa học quốc tế còn khiêm tốn. Trong những thập niên qua, hầu hết các hoạt động khoa học tập trung vào khoa học lý thuyết hơn là các lĩnh vực khoa học ứng dụng. Điều này đã được phản ánh qua tỷ lệ khá thấp các ấn phẩm quốc tế về khoa học thực nghiệm. Cùng với những nỗ lực của đất nước để sử dụng hiệu quả các nguồn tài nguyên thiên nhiên, một nhu cầu cấp bách đặt ra là tăng cường các hoạt động nghiên cứu về khoa học môi trường. Tạp chí Môi trường Việt Nam ra đời nhằm hưởng ứng sự quan tâm ngày một gia tăng trong nghiên cứu môi trường. Tạp chí được thành lập như một phần của mạng lưới học thuật được đề xuất bởi Trường Đại học Tổng hợp Kỹ Thuật Dresden trong khuôn khổ chương trình hợp tác Việt Nam - CHLB Đức về đào tạo và giáo dục. Với mối quan tâm đa ngành và đa dạng trong ấn phẩm, tạp chí chủ yếu mang tính học thuật, cơ hội gửi đăng bài viết mở rộng cho cả sinh viên, kỹ sư / cử nhân, nghiên cứu viên và các thành viên của Viện nghiên cứu và giáo dục, các cá nhân có mong muốn phổ biến kiến thức về quản lý môi trường ở Việt Nam.