This paper focuses on the much discussed topic of media literacy. Rather than focussing on the education of pupils, it turns to the possibilities of education primarily of high school teachers in the area of media education. It briefly presents the issue of media education and media literacy, and its historical tradition in the Czech lands. It focuses on the principles and rules of adult education from the point of view of andragogy. It analyses the offer of training programs, seminars, professional literature and specialized websites from non-profit organizations, private companies, the state and universities. A separate chapter provides an overview of the subjects taught with media themes at faculties of education. The research focuses on educational strategies and approaches to teaching media skills among several teachers from grammar schools in Plzen. It not only evaluates the amount and type of used forms of education, but takes a closer look at the motivation of teachers for further professional self-development, their relationship to the media and individual capabilities in the implementation of cross-cutting topics at individual schools. In the conclusion, the paper tries to show the positives and negatives of the current situation, to critically evaluate the situation in the area of...

5 Abstract: The aim of this thesis is firstly to deal with the emergence and development of museums on the Korean peninsula and since 1948 only in the Republic of Korea. Secondly it aims to concentrate on their educational activities. The very first modern museum in Korea called the Imperial Museum was established at the beginning of the 20th century. A year after the museum opened its door to the public, Korea was annexed by Japan. That had a great impact on the development of the first museums in Korea. After the liberation from Japanese rule in 1945 the museums were handed over to Koreans. Museum activity had only just begun when the Korean War broke out. The focus of the following part is the National Museum of Korea (NMK), the most important museum in South Korea. For most of its history the museum moved from one place to another. In 2005 it finally found its place in a newly built modern building in Soul's district called Jongsan. By taking NMK as an example the thesis explores the museum educational activities. It offers a closer look at programs for foreigners and the growing number of immigrants and senior citizens, popular lecture series, wide range of guided tours etc. Finally, some exhibition projects are introduced. Keywords: Korean museums, National Museum of Korea, museum education,...

Esta pesquisa tem por objeto o uso dos resultados do Sistema de Avaliação do Rendimento Escolar de São Paulo (SARESP) na formulação de ações de formação de professores, no âmbito das Diretorias Regionais da capital paulista. Dessa forma, o problema que guia as reflexões apresentadas é a análise sobre em que medida os resultados da avaliação sistêmica subsidiam a formulação de políticas de formação docente. Como suporte teórico, são utilizados autores que se dedicam ao estudo da temática da avaliação de políticas, bem como aqueles que refletem sobre a problemática da avaliação de sistemas e programas educacionais. A fim de iluminar a questão da articulação entre avaliação de sistema e formação docente e elucidar contradições percebidas por meio da leitura dos documentos oficiais sobre a política educacional mais geral, a pesquisadora opta por uma metodologia qualitativa, enfatizando o uso da enquête com caráter exploratório. Também é realizado um estudo em algumas diretorias regionais, a fim de observar o trabalho de formação realizado nessas instâncias. Os dados obtidos e sua análise, a partir da bibliografia pesquisada, sinalizam que o uso dos resultados do SARESP para a elaboração de ações direcionadas à formação docente depende da equipe responsável por essa formação no âmbito da Diretoria Regional. Verifica-se que as equipes têm dificuldades no entendimento dos resultados da avaliação, fato que pode ser uma das explicações para a diferenciação das ações observadas entre as diretorias. Além disso, muitas das ações realizadas na diretoria regional são desdobramentos de atividades de formação definidas pela Secretaria da Educação, para toda a rede de ensino, indicando, particularmente a partir de 2002, uma tendência à centralização das ações de formação, as quais, inclusive, na opinião de alguns entrevistados, parecem ter sido definidas independentemente dos resultados das avaliações. É possível perceber algumas iniciativas locais que as diretorias buscam consolidar um movimento que privilegia ações de formação balizadas pelas necessidades dos professores evidenciadas pelos resultados da avaliação. No entanto, as informações coletadas, em seu conjunto, permitem inferir que a articulação entre os resultados do SARESP e a política de formação docente, da forma prevista nos documentos deste sistema, ainda está por ser consolidada. / The subject of this survey is the use of the results of the São Paulo Student Performance Appraisal System (Sistema de Avaliação do Rendimento Escolar de São Paulo - SARESP) in the formulation of actions for teachers\' development within the scope of the Regional Administrations of the state of São Paulo. As such, the guiding question of the reflections herein presented was to what extent the results of systemic appraisal subsidize the formulation of policies for teachers\' development. As theoretical basis, authors who dedicate to the study of such policy appraisals were used, as well as those who reflect on the evaluation of teachers\' educational programs. Aiming to enlighten the question of the articulation between system appraisal and teachers\' development and to explain contradictions perceived by means of the analysis of the official documents regarding a more general educational policy, the researcher opted for a more qualitative methodology, emphasizing the use of questionnaires with exploratory purposes. A study took place in some regional administrations, aiming to observe the development works therein performed. The results obtained and their analysis, based on the researched bibliography, indicate that the use of SARESP\'s results for the elaboration of actions towards teachers\' development depends on the teams responsible for such development within the scope of the regional administrations. It was verified that the teams have difficulties with the understanding of the appraisal results, a fact that can be one of the explanations for the differentiation of actions among the individual administrations. Besides, many of the actions done at the regional administrations are consequences of development activities defined by the Secretary of Education (Secretaria da Educação), for the entire education network, and indicating - particularly beginning 2002 - a trend of centralization of the development actions (actions which on the opinion of some interviewees seem to have been defined regardless the appraisals\' results). However, it is possible to note local initiatives in which the administrations seek to consolidate a movement that privileges development actions based on the teachers\' needs, which came to light by the appraisal results. Notwithstanding, the collected information in its entirety allow to infer that the articulation between SARESP\'s results and the policy of teachers\' development, as formally stipulated, remains to be consolidated.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-29T12:10:42Z No. of bitstreams: 1 Daygles Maria De Souza Lima_.pdf: 4072480 bytes, checksum: 7d3039003678a4d4fd291ceb3ae3bfcf (MD5) / Made available in DSpace on 2017-06-29T12:10:42Z (GMT). No. of bitstreams: 1 Daygles Maria De Souza Lima_.pdf: 4072480 bytes, checksum: 7d3039003678a4d4fd291ceb3ae3bfcf (MD5) Previous issue date: 2017-03-30 / IFRR - Instituto Federal de Educação Ciência e Tecnologia de Roraima / A temática desta tese se articula com Juventude, identidade e violência na perspectiva dos socioeducandos em cumprimento de medida socioeducativa no CSE-RR por ato infracional de natureza grave. O objeto de estudo consiste, então, na percepção si e da violência, a partir da perspectiva e trajetória de vida dos socioeducandos em cumprimento de medida socioeducativa no CSE-RR por ato infracional de natureza grave. O objetivo geral é compreender a percepção do jovem sobre si, sobre os atos de violências na sua natureza mais grave e como são subjetivamente elaborados. Frente a este contexto, o universo empírico do qual esta pesquisa se ocupa é o jovem que cometeu ato infracional de natureza grave (conduta descrita como crime ou contravenção penal), mais especificamente latrocínio, estupro e homicídio qualificado, que está internado no Centro Socioeducativo Homero de Souza Cruz, respondendo medida socioeducativa com ou sem possibilidade de atividade externa. Para cumprir com o objetivo, optou-se de método qualitativo com viés antropológico e etnográfico por compreender que permitem uma abordagem naturalista, interpretativa do mundo circundante sob a ótica do outro. A seleção e coleta de dados se deu por análise de documentos, entrevistas e voluntariedade por parte dos participantes. Os instrumentos de coleta de dados utilizados foram entrevistas semiestruturadas, interações por meio da observação direta e de análise de documentos, por meio de roteiro semiestruturado, registro em diário de campo e análise de documentos. As categorias trabalhadas foram juventude, violência e identidade. Da teia de informações coletas e registradas em gravações e no diário de campo, foi possível interpretar e compreender os sentidos da violência cruel dos atos infracionais cometidos pelos jovens participantes, sob a lente de seus olhos. Da análise, resultou as concepções de violência, os sentidos da violência naturalizada na prática criminal e o sentido da violência cruel a partir da percepção do jovem interno do CSE-RR. / The subject matter of this thesis is articulated with Youth, Identity and Violence in the perspective of individuals participating in a social educational program under social educational measure in CSE-RR for an infraction of a serious nature. Therefore, the object of study is the perception of self and violence, based on the perspective and life trajectory of individuals participating in a social educational program under social educational measure in CSE-RR for an infraction of a serious nature. The general objective is to understand the young people’s perception of themselves when it comes to the acts of violence in their most serious nature and how they are subjectively elaborated. In the face of this context, the empirical universe of this research is the young person who committed a conduct described as crime or criminal contravention, more specifically robbery, rape and qualified homicide, who is interned at Homero de Souza Cruz Social-Educational Center, under social educational measure with or without the possibility of external activity. In order to comply with the objective, we chose a qualitative method with anthropological and ethnographic bias because we understand that they allow a naturalistic, interpretative approach to the surrounding world from the perspective of the other. The data selection and collection took place through the analysis of documents, interviews and willingness on the part of the participants. The instruments of data collection were semi-structured interviews, interactions through direct observation and document analysis, through semi-structured script, field journal and document analysis. The categories used were youth, violence and identity. From the web of information collected and recorded in recordings and in the field journal, it was possible to understand the meanings of the cruel violence related to the infractions committed by the young participants from their point of view. From the analysis, it is possible to access the notions of violence, the senses of the naturalized violence in the criminal practice and the sense of cruel violence from the perception of the young inmates in CSE-RR.

L'évaluation des universités est un processus par lequel une institution compare ses objectifs déclarés (ou ses progrès) avec ceux des années précédentes. La première approche de l'évaluation universitaire en Europe a commencé dans les années 1990, lorsque le processus externe d'assurance qualité a été adopté par le Conseil Européen des ministres de l'enseignement ainsi que l'évaluation des activités d'apprentissage dans les État membres. Mais l'activité de l'évaluation institutionnelle est considérée aujourd'hui comme le produit principal du processus de Bologne au sein de l'Europe. La qualité de l'enseignement supérieur en Europe est en effet suivie surveillée par différentes agences d'accréditation. La méta-évaluation de es organismes se fait par ENQA (European association for quality assurance in Higher Education). / University evaluation is a process by which an institution compares its stated goals or progress with those attained in preceding years. The first approach of university evaluation in Europe began in 1990s when the European Council of ministers adopted external quality assurance process to evaluate teaching and learning activities in the member state. The Bologna process further organized the activity of institutional evaluation across Europe. The quality of higher education in Europe is monitored by different quality and accreditation agencies. It is the European association for quality assurance in Higher Education (ENQA) that carries out the meta-evaluation of these agencies.

Η παρούσα εργασία εστιάζεται στην εξέταση της υφιστάμενης κατάστασης στον Οργανισμό Λιμένος Πατρών υπό το πρίσμα της Δ.Α.Π. Πιο συγκεκριμένα επιχειρεί να διερευνήσει κατά πόσο εφαρμόζονται εκπαιδευτικά προγράμματα τα οποία συμβάλλουν στην αναβάθμιση και τον εκσυγχρονισμό του οργανισμού. / The Present Study examines the degree to which, the public organizations make use of the advantages of Human Training and Development Programs. Also tries to identify the essential factors for successful Human Training and Development.

The decisions and actions of management in organisations have an increasing impact on individuals, other organisations and the community. The importance of the exercise of corporate social responsibility can no longer be based on the assumption that the self–interest of the owner of the property will lead to the public good, or that self–interest and public good can be kept apart and have nothing to do with each other. On the contrary, it requires of managers that they assume responsibility for the public good, that they subordinate their actions to an ethical code of conduct, that they restrain their authority wherever their exercise would infringe upon the common will and upon the freedom of the individual. South Africa is one of the countries with the highest illiteracy rate in the world. There are more children dropping out of school in South Africa than any other country in the world. The social and economic impact of the lack of education is difficult to comprehend. Lack of education affects company productivity and competitiveness adversely. A lack of education increases the training costs of organisations immensely. Hence, companies cannot sit on the sideline, but should rather be involved in education through corporate social responsibility programs. The primary objective of the study is to investigate the relationship between corporate social responsibility spending by companies, especially on education, and improvement in standards of education, thereby increasing the overall annual Grade 12 pass rate. In order to address the primary objectives of the study, the following secondary objectives were formulated: * To understand and obtain insight into the dynamics of social responsibility programs of companies that are involved in education; * To analyse and identify the main reason for companies to be involved in education; * To analyse and assess corporate and school partnerships in and around the designated area; * To measure output for different township high schools by using the grade 12 pass rate as a measuring tool; * To establish the level of satisfaction within companies that have embarked on corporate social responsibility programs; and * To establish the importance of mathematics and science as part of the school education. The most important conclusions that could be drawn from the study are: * Companies had endorsed corporate social responsibility as part of their strategy; * It had been extremely difficult to obtain information about companies' corporate social responsibility programs due to information being classified as confidential by companies. This could be a serious impediment for advancement of literature and research in the country; and * Companies had contributed massive resources to the advancement of education through their educational programs, but this had not yielded the consistently desired results through improvement of the Grade 12 pass rate. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The decisions and actions of management in organisations have an increasing impact on individuals, other organisations and the community. The importance of the exercise of corporate social responsibility can no longer be based on the assumption that the self–interest of the owner of the property will lead to the public good, or that self–interest and public good can be kept apart and have nothing to do with each other. On the contrary, it requires of managers that they assume responsibility for the public good, that they subordinate their actions to an ethical code of conduct, that they restrain their authority wherever their exercise would infringe upon the common will and upon the freedom of the individual. South Africa is one of the countries with the highest illiteracy rate in the world. There are more children dropping out of school in South Africa than any other country in the world. The social and economic impact of the lack of education is difficult to comprehend. Lack of education affects company productivity and competitiveness adversely. A lack of education increases the training costs of organisations immensely. Hence, companies cannot sit on the sideline, but should rather be involved in education through corporate social responsibility programs. The primary objective of the study is to investigate the relationship between corporate social responsibility spending by companies, especially on education, and improvement in standards of education, thereby increasing the overall annual Grade 12 pass rate. In order to address the primary objectives of the study, the following secondary objectives were formulated: * To understand and obtain insight into the dynamics of social responsibility programs of companies that are involved in education; * To analyse and identify the main reason for companies to be involved in education; * To analyse and assess corporate and school partnerships in and around the designated area; * To measure output for different township high schools by using the grade 12 pass rate as a measuring tool; * To establish the level of satisfaction within companies that have embarked on corporate social responsibility programs; and * To establish the importance of mathematics and science as part of the school education. The most important conclusions that could be drawn from the study are: * Companies had endorsed corporate social responsibility as part of their strategy; * It had been extremely difficult to obtain information about companies' corporate social responsibility programs due to information being classified as confidential by companies. This could be a serious impediment for advancement of literature and research in the country; and * Companies had contributed massive resources to the advancement of education through their educational programs, but this had not yielded the consistently desired results through improvement of the Grade 12 pass rate. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / nÃo hà / O trabalho aborda a avaliaÃÃo de programas educacionais desenvolvidos na educaÃÃo profissional. Trata-se de uma anÃlise investigativa sobre a sistemÃtica de avaliaÃÃo desenvolvida pelas organizaÃÃes integrantes do Sistema âSâ em Fortaleza, no CearÃ. Os cursos ministrados pelo Sistema âSâ objetivam formar indivÃduos para o exercÃcio da cidadania e para o mundo do trabalho, contextualizados em organizaÃÃes brasileiras responsÃveis por educaÃÃo profissional. O objetivo do estudo visa analisar as concepÃÃes e tÃcnicas dos modelos de avaliaÃÃo educacional adotados pelo Sistema âSâ para realizar uma anÃlise comparativa dos modelos, identificando a abordagem adotada nas seis organizaÃÃes estudas. De modo especifico, este trabalho propÃe-se a verificar quais das instituiÃÃes avaliam os programas educacionais, a descrever os profissionais que realizam a avaliaÃÃo, a identificar os critÃrios que sÃo utilizados, a desvelar os processos de avaliaÃÃo, a analisar a tomada de decisÃo, bem como as aÃÃes efetivadas apÃs o resultado da avaliaÃÃo de programas. A pesquisa, de natureza aplicada, com abordagem quali-quantitativa descritiva, inicia com a pesquisa bibliogrÃfica e documental, adota, como procedimento tÃcnico, o estudo de caso, mediante estudo comparativo e utiliza, como instrumento para coleta de dados, o questionÃrio, com caracterizaÃÃo dos respondentes e respectivas opiniÃes em escala. AlÃm disso, essa pesquisa busca informaÃÃes na fase exploratÃria da pesquisa com a finalidade de averiguar se asseis organizaÃÃes seguem a legislaÃÃo inerente à educaÃÃo profissional do paÃs,averigua se a modularizaÃÃo das aÃÃes e o itinerÃrio formativo foca a qualificaÃÃo profissional, e como se processa a inserÃÃo do formando no mercado de trabalho. O estudo constata que existem divergÃncias entre os modelos de avaliaÃÃo de programas aplicados, o perfil acadÃmico dos avaliadores do Sistema âSâ, haja vista que os profissionais tÃm formaÃÃo de graduados, especialistas e pÃs-graduados em varias Ãreas do conhecimento, com predomÃnio da Ãrea de educaÃÃo. A anÃlise dos critÃrios, das tÃcnicas e dos procedimentos avaliativos utilizados pelas unidades educativas,mediante o projeto pedagÃgico de cada subsistema, quando confrontadas com o referencial teÃrico, evidencia que a avaliaÃÃo das prÃticas educativas, no Sistema âSâ,està embasada em modelos de avaliaÃÃo teÃrica e empÃrica relacionadas Ãs tomadas de decisÃes e com as concepÃÃes de avaliaÃÃo educacional prescritas na literatura contemporÃnea. Ademais, encontram-se arrimadas em polÃticas e procedimentos de educaÃÃo para o desenvolvimento e a formaÃÃo profissional, alÃm de propiciar a inserÃÃo e ascensÃo ao mercado de trabalho. / The paper discusses the evaluation of educational programs developed in vocational education. This is an investigative analysis on the evaluation system developed by the organizations of the System "S" in Fortaleza. The courses taught by "S" System seek to train individuals for the exercise of citizenship and the world of work, contextualized in Brazilian organizations responsible for vocational education. The aim of this study is to analyze the concepts and techniques of evaluation models adopted by the educational system "S" to perform a comparative analysis of models, identifying the approach adopted in the six organizations studied. A specific manner, which proposes to verify institution evaluates the educational programs, describe the professional conducting the assessment, identify the criteria that are used, revealing the processes of assessment, to analyze decision-making, as well as the actions take effect after the result of evaluation. The nature of applied research with qualitative and quantitative descriptive approach, begins with bibliographical and documentary research, technical procedure takes as a case study, by comparing and uses as an instrument for data collection the questionnaire, with characterization of the respondents and their opinions in scale. Search information in the exploratory phase of research with the purpose of ascertaining whether the six organizations follow the rules inherent in professional education in the country, consider whether the modularization of the shares and if the formation process focuses on professional qualifications, and, how is the insertion of forming in the labor market. The study notes that there are differences between the models of evaluation of programs implemented, the academic profile of evaluators System "S", considering that the professionals have training graduates, postgraduates and specialists in various fields of knowledge with a predominance of education. The analysis of the criteria, techniques and evaluation procedures used by educational units through the pedagogical project of each subsystem, when confronted with the theoretical evidence that the assessment of educational practices in the System "S" is based on valuation models and theoretical empirically related to decision making, and with the concepts of educational evaluation prescribed in contemporary literature. Moreover, they are sustained on policies and procedures for the development of education and training, besides enabling the insertion and rise to the labor market.

Esta pesquisa tem por objeto o uso dos resultados do Sistema de Avaliação do Rendimento Escolar de São Paulo (SARESP) na formulação de ações de formação de professores, no âmbito das Diretorias Regionais da capital paulista. Dessa forma, o problema que guia as reflexões apresentadas é a análise sobre em que medida os resultados da avaliação sistêmica subsidiam a formulação de políticas de formação docente. Como suporte teórico, são utilizados autores que se dedicam ao estudo da temática da avaliação de políticas, bem como aqueles que refletem sobre a problemática da avaliação de sistemas e programas educacionais. A fim de iluminar a questão da articulação entre avaliação de sistema e formação docente e elucidar contradições percebidas por meio da leitura dos documentos oficiais sobre a política educacional mais geral, a pesquisadora opta por uma metodologia qualitativa, enfatizando o uso da enquête com caráter exploratório. Também é realizado um estudo em algumas diretorias regionais, a fim de observar o trabalho de formação realizado nessas instâncias. Os dados obtidos e sua análise, a partir da bibliografia pesquisada, sinalizam que o uso dos resultados do SARESP para a elaboração de ações direcionadas à formação docente depende da equipe responsável por essa formação no âmbito da Diretoria Regional. Verifica-se que as equipes têm dificuldades no entendimento dos resultados da avaliação, fato que pode ser uma das explicações para a diferenciação das ações observadas entre as diretorias. Além disso, muitas das ações realizadas na diretoria regional são desdobramentos de atividades de formação definidas pela Secretaria da Educação, para toda a rede de ensino, indicando, particularmente a partir de 2002, uma tendência à centralização das ações de formação, as quais, inclusive, na opinião de alguns entrevistados, parecem ter sido definidas independentemente dos resultados das avaliações. É possível perceber algumas iniciativas locais que as diretorias buscam consolidar um movimento que privilegia ações de formação balizadas pelas necessidades dos professores evidenciadas pelos resultados da avaliação. No entanto, as informações coletadas, em seu conjunto, permitem inferir que a articulação entre os resultados do SARESP e a política de formação docente, da forma prevista nos documentos deste sistema, ainda está por ser consolidada. / The subject of this survey is the use of the results of the São Paulo Student Performance Appraisal System (Sistema de Avaliação do Rendimento Escolar de São Paulo - SARESP) in the formulation of actions for teachers\' development within the scope of the Regional Administrations of the state of São Paulo. As such, the guiding question of the reflections herein presented was to what extent the results of systemic appraisal subsidize the formulation of policies for teachers\' development. As theoretical basis, authors who dedicate to the study of such policy appraisals were used, as well as those who reflect on the evaluation of teachers\' educational programs. Aiming to enlighten the question of the articulation between system appraisal and teachers\' development and to explain contradictions perceived by means of the analysis of the official documents regarding a more general educational policy, the researcher opted for a more qualitative methodology, emphasizing the use of questionnaires with exploratory purposes. A study took place in some regional administrations, aiming to observe the development works therein performed. The results obtained and their analysis, based on the researched bibliography, indicate that the use of SARESP\'s results for the elaboration of actions towards teachers\' development depends on the teams responsible for such development within the scope of the regional administrations. It was verified that the teams have difficulties with the understanding of the appraisal results, a fact that can be one of the explanations for the differentiation of actions among the individual administrations. Besides, many of the actions done at the regional administrations are consequences of development activities defined by the Secretary of Education (Secretaria da Educação), for the entire education network, and indicating - particularly beginning 2002 - a trend of centralization of the development actions (actions which on the opinion of some interviewees seem to have been defined regardless the appraisals\' results). However, it is possible to note local initiatives in which the administrations seek to consolidate a movement that privileges development actions based on the teachers\' needs, which came to light by the appraisal results. Notwithstanding, the collected information in its entirety allow to infer that the articulation between SARESP\'s results and the policy of teachers\' development, as formally stipulated, remains to be consolidated.