La presente tesis tiene como objetivo medir la contribución del capital humano al crecimiento económico del Perú durante el periodo 1970-2018. Desde el punto de vista teórico, autores como Uzawa (1965), Romer (1986) y Lucas (1988) nos dicen que existe una relación positiva entre el capital humano y el crecimiento económico. No obstante, mediante la metodología de Engle y Granger (1987) el presente estudio muestra que dicha relación no se cumple para el caso peruano. Este resultado es atribuible a factores como la baja productividad del trabajador, la baja calidad educativa, la pobre infraestructura educativa, la baja inversión educativa, entre otros. / This thesis aims to measure the contribution of human capital to the economic growth of Peru during the period 1970-2018. From the theoretical point of view, authors such as Uzawa (1965), Romer (1986) and Lucas (1988) tell us that there is a positive relationship between human capital and economic growth. However, through the methodology of Engle and Granger (1987) the present study shows that this relationship is not fulfilled for the Peruvian case. This result is attributable to factors such as low worker productivity, low educational quality, poor educational infrastructure, low educational investment, among others. / Tesis

Introduction: Eosinophilic Esophagitis (EoE) is a rare allergic inflammatory disease affecting approximately 1-4 in every 10,000 individuals in the United States. With the dramatic increase in prevalence of EoE in recent years and the increasing use of the internet as a source of health care information, we sought to evaluate the educational quality of EoE videos on YouTube. Methods: We performed a YouTube search using the keyword “eosinophilic esophagitis” from September 8-27, 2016. All available videos were included and analyzed for video characteristics, source, and content. Source was further classified as health-care provider, alternative-medicine provider, patient and/or patient's parents, company, media, or professional society. A scoring system was created based on current guidelines to evaluate the quality of information (-10 to +30 points).Negative points were assigned for misleading information. Six blinded reviewers scored each video independently. Results: Two hundred and nine videos were analyzed, with a median of 507 views, 1 like, 0 dislikes, and 0 comments. More video presenters were male (50.9%), and the most commonly depicted race was Caucasian (73.6%). The most common type of video source was professional society (39.7%), and the least represented video source was company and media (8.6%). Among the four video sources, the mean scores showed a statistically significant difference from each other (pConclusion: Youtube videos on EoE were shown to be a poor source of valid health care information. Videos by health care providers were a better source of information compared to other sources. This study reiterates the need for higher quality educational videos on EoE by the medical community.

Orientador: Joyce Mary Adam / Resumo: Esta tese analisa a participação do empresariado na definição das políticas educacionais no Brasil e a relação com o discurso da qualidade. Mais especificamente, as reflexões e análises incidem sobre a mobilização dos Organismos Internacionais e do projeto de educação proposto pelo “Todos Pela Educação” (TPE) no domínio da educação e a respectiva relação com o discurso da qualidade educacional e a participação empresarial nesse contexto. Para compreender melhor a realidade que compõe o fenômeno educativo no âmbito das formulações e práticas de empresários, utilizou-se como opção metodológica a pesquisa bibliográfica e a análise documental para a sua consecução. Entre os principais resultados obtidos a partir das interpretações e reflexões dos documentos da UNESCO, OCDE, Banco Mundial e TPE, vale ressaltar que foi possível identificar a forte presença e influência da agenda empresarial nos rumos das políticas educacionais por meio do discurso da qualidade. Nessa dinâmica, nota-se que as práticas conservadoras vêm se apossando do campo educacional, demarcando um agravamento das tendências de mercantilização da educação, bem como o percurso robusto da agenda empresarial que, por vezes, é considerado como um processo necessário e como uma opção única para melhorar a qualidade da educação brasileira, entretanto, trata-se de propostas que refletem com maior ênfase as predileções e conveniências dos grupos empresariais. O estudo aponta uma ênfase em propostas que privilegiam um ensi... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis analyzes the participat ion of entrepreneurs in the definition of educational policies in Brazil and the relationship with the discourse of quality. More specifically, the reflections and analyzes focus on the mobilization of International Organizations and the education project proposed by the "Todos pela Educação" ( ("All for Education") in the field of education and its relationship with the discourse of educational quality and business participation in this context. To better understand the reality that composes the educational phenomenon within the scope of the formulations and practices of entrepreneurs, the methodological option was the bibliographic research and the documentary analysis for its attainment. Among the main results obtained from the interpretations and reflectio ns of the documents of UNESCO, OECD, World Bank and “All for Education", it is worth mentioning that it was possible to identify the strong presence and influence of the business agenda in the directions of educational policies through the discourse of qua lity. In this dynamic, it is noted that conservative practices have been taking over the educational field, marking a worsening of the commodification trends of education, as well as the robust path of the business agenda, which is sometimes considered a n ecessary process and as an option the only way to improve the quality of Brazilian education, however, these are proposals that more strongly reflect the predilections and conveni... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2016-04-04T18:32:30Z (GMT). No. of bitstreams: 1 Clever Eduardo 1.pdf: 365696 bytes, checksum: e2aa71f0743e064c65fbca5a7674293b (MD5) Previous issue date: 2006-06-23 / This research tried to identify the contributions provided by the process of Institutional Evaluation accomplished in two Brazilian Universities, being one of them Universidade Estadual de Campinas (Unicamp), with the Projeto Qualidade which took place between the years of 1991 and 1993 and the other one, Pontif?cia Universidade Cat?lica de Campinas (PUC-Campinas) with the Projeto Conhecer para Aprimorar which started in 1997. The main purpose of this research was to make a goal-evaluation which constitutes the investigation of how the processes of Institutional Evaluation of these two universities were conducted, searching the possibilited results from its beginning to the facts of the existence of Institutional guidelines oriented by the resulting diagnosis. Thus, we try to establish the narrow relationship between the Institutional Evaluation and Educational Quality, as well as presenting the proposals established in the projects Qualidade and Conhecer para Aprimorar , which have as main guidelines the qualitative changes of academic dimensions. Through the collected data established by bibliographic research and semi-structured interviews, we hope to identify the goals and the limits provided with the development of the process of Institutional Evaluation and after that to present a comparative study between the projects developed at Unicamp and at PUCCampinas. / Este trabalho buscou identificar as contribui??es proporcionadas pelos processos de Avalia??o Institucional realizados em duas Universidades brasileiras, sendo uma delas a Universidade Estadual de Campinas (Unicamp), com o Projeto Qualidade que ocorreu entre os anos de 1991 e 1993 e a outra, a Pontif?cia Universidade Cat?lica de Campinas (PUC-Campinas) com o Projeto Conhecer para Aprimorar que foi oportunizado a partir do ano de 1997. O prop?sito central deste trabalho foi o de realizar uma meta-avalia??o, que constitui a investiga??o de como foram conduzidos os processos de Avalia??o Institucional destas duas Universidades, buscando os resultados possibilitados a partir de sua concretiza??o e a averigua??o da exist?ncia de diretrizes institucionais orientadas pelos diagn?sticos resultantes. Deste modo, buscamos ao longo deste trabalho estabelecer o estreito relacionamento existente entre Avalia??o Institucional e qualidade educativa, bem como apresentar as propostas estabelecidas nos Projetos Qualidade e Conhecer para Aprimorar , que t?m como diretrizes norteadoras a transforma??o qualitativa das dimens?es acad?micas. Com os dados coletados por meio de pesquisas bibliogr?ficas e entrevistas semi-estruturadas, buscamos identificar o alcance e os limites proporcionados com o desenvolvimento dos processos de Avalia??o Institucional e posteriormente apresentar o estudo comparativo entre os projetos desenvolvidos na Unicamp e PUC-Campinas.

nÃo hà / Esta dissertaÃÃo tem por objetivo mensurar o impacto do Ãndice Municipal de Qualidade da EducaÃÃo â IQE e do Ãndice de Desenvolvimento Humano Municipal â IDHM dos municÃpios cearenses sobre a proficiÃncia dos alunos do 5 e 9 anos do ensino fundamental das escolas pÃblicas municipais cearenses na Prova Brasil para o ano de 2011. A fonte de dados utilizada para as variÃveis que representam a Prova Brasil foi extraÃda do Instituto Nacional de Estudos e Pesquisas Educacionais AnÃsio Teixeira (INEP) para o ano de 2011. Jà para o IDHM foi extraÃdo do Programa das NaÃÃes Unidas para o Desenvolvimento (PNUD), para os anos de 2010 e pelo Instituto de Pesquisa EstratÃgica EconÃmica do Estado do Cearà (IPECE) para o IQE, para os anos de 2011. Com a utilizaÃÃo do mÃtodo dos MÃnimos Quadrados OrdinÃrios foram feitas estimaÃÃes que indicaram que a proficiÃncia nas disciplinas de PortuguÃs e MatemÃtica apenas para o 5 ando ensino fundamental das escolas pÃblicas municipais cearenses à melhor quanto mais alto for o IDHM e o IQE. E mais importante, a existÃncia de assimetrias no impacto do IQE sobre a proficiÃncia dos alunos em MatemÃtica e PortuguÃs para os dois anos escolares analisados. Sendo os alunos do 5 ano os mais beneficiados. / This paper aims to measure the impact of Municipal Index of Educational Quality - IEQ and the Municipal Human Development Index - MHDI of Cearà municipalities on the proficiency of students in 5 and 9 years of basic education of public schools of Cearà in Prova Brasil Exam, for the year 2011. The data source used for variables representing Brazil Support was extracted from the National Institute of Educational Studies Teixeira (INEP) for the year 2011. As for the MHDI was extracted from the United Nations Program United Nations Development Programme (UNDP), for the years 2010 and 2011 and the IEQ from the Institute for Economic Strategy Research of the State of Cearà (IPECE) for the IEQ, for the years 2010 and 2011. Using the method of Ordinary Least Squares stimations were made which indicated that proficiency in the subjects of Portuguese and Math for only the 5th year of basic education of public schools Cearà is better the higher the IDHM. And more importantly, the existence of asymmetries in the impact of IQE about student proficiency in math and Portuguese for two school years analyzed. Being students of the 5th year the most benefit.

<p>The overall aim of this study is to describe and analyse some of the consequences of market forces and decentralisation in the educational systems of Sweden and England.</p><p>Since the 1980s, many countries have restructured their educational systems and introduced decentralisation and market forces. The reasons have sometimes been the same and sometimes they have differed, but demands for better school performance and the need for economic cuttings in the public sector, including schooling, are two of the most common reasons. This study will describe the development towards market forces and decentralisation in some countries in the western world in general, and, in particular Sweden and England. </p><p>The thesis makes a general overview of research on these issues in different countries and focuses on certain key concepts. Interviews and document analyses are the principal methods used, and case studies have been conducted in seven secondary schools in one Swedish municipality, and in ten schools in an English county. Interviews were made with 20 school leaders in the Swedish municipality and 20 in the English community in order to study their opinions on market solutions like competition and choice of school, as well as decentralisation and local management of schools.</p><p>The findings indicate that the educational systems of Sweden and England differ in many aspects, even if both can be described as decentralised. While the Swedish system gives the schools a high degree of autonomy, whereby the school leaders are responsible for almost everything in the daily running of the school, the English system includes more aspects of centralism, and provides less local decision making. The findings also indicate that the school leaders in Swedish municipalities are more satisfied with both decentralisation and market forces in schooling than their English colleagues. Several plausible interpretations could be made of the interview answers from the school leaders, but it seems that the higher degree of decentralisation in the Swedish educational system is perhaps the most important factor in this case. </p><p>Finally, the findings also indicate that the school leaders see positive aspects of choice and competition in schooling, like increased quality and better efficiency, as well as negative aspects, primarily the risk of segregation due to free school choice.</p>

The overall aim of this study is to describe and analyse some of the consequences of market forces and decentralisation in the educational systems of Sweden and England. Since the 1980s, many countries have restructured their educational systems and introduced decentralisation and market forces. The reasons have sometimes been the same and sometimes they have differed, but demands for better school performance and the need for economic cuttings in the public sector, including schooling, are two of the most common reasons. This study will describe the development towards market forces and decentralisation in some countries in the western world in general, and, in particular Sweden and England. The thesis makes a general overview of research on these issues in different countries and focuses on certain key concepts. Interviews and document analyses are the principal methods used, and case studies have been conducted in seven secondary schools in one Swedish municipality, and in ten schools in an English county. Interviews were made with 20 school leaders in the Swedish municipality and 20 in the English community in order to study their opinions on market solutions like competition and choice of school, as well as decentralisation and local management of schools. The findings indicate that the educational systems of Sweden and England differ in many aspects, even if both can be described as decentralised. While the Swedish system gives the schools a high degree of autonomy, whereby the school leaders are responsible for almost everything in the daily running of the school, the English system includes more aspects of centralism, and provides less local decision making. The findings also indicate that the school leaders in Swedish municipalities are more satisfied with both decentralisation and market forces in schooling than their English colleagues. Several plausible interpretations could be made of the interview answers from the school leaders, but it seems that the higher degree of decentralisation in the Swedish educational system is perhaps the most important factor in this case. Finally, the findings also indicate that the school leaders see positive aspects of choice and competition in schooling, like increased quality and better efficiency, as well as negative aspects, primarily the risk of segregation due to free school choice.

Magistro baigiamajame darbe analizuojami švietimo biudžeto formavimo bei įgyvendinimo teoriniai aspektai, atlikta Mažeikių ir Šilalės rajonų švietimo stebėsenos rodiklių lyginamoji analizė; atlikta Mažeikių ir Šilalės savivaldybių švietimo biudžeto paskirstymo lyginamoji analizė; ištirta švietimo institucijų vadovų pozicija švietimo finansavimo paskirstymo klausimais; įvertintas mokinio krepšelio panaudojimo efektyvumas, sąlygojantis mokymo kokybę. Magistro baigiamajame darbe identifikuotos pagrindinės švietimo finansavimo problemos: formuojant valstybinę švietimo politiką nėra numatyta ilgalaikė švietimo finansavimo sistema, neįvertinami visi galimi finansavimo šaltiniai, nepakankami pritraukiamas privatus kapitalas, mokyklos nepakankamai aprūpinamos mokymo priemonėmis, laboratorine įranga, geltonaisiais autobusais ir kt. / The objective of the research-to investigate the budget distribution in educational system situation and tendencies taking the case of Silale and Mazeikiai district general education schools. The theoretical aspects of educational budget formation and implementation were analyzed in the Master thesis. The comparative analysis of monitoring indicators was accomplished in Mazeikiai and Silale districts. There was investigated the position of the educational leaders concerning educational finance distribution. The student basket’s use efficiency which can determinate education quality was also evaluated. The main educational financing problems are indentified in the Master thesis: forming the state educational policy there is no long term educational financing system, all possible financing sources are not deliberated, there is lack of private fund, the schools are lack of training tools, laboratory equipment, yellow busses, etc.

Submitted by JOSIELA ZUTIN BATTISTELLA null (lelabattistella@ig.com.br) on 2017-10-22T23:54:21Z No. of bitstreams: 1 Tese de Mestrado BATTISTELLA Z. Josiela.pdf: 3351854 bytes, checksum: ad9a3c684e243670dfc200abe103619b (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-10-26T15:56:23Z (GMT) No. of bitstreams: 1 battistella_jz_me_rcla.pdf: 3351854 bytes, checksum: ad9a3c684e243670dfc200abe103619b (MD5) / Made available in DSpace on 2017-10-26T15:56:23Z (GMT). No. of bitstreams: 1 battistella_jz_me_rcla.pdf: 3351854 bytes, checksum: ad9a3c684e243670dfc200abe103619b (MD5) Previous issue date: 2017-08-21 / A perspectiva de estudar sobre temática relacionada com superação de fracasso escolar e de práticas classificatórias e excludentes, moveu o presente estudo. Tomamos a voz de diretores de escolas com atendimento aos anos iniciais do Ensino Fundamental, como objeto de estudo. Avaliação e qualidade educacional foi a temática alvo da pesquisa. Adotada abordagem qualitativa, a coleta de dados decorreu de entrevistas semi-estruturadas envolvendo 32 participantes. Numa perspectiva crítica sobre o papel político da avaliação, lançamos mão da análise de conteúdo para tratamento dos dados. A questão norteadora da investigação foi, dada à relevância do tema avaliação, entender como os elementos e aspectos que a compreendem repercutem e se relacionam com a qualidade educacional, segundo diretores de escola num município do interior paulista. Algumas falas problematizaram avaliação externa, o equivalente a 59% delas; as quais pronunciaram que seus resultados não retratam todo trabalho que é desenvolvido com o aluno. A análise dos dados revelou ainda que, mesmo com certa fragilidade em relação às argumentações, esses diretores reconheceram a insuficiência de se tomar índices, decorrentes de avaliações externas, como único pressuposto da qualidade na educação, em detrimento aos 22% que não apresentaram as mesmas ideias, e outros 18% que se manifestaram indecisos. Desta forma, enunciamos a importância de se recolocar a discussão sobre os resultados das avaliações externas, conjuntamente às outras possibilidades e formas de avaliação para que, de fato, efetivemos a qualidade da educação e o direito à formação humana. / The perspective of studying the subject related to overcoming school failure and classifying and excluding practices (Vasconcellos, 2013a), moved the present study. We took the voice of school principals attending the initial years of elementary school as an object of study and evaluation and educational quality was the subject of the research. We adopted a qualitative approach, basing the data collection on semi-structured interviews involving 32 participants. In a critical perspective on the political role of evaluation, we use content analysis to process the data. The guiding question of the investigation was, given the relevance of the theme “evaluation”, understanding how the elements and aspects that comprise it reflect and relate to the educational quality, according to school principals in a city in the interior of São Paulo, Brazil. Some statements problematized external evaluation (equivalent to 59%) of them, affirming that their results do not depict all the work that is developed with the student. The analysis of the data also revealed that, even though they were fragile regarding the arguments, these principals acknowledged the insufficiency of taking indices, derived from external evaluations, as the only assumption of quality in education, to the detriment of the 22% who did not present the same ideas, and another 18% who remained undecided. Thus, we enunciate the importance of reinstating the discussion about the results of external evaluations, together with the other possibilities and forms of evaluation, in order to, actually, achieve quality in education and the right to human formation.

Orientador: Mara Regina Lemes de Sordi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T19:34:13Z (GMT). No. of bitstreams: 1 Dalben_Adilson_M.pdf: 1799738 bytes, checksum: 8701766d0fe6a8c3e4a0341c9d284498 (MD5) Previous issue date: 2008 / Resumo: Busca-se identificar os aspectos que influenciaram a implantação da Avaliação Institucional Participativa em uma escola estadual do Ensino Fundamental situada na periferia da cidade de Campinas ¿ SP. Entende-se a Avaliação Institucional Participativa como um recurso da gestão democrática que colabora para a superação dos problemas enfrentados pela escola e também um potente recurso para a formação de sua comunidade, cria um compromisso de todos os envolvidos para a melhoria da qualidade educacional. O modelo de avaliação institucional proposto segue a experiência acumulada no Ensino Superior, e por isso, conta com uma Comissão Própria de Avaliação, composta por representantes dos diversos segmentos da comunidade escolar, para dinamizar o processo e articular os esforços na direção dos interesses coletivos, com o compartilhamento responsável de ações que vão desde a proposição de caminhos até o processo decisório. Trata-se de um estudo de caso qualitativo no qual o pesquisador se inseriu no ambiente escolar com a função também de apoiar a escola no desenvolvimento do processo de avaliação, mas, sobretudo, para levar a comunidade local a assumir sua titularidade no desenho de seus caminhos para solução de problemas da escola. Os dados foram coletados através da observação participada, questionários, entrevistas e analise documental no período compreendido entre Outubro de 2005 e Dezembro de 2006, e posteriormente tratados com o método descritivo-analítico, fundamentado na análise de conteúdo. Foram construídas, a posteriori, quatro categorias analíticas que propiciaram reflexões acerca do Projeto Político-Pedagógico, a cultura educacional vinculada ao gestor escolar, os meandros da participação e finalmente as potencialidades da Avaliação Institucional Participativa, que permitem concluir que as novas demandas geradas para a educação ao longo das últimas décadas geraram diferentes padrões de qualidade e que, aquela de natureza efetivamente emancipatória, requer uma articulação entre o serviço público e os seus usuários. Permite concluir também que a Avaliação Institucional Participativa, que traz em seu bojo o conceito de qualidade negociada, é um potente recurso que, devidamente planejado e sistematizado, pode consolidar a tão almejada gestão democrática nos ambientes escolares / Abstract: The purpose of this study is to identify the aspects that have influenced the implementation of the Participative Institutional Evaluation in a public school of Fundamental Education in the outskirts of Campinas S.P. The Participative Institutional Evaluation is understood as a resource of the democratic management, since it cooperates to overcome problems and is a powerful resource to Community Formation as everyone is engaged to improve the educational quality. The pattern of the institutional evaluation follows the accumulated experience in the Higher Education wherefore it has its own Commission which is composed by representatives from the school community. This operates in a sense to stimulate the process and strengthen all the efforts towards the collective interests with the responsible involvement for the actions which goes from path proposition to its decisive process. By being a qualitative study, the researcher acted in the academic environment to support the school development program during the evaluation process and more than anything else to lead the local community to assume its own role to solve school problems. The data collected through participant observation, questionnaires, interviews and documental analysis from October 2005 to December 2006 were used in the analytical descriptive method. Four analytical categories were utilized to enlighten some reflections on the Political Pedagogical Project, the educational culture linked to the school manager and lastly the potentialities of the Participative Institutional Evaluation. Therefore, it can be concluded that the generated demands for Education in the last two decades bred different patterns of quality, the one from the emancipatory nature requests an articulation between public service and its users. The concept of negotiated quality is inherent to the Participative Institutional Evaluation which may be aimed at the democratic management to the School Environment / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação