Diese Dissertation basiert auf einer auf den Menschen bezogenen, multidimensionalen Betrachtung von Entwicklung. Sie soll empirisch Übereinstimmungen und Determinanten der Gesundheit von Kindern in Ländern mit niedrigem und mittlerem Einkommen analysieren. Der erste Essay – mit verfasst von Stephan Klasen - wendet bivariate Cluster Analyse an, um die Beziehung der Verbesserungen verschiedener Gesundheits- und Bildungsindikatoren der Millennium Development Goals (MDG) zu untersuchen. Die MDGs beinhalten Schlüsselaspekte des menschlichen Wohlbefindens und sollten daher eng miteinander verkoppelt sein. Trotz der substantiellen theoretischen Grundlage für enorme Synergien zwischen MDG Zielen, ist die empirische Heterogenität der Kopplung der Prozesse zwischen verschiedenen MDGs erheblich groß.  Die zentrale Fragestellung des ersten Essays dieser Dissertation ist daher, ob klare Gruppen eben jener Länder ausgemacht werden können, in denen derartige Synergien existieren (und in denen diese nicht existieren), und was die Zugehörigkeit in derartigen Gruppen treibt.   Unser Beitrag ist, den MDG Fortschritt durch Indikatoren relativer Leistung zu definieren. Diese bezeichnen die Änderungsrate, die die empirisch "erwartete" Änderungsrate bei gegebenen ursprünglichen Bedingungen übersteigt. Diese Maßnahme erlaubt es uns für den unterschiedlichen Grad an Ambition impliziert durch die MDGs bei Ländern mit unterschiedlichen Ausgangslagen zu kontrollieren und lässt uns im Grunde fragen ob Länder, die außerordentlichen Fortschritt bei der Erreichung von MDGs gemacht haben, von Synergien profitiert haben. Indem wir die Cluster Analyse auf diese Indikatoren der relativen Leistung in Bezug auf verschiedene MDG Indikatoren für Gesundheit und Bildung anwenden konnten wir jene Länder, in denen sich Indikatoren in die selbe Richtung ("gute" oder "schlechte" Performer) bewegten, von solchen Ländern unterscheiden, bei denen sich Indikatoren in unterschiedliche Richtungen ("partielle" Performer) bewegten. Unsere Ergebnisse legen nahe, dass Synergien existieren, diese jedoch nur bei einer eingeschränkten Gruppe von Ländern auftreten (die "guten" Performer, die mit Fortschritt einhergehen und die "schlechten" Performer, die mit Rückschritt einhergehen). Andererseits können wir zeigen, dass bei einer beträchtlichen Anzahl an Ländern Synergien schwach oder abwesend sind, was zu umgekehrten Bewegungen  im MDG Fortschritt bei mindestens einem oder zwei Paaren von nicht einkommensbezogenen MDG Indikatoren führt. Unsere Regressionsergebnisse zeigen, dass diese partielle Performance gut durch steigende Ungleichheit und niedrige institutionelle Qualität erklärt wird. Andererseits kann Wirtschaftswachstum, welches als die robusteste Determinante der Cluster-Zugehörigkeit erscheint, insbesondere gute von schlechten Performern unterscheiden. Der zweite Essay - in alleiniger Urheberschaft - analysiert die kurz- und langfristigen Determinanten von Errungenschaften bei der Gesundheit von Kindern unter Verwendung von Längsschnittsdaten aus Indonesien. Basierend auf dem analytischen Ansatz von Mosley und Chen (1984), werden insbesondere die Effekte einer Reihe von kindspezifischer, Haushalts- und Gemeindecharakteristika auf den Ernährungszustand von Kindern, gemessen in height-for age z-scores, betrachtet. Der besondere Beitrag dieser Studie ist die Verwendung von Paneldaten auf der Mikro-Ebene und einer Methodologie (dem Mundlak-Ansatz für fixe  Haushalteffekte), die  robuste und unverzerrte Schätzungen liefert. Desweiteren ermöglicht sie die Identificationkurz- und langfristiger Effekte unmittelbarer und sozioökonomischer Determinanten der Gesundheit von und trägt so zur bestehenden Literatur bei. Die Ergebnisse legen nahe, dass mütterliche Bildung einen positiven und langfristigen Einfluss auf die Gesundheit von Kindern hat. Dies zeigt sich teilweise in reproduktivem Verhalten und wird teilweise durch Praktiken im Umgang mit Kindern (d.h. Stillen) vermittelt. Andererseits zeigt sich kein langfristiger Effekt von Einkommen, obgleich temporäre Einkommenssteigerungen zu höheren Ausgaben und somit zu einer Verbessereung des Eernährungsstatus führen., Hierbei zeigt nur der Erwerb und die Verwendung von Vorleistungsgütern der Gesundheitsproduktion wie einer verbesserten Hygieneinfrastruktur einen ausgeprägten und signifikanten Einfluss auf die Gesundheit von Kindern. Insgesamt implizieren die Ergebnisse, dass eine Politik der Linderung von Einkommensarmut ergänzt durch Investitionen in grundlegende Gesundheitsinfrastruktur erheblich dazu beitragen, die Gesundheit von Kindern zu verbessern. Da der Zusammenhangzwischen der Bildung von Müttern, Praktiken der Kindesernährung und der Gesundheit von Kindern stark ausgeprägt ist, könnten auch Strategien, die die Qualität von Bildung erhöhen,  den Ernährungszustand von Kindern verbessern. Der dritte Essay - in alleiniger Urheberschaft - untersucht die Auswirkungen des Ernährungszustandes auf den Bildungserfolg. Dabei werden Paneldaten auf der Miko-Ebene aus Indonesien verwendet. Außerdem wird eine Spezifikation mit Mutter-Fixed Effects, die durch einen Instrumentalvariablen-Ansatz erweitert wird, verwendet um für mögliche Korrelationen zwischen verschiedenen Komponenten des Fehlerterms und der unabhängigen Variable zu kontrollieren. Wir nutzen Flächenbrände, die im Jahr 1997 in Inodensien zu einer Dürre führten, und Variation zwischen Geschwistern und identifizieren so den Effekt des Ernährungszustands in den frühen Lebensmonaten auf den späteren Bildungserfolg. Schätzungen zeigen, dass Gesundheitskapital (gemessen in height-for-age z-scores in der Kindheit) die Anzahl an abgeschlossenen Schuljahren und das Ergebnis bei kognitiven Testes signifikant positiv beeinflusst.  Dies impliziert, dass von einer politischen Perspektive aus Zielsetzungen im Bereich Schule und Ernährung nicht als rivalisierend betrachtet werden sollten, sondern eng miteinander verzahnt sind. Daher konkurrieren finanzielle Ressourcen, die der Kindesernährung gewidmet sind, nicht unbedingt mit solchen für Bildungszwecke. Im Gegensatz könnten sie - wie in diesem Essay beschrieben - als eine kosteneffizientere Art betrachtet werden, gegenwärtige und zukünftige sozio-ökonomische Entwicklung anzuheben.

This longitudinal study set out to improve the retention and achievements of diverse students on computing courses in one wide access university, firstly by early identification of students at risk of poor performance and secondly by developing and implementing an intervention programme. Qualitative data were obtained using the ASSIST questionnaire, by focus group discussions and an open-ended questionnaire on students’ experiences of the transition to higher education (HE). Quantitative data on student characteristics and module results were obtained from Registry. Statistical analyses were performed using SPSS version 10. The study comprised two phases where phase one sought to enable the early detection of students at risk of poor performance by investigating the data set for patterns that may emerge between student achievement at Level 1 and entrance qualification, feeder institution, approaches to learning, conceptions of learning, course and teaching preferences and motivation. Phase one findings showed a trend of poorer performance by students who entered computing courses in HE with an AVCE entrance qualification. It was also shown that mature students scored more highly on the deep approach scale compared to their younger counterparts. Phase two investigated the data set for patterns that may emerge between student achievement at Level 2 and entrance qualification, approaches to learning, conceptions of learning and course and teaching preferences. Phase two, using action research, also sought to develop an intervention programme from the findings. This intervention programme was designed to improve aspects of information delivery to students; the personal tutor system, assessment régimes, Welcome Week, and teaching and learning. Piloting, evaluation and refinement of the intervention programme brought changes that were seen as positive by both staff and students. These changes included the Welcome Week Challenge which involved students in activities that sought to enhance students’ interactions with peers, personal tutors and the school and university facilities. These findings have shown that, for staff in wide access HE institutions, some knowledge of the previous educational experiences of their students, and the requirements of those students, are vital in providing a smooth transition to HE. A model of the characteristics of a successful student on computing courses in HE and a model for enhanced retention of diverse students on computing courses in HE were developed from the research findings. These models provide a significant contribution to current knowledge of those factors that enhance a smooth transition to HE and the characteristics of a successful student in a wide access university.

DEd (Sociology of Education) / Department of Curriculum Studies / The purpose of this study was to explore the educational participation and achievement of teen mothers in South Africa with specific reference to the Vhembe District of the Limpopo Province. This study also aimed to find out the prevalence of teenage pregnancy, attendance at school, and academic perfomance by teen mothers in the Vhembe District schools. The study sought to establish whether teenage motherhood has an effect on academic performance as perceived by educators. Sixty teenage mothers, eighteen teachers and six principals were purposively sampled for the study. Data was collected using in-depth interviews and focus group interviews to give the researcher a platform to ask open-response questions and to explore the educators’ perspective about academic performance, attendance at school and the educational achievements of teenage mothers. The data was analysed thematically. This was done by carefully identifying and expanding significant themes that emerged from the informants’ perceptions about the academic performance, attendance, and educational achievement of teenage mothers. The study revealed that the prevalence of teenage pregnancy and teen motherhood have a negative effect on school attendance and the academic perfomanceof the teenagers compared to their peers who are not pregnant.The study recommends that sex education should be taken seriously in secondary schools; educators should be trained and given skills to deal with both pregnant learners and teen mothers. Government should introduce a new method of disbursing the child support grant. There should be a provision of moblie clinics in schools so that both pregnant learners and teen mothers can be supported and not humiliated or stigmatized by peers and educators. / Department of Curriculum Studies and Education Management

La recherche explore les dynamiques influençant la réussite scolaire des élèves montréalais originaires de l’Asie du Sud (Inde, Pakistan, Sri Lanka et Bangladesh) à l’école secondaire publique de langue française. En effet, au Québec, à cet ordre d’enseignement, parmi tous les élèves immigrants de différentes origines ethniques, ces élèves présentent le plus fort taux de décrochage et ce, même si l’on tient compte de leur départ élevé de la province avant l’âge de 15 ans et de leur fréquentation importante du secteur de l’éducation des adultes. Cette recherche vise, d’une part, à fournir une meilleure connaissance des dynamiques familiales, communautaires et scolaires qui influencent l’expérience socioscolaire et plus particulièrement, la réussite scolaire de ces élèves et, d’autre part, à identifier les moyens les plus appropriés et les plus efficaces pour amoindrir leurs difficultés. Les données ont été recueillies par le biais d’une méthode mixte, consistant en des entretiens approfondis auprès d’élèves d’origine sud-asiatique et de différents acteurs du paradigme éducatif (les parents, les intervenants scolaires et communautaires), et en un questionnaire anonyme adressé exclusivement aux parents sud-asiatiques. Les données ont été analysées selon un cadre où l’élève d’origine immigrée réussit plus ou moins à l’école sous l’influence de cinq types de facteurs : socioéconomiques, linguistiques, culturels, sociostructurels et systémiques. Les résultats de la recherche soulignent le rôle de l’élève comme acteur de sa réussite, tout en insistant sur l’impact des différents milieux qu’il fréquente. La famille est particulièrement interpellée quant à son projet migratoire, ses valeurs et ses pratiques, ainsi que ses ressources linguistiques, socioéconomiques et relationnelles. La communauté ethnique est aussi interpellée quant à son niveau de complétude institutionnelle. La recherche souligne également l’influence du système scolaire quant à ses politiques, programmes et encadrements éducatifs, mais aussi quant aux pratiques et dynamiques au sein de l’école. L’impact du contexte d’accueil et d’intégration des nouveaux arrivants et du climat des relations interethniques au sein de la société d’accueil sont également mis en relief. « Ça prend tout un village pour éduquer un enfant »! Plus précisément, selon les résultats de notre recherche, les défis des parents sud-asiatiques face à l’insertion au marché de l’emploi, leur méconnaissance du français et le fait que certaines valeurs sud-asiatiques soient parfois en contradiction avec les valeurs québécoises sont les principales dynamiques familiales qui nuisent à la réussite scolaire des élèves d’origine sud-asiatique à l’école québécoise de langue française. En ce qui concerne les dynamiques communautaires, la faiblesse institutionnelle de la communauté sud-asiatique et le petit nombre d’organismes à vocation scolaire ont également un impact important à cet égard. De plus, le classement problématique des élèves à leur arrivée dans le système scolaire québécois, les relations presque inexistantes entre l’école et les parents ainsi que certaines pratiques inadaptées à la réalité des élèves (liées aux services d’accueil et d’orientation) sont les principales dynamiques systémiques qui défavorisent l’intégration socioscolaire des élèves d’origine sud-asiatique, mais aussi celle de l’ensemble des élèves issus de l’immigration. / This study explores dynamics that influence educational achievement among Montreal students of South Asian origin (e.g. from India, Pakistan, Sri Lanka, and Bangladesh) in public, French-language high schools. At the secondary level in Quebec, compared to other immigrant students of diverse ethnic origins, these students have the highest drop-out rate. This remains the case even when we take into account student departure from the province prior to fifteen years of age, and when we recognize this group’s significant attendance in the adult education sector. This study aims, on the one hand, to provide a deeper understanding of familial, community, and school dynamics that influence the socio-educational experience of these students, and on the other hand to identify the most appropriate and efficient means for diminishing their difficulties. Data were gathered according to a mixed method approach, consisting of in-depth interviews with students of South Asian origin and with different actors holding educational roles (parents, as well as school and community practitioners), and an anonymous questionnaire addressed exclusively to South Asian parents. Data were analysed according to a framework evaluating the schooling achievement or failure of immigrant origin students according to five types of factors: socio-economic, linguistic, cultural, socio-structural, and systemic. Research results highlight the role of the student as an actor in his or her achievement, all the while emphasizing the impact of diverse milieus that students occupy. The family plays a notable role in shaping their migratory project, values and practices, as well as their linguistic, socio-economic, and relational resources. The ethnic community also plays a role at an institutional completeness level. The study underscores the influence of the educational system in terms of its politics, educational programs and frameworks, including in terms of practices and dynamics within the school. Finally, the impact of the context in which new arrivals are welcomed and integrated, and the climate of inter-ethnic relations within the host society are addressed. After all, “it takes a village to raise a child!” Specifically, the study’s results indicate that challenges faced by South Asian parents entering the job market, their limited knowledge of French, and the fact that certain South Asian values sometimes conflict with Quebecois values are the main familial dynamics that undermine the educational success of students of South Asian origin in French-language schools in Quebec. With regards to community dynamics, the institutional weakness of the South Asian community, as well as the small number of organizations dedicated to education, have an important impact. Furthermore, the problematic classification of students upon arrival in the Quebec schooling system, nearly non-existent relationships between schools and parents, and certain services that are maladapted to student realities (with relation to welcoming and orientation services) are the main systemic dynamics that diminish the socio-educational integration of South Asian students, but also students of immigrant origin more generally.

O objetivo central desta pesquisa foi identificar como se combinam elementos tradicionais, oriundos da herança patrimonialista, historicamente relacionada à condução dos negócios públicos do Estado brasileiro, e elementos modernizantes introduzidos por ações e programas de racionalização administrativa na busca de maior eficiência da ação do Estado, na configuração burocrática da Secretaria da Educação do estado de São Paulo (Seesp), no período de 1995 a 2010. Objetivo secundário foi investigar por que a relação desta combinação dinâmica com o contexto de ampliação e expansão das ações do Estado na área da educação, concomitante ao desenvolvimento de ferramentas e sistemas informatizados como suporte às ações implantadas, resultou no recrudescimento da centralização na gestão e condução da educação pública no estado de São Paulo. Teoricamente, esta pesquisa se utiliza dos conceitos dos três tipos ideais de dominação definidos por Weber racional-legal, tradicional e carismático , centrando-se no conceito de burocracia como expressão na estrutura do tipo de dominação racional legal. Com base no conceito de hibridismo, desenvolvido por João Barroso e Licínio Lima, confronta-se a burocracia estruturada na Seesp com elementos conservadores e tradicionais da cultura organizacional do Estado brasileiro, centrandose no patrimonialismo e seus componentes. Este instrumental foi utilizado para investigar a forma como a Secretaria da Educação se estruturou no período de 1995 a 2010 e compôs suas equipes, órgãos e instâncias, ora formalmente, ora sem registro oficial. No âmbito de sua estrutura, mereceu destaque a história da Fundação para o Desenvolvimento da Educação (FDE), órgão vinculado com importante papel na execução das políticas e diretrizes educacionais do período. O capítulo seguinte trata dos recursos humanos da Seesp, descrevendo quem e quantos são, como se organizam suas carreiras, como são alocados na estrutura da Secretaria, como evoluem profissionalmente e a forma como são admitidos. É descrita também a política salarial destes anos, com a concessão de gratificações, bonificação por resultados e valorização por merecimento. Por último, é descrita a atuação da Seesp nestes anos, divididos em três períodos correspondentes a gestões diferentes que assumiram a pasta e o governo do estado. Estão aqui arroladas a proposta inicial de cada gestão comparada com os programas e ações implantados, destacando-se aqueles que permaneceram nas gestões seguintes. Este capítulo é finalizado com a recuperação histórica e a análise do Sistema de Avaliação do Rendimento Escolar, implantado na primeira gestão e mantido nas seguintes, com transformações que modificaram substancialmente seus objetivos iniciais. A investigação empreendida demonstrou que as iniciativas racionalizantes implantadas pela primeira gestão do período não foram suficientes para sobrepujar a cultura organizacional tradicional da Seesp; ao contrário, da forma como foi mantido nos anos posteriores, este processo promoveu o recrudescimento da centralização no estado, exacerbando sua herança patrimonialista e nutrindo o esgarçamento do já débil sentido público da ação estatal. / The central objective of this research was to identify how the traditional elements derived from the patrimonial heritage were related historically to the conduct of public affairs of the Brazilian State and modernizing elements. The modernizing elements were introduced by actions and administrative rationalization programs in the search for a greater state efficiency, in the bureaucratic setup of Seesp, from 1995 to 2010. The secondary objective was to investigate the relationship of this dynamic combination with the enlargement context and expansion of government actions in education, concomitant development tools and information systems to support the actions implemented resulted in resurgence of centralization in the management and conduct of public education in the state of São Paulo. Theoretically, this research uses the concepts of the three ideal types of domination defined by Weber: rational-legal, traditional and charismatic focusing on the concept of bureaucracy as an expression in the structure of the type of legal rational domination. Based on the concept of hybridity, developed by João Barroso and Licinio Lima, it confronted the structured bureaucracy in Seesp with conservative and traditional elements of the organizational culture of the Brazilian state, focusing on patrimonialism and its components. This instrument investigated how the Department of Education was structured from 1995 to 2010 and composed their teams, agencies and bodies, sometimes formally, sometimes without official registration. Within its structure, was highlighted the history of the Fundação para o Desenvolvimento da Educação (FDE), an agency with an important role in the implementation of educational policies and guidelines of the period. The next chapter deals with the human resources of Seesp, describing who and how many, how they organize their careers, how they are allocated to the Secretariat structure, how they evolve professionally and are admitted. It also described the wage policy of these years, with the granting of bonuses, bonuses for results and appreciation by merit. Finally, the performance of Seesp is described in these years, divided into three periods corresponding to different administrations that took the folder and the state government. Here they are enrolled in the initial proposal of each management compared with deployed programs and actions, highlighting those who remained for the following administration. This chapter ends with the historical recovery and analysis of Student Performance Evaluation System, implemented in the first term and maintained in the following, with changes that substantially modified its initial goals. The undertaken research has shown that rationalizing initiatives implemented by the first term of the period were not enough to overcome the traditional organizational culture of Seesp; rather, this process, the way it was maintained in later years, has promoted the intensification of centralization in the state, exacerbating its patrimonial heritage and nurturing the fraying of the already weak public sense of state action.

La recherche explore les dynamiques influençant la réussite scolaire des élèves montréalais originaires de l’Asie du Sud (Inde, Pakistan, Sri Lanka et Bangladesh) à l’école secondaire publique de langue française. En effet, au Québec, à cet ordre d’enseignement, parmi tous les élèves immigrants de différentes origines ethniques, ces élèves présentent le plus fort taux de décrochage et ce, même si l’on tient compte de leur départ élevé de la province avant l’âge de 15 ans et de leur fréquentation importante du secteur de l’éducation des adultes. Cette recherche vise, d’une part, à fournir une meilleure connaissance des dynamiques familiales, communautaires et scolaires qui influencent l’expérience socioscolaire et plus particulièrement, la réussite scolaire de ces élèves et, d’autre part, à identifier les moyens les plus appropriés et les plus efficaces pour amoindrir leurs difficultés. Les données ont été recueillies par le biais d’une méthode mixte, consistant en des entretiens approfondis auprès d’élèves d’origine sud-asiatique et de différents acteurs du paradigme éducatif (les parents, les intervenants scolaires et communautaires), et en un questionnaire anonyme adressé exclusivement aux parents sud-asiatiques. Les données ont été analysées selon un cadre où l’élève d’origine immigrée réussit plus ou moins à l’école sous l’influence de cinq types de facteurs : socioéconomiques, linguistiques, culturels, sociostructurels et systémiques. Les résultats de la recherche soulignent le rôle de l’élève comme acteur de sa réussite, tout en insistant sur l’impact des différents milieux qu’il fréquente. La famille est particulièrement interpellée quant à son projet migratoire, ses valeurs et ses pratiques, ainsi que ses ressources linguistiques, socioéconomiques et relationnelles. La communauté ethnique est aussi interpellée quant à son niveau de complétude institutionnelle. La recherche souligne également l’influence du système scolaire quant à ses politiques, programmes et encadrements éducatifs, mais aussi quant aux pratiques et dynamiques au sein de l’école. L’impact du contexte d’accueil et d’intégration des nouveaux arrivants et du climat des relations interethniques au sein de la société d’accueil sont également mis en relief. « Ça prend tout un village pour éduquer un enfant »! Plus précisément, selon les résultats de notre recherche, les défis des parents sud-asiatiques face à l’insertion au marché de l’emploi, leur méconnaissance du français et le fait que certaines valeurs sud-asiatiques soient parfois en contradiction avec les valeurs québécoises sont les principales dynamiques familiales qui nuisent à la réussite scolaire des élèves d’origine sud-asiatique à l’école québécoise de langue française. En ce qui concerne les dynamiques communautaires, la faiblesse institutionnelle de la communauté sud-asiatique et le petit nombre d’organismes à vocation scolaire ont également un impact important à cet égard. De plus, le classement problématique des élèves à leur arrivée dans le système scolaire québécois, les relations presque inexistantes entre l’école et les parents ainsi que certaines pratiques inadaptées à la réalité des élèves (liées aux services d’accueil et d’orientation) sont les principales dynamiques systémiques qui défavorisent l’intégration socioscolaire des élèves d’origine sud-asiatique, mais aussi celle de l’ensemble des élèves issus de l’immigration. / This study explores dynamics that influence educational achievement among Montreal students of South Asian origin (e.g. from India, Pakistan, Sri Lanka, and Bangladesh) in public, French-language high schools. At the secondary level in Quebec, compared to other immigrant students of diverse ethnic origins, these students have the highest drop-out rate. This remains the case even when we take into account student departure from the province prior to fifteen years of age, and when we recognize this group’s significant attendance in the adult education sector. This study aims, on the one hand, to provide a deeper understanding of familial, community, and school dynamics that influence the socio-educational experience of these students, and on the other hand to identify the most appropriate and efficient means for diminishing their difficulties. Data were gathered according to a mixed method approach, consisting of in-depth interviews with students of South Asian origin and with different actors holding educational roles (parents, as well as school and community practitioners), and an anonymous questionnaire addressed exclusively to South Asian parents. Data were analysed according to a framework evaluating the schooling achievement or failure of immigrant origin students according to five types of factors: socio-economic, linguistic, cultural, socio-structural, and systemic. Research results highlight the role of the student as an actor in his or her achievement, all the while emphasizing the impact of diverse milieus that students occupy. The family plays a notable role in shaping their migratory project, values and practices, as well as their linguistic, socio-economic, and relational resources. The ethnic community also plays a role at an institutional completeness level. The study underscores the influence of the educational system in terms of its politics, educational programs and frameworks, including in terms of practices and dynamics within the school. Finally, the impact of the context in which new arrivals are welcomed and integrated, and the climate of inter-ethnic relations within the host society are addressed. After all, “it takes a village to raise a child!” Specifically, the study’s results indicate that challenges faced by South Asian parents entering the job market, their limited knowledge of French, and the fact that certain South Asian values sometimes conflict with Quebecois values are the main familial dynamics that undermine the educational success of students of South Asian origin in French-language schools in Quebec. With regards to community dynamics, the institutional weakness of the South Asian community, as well as the small number of organizations dedicated to education, have an important impact. Furthermore, the problematic classification of students upon arrival in the Quebec schooling system, nearly non-existent relationships between schools and parents, and certain services that are maladapted to student realities (with relation to welcoming and orientation services) are the main systemic dynamics that diminish the socio-educational integration of South Asian students, but also students of immigrant origin more generally.

'Policy gaps' in education mean that the visions of policy-makers frequently fail to materialise fully, or at all, in teacher practice. This thesis argues that a significant 'policy gap' developed in New Zealand around school qualifications policy during the 1990's, and puts forward some explanations for that. A significant shift in government discourses over that period, from largely social democratic to predominantly neo-liberal discourses, was not matched by a similar shift in the discourses of teachers or the union that represents them. During the same period, teachers and their representative bodies were excluded from policy development, reflecting this shift in government discourses. Government and teachers were 'talking past each other'. As a result, qualifications reforms that might have been expected to be generally welcomed by the profession, as a government response to calls from the profession over many decades, were instead rejected by the majority of teachers. Furthermore, the absence of the teacher voice from policy development meant that the shape of the reforms moved significantly away from the profession's original vision, a further reason for its unacceptability to teachers. Reform was only able to be achieved when teachers and their union were brought back into the policy-making and policy-communicating processes and a version of standards-based assessment closer to the union's original vision was adopted by government. Nevertheless, the National Certificate of Educational Achievement that resulted appears to still be perceived by teachers as externally imposed and its origins in the profession's advocacy for reform over many years have been lost. This indicates that 'policy gaps', while easily opened, are not as easily closed.

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No. of bitstreams: 1 melo_fj_me_bauru_par.pdf: 895360 bytes, checksum: bfdd11b2c86f531a1ee19082d39089d0 (MD5) Previous issue date: 2016-03-07 / Outra / No atual cenário educacional, a formação científica está imputada à formação escolar e o refinamento de procedimentos comprometidos com a mensuração da aprendizagem assume posição privilegiada, interferindo em todo o processo escolar desde os instrumentos de avaliação utilizados no cotidiano da escola até as avaliações em larga escala que direcionam as políticas públicas com relação à educação. A avaliação externa, de larga escala ou não, elaborada fora do ambiente escolar por uma instituição ou poder público, tem o objetivo de aferir o sistema de ensino. Para orientar as escolas sobre os conteúdos a serem avaliados nas provas do SARESP (Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo) foram organizadas as Matrizes de Referência para avaliação que delimitam, por disciplinas, as habilidades específicas dispostas no currículo e que se constituem em objeto de avaliação. A profissão docente consiste no acionamento de um reservatório de saberes construídos gradualmente pelo professor, de acordo com as exigências impostas pela prática docente ao longo da sua atuação. O presente estudo objetivou caracterizar os impactos das políticas públicas educacionais na aquisição de saberes profissionais da docência, por meio de processos de mediação planejados entre o pesquisador e docentes da Educação Básica, com ênfase nas estimativas e análises de correspondências entre medidas de aprendizagem dos alunos e os descritores dispostos nos documentos oficiais, buscando conhecer se tais processos podem se constituir relevantes para o desenvolvimento de saberes profissionais, em particular, de repertórios profissionais de ensino, denominados saberes da ação pedagógica. A pesquisa foi realizada em duas escolas públicas de um município do interior do Estado de São Paulo e contou com a participação de duas professoras com aproximadamente 18 anos de diferença de tempo de magistério na Educação Básica. A Fase 1 foi constituída por cinco entrevistas consecutivas, com foco nas discussões sobre uma Situação de Aprendizagem já ministrada pela professora, antes do início de sua participação neste projeto, buscando identificar as aprendizagens esperadas, as práticas avaliativas utilizadas, as aprendizagens inferidas e as aproximações destas com os descritores da SEE-SE. A Fase 2 teve o intuito de as professoras planejarem uma sequencia didática a ser desenvolvida, destacando as aprendizagens esperadas e as práticas avaliativas a serem aplicadas. O desenvolvimento destas aulas foi gravado em audiovisual e, posteriormente, foi realizada a autoscopia com as duas professoras, para a identificação de aprendizagens efetivadas durante os episódios editados e assistidos, bem como as aproximações das mesmas com os descritores da SEE-SP. Os resultados apresentaram que frente a um variado conjunto de estratégias metodológicas, envolvendo pesquisa documental, entrevistas e, em sua minoria, dados de observação, as investigações da literatura acadêmica convergem em salientar baixos impactos das orientações e diretrizes pedagógicas, bem como restritas funções instrucionais e formativas dos resultados nas atividades profissionais dos professores. / In the current educational setting, the scientific formation is charged to the educational formation and the procedures sophistication committed with the learning metering takes on privileged position, interfering with all school process since the evaluation tools used in the school routine to the large-scaled evaluations that run the public policy related to the education. The external evaluation, large-scaled or not, elaborated out of the school environment by an institution or public power, has checking the teaching system as the goal. To guide the schools about the contents that will be evaluated in the SARESP (System of Educational Achievement Evaluation of São Paulo State) tests, reference arrays for evaluation were organized and they delimit, for each school subject, the specific skills set in the curriculum whom are constituted as evaluation targetTeaching profession is the access to a knowledge reservoir that is gradually built by the teacher, according to the imposed requirements by the teaching practice over their performance. This study aimed to feature the education public policy impacts on the teaching professional’s knowledge acquisition, through mediation processes planned among researcher and Basic Education teachers, emphasizing the estimates and the correspondence analysis between the students’ learning measures and the descriptors organized in the official documents, searching to know if these processes can be relevant to the knowledge professionals’ development, specially, the teaching professional reservoirs, named pedagogical performance knowledge. The research was fulfilled in two public schools of a town from the country side of São Paulo State and counted on two teachers’ participation who had about 18 years of difference in their teaching time in the Basic Education. Phase 1 was composed by five consecutive interviews, focused on the discussions about a Situated Learning that had already been taught by the teacher, before the beginning of their participation in this project, aiming to identify the expected learning, the evaluation practices that were used, the inferred learning and their approaches to the Education Department of São Paulo State’s (SEE-SP) descriptors. Phase 2 purposed both teachers planned a situated learning to be developed, lightening the expected learning and the evaluation practices that would be used. These lessons progress was recorded in audiovisual and, later, the autoscopy were concretized with both teachers to identify effective learning during the edited and watched episodes, as well their approaches to the SEE-SP descriptors. The results showed, among a varied set of methodological strategies that involved documental research, interviews and, in minority, observation data, the investigations of the academic literature converge to accentuate the low impacts of the orientation and the pedagogical guidelines, both the restrict instructional and training functions of the results in the teachers’ professional activities.

O objetivo central desta pesquisa foi identificar como se combinam elementos tradicionais, oriundos da herança patrimonialista, historicamente relacionada à condução dos negócios públicos do Estado brasileiro, e elementos modernizantes introduzidos por ações e programas de racionalização administrativa na busca de maior eficiência da ação do Estado, na configuração burocrática da Secretaria da Educação do estado de São Paulo (Seesp), no período de 1995 a 2010. Objetivo secundário foi investigar por que a relação desta combinação dinâmica com o contexto de ampliação e expansão das ações do Estado na área da educação, concomitante ao desenvolvimento de ferramentas e sistemas informatizados como suporte às ações implantadas, resultou no recrudescimento da centralização na gestão e condução da educação pública no estado de São Paulo. Teoricamente, esta pesquisa se utiliza dos conceitos dos três tipos ideais de dominação definidos por Weber racional-legal, tradicional e carismático , centrando-se no conceito de burocracia como expressão na estrutura do tipo de dominação racional legal. Com base no conceito de hibridismo, desenvolvido por João Barroso e Licínio Lima, confronta-se a burocracia estruturada na Seesp com elementos conservadores e tradicionais da cultura organizacional do Estado brasileiro, centrandose no patrimonialismo e seus componentes. Este instrumental foi utilizado para investigar a forma como a Secretaria da Educação se estruturou no período de 1995 a 2010 e compôs suas equipes, órgãos e instâncias, ora formalmente, ora sem registro oficial. No âmbito de sua estrutura, mereceu destaque a história da Fundação para o Desenvolvimento da Educação (FDE), órgão vinculado com importante papel na execução das políticas e diretrizes educacionais do período. O capítulo seguinte trata dos recursos humanos da Seesp, descrevendo quem e quantos são, como se organizam suas carreiras, como são alocados na estrutura da Secretaria, como evoluem profissionalmente e a forma como são admitidos. É descrita também a política salarial destes anos, com a concessão de gratificações, bonificação por resultados e valorização por merecimento. Por último, é descrita a atuação da Seesp nestes anos, divididos em três períodos correspondentes a gestões diferentes que assumiram a pasta e o governo do estado. Estão aqui arroladas a proposta inicial de cada gestão comparada com os programas e ações implantados, destacando-se aqueles que permaneceram nas gestões seguintes. Este capítulo é finalizado com a recuperação histórica e a análise do Sistema de Avaliação do Rendimento Escolar, implantado na primeira gestão e mantido nas seguintes, com transformações que modificaram substancialmente seus objetivos iniciais. A investigação empreendida demonstrou que as iniciativas racionalizantes implantadas pela primeira gestão do período não foram suficientes para sobrepujar a cultura organizacional tradicional da Seesp; ao contrário, da forma como foi mantido nos anos posteriores, este processo promoveu o recrudescimento da centralização no estado, exacerbando sua herança patrimonialista e nutrindo o esgarçamento do já débil sentido público da ação estatal. / The central objective of this research was to identify how the traditional elements derived from the patrimonial heritage were related historically to the conduct of public affairs of the Brazilian State and modernizing elements. The modernizing elements were introduced by actions and administrative rationalization programs in the search for a greater state efficiency, in the bureaucratic setup of Seesp, from 1995 to 2010. The secondary objective was to investigate the relationship of this dynamic combination with the enlargement context and expansion of government actions in education, concomitant development tools and information systems to support the actions implemented resulted in resurgence of centralization in the management and conduct of public education in the state of São Paulo. Theoretically, this research uses the concepts of the three ideal types of domination defined by Weber: rational-legal, traditional and charismatic focusing on the concept of bureaucracy as an expression in the structure of the type of legal rational domination. Based on the concept of hybridity, developed by João Barroso and Licinio Lima, it confronted the structured bureaucracy in Seesp with conservative and traditional elements of the organizational culture of the Brazilian state, focusing on patrimonialism and its components. This instrument investigated how the Department of Education was structured from 1995 to 2010 and composed their teams, agencies and bodies, sometimes formally, sometimes without official registration. Within its structure, was highlighted the history of the Fundação para o Desenvolvimento da Educação (FDE), an agency with an important role in the implementation of educational policies and guidelines of the period. The next chapter deals with the human resources of Seesp, describing who and how many, how they organize their careers, how they are allocated to the Secretariat structure, how they evolve professionally and are admitted. It also described the wage policy of these years, with the granting of bonuses, bonuses for results and appreciation by merit. Finally, the performance of Seesp is described in these years, divided into three periods corresponding to different administrations that took the folder and the state government. Here they are enrolled in the initial proposal of each management compared with deployed programs and actions, highlighting those who remained for the following administration. This chapter ends with the historical recovery and analysis of Student Performance Evaluation System, implemented in the first term and maintained in the following, with changes that substantially modified its initial goals. The undertaken research has shown that rationalizing initiatives implemented by the first term of the period were not enough to overcome the traditional organizational culture of Seesp; rather, this process, the way it was maintained in later years, has promoted the intensification of centralization in the state, exacerbating its patrimonial heritage and nurturing the fraying of the already weak public sense of state action.

Orientador: Luis Enrique Aguilar / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação. / Made available in DSpace on 2018-08-19T13:18:35Z (GMT). No. of bitstreams: 1 Camba_Mariangela_D.pdf: 2064394 bytes, checksum: 2bbfc9895e5d782b6b3354c2f690a675 (MD5) Previous issue date: 2011 / Resumo: A pesquisa analisa a trajetória da elaboração e implementação da política de avaliação no Brasil com foco no Sistema Estadual de Avaliação do Rendimento Escolar -SARESP- no Estado de São Paulo. O itinerário desta investigação percorre o Processo da Política, contextualiza a temporalidade da "onda" das políticas de avaliação, localiza a introdução na Agenda dos governos nacional e estadual descrevendo e analisando três gestões que, no período de 1995 a 2010, elaboraram e implementaram a política de avaliação. Esta periodização nos permite reconhecer os momentos de iniciação, desenvolvimento e consolidação e simultaneamente, em que medida cada uma das gestões, foram imprimindo ajustes e criando dispositivos de (re) orientação e/ou fortalecimento de seus propósitos vinculados a criar uma cultura de avaliação e a fornecer subsídios para discutir a melhoria da qualidade da educação. Como contrapartida analítica, percorre o conteúdo da produção acadêmica sobre o SARESP nos bancos de teses e dissertações das principais instituições de pesquisa do Estado de São Paulo como recurso para distinguir e identificar distintas perspectivas analíticas sobre o objeto de estudo. As conclusões desta pesquisa pretendem disponibilizar um leque de vetores como (re) orientadores dos rumos da política apontando especificidades do processo de implementação de uma política. / Abstract: This study investigates the trajectory of development and implementation of assessment policy in Brazil with focus on the State System of Evaluation of Educational Achievement-SARESP in the State of São Paulo. The itinerary of this investigation covers the policy process, contextualizes the temporality of the "wave" of policy evaluation, finds the introduction of National and state governments Agenda, describing and analyzing three initiatives that, during the 1995 to 2010 period, developed and implemented the policy evaluation. This timeline allows us to recognize the moments of initiation, development and consolidation and, simultaneously, to what extent each of the administrations were printing settings and creating devices for (re) orientation and / or strengthening their purposes linked to create a culture of evaluation and provide subsidies to discuss improving the quality of education. As analytical counterpart, travels the academic content about SARESP on the main banks of theses and dissertations from major research institutions in the State of São Paulo, as a means to distinguish and identify different analytical perspectives on the object of study. The findings of this research intend to provide an array of vectors for (re) guiding the direction of policy, pointing out specific details to the process of implementing a policy. / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação