O PDE Escola, objeto desta pesquisa, é um programa do Ministério da Educação, de apoio à gestão escolar baseado no planejamento participativo e destinado a auxiliar as escolas públicas a melhorar sua gestão, conforme informado em seus materiais. O enfoque de pesquisa foi na edição 2011, em que o programa priorizou as escolas cujo IDEB 2009 foi igual ou inferior à média nacional e que não tinham sido priorizadas entre 2008 e 2010. Em linhas gerais, esta pesquisa teve como objetivo compreender qual a representação de problemas da escola para o desenvolvimento da educação, por sua perspectiva, considerando o nível de distanciamento ou aproximação existente em relação à proposta da política pública educacional do PDE Escola. Para isso, serviram como fontes documentais, as publicações oficiais do Ministério da Educação, a partir de 2006, quando a política começou a se expandir envolvendo as escolas públicas com os IDEBs mais baixos em todo o país, até 2011, que é o período do grupo de escolas priorizadas no PDE Escola, selecionado para análise. As fontes ou referências principais para análise foram os Planos de Desenvolvimento de Escolas da Rede Estadual do Rio Grande do Sul, priorizadas em 2011, que faziam parte da última edição do programa, ainda disponível para acesso em sistema on line do MEC em 2013. Como amostra para esta pesquisa foi definido o grupo das 44 escolas que tiveram o PDE Escola aprovado em 2011, com execução do recurso financeiro em 2012. A abordagem do ciclo de políticas de Stephen J. Ball foi a perspectiva de análise utilizada, mas com enfoque no contexto da prática. Fizeram parte do aporte teórico as abordagens sobre: ideologia; sociologia da globalização; a educação e o estado capitalista; o novo gerencialismo; o modelo de gestão do bem-estar social e o novo gerencialismo; as políticas e gestão da educação básica e escolar no Brasil. Por fim, verificou-se por meio deste estudo, que as dimensões do diagnóstico do PDE Escola, das escolas da amostra com as médias percentuais maiores na indicação de problemas e problemas considerados críticos, foram as dos indicadores e taxas, e taxas de rendimento, seguidas das que tratam da infraestrutura e comunidade escolar, sendo que ao final, com as médias percentuais mais baixas, ficaram as de ensino e aprendizagem e por último a de gestão. Isso evidenciou a forte influência da proposta da política sobre o que as escolas consideram como problemas na educação, que repercute até hoje nas dimensões em que se concentram as médias percentuais de escolas mais elevadas, na indicação de problemas. A proposta da política pesquisada neste estudo demonstrou enfocar a necessidade de avanço sobre os resultados educacionais, por meio da responsabilização dos atores locais para o planejamento de ações que solucionem isso, mas a representação de problemas apresentados aponta contradições que revelam outras necessidades, apesar de até certo ponto a proposta da política se materializar na priorização de problemas pela maioria das escolas, nas dimensões que são o foco do MEC. / The PDE School, object of this research is a program of the Ministry of Education to support school management based on participatory planning and designed to assist the public schools to improve their management, as reported in their materials. The research focus was in the 2011 edition, in which the program prioritized schools whose IDEB 2009 was equal to or below the national average and that had not been prioritized between 2008 and 2010. In general, this research aimed to understand what the representation school problems for the development of education, in perspective, considering the level of detachment or existing approach to the proposal of public education policy of PDE school. For that, served as documentary sources, the official publications of the Ministry of Education, from 2006, when the policy began to expand involving public schools with the lowest IDEBs across the country by 2011, which is the period of group prioritized schools in PDE School, selected for analysis. The sources or major references for analysis were the Development Plans of Schools of State Network of Rio Grande do Sul, prioritized in 2011, which were part of the last edition of the program, still available for access online system MEC in 2013. As sample for this study was defined the group of 44 schools that had the PDE School approved in 2011, with implementation of financial resources in 2012. the approach of Stephen J. Ball policies cycle analysis perspective was used, but with a focus on context of practice. Were part of the theoretical framework approaches on: ideology; sociology of globalization; education and the capitalist state; the new managerialism; the social welfare management model and the new managerialism; policies and management in primary and school education in Brazil. Finally, it has been found by this study that the dimensions of the diagnosis of PDE School Schools of the sample with the highest percentage means the indication considered critical issues and problems, and the indicators were the rates and yields, followed by dealing with infrastructure and school community, and at the end, with the lowest percentage averages, were the teaching and learning and finally the management. This showed the strong influence of the proposed policy on what schools consider as problems in education that affects today in dimensions that concentrate the percentage means higher schools, the indication of problems. The proposed policy researched in this study demonstrated focus on the need to advance on educational outcomes, through the empowerment of local actors for planning actions that solve this, but the representation of the problems presented points contradictions that reveal other needs, although so some extent the policy proposal to materialize in prioritizing problems by most schools, dimensions that are the focus of MEC.

O PDE Escola, objeto desta pesquisa, é um programa do Ministério da Educação, de apoio à gestão escolar baseado no planejamento participativo e destinado a auxiliar as escolas públicas a melhorar sua gestão, conforme informado em seus materiais. O enfoque de pesquisa foi na edição 2011, em que o programa priorizou as escolas cujo IDEB 2009 foi igual ou inferior à média nacional e que não tinham sido priorizadas entre 2008 e 2010. Em linhas gerais, esta pesquisa teve como objetivo compreender qual a representação de problemas da escola para o desenvolvimento da educação, por sua perspectiva, considerando o nível de distanciamento ou aproximação existente em relação à proposta da política pública educacional do PDE Escola. Para isso, serviram como fontes documentais, as publicações oficiais do Ministério da Educação, a partir de 2006, quando a política começou a se expandir envolvendo as escolas públicas com os IDEBs mais baixos em todo o país, até 2011, que é o período do grupo de escolas priorizadas no PDE Escola, selecionado para análise. As fontes ou referências principais para análise foram os Planos de Desenvolvimento de Escolas da Rede Estadual do Rio Grande do Sul, priorizadas em 2011, que faziam parte da última edição do programa, ainda disponível para acesso em sistema on line do MEC em 2013. Como amostra para esta pesquisa foi definido o grupo das 44 escolas que tiveram o PDE Escola aprovado em 2011, com execução do recurso financeiro em 2012. A abordagem do ciclo de políticas de Stephen J. Ball foi a perspectiva de análise utilizada, mas com enfoque no contexto da prática. Fizeram parte do aporte teórico as abordagens sobre: ideologia; sociologia da globalização; a educação e o estado capitalista; o novo gerencialismo; o modelo de gestão do bem-estar social e o novo gerencialismo; as políticas e gestão da educação básica e escolar no Brasil. Por fim, verificou-se por meio deste estudo, que as dimensões do diagnóstico do PDE Escola, das escolas da amostra com as médias percentuais maiores na indicação de problemas e problemas considerados críticos, foram as dos indicadores e taxas, e taxas de rendimento, seguidas das que tratam da infraestrutura e comunidade escolar, sendo que ao final, com as médias percentuais mais baixas, ficaram as de ensino e aprendizagem e por último a de gestão. Isso evidenciou a forte influência da proposta da política sobre o que as escolas consideram como problemas na educação, que repercute até hoje nas dimensões em que se concentram as médias percentuais de escolas mais elevadas, na indicação de problemas. A proposta da política pesquisada neste estudo demonstrou enfocar a necessidade de avanço sobre os resultados educacionais, por meio da responsabilização dos atores locais para o planejamento de ações que solucionem isso, mas a representação de problemas apresentados aponta contradições que revelam outras necessidades, apesar de até certo ponto a proposta da política se materializar na priorização de problemas pela maioria das escolas, nas dimensões que são o foco do MEC. / The PDE School, object of this research is a program of the Ministry of Education to support school management based on participatory planning and designed to assist the public schools to improve their management, as reported in their materials. The research focus was in the 2011 edition, in which the program prioritized schools whose IDEB 2009 was equal to or below the national average and that had not been prioritized between 2008 and 2010. In general, this research aimed to understand what the representation school problems for the development of education, in perspective, considering the level of detachment or existing approach to the proposal of public education policy of PDE school. For that, served as documentary sources, the official publications of the Ministry of Education, from 2006, when the policy began to expand involving public schools with the lowest IDEBs across the country by 2011, which is the period of group prioritized schools in PDE School, selected for analysis. The sources or major references for analysis were the Development Plans of Schools of State Network of Rio Grande do Sul, prioritized in 2011, which were part of the last edition of the program, still available for access online system MEC in 2013. As sample for this study was defined the group of 44 schools that had the PDE School approved in 2011, with implementation of financial resources in 2012. the approach of Stephen J. Ball policies cycle analysis perspective was used, but with a focus on context of practice. Were part of the theoretical framework approaches on: ideology; sociology of globalization; education and the capitalist state; the new managerialism; the social welfare management model and the new managerialism; policies and management in primary and school education in Brazil. Finally, it has been found by this study that the dimensions of the diagnosis of PDE School Schools of the sample with the highest percentage means the indication considered critical issues and problems, and the indicators were the rates and yields, followed by dealing with infrastructure and school community, and at the end, with the lowest percentage averages, were the teaching and learning and finally the management. This showed the strong influence of the proposed policy on what schools consider as problems in education that affects today in dimensions that concentrate the percentage means higher schools, the indication of problems. The proposed policy researched in this study demonstrated focus on the need to advance on educational outcomes, through the empowerment of local actors for planning actions that solve this, but the representation of the problems presented points contradictions that reveal other needs, although so some extent the policy proposal to materialize in prioritizing problems by most schools, dimensions that are the focus of MEC.

GUEDES, Mardônio e Silva. Nos atalhos do pedir: favores, paternalismo e planejamento educacional no Ceará (1963-1982). 2010. 222f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2010. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-03-07T16:46:00Z No. of bitstreams: 1 2010-TESE-MSGUEDES.pdf: 1197808 bytes, checksum: 0df2d594628ccfd4f835bbe8380ac2ce (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-03-07T17:31:07Z (GMT) No. of bitstreams: 1 2010-TESE-MSGUEDES.pdf: 1197808 bytes, checksum: 0df2d594628ccfd4f835bbe8380ac2ce (MD5) / Made available in DSpace on 2014-03-07T17:31:07Z (GMT). No. of bitstreams: 1 2010-TESE-MSGUEDES.pdf: 1197808 bytes, checksum: 0df2d594628ccfd4f835bbe8380ac2ce (MD5) Previous issue date: 2010 / This work aims to discuss the production of discourses on educational planning, paternalism and exchange of favors, in Ceará from 1963 to 1982. To do so, we analyzed educational programs, personal and institutional correspondence characterized by requests in the sphere of education and addressed to the political man Virgilio Távora during the time he performed the functions of Governor, Deputy and Senator in the State of Ceará. The correspondences mentioned comprise part of the documentary fund Virgilio Távora that put together the collection of the Public Archives of the State of Ceará. In the investigation of the documentary sources we approached the social tensions between planning actions of education and mails about the educational field specifically the ones pervaded by politics of favor, discourses associated to paternalism, clientele, work and professional qualification. The government educational programs concerning to the period herein focused , were collected from Menezes Pimentel Public Library heap. These documents established guidelines for the development of the educational sector and are hallmarks elements in preparing the proposed approach by this research; aiming to question the clashes built in the structure of state educational management and educational requests addressed to Virgilio Távora. The documentation referred to allowed to inquire about the discursive strategies produced on the educational field intersected by the logic of efficiency, technique and state planning, managed in Ceará during the time of this research. In the theoretical methodological universe of the investigation developed, we gave much attention to the constructions and appropriations produced by the discourses found in the documental sources, on educational planning, exchange of favors and patronage. These were the constituent elements of educational every day life in Ceará which were the subject of analysis in this paper. / Este trabalho objetiva discutir a produção de discursos sobre planejamento educacional, paternalismo e troca de favores, no Ceará de 1963 a 1982. Para tanto, analisamos programas educacionais, correspondências pessoais e institucionais caracterizadas por solicitações da esfera da educação destinadas ao político Virgílio Távora durante a época em que exerceu as funções de Governador, Deputado e Senador, no Estado do Ceara. As correspondências mencionadas compreendem parte do fundo documental Virgílio Távora que compõe o acervo do Arquivo Público do Estado do Ceará. No trabalho de investigação das fontes documentais, abordamos as tensões sociais existentes entre ações de planejamento da educação e correspondências sobre o campo educacional, especificamente, as perpassadas pela política do favor, por discursos associados ao paternalismo, clientelismo, trabalho e qualificação profissional. Os programas educacionais de governo referentes ao período ora focalizado, foram coletados do acervo da Biblioteca Pública Menezes Pimentel. Estes documentos estabeleceram diretrizes para o desenvolvimento do setor educacional local e são elementos balizadores da construção da abordagem proposta por esta pesquisa; na perspectiva de problematizar os embates construídos nos domínios da gestão da educação estadual e solicitações educacionais destinadas a Virgílio Távora. A documentação aludida permitiu inquirir sobre as estratégias discursivas produzidas sobre o campo educacional, entrecortadas pela lógica da eficiência, técnica e planejamento estatal, gestados no Ceará durante o corte temporal desta pesquisa. No universo teórico-metodológico da investigação desenvolvida, procuramos atentar para as construções e apropriações produzidas pelos discursos contidos nas fontes documentais, sobre planejamento educacional, troca de favores, e paternalismo. Elementos constitutivos do cotidiano da educação no Ceará que foram alvo de análise do trabalho produzido.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Este trabalho objetiva discutir a produÃÃo de discursos sobre planejamento educacional, paternalismo e troca de favores, no Cearà de 1963 a 1982. Para tanto, analisamos programas educacionais, correspondÃncias pessoais e institucionais caracterizadas por solicitaÃÃes da esfera da educaÃÃo destinadas ao polÃtico VirgÃlio TÃvora durante a Ãpoca em que exerceu as funÃÃes de Governador, Deputado e Senador, no Estado do Ceara. As correspondÃncias mencionadas compreendem parte do fundo documental VirgÃlio TÃvora que compÃe o acervo do Arquivo PÃblico do Estado do CearÃ. No trabalho de investigaÃÃo das fontes documentais, abordamos as tensÃes sociais existentes entre aÃÃes de planejamento da educaÃÃo e correspondÃncias sobre o campo educacional, especificamente, as perpassadas pela polÃtica do favor, por discursos associados ao paternalismo, clientelismo, trabalho e qualificaÃÃo profissional. Os programas educacionais de governo referentes ao perÃodo ora focalizado, foram coletados do acervo da Biblioteca PÃblica Menezes Pimentel. Estes documentos estabeleceram diretrizes para o desenvolvimento do setor educacional local e sÃo elementos balizadores da construÃÃo da abordagem proposta por esta pesquisa; na perspectiva de problematizar os embates construÃdos nos domÃnios da gestÃo da educaÃÃo estadual e solicitaÃÃes educacionais destinadas a VirgÃlio TÃvora. A documentaÃÃo aludida permitiu inquirir sobre as estratÃgias discursivas produzidas sobre o campo educacional, entrecortadas pela lÃgica da eficiÃncia, tÃcnica e planejamento estatal, gestados no Cearà durante o corte temporal desta pesquisa. No universo teÃrico-metodolÃgico da investigaÃÃo desenvolvida, procuramos atentar para as construÃÃes e apropriaÃÃes produzidas pelos discursos contidos nas fontes documentais, sobre planejamento educacional, troca de favores, e paternalismo. Elementos constitutivos do cotidiano da educaÃÃo no Cearà que foram alvo de anÃlise do trabalho produzido. / This work aims to discuss the production of discourses on educational planning, paternalism and exchange of favors, in Cearà from 1963 to 1982. To do so, we analyzed educational programs, personal and institutional correspondence characterized by requests in the sphere of education and addressed to the political man Virgilio TÃvora during the time he performed the functions of Governor, Deputy and Senator in the State of CearÃ. The correspondences mentioned comprise part of the documentary fund Virgilio TÃvora that put together the collection of the Public Archives of the State of CearÃ. In the investigation of the documentary sources we approached the social tensions between planning actions of education and mails about the educational field specifically the ones pervaded by politics of favor, discourses associated to paternalism, clientele, work and professional qualification. The government educational programs concerning to the period herein focused , were collected from Menezes Pimentel Public Library heap. These documents established guidelines for the development of the educational sector and are hallmarks elements in preparing the proposed approach by this research; aiming to question the clashes built in the structure of state educational management and educational requests addressed to Virgilio TÃvora. The documentation referred to allowed to inquire about the discursive strategies produced on the educational field intersected by the logic of efficiency, technique and state planning, managed in Cearà during the time of this research. In the theoretical methodological universe of the investigation developed, we gave much attention to the constructions and appropriations produced by the discourses found in the documental sources, on educational planning, exchange of favors and patronage. These were the constituent elements of educational every day life in Cearà which were the subject of analysis in this paper.

O PDE Escola, objeto desta pesquisa, é um programa do Ministério da Educação, de apoio à gestão escolar baseado no planejamento participativo e destinado a auxiliar as escolas públicas a melhorar sua gestão, conforme informado em seus materiais. O enfoque de pesquisa foi na edição 2011, em que o programa priorizou as escolas cujo IDEB 2009 foi igual ou inferior à média nacional e que não tinham sido priorizadas entre 2008 e 2010. Em linhas gerais, esta pesquisa teve como objetivo compreender qual a representação de problemas da escola para o desenvolvimento da educação, por sua perspectiva, considerando o nível de distanciamento ou aproximação existente em relação à proposta da política pública educacional do PDE Escola. Para isso, serviram como fontes documentais, as publicações oficiais do Ministério da Educação, a partir de 2006, quando a política começou a se expandir envolvendo as escolas públicas com os IDEBs mais baixos em todo o país, até 2011, que é o período do grupo de escolas priorizadas no PDE Escola, selecionado para análise. As fontes ou referências principais para análise foram os Planos de Desenvolvimento de Escolas da Rede Estadual do Rio Grande do Sul, priorizadas em 2011, que faziam parte da última edição do programa, ainda disponível para acesso em sistema on line do MEC em 2013. Como amostra para esta pesquisa foi definido o grupo das 44 escolas que tiveram o PDE Escola aprovado em 2011, com execução do recurso financeiro em 2012. A abordagem do ciclo de políticas de Stephen J. Ball foi a perspectiva de análise utilizada, mas com enfoque no contexto da prática. Fizeram parte do aporte teórico as abordagens sobre: ideologia; sociologia da globalização; a educação e o estado capitalista; o novo gerencialismo; o modelo de gestão do bem-estar social e o novo gerencialismo; as políticas e gestão da educação básica e escolar no Brasil. Por fim, verificou-se por meio deste estudo, que as dimensões do diagnóstico do PDE Escola, das escolas da amostra com as médias percentuais maiores na indicação de problemas e problemas considerados críticos, foram as dos indicadores e taxas, e taxas de rendimento, seguidas das que tratam da infraestrutura e comunidade escolar, sendo que ao final, com as médias percentuais mais baixas, ficaram as de ensino e aprendizagem e por último a de gestão. Isso evidenciou a forte influência da proposta da política sobre o que as escolas consideram como problemas na educação, que repercute até hoje nas dimensões em que se concentram as médias percentuais de escolas mais elevadas, na indicação de problemas. A proposta da política pesquisada neste estudo demonstrou enfocar a necessidade de avanço sobre os resultados educacionais, por meio da responsabilização dos atores locais para o planejamento de ações que solucionem isso, mas a representação de problemas apresentados aponta contradições que revelam outras necessidades, apesar de até certo ponto a proposta da política se materializar na priorização de problemas pela maioria das escolas, nas dimensões que são o foco do MEC. / The PDE School, object of this research is a program of the Ministry of Education to support school management based on participatory planning and designed to assist the public schools to improve their management, as reported in their materials. The research focus was in the 2011 edition, in which the program prioritized schools whose IDEB 2009 was equal to or below the national average and that had not been prioritized between 2008 and 2010. In general, this research aimed to understand what the representation school problems for the development of education, in perspective, considering the level of detachment or existing approach to the proposal of public education policy of PDE school. For that, served as documentary sources, the official publications of the Ministry of Education, from 2006, when the policy began to expand involving public schools with the lowest IDEBs across the country by 2011, which is the period of group prioritized schools in PDE School, selected for analysis. The sources or major references for analysis were the Development Plans of Schools of State Network of Rio Grande do Sul, prioritized in 2011, which were part of the last edition of the program, still available for access online system MEC in 2013. As sample for this study was defined the group of 44 schools that had the PDE School approved in 2011, with implementation of financial resources in 2012. the approach of Stephen J. Ball policies cycle analysis perspective was used, but with a focus on context of practice. Were part of the theoretical framework approaches on: ideology; sociology of globalization; education and the capitalist state; the new managerialism; the social welfare management model and the new managerialism; policies and management in primary and school education in Brazil. Finally, it has been found by this study that the dimensions of the diagnosis of PDE School Schools of the sample with the highest percentage means the indication considered critical issues and problems, and the indicators were the rates and yields, followed by dealing with infrastructure and school community, and at the end, with the lowest percentage averages, were the teaching and learning and finally the management. This showed the strong influence of the proposed policy on what schools consider as problems in education that affects today in dimensions that concentrate the percentage means higher schools, the indication of problems. The proposed policy researched in this study demonstrated focus on the need to advance on educational outcomes, through the empowerment of local actors for planning actions that solve this, but the representation of the problems presented points contradictions that reveal other needs, although so some extent the policy proposal to materialize in prioritizing problems by most schools, dimensions that are the focus of MEC.

The problem of this study was to compare the perceptions o£ Kansas state legislators, superintendents, and teachers toward the Arkansas Student Assessment Program. The purpose was to generate data which would benefit educational planners in Arkansas. Hypotheses which focused on current national issues in the statewide testing movement and on issues pertinent to the Arkansas program were constructed, and a questionnaire was developed to test the hypotheses. The questionnaire was mailed to all Arkansas state legislators and to the superintendent and a fourth-grade teacher in 100 randomly selected Arkansas school districts. Responses were received selected Arkansas school districts. 70 percent of superintendent from 50 percent of legislators, 70 per dents, and 74 per cent of teachers. The chi-square statistic was applied to individual questions in test for significance of difference between the groups, the Kruskal-Wallace one-way analysis of variance by ranks was applied to the hypotheses to test for significant differences between groups. In examining individual questions relating to legislators, superintendents, and teachers, significant differences were found on twenty three of the forty items on the questionnaire. A significant difference was found on each of the seven hypotheses, as follows: (1) superintendents and teachers understand the program better than legislators, (2, superintendents and teachers view the program as more adequate than legislators, (3) legislators and superintendents view the program as more fair than teachers; (4) superintendents and teachers are more positive than legislators concerning the use of the results; (5, legislators and superintendents more than teachers feel that the program has a greater impact; (6) legislators and superintendents are more positive about the public relations aspect of the testing program than are teachers; and (7) all three groups differ concerning improvements needed in the program.

M. Ed. (Educational Management) / The purpose and object of this study was to evaluate the role of education and planning with regard to Third World development in general, and a few Third World development problems in particular, with special reference to Qwaqwa. Research has indicated that the national plans of developing countries reflect the importance attached to education. The belief in an almost automatic relationship between education and development resulted in large sums allocated to the formal educational systems, both in budgets and in investment programmes. Two decades from the early optimistic years the world faces a crisis of educational expectations. There is increasing criticism of existing policies and systems and new solutions are being sought. Educational planning has been severely criticised for failing to anticipate and give warning about such damaging trends as the escalating costs of educational provision, the inefficient functioning of school systems, the growing number of educated unemployed and the failure of schools to reduce inequalities in national societies. This study is mainly descriptive. Available literature and statistics were used to describe the educational problems in the Third World and to indicate the linkages between the educational problems and a few broader development problems. Ancillary to this general framework an evaluation was made of education and planning in Qwaqwa. The description and evaluation of the educational and planning problems in Qwaqwa was mainly based on information obtained from the Research Institute for Education Planning, University of the Orange Free State and statistics obtained through research in Qwaqwa. The same unsatisfactory results of development efforts experienced elsewhere in the Third World are also experienced in the less developed areas (national states) of Southern Africa. An analysis of data indicated that Qwaqwa is confronted with similar educational and planning problems as most other developing regions. The conclusion was reached that in the past educational planning was defined too narrowly. The important point, however, is that development is a multidimensional process. Experience has shown that education must be planned as an integrated whole and relevant to the needs of the developing countries...

Universities in developing countries are deteriorating physically due to lack of planned maintenance, lack of maintenance policies in the institutions, lack of up-to-date security system, and also lack of qualified personnel at decision-making level. Lack of planning leads to reactive maintenance. It also leads to unbudgeted expenditure and has an impact on the amount of money allocated to maintenance which results in unavailability of funds to carry out maintenance duties. Institutions which have no maintenance policy lack guidelines to follow when a maintenance problem arises. Most personnel in charge of maintenance are junior management or at supervisory level as a result they are not part of middle management that strategically directs the organisation. Most of the decisions made at supervisory scale are easily overruled at management level where the maintenance manager is not present during meetings to motivate maintenance cases. Lack of efficient security also allows vandalism to rise which contributes to the deterioration of facilities. Universities lack creativity and cost management skills to raise its own funds to supplement the maintenance budget, which is largely funded by the government. This study recommends employment of built environment professionals in decision-making positions. It also recommends that organizations should have a maintenance policy in place. Investment should be made in good security systems and management of the facilities should include income generating activities that could subsidise the maintenance budget.

Mobility and increasing urbanization have resulted in a pattern of differential growth rates among school enrollments. This has necessitated that educational planners develop an understanding of family mobility in order to better predict student populations and maximize the use of existing school facilities. In the past, such predictions have not usually incorporated factors which account for changes in the separate components of population. An examination of elementary school enrollments in Vancouver evidenced the need for a more detailed understanding of migration. The present study set out to establish the impact which various migration patterns exerted on elementary enrollments in the Vancouver School District and in three areas within the school district, which illustrated different migration patterns. Secondly, the reasons why families with elementary school children move into and out of specific school areas in the city were analyzed from data collected by means of a questionnaire. A chi-square test was used to establish the significance of differences in the-responses of each group. The migration streams differed significantly in terms of the reasons stated for moving and the factors of importance in the choice of a new home. Significant differences in the latter were mostly reflected in school areas characterized by different migration streams. The study demonstrated that educational planners should be aware of the migration patterns affecting each school area in their district in order that they may calculate, and wherever possible influence the impact of changes in any factors which influence mobility / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

This thesis analyzes the role of negotiation theory and skills training in planning school curricula. This analysis is based on (1) a literature review focusing on planning, managing and negotiating and (2) a survey on negotiation and dispute resolution in North American planning schools. The literature review indicates that negotiation is a foundation skill for planners. Planning and managing are functions performed by planners. Both functions involve political decision making and political communication. Conflict situations are inevitable in political work environments, and negotiation is significant as a way to manage conflict. Hence, planners should have negotiating skills. However, very few planners have, at any stage of their development, been made aware of the range of negotiation theories, roles, strategies or tactics they might adopt. Prominent planning educators such as Baum, Forester, Schon and Susskind have raised a concern that many planners lack negotiating skills. They point to education as a solution. Based on the survey results, at least 25 percent of Canadian and 15 percent of American planning schools now offer one or more courses in these subjects. These courses began to emerge in 1981-1982. An analysis of the curricula materials collected indicates that these courses are based on the cooperative, problem solving approach advocated in two popular American books - namely: (1) "Getting to Yes" by Fisher and Ury and (2) "The Art and Science of Negotiation" by Raiffa. The main recommendation of this thesis is that planning educators recognize the need to equip planners with a basic level of negotiation theory and skill training. The development of negotiating skills depends on learning appropriate kinds of behaviour. Learning is facilitated by practice and exposure to simulated problem solving situations. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate