Os pressupostos da teoria de avaliação de programas orientada ao consumidor estabelecem que o avaliador tem que identificar os resultados dos programas e seus valores sob a perspectiva das necessidades dos usuários. A avaliação deve ajudar os usuários a escolher entre programas concorrentes por meio de informações. Tendo por base esse arcabouço teórico, o objetivo geral desta pesquisa foi analisar as variáveis de avaliação de programas de especialização prevalecentes segundo a visão de especialistas que são aderentes aos modelos de decisão e de avaliação dos participantes. Concluiu-se que as melhores práticas de avaliação educacional sobre qualidade atendem às necessidades dos alunos no processo de decisão por programa de especialização para executivos a cursar e na avaliação dos programas em curso no contexto brasileiro. Essa constatação foi possível por meio do estudo das hipóteses da pesquisa, com a análise dos resultados da técnica Delphi, entrevistas e aplicação de questionários. Os constructos identificados na teoria de avaliação educacional e levantados na aplicação da técnica Delphi são internos (Corpo Docente, Qualidade das Disciplinas, Perfil da Turma, Infra-Estrutura, Biblioteca, Estudos de Casos, Gestão do Programa, Forma de Ingresso e Monografia) e externos (Reputação, Mercado de Trabalho, Análise de Valor, Classificação em Rankings, Satisfação do Empregador, Internacionalização e Custo). Especialistas, administradores de programas e professores criticam os rankings de melhores instituições de ensino, mas admitem que ainda dão visibilidade e credibilidade ao programa na percepção de alunos e empregadores. O desenvolvimento, a aplicação, os objetivos e os benefícios da avaliação educacional não são completamente compreendidos pelos interessados em programas de especialização. Esse fato é justificado pela carência de recursos no país para a formação específica na área e pouca produção científica sobre o assunto. O grande número de programas de especialização para executivos foi considerado prejudicial à qualidade percebida pelos empregadores e alunos, e causador da confusão entre programas lato e stricto sensus. Administradores de programas, professores, alunos, empregadores e especialistas atribuíram importância elevada aos constructos Reputação, Corpo Docente e Qualidade das Disciplinas. Para a avaliação educacional, o Custo foi considerado o de menor importância por especialistas, administradores de programas, professores e alunos. Entretanto, o mesmo constructo teve importância significativa para alunos no momento de escolha por um programa de especialização a cursar. Os constructos Monografia e Forma de Ingresso foram considerados de pouca importância pelos respondentes tanto para a avaliação educacional quanto para o modelo de decisão por programa de especialização a cursar. A hipótese de que os professores percebem mais valor nos constructos internos do que os alunos, administradores de programas e empregadores não foi aceita como verdadeira. A segunda hipótese, que sugeriu que especialistas percebem mais valor nos constructos internos do que alunos, administradores de programas e empregadores não foi aceita como verdadeira. A terceira hipótese sugeriu que os alunos percebem mais valor nos constructos externos do que professores, administradores de programas e especialistas. Constatou-se que os alunos percebem mais valor ao Mercado de Trabalho, Classificação em Rankings, Custo e Reputação para avaliação educacional do que os professores. A quarta hipótese sugeriu que os empregadores percebem mais valor nos constructos externos do que especialistas e professores, mas nenhuma diferença significativa foi apontada pelos testes. A quinta hipótese (alunos ingressantes percebem mais valor nos constructos externos do que nos internos para o modelo de decisão por programa de especialização a cursar) e a sexta (alunos percebem mais valor nos constructos internos do que nos externos para a avaliação educacional) não foram aceitas, pois nenhuma diferença significativa foi identificada entre as médias dos constructos. / The assumptions pertaining to consumer oriented program evaluation theory establish that the evaluator must identify the programs results and their values under the perspective of users necessities. The evaluation must help users choose between competitor programs with information. Based on this theoretical framework, this research aimed at analyzing specialization program evaluations variables that prevail under the specialists points of view that are sticking to the participants models of decision and of evaluation. The conclusion is that the best practices of quality education evaluation attend the students necessities to choose one executive specialization program to follow and to performance program evaluation in Brazils context. This conclusion was possible with the study of researchs suppositions, with the analysis of Delphis results, interviews and questionnaires. The elements identified by education evaluation theory and raised with Delphi are internal (Teaching Staff, Quality of Disciplines, Students Profile, Infrastructure, Library, Case Studies, Programs Management, Selection of Students and Monograph) and external (Reputation, Labor Market, Value Analysis, Classification in Rankings, Employers Satisfaction, Internationalization and Cost). Specialists, programs managers and teachers criticize the best schools rankings, but they admit that rankings give visibility and credibility to the program under the perceptions of students and employers. The development, the application, the objectives and the benefits of education evaluation are not completely understood by the specialization programs users. This fact is justified by the lack of resources in Brazil addressed to education research on evaluation and lack of scientific production. The great number of existing executive specialization programs was considered harmful to the quality perceived by employers and students, and responsible for the confusion between lato and stricto sensu programs. Programs managers, teachers, students, employers and specialists attributed high importance to Reputation, Teaching Staff and Quality of Disciplines. For the education evaluation, Cost received the smallest importance from specialists, programs managers, teachers and students. However, Cost had significant importance to students at the moment of choosing a specialization program to follow. Monograph and Selection of Students were considered little important to both education evaluation and to the decision model used to choose a specialization program to follow. The supposition that suggested that teachers attribute more value to internal elements than students, programs managers and employers was not accepted. The second supposition, that suggested that specialists attribute more value to internal elements than students, programs managers and employers was not accepted. The third supposition suggested that students attribute more value to external elements than teachers, programs managers and specialists. It was proved that students attribute more value to Labor Market, Classification in Rankings, Cost and Reputation than teachers to education evaluation. The fourth supposition suggested that employers attribute more value to external elements than specialists and teachers, but it was no found significant difference during the tests. The fifth supposition (new students attribute more value to external elements than to internal elements to the decision model used to choose a specialization program to follow) and the sixth supposition (students attribute more value to internal elements than to external elements to education evaluation) were not accepted, because it was not found significant difference between elements means.

Os pressupostos da teoria de avaliação de programas orientada ao consumidor estabelecem que o avaliador tem que identificar os resultados dos programas e seus valores sob a perspectiva das necessidades dos usuários. A avaliação deve ajudar os usuários a escolher entre programas concorrentes por meio de informações. Tendo por base esse arcabouço teórico, o objetivo geral desta pesquisa foi analisar as variáveis de avaliação de programas de especialização prevalecentes segundo a visão de especialistas que são aderentes aos modelos de decisão e de avaliação dos participantes. Concluiu-se que as melhores práticas de avaliação educacional sobre qualidade atendem às necessidades dos alunos no processo de decisão por programa de especialização para executivos a cursar e na avaliação dos programas em curso no contexto brasileiro. Essa constatação foi possível por meio do estudo das hipóteses da pesquisa, com a análise dos resultados da técnica Delphi, entrevistas e aplicação de questionários. Os constructos identificados na teoria de avaliação educacional e levantados na aplicação da técnica Delphi são internos (Corpo Docente, Qualidade das Disciplinas, Perfil da Turma, Infra-Estrutura, Biblioteca, Estudos de Casos, Gestão do Programa, Forma de Ingresso e Monografia) e externos (Reputação, Mercado de Trabalho, Análise de Valor, Classificação em Rankings, Satisfação do Empregador, Internacionalização e Custo). Especialistas, administradores de programas e professores criticam os rankings de melhores instituições de ensino, mas admitem que ainda dão visibilidade e credibilidade ao programa na percepção de alunos e empregadores. O desenvolvimento, a aplicação, os objetivos e os benefícios da avaliação educacional não são completamente compreendidos pelos interessados em programas de especialização. Esse fato é justificado pela carência de recursos no país para a formação específica na área e pouca produção científica sobre o assunto. O grande número de programas de especialização para executivos foi considerado prejudicial à qualidade percebida pelos empregadores e alunos, e causador da confusão entre programas lato e stricto sensus. Administradores de programas, professores, alunos, empregadores e especialistas atribuíram importância elevada aos constructos Reputação, Corpo Docente e Qualidade das Disciplinas. Para a avaliação educacional, o Custo foi considerado o de menor importância por especialistas, administradores de programas, professores e alunos. Entretanto, o mesmo constructo teve importância significativa para alunos no momento de escolha por um programa de especialização a cursar. Os constructos Monografia e Forma de Ingresso foram considerados de pouca importância pelos respondentes tanto para a avaliação educacional quanto para o modelo de decisão por programa de especialização a cursar. A hipótese de que os professores percebem mais valor nos constructos internos do que os alunos, administradores de programas e empregadores não foi aceita como verdadeira. A segunda hipótese, que sugeriu que especialistas percebem mais valor nos constructos internos do que alunos, administradores de programas e empregadores não foi aceita como verdadeira. A terceira hipótese sugeriu que os alunos percebem mais valor nos constructos externos do que professores, administradores de programas e especialistas. Constatou-se que os alunos percebem mais valor ao Mercado de Trabalho, Classificação em Rankings, Custo e Reputação para avaliação educacional do que os professores. A quarta hipótese sugeriu que os empregadores percebem mais valor nos constructos externos do que especialistas e professores, mas nenhuma diferença significativa foi apontada pelos testes. A quinta hipótese (alunos ingressantes percebem mais valor nos constructos externos do que nos internos para o modelo de decisão por programa de especialização a cursar) e a sexta (alunos percebem mais valor nos constructos internos do que nos externos para a avaliação educacional) não foram aceitas, pois nenhuma diferença significativa foi identificada entre as médias dos constructos. / The assumptions pertaining to consumer oriented program evaluation theory establish that the evaluator must identify the programs results and their values under the perspective of users necessities. The evaluation must help users choose between competitor programs with information. Based on this theoretical framework, this research aimed at analyzing specialization program evaluations variables that prevail under the specialists points of view that are sticking to the participants models of decision and of evaluation. The conclusion is that the best practices of quality education evaluation attend the students necessities to choose one executive specialization program to follow and to performance program evaluation in Brazils context. This conclusion was possible with the study of researchs suppositions, with the analysis of Delphis results, interviews and questionnaires. The elements identified by education evaluation theory and raised with Delphi are internal (Teaching Staff, Quality of Disciplines, Students Profile, Infrastructure, Library, Case Studies, Programs Management, Selection of Students and Monograph) and external (Reputation, Labor Market, Value Analysis, Classification in Rankings, Employers Satisfaction, Internationalization and Cost). Specialists, programs managers and teachers criticize the best schools rankings, but they admit that rankings give visibility and credibility to the program under the perceptions of students and employers. The development, the application, the objectives and the benefits of education evaluation are not completely understood by the specialization programs users. This fact is justified by the lack of resources in Brazil addressed to education research on evaluation and lack of scientific production. The great number of existing executive specialization programs was considered harmful to the quality perceived by employers and students, and responsible for the confusion between lato and stricto sensu programs. Programs managers, teachers, students, employers and specialists attributed high importance to Reputation, Teaching Staff and Quality of Disciplines. For the education evaluation, Cost received the smallest importance from specialists, programs managers, teachers and students. However, Cost had significant importance to students at the moment of choosing a specialization program to follow. Monograph and Selection of Students were considered little important to both education evaluation and to the decision model used to choose a specialization program to follow. The supposition that suggested that teachers attribute more value to internal elements than students, programs managers and employers was not accepted. The second supposition, that suggested that specialists attribute more value to internal elements than students, programs managers and employers was not accepted. The third supposition suggested that students attribute more value to external elements than teachers, programs managers and specialists. It was proved that students attribute more value to Labor Market, Classification in Rankings, Cost and Reputation than teachers to education evaluation. The fourth supposition suggested that employers attribute more value to external elements than specialists and teachers, but it was no found significant difference during the tests. The fifth supposition (new students attribute more value to external elements than to internal elements to the decision model used to choose a specialization program to follow) and the sixth supposition (students attribute more value to internal elements than to external elements to education evaluation) were not accepted, because it was not found significant difference between elements means.

No description available.

The purpose of the project is two-fold. First, to design a curriculum guideline for career and technical educators to teach the elements of business planning to a new population of graduates that need the material to manage their vocation successfully. Secondly, it can be used as a very practical way of integrating academic and occupational training program.

A review of financial literacy education programs in the United States revealed that the voices of youngsters, particularly urban adolescents enrolled in high school, are lacking in the discussion about financial literacy education. By neglecting the experiences with which these adolescents come to learn financial literacy, educational researchers, teachers, and policymakers are unwittingly limiting their educational outcomes. In this qualitative inquiry, the researcher prepared in-depth interviews and surveys conducted by the researcher to determine how 19 urban students at one high school perceived that financial literacy education could build on their personal literacies and expand their educational outcomes. In addition, the researcher prepared interview questions and provided them to a third-party company which included them in a survey it conducted of adolescents throughout the United States to determine how they perceived financial literacy education could build on their personal literacies and expand their educational outcomes. The overarching finding of this study was that the adolescents’ financial literacy education should focus on their self-identified goals rather than on financial literacy topics prescribed by a financial literacy program. Furthermore, financial literacy education should integrate adolescents’ everyday experiences from outside the classroom into their in-class educational experiences. Recommendations offered for teachers and policymakers, adolescents, and future researchers. Given multiple factors that affect culturally and socially responsive and engaging financial literacy experiences for adolescents, consideration of the appropriateness of recommendations should take place on an individual basis.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-04-12T23:09:48Z No. of bitstreams: 2 Paulo_Ricardo_da_Costa.pdf: 538203 bytes, checksum: 5635de946f4c648dcc74f25ecb0b7e54 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-04-12T23:09:48Z (GMT). No. of bitstreams: 2 Paulo_Ricardo_da_Costa.pdf: 538203 bytes, checksum: 5635de946f4c648dcc74f25ecb0b7e54 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-09-08 / In 2012, according to Census conducted by the ???InstitutoNacional de Estudos e PesquisasEducacionaisAn??sio Teixeira??? (INEP)(2012), Brazil had 2,416 IES and more than seven million students enrolled. Only considering the Administration, Accounting and Economics courses (examples of courses in which finance subjects are taught), more than two thousand and six hundred courses were identified. There is a lack of research focused on teaching and learning in finance, hence this study explores innovation in teaching and pedagogical practices of education in finance. Considering the shortage of articles published in Portuguese about this subject, it was decided to carry out a bibliometric analysis in two international journals from 2005 to 2015. With 83 selected articles that are directly related to the theme, the main results show: (i) not necessarily the process of innovation in teaching and learning of finance is linked directly to the use of technological methods, Cognitive and Humanist approaches are linked to pedagogical techniques that can be used inside or outside the classroom; (ii) in this study the authors mostly used by researchers are presented, also demonstrates techniques like: Learning in Practice, Teamwork, Using Spreadsheets, Online tools, among others as the most used by researchers; (iii) in this study are presented teaching techniques, but without qualifying which technique is better or worse, but to show that there are innovative approaches that teachers, university administrators and other interested in the topic can apply with students. / Em 2012, de acordo com Censo realizado pelo Instituto Nacional de Estudos e Pesquisas Educacionais An??sio Teixeira (INEP)(2012) o Brasil tinha 2.416 IES e mais de sete milh??es de alunos matriculados. Somente considerando os cursos de Administra????o, Ci??ncias Cont??beis e Ci??ncias Econ??micas (exemplos de cursos nos quais as mat??rias de Finan??as s??o ensinadas), foram identificados mais de dois mil e seiscentos cursos. Existe escassez de pesquisas voltadas para ensino e aprendizagem em finan??as,consequentemente, este estudo explora a inova????o nas pr??ticas did??ticas e pedag??gicas do ensino em finan??as.Considerandoa escassez de artigos em l??ngua portuguesa publicados sobre o tema, optou-se por realizar uma an??lise bibliom??trica em dois peri??dicos estrangeiros no per??odo de 2005 a 2015. Com 83 artigos selecionados que est??o relacionados diretamente com o tema, os principais resultados apontam: (i) n??o necessariamente o processo de inova????o no ensino eaprendizagem de finan??as est?? ligado diretamente ?? utiliza????o de m??todos tecnol??gicos, encontram-se as abordagens Cognitivista ou Humanista que est??o ligadas ?? utiliza????o de t??cnicas pedag??gicas dentro ou fora da sala de aula; (ii) neste estudo, s??o apresentados os autores mais utilizados pelos pesquisadores edemonstram-se, tamb??m, t??cnicas como: Aprendendo na Pr??tica, Trabalho em Equipe, Utiliza????o de Planilhas Eletr??nicas, Ferramentas Online, entre outras, como sendo as mais utilizadas pelos pesquisadores; (iii) neste estudo. s??o apresentadas t??cnicas de ensino, por??m, sem qualificar qual t??cnica ?? a melhor ou pior, e sim demonstrando que existem abordagens inovadoras que professores, gestores universit??rios ou outros interessados no tema podem aplicar com os alunos.

The problem of this study is an investigation into the need for and possible content and design of a specialized program of study to develop proficiencies for resource development in higher education. The study has three broad purposes. The first is to determine if there is a need for the specialized preparation of educational resource development officers in higher education; secondly, to ascertain what competencies are required of professionals in this field; and, finally, to assemble those competencies into component parts of a program of study. The following results were discovered by the study. 1) A majority of experienced practicing professionals in the field of educational resource development agrees that some form of specialized preparation for new professionals is needed. 2) Practicing professionals identified and described several competencies as well as personality traits and basic skills which are required of the educational development officer. 3) A majority of experienced practicing professionals agreed on a general format for a formal program of advanced degree work that would include an internship, master's level work and would terminate with some overall form of competency evaluation

Schools today are entrusted with the duty of managing their funds in such a way that that the educational outcomes of the primary beneficiaries of these funds are maximised. This places more responsibility on the school governing bodies as the legal custodians of these funds, at local level, which need to be used economically, effectively and efficiently. To achieve this, school governing bodies need capacity in the form of appropriate skills and knowledge needed to connect school funding to educational outcomes. This study focuses on how capacity building for school governing body can contribute to value for money in school financial management. It sought to examine possible impediments to effective financial management, which result from the existing gaps in the current capacity building programmes and the financial management frameworks and procedures relating to school financial management. A qualitative research methodology involving in-depth interviews with members of governing bodies and Circuit officials was followed to examine the problem and possible improvement strategies. Themes that emerged from the data include, comprehensiveness, duration and frequency of the training programme, competency of training facilitators, monitoring, assessment and evaluation and other follow-up modalities, presentation style of the training facilitators, internal records and audited financial statements, the involvement of senior officials in school financial management, and the effectiveness of financial management. Findings suggested that, training of SGBs in financial management is inadequate, training facilitators lack requisite skills, the duration of the training for SGBs is short, the training programme is not provided frequently, the training programme’s presentation style is ineffective, mismatch between internal records and audited financial statements, lack of support and monitoring by circuit officials in the schools’ financial management, questionable conduct of external auditors, and ineffective cluster approach by SGBs. / Educational Leadership and Management / M. Ed. (Education Management)

The primary objective of this study was to explore the effect of financial management training on task performance of selected School Governing Bodies (SGBs) in the JS Skenjana Circuit, Dutywa District in the Eastern Cape Province. The study looked at the extent to which financial management training assisted the SGBs in performing their roles and responsibilities effectively. A qualitative research was employed to gain a deeper understanding of the experiences of the members of the SGBs regarding the effects of financial management training on their task performance. Data were collected through in-depth interviews, focus group discussions and secondary documents. Respondents were members of the finance committee of the SGBs. The findings of the study show that training offered by the Department of Education (DoE) was inadequate and did not equip the SGBs adequately to manage school funds efficiently and effectively. Members of the SGB did not clearly understand their roles and responsibilities, including the legal framework regulating the management of school finances. This study recommends that the content of training offered to the SGBs should be reviewed to ensure its alignment with the context, roles and responsibilities of this important body. The DoE should use qualified trainers/facilitators and should also provide constant monitoring and support to SGBs. Further, the DoE should provide schools with mentors to support them on the management of finances. The DoE should develop a procurement management system that is evaluated at the level of a circuit and further ensure that all schools have functional procurement committees. Twinning of schools should also be considered to promote partnership and collaboration among schools. This should be done to increase financial prudence and overall school performance. The DoE should develop a financial assessment plan and remedial programmes, to assist schools that are not performing well in the management of finances. / Business Management / M. Com. (Business Management)