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1	Buvusių globos namų ir socializacijos centrų auklėtinių gyvenimo scenarijaus korekcija / The Correction of Life Scenario of Former Students of Foster Homes and Socialization Centres Prišmontienė, Aušra 03 September 2013 (has links) Vaikai dėl įvairių priežasčių, netekę tėvų globos patenka į globos įstaigas, patirdami prieštaringus išgyvenimus, net nesąmoningai reiškia protestą, elgiasi negatyviai. Problemiško, nekontroliuojamo elgesio globos namų auklėtinius šių įstaigų darbuotojai nukreipia į socializacijos centrus. Vaikai, keliaujantys iš vienos institucijos į kitą, tampa tarsi institucinės aukos. Štai toks asmuo, praėjęs kelias skirtingo griežtumo globos institucijas, subręsta ir patenka į suaugusiųjų pasaulį. Jų gyvenimo scenarijus kuriamas ant sutrikdytos (iškreiptos) socializacijos pamato jau nuo ankstyvos vaikystės. Per patirtį įgyta programa nematomai veikia žmogaus gyvenime nepriklausomai nuo pasipriešinimo ir laisvo pasirinkimo. Korekcijos proceso veiksniai galėtų pakreipti buvusių globos namų ir socializacijos centrų auklėtinių gyvenimo scenarijų. Tai įtakotų jų nuostatas savo ir aplinkinių atžvilgiu, kurios susijusios su veiklos perspektyvomis, gyvenimo kokybe bei sėkminga integracija visuomenėje. / The children who have lost their parents due to some reasons get to foster homes. Having gone through different contradictory negative emotions there, they, sometimes even subconsciously, express their protest behaving badly. The children who are uncontrollable and break behavioral norms are directed to socialization centres by social workers. These children who move from one such an organization to another are practically becoming victims of these social institutions. At last, after being in these organizations that can rather differ in their limits of freedom, such a person grows up and becomes an adult. Life scenario of these young people is created on a destorted social basement since their early childhood. The acquired life programme invisibly influences a person’s life through his/her experience independently on any kind of struggle or a free choice. Some activities that correct this process can seriously change life scenario of former students of foster homes and socialization centres. In such a way we can influence their previous perception of themselves and the surrounding world in order to change it because this perseption is directly connected with work with a different perspective, life quality and successful integration in the society. Sociology Globos namai Auklėtiniai Socializacija Life Scenario Former Students Socialization
2	Evaluation of the Home Management House Residency by Former Students Erekson, Joy Wadley 01 May 1977 (has links) The usefulness of the home management house residence course at Utah State University as perceived by former students was studied. The sample consisted of 112 students, residents of the home management house between 1967 and 1975. The instruments used were: a background questionnaire and a management skill usefulness scale. The statistical tests used were the t test and analysis of variance. The course was rated as being very useful, both personally and professionally by the graduates.. It was found that the three variables being tested ( professional employment, grade earned from the course and graduate resident advisor) did not make significant differences in the usefulness ratings. The findings also indicated that the course had not become less useful over time. Home Management Residency Former Students Social and Behavioral Sciences
3	Processo de acompanhamento de egressos do curso de atendimento educacional especializado Silva, Zanandrea Guerch da 06 September 2016 (has links) The present study is part of the line of research Gestão das Tecnologias Educacionais em Rede in the Master's Program Tecnologias Educacionais em Rede intended to propose guidelines for the construction of a follow-up of graduates of the course on Special Education Services (Atendimento Educacional Especializado - AEE), offered the distance by this University, gathering information about the destination, employability and professional trajectory. In order to carry out this study, some theorists were used as theoretical background for the guiding principles such as inclusion policies, online teacher development courses, teacher development/training courses for teachers to work with Special Education Services, distance education management, and the process of keeping track of former students. The methodology used was an exploratory and descriptive research, that is, a case study in which the subjects were teachers who are former students of the 10th teacher development/training course for teachers to work with Special Education Services. A semistructured questionnaire with close-ended and open-ended questions was used as the research tool and the data analysis through on the analysis of the content, which brought up three categories that are former student’s profile, professional status, and practice in the course. In conclusion, a process that keeps track of former students helps gather information which will contribute to quality management of online courses as well as obtain feedback about the professionals who are graduatingThus, the proposed objectives have been achieved. / O presente estudo, vinculado à linha de pesquisa “Gestão das Tecnologias Educacionais em Rede” do Mestrado em Tecnologias Educacionais em Rede, tem por objetivo propor diretrizes para a construção de um processo de acompanhamento de egressos do Curso de Atendimento Educacional Especializado (AEE), ofertado a distância por esta universidade, reunindo informações sobre o destino, empregabilidade e trajetória profissional. Para a realização deste estudo, utilizou-se de teóricos que serviram como base para os eixos norteadores, quais sejam: políticas de inclusão; cursos de formação em EAD; formação de professores para AEE; gestão da educação a distância e processo de acompanhamento de egressos. A metodologia utilizada consistiu em uma pesquisa descritiva exploratória, do tipo estudo de caso, em que os sujeitos de pesquisa são os professores egressos da décima edição do curso de formação de professores para o AEE. O instrumento de pesquisa foi um questionário semiestruturado com perguntas abertas e fechadas e a análise dos resultados é baseada na análise de conteúdo por meio da qual foram elencadas três categorias de estudo: perfil do egresso; situação profissional e prática no AEE. Dessa forma, conclui-se que um processo de acompanhamento de egressos favorece a obtenção de informações que contribuem para uma gestão de cursos EAD de qualidade ofertados a distância, bem como obter um retorno com relação ao profissional que se está formando. Desse modo, os objetivos propostos foram alcançados. EAD Formação de professores AEE Egressos Distance education Teacher Development/Training Former students CNPQ::CIENCIAS HUMANAS::EDUCACAO
4	A política de egressos da Faculdade Independente do Nordeste (FAINOR) Alves, Adriana Lopes Rodrigues 21 March 2014 (has links) Made available in DSpace on 2015-05-14T12:20:11Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1177711 bytes, checksum: 957b0cef98aa09a52a732668bdd2c33d (MD5) Previous issue date: 2014-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The current report aims to present to the FAINOR College a new policy directed to former students, based on knowledge management, an efficient way to deal with the institution s intelectual capital. In order to discover the former students profile, a qualitative study was conducted using the FAINOR s website. The former students were asked to fill several questions regarding their jobs, post-graduate education and further academic, cultural and professional activities. The relationship between the College and its former students impacts the institutional assessment, since their aceptance in the Market reflects the quality of the education provided during their undergraduate years. The FAINOR policy for former students achieved satisfatory results in 2013. It allowed the update of informations, the discovery of the former students profile, the promotion of academic and cultural activities, the incentive for interchange with current students, and to create a database with 1.500 people from the following áreas: management, accounting, law and engeneering. Furthermore, we mediated the contact of former students with institutions seeking professionals in these áreas. / Este relatório técnico tem como foco descrever o modelo de gestão para política de egressos da FAINOR, baseado na Gestão do Conhecimento, ou seja, uma forma de gerenciamento eficaz do capital intelectual da organização, em seu aspecto estrutural. O relacionamento com os egressos tem relação direta com a avaliação institucional porque seu desempenho no mercado de trabalho reflete a qualidade da formação oferecida pela universidade. Visando conhecer o perfil do aluno egresso, foi disponibilizado no site da FAINOR um portal de cadastro, e nele, os alunos formados atualizam seus dados junto à Instituição, por meio de preenchimento de campos relativos a informações pessoais, posicionamento no mercado de trabalho, estudos complementares e atividades em desenvolvimento. Esse banco de dados atualmente possuí cerca de 1500 cadastros de egressos, com profissionais das áreas da Administração, Ciências Contábeis, Direito e Engenharia da Computação. A política de acompanhamento de egressos da FAINOR obteve resultados satisfatórios no ano de 2013, permitindo conhecer o perfil do ex-aluno; promover parcerias na promoção de eventos acadêmicos e culturais compatíveis com as especificidades do programa de acompanhamento de egressos na intermediação e acesso ao ex-aluno; estimular a integração entre colegas de cursos na faculdade, por meio de eventos culturais, festivos e outros; oportunizar a administração, atualização e ampliação do banco de dados, intermediar o contato entre ex-aluno e empresas interessadas em contratar profissionais formados pela FAINOR e possibilitar o gerenciamento de informações de interesse dos egressos (site, rede social, mala direta etc.). Acompanhamento do Egresso Gestão do Conhecimento Avaliação Institucional Former students Knowledge Management Institutional Assessment CIENCIAS HUMANAS::EDUCACAO
5	Formação e acompanhamento de egressos de um curso de especialização no contexto das relações de trabalho contemporâneas Benites, Marco Aurélio dos Santos 23 April 2018 (has links) Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-08-17T16:32:39Z No. of bitstreams: 1 Marco Aurélio dos Santos Benites_.pdf: 7036241 bytes, checksum: f739cfb94c342d5abc6835df9c66f25c (MD5) / Made available in DSpace on 2018-08-17T16:32:39Z (GMT). No. of bitstreams: 1 Marco Aurélio dos Santos Benites_.pdf: 7036241 bytes, checksum: f739cfb94c342d5abc6835df9c66f25c (MD5) Previous issue date: 2018-04-23 / Nenhuma / O presente trabalho discute quais são os principais impactos do processo de formação no curso de Especialização em Gestão Empresarial da UFRGS na carreira profissional dos egressos que finalizaram sua formação de 2012 a 2014, bem como de que modo se dá/pode ser dar o processo de acompanhamento desses ex-alunos desde o seu ingresso no Curso. Para tal, foi feita uma análise documental de materiais coletados nas três edições do Curso, elaborando, aplicando e analisando um questionário de acompanhamento dos alunos a partir dos referenciais teóricos da pesquisa – principalmente do estado da arte. Durante o percurso investigativo, foram examinados documentos como a ficha de inscrição e a avaliação de final de curso que foi preenchida pelos ex-alunos. Além disso, foi gerado um questionário com perguntas abertas e fechadas, aplicado a uma amostra de 69 egressos através da plataforma Google Forms com formulários de pesquisa online e com a participação efetiva de 38 respondentes, representando um índice de 55,07% do total dos egressos do período. Além de sistematizar o perfil dos egressos do Curso de 2012 a 2014 (cruzamento de dados pessoais, profissionais e acadêmicos), a pesquisa apresenta um percurso possível de acompanhamento de egressos de Cursos de Especialização lato sensu e complexifica a análise dos dados sobre carreira e formação continuada a partir do contexto das relações de trabalho contemporâneas. Entre os principais teóricos que dão sustentação ao trabalho destacam-se Cesar Sanson, Christian Laval, David Harvey, Pierre Dardot, Maria Isabel da Cunha, Nadir Zago, entre outros. / This paper discuss the main impacts of UFRGS Business Management graduate studies course education process in the professional career of those who concluded their education between 2012 and 2014, as well as understand how can the monitoring process works since they start this course. To do so, it was done a documental analysis of collected materials in three editions of the course, being prepared, applied and analysed a student monitoring questionnaire from research theoretical references - mostly, state-of-the-art. During the investigative pathway, were examined documents as signup forms and feedback forms, filled up by the former students. Furthermore, a questionnaire was created using open-ended and closed-ended questions, applied to a sample of 69 former students through the Google Form online platform, with the effective participation of 38 people, representing a response rate of 55,07%. In addition to systematizing the profile of graduates of the Course from 2012 to 2014 (cross-referencing of personal, professional and academic data), the research presents a possible way to monitor former students of the graduate studies course and complexify data analysis about career and continued education from the contemporary workplace relations context. Among the main theoricals that supports this paper, there are: Cesar Sanson, Christian Laval, David Harvey, Pierre Dardot, Maria Isabel da Cunha, Nadir Zago, and others. ACCNPQ::Ciências Humanas::Educação Carreira Egresso Formação continuada Especialização Trabalho Contemporaneidade Career Former students Continued education Graduate studies Work Contemporaneity
6	AS INFLUÊNCIAS DA REALIZAÇÃO DO CURSO SUPERIOR DE TECNOLOGIA EM GESTÃO DE RECURSOS HUMANOS A DISTÂNCIA NA SITUAÇÃO PROFISSIONAL E FAMILIAR DE ALUNOS EGRESSOS DO POLO DE APOIO PRESENCIAL DA CIDADE DE MAUÁ DA UMESP Scantamburlo, Ricardo 07 April 2011 (has links) Made available in DSpace on 2016-08-02T21:43:03Z (GMT). No. of bitstreams: 1 Ricardo_scantamburlo_mestrado_administracao.pdf: 322211 bytes, checksum: 6ae8501bb2b2d6e095125d29b6979435 (MD5) Previous issue date: 2011-04-07 / This research provides the first evidence of the influence on the achievement of the Distance Course of Technology in Human Resource Management on employment and family situation of students who support a presential pole of UMESP: Maua. The content analysis of semistructured interviews with students and managers, in an exploratory qualitative approach, and analysis of the Educational Project indicates the influence of the course on employment and family situation of the student graduates, although they do not represent a dramatic change, well as they point to the opportunity to develop in the course personal and professional skills and increase employability, although not train managers and entrepreneurs. This research is relevant as these data provide evidence of what can happen in employment and family situation - and, in this sense, may contribute to future research - even though these results are preliminary and therefore should not be generalized. / Esta pesquisa traz as primeiras evidências das influências da realização do Curso Superior de Tecnologia em Gestão de Recursos Humanos a Distância na situação profissional e familiar dos alunos egressos de um polo de apoio presencial da UMESP: Mauá. A análise de conteúdo das entrevistas semiestruturadas com alunos e gestores, em uma abordagem qualitativa de caráter exploratório, e a análise do Projeto Pedagógico indicam influências do curso na situação profissional e familiar do aluno egresso, embora elas não representem mudanças radicais, bem como apontam para a possibilidade de o curso desenvolver competências pessoais e profissionais e aumentar a empregabilidade, apesar de não formar gestores e empreendedores. Essa pesquisa é relevante à medida que os resultados apresentam evidências do que pode acontecer na situação profissional e familiar e, nesse sentido, pode contribuir para pesquisas futuras , ainda que esses resultados sejam preliminares e, por isso, não devam ser generalizados. Curso Superior de Tecnologia Situação Profissional Relações Familiares Educação a Distância. Course of Technology family relations employment status of former students distance learning CNPQ::CIENCIAS SOCIAIS APLICADAS
7	EX-BOLSISTAS CAPES DE DOUTORADO PLENO NO PAÍS E EXTERIOR: UM ESTUDO COMPARADO NO ÂMBITO DAS CIÊNCIAS BIOLÓGICAS II / CAPES FULL PHD EX-STUDENT ABROAD AND IN BRASIL: A COMPARATIVE STUDY CONCERNING THE BIOLOGIC SCIENCES AREA Jesus, Sandra Lopes Hugo de 15 July 2011 (has links) Over the last few years, numerous studies and discussions have taken place regarding the results achieved by doctorates with education completed in Brazil and abroad, and they have raised questions about the programs contributions to the scientific, technical, cultural, and innovation in the area of the Biological Sciences II discipline. Primarily, the studies main purpose was to verify quantitatively the data referring to the scientific productivity of the participants of the Capes PhD programs in Brazil and overseas. The data was compiled using their professional experience, completed academic supervisions, and published articles. The quantitative data analysis, which included a sample of 37 former fellows in each modality, showed no significant difference between the two programs. There was a predisposition of the Brazilians students to publish a greater number of articles. On average, they had published 1.29 more articles, when compared to the students abroad. There were 808 articles published by 36 the participants in the country; versus 517 published article by 24 overseas students. One scholarship recipient in Brazil did not present results regarding the scientific production. As for the participants abroad that number was 13. The number of participants that were working in this particular field of study was also higher for those who held a doctorate in Brazil, with 31 researchers, compared to 23 of the total number of students who did their PhD studies in a foreign country. With respect to academic supervisions, students who studied abroad supervised 91 students, while students, whose studies were held in Brazil, supervised 82 students on average. Some of the participants that held their PhD outside of Brazil went to universities with an aggregated institutio nal prestige that was deemed lower when compared to the Brazilian universities. It was concluded that, in the case of Biological Sciences II, Capes could improve its selective process for those seeking a full PhD scholarship outside of the country by establishing a more stringent selection process. The objective would be to produce a more effective process that would benefit both the students and CAPES. This improved process could facilitate the re- integration back into the academic life as well as assist the scientific productivity of the students after they have finished their studies abroad. / Ao longo dos últimos anos, inúmeras discussões e estudos surgiram a respeito dos resultados alcançados com a formação plena de doutores no Brasil e no Exterior, colocando em questão as suas contribuições para o cenário técnico-científico, cultural e inovador brasileiro. O presente trabalho objetivou verificar, de forma preliminar, a atuação profissional, bem como a colaboração científica dos ex-bolsistas da Capes, durante e após a realização do Doutorado Pleno no Exterior e no País, na área de Ciências Biológicas II, tendo como base o número de artigos publicados, assim como as informações sobre o local de realização dos estudos, o vínculo funcional e as orientações realizadas. Os dados apresentaram 37 exbolsistas para cada modalidade, sendo que diferenças significativas entre os dois programas não foram notadas. Percebeu-se a tendência dos ex-bolsistas no país em apresentarem uma maior produção cient ífica. Em média, estes publicaram 1,29 artigos a mais, se comparados aos ex-bolsistas no exterior. Foram 808 artigos publicados por 36 ex-bolsistas do país; 517 publicados por 24 ex-bolsistas do exterior. Um único ex-bolsista no Brasil não apresentou resultados quanto à produção científica. Quanto aos ex-bolsistas no exterior esse núme ro é de 13. O número de ex-bolsistas com vinculação empregatícia também se mostrou superior para os que realizaram o Doutorado no Brasil, constando 31 pesquisadores com vínculo, contra 23 do total de ex-bolsistas que desenvolveram as atividades plenas no exterior. Com relação às atividades de ensino e pesquisa, os ex-bolsistas que realizaram seus estudos no exterior orientaram pouco mais alunos (91), quando comparados aos ex-bolsistas do país (82). Alguns ex-bolsistas do Doutorado Pleno no Exterior tiveram como destino instituições de prestígio abaixo de algumas universidades brasileiras, onde os ex-bolsistas do Doutorado Pleno no País realizaram seus estudos. Concluiu-se que, em se tratando da CB-II, a Capes deve aumentar o rigor para conceder bolsas de Doutorado Pleno no Exterior, estabelecendo, possivelmente, um processo indutivo de seleção de bolsa, a fim de garantir procedimentos mais efetivos que facilitem a inserção acadêmica, assim como a manutenção do processo de produção cientifica dos bolsistas egressos do exterior. Ex-bolsistas Ciências biológicas II Doutorado pleno no exterior e no País Former students Biological science PhD abroad and in Brazil CNPQ::CIENCIAS BIOLOGICAS
8	Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974) / The Besancon watchmaking schools Briselance, Claude 28 October 2015 (has links) L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région… / The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region… Acteurs Anciens élèves Appareillage Apprentissage Atelier-École Besançon Bijoutiers Cétéhor Chronométrie Collège Technique Contrôle et régulation Découpage mécanique Développement industriel Diplômes Directeurs Doubs École Municipale d’horlogerie École Nationale d’horlogerie École Nationale professionnelle Élèves Enseignement Technique Formation professionnelle Franche-Comté Horlogers Ingénieurs Internat Institut de Chronométrie Lycée Technique Manufacture horlogère Mécaniciens de précision Montres Micromécanique Microtechniques Nationalisation Observatoire chronométrique Occupation Œuvre de Saint-Joseph Petite mécanique de précision Praticiens Professeurs Techniques Programmes Révolution Scolarisation des apprentissages Service du Travail Obligatoire Techniciens Actors Apprenticeship Besançon Cetehor Chronometricobservatory Chronometry Compulsory labor organisation Control and regulation Diplomas Doubs Engineers Equipment Former students Franche-Comté Industrial developmet Institut of chronometry Jewellers Mechanical cutting Micromechanics Microtechnical Municipal watchmaking school Nationalization National watchmatching school Occupatiion Precission mechanics Professional national school Professional training Program Residential scholl Revolution St-Joseph institute School directors Schooling of the learning Secondary technical college Small precision mechanics Students Swiss immigration Technical education Technical high school Technical professors Technicians Watches Watchmakers Watch manufacture Workshop-School

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