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A Constituição Federal prevê a igualdade de condições para o acesso e permanência na escola. A história da educação superior brasileira é marcada pela desigualdade social. A cultura de avaliação de programas vem se institucionalizando no Brasil. A presente pesquisa apresenta uma avaliação da eficácia do Programa de Auxílio Estudantil da Universidade Tecnológica Federal do Paraná – Câmpus Curitiba, por meio de estudos comparativos do coeficiente acadêmico e da permanência entre os estudantes beneficiados pelo Programa e os não-beneficiados. Expõe um breve histórico do Ensino Superior e da Assistência Estudantil no Brasil. A questão social apresentada é a permanência dos estudantes em situação de vulnerabilidade socioeconômica no ensino superior. E para o seu enfrentamento, normas foram editadas e ações desenvolvidas, inclusive o Programa de Auxílio Estudantil da UTFPR. Discute conceitos da avaliação de Programas Sociais e da Governança Pública. Trata-se de um estudo de caso, no qual foram coletados dados do sistema acadêmico da instituição e do Programa de Auxílio, complementados por um questionário aplicado aos ex-alunos bolsistas graduados e desistentes. Construiu-se um sistema de indicadores, concluindo-se pela eficácia do Programa de Auxílio Estudantil. Traz como resultado, a superioridade dos coeficientes acadêmicos dos estudantes bolsistas em relação aos não bolsistas, bem como uma taxa de evasão inferior dos bolsistas em relação aos demais estudantes do Câmpus. / The Federal Constitution predicates equal conditions to the access and permanency in the school. The Higher Education History in Brazil is spotted for social inequality. The programs evaluation growth has becoming systematized in Brazil. This study presents an evaluation of the efficiency of the Student Scholarship Program of the Federal Technological University of Paraná—Curitiba, through comparative studies between Scholarship Program students and the rest of the student body focusing on grades and student retention. The study offers a brief overview of Brazilian Higher Education and Student Scholarship Programs. The social issue examined is the retention of students in positions of socioeconomic vulnerability in higher education. In order to confront these issues, standards were edited and actions were developed, including the Student Scholarship Program of UTFPR (Federal Technological University of Paraná). The study discusses evaluation procedures of Social Programs and Public Governance. This is a case study in which the university’s academic and the Scholarship Program databases are used as a corpus, and in which a questionnaire for former students, both graduated and withdrawn from the program, serves as compliment. A system of indicators was constructed, and its conclusion is presented through the efficiency of the Student Scholarship Program. The case study results demonstrate higher academic grades from scholarship students in relation to non-scholarship students, as well as higher retention rates for scholarship students in relation to the rest of the student body on campus

A Constituição Federal prevê a igualdade de condições para o acesso e permanência na escola. A história da educação superior brasileira é marcada pela desigualdade social. A cultura de avaliação de programas vem se institucionalizando no Brasil. A presente pesquisa apresenta uma avaliação da eficácia do Programa de Auxílio Estudantil da Universidade Tecnológica Federal do Paraná – Câmpus Curitiba, por meio de estudos comparativos do coeficiente acadêmico e da permanência entre os estudantes beneficiados pelo Programa e os não-beneficiados. Expõe um breve histórico do Ensino Superior e da Assistência Estudantil no Brasil. A questão social apresentada é a permanência dos estudantes em situação de vulnerabilidade socioeconômica no ensino superior. E para o seu enfrentamento, normas foram editadas e ações desenvolvidas, inclusive o Programa de Auxílio Estudantil da UTFPR. Discute conceitos da avaliação de Programas Sociais e da Governança Pública. Trata-se de um estudo de caso, no qual foram coletados dados do sistema acadêmico da instituição e do Programa de Auxílio, complementados por um questionário aplicado aos ex-alunos bolsistas graduados e desistentes. Construiu-se um sistema de indicadores, concluindo-se pela eficácia do Programa de Auxílio Estudantil. Traz como resultado, a superioridade dos coeficientes acadêmicos dos estudantes bolsistas em relação aos não bolsistas, bem como uma taxa de evasão inferior dos bolsistas em relação aos demais estudantes do Câmpus. / The Federal Constitution predicates equal conditions to the access and permanency in the school. The Higher Education History in Brazil is spotted for social inequality. The programs evaluation growth has becoming systematized in Brazil. This study presents an evaluation of the efficiency of the Student Scholarship Program of the Federal Technological University of Paraná—Curitiba, through comparative studies between Scholarship Program students and the rest of the student body focusing on grades and student retention. The study offers a brief overview of Brazilian Higher Education and Student Scholarship Programs. The social issue examined is the retention of students in positions of socioeconomic vulnerability in higher education. In order to confront these issues, standards were edited and actions were developed, including the Student Scholarship Program of UTFPR (Federal Technological University of Paraná). The study discusses evaluation procedures of Social Programs and Public Governance. This is a case study in which the university’s academic and the Scholarship Program databases are used as a corpus, and in which a questionnaire for former students, both graduated and withdrawn from the program, serves as compliment. A system of indicators was constructed, and its conclusion is presented through the efficiency of the Student Scholarship Program. The case study results demonstrate higher academic grades from scholarship students in relation to non-scholarship students, as well as higher retention rates for scholarship students in relation to the rest of the student body on campus

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Arising from Marxist theory, critical theory investigates the mechanisms that enable continued domination in capitalist society, with a view to revealing the real, but obscured, nature of social relations and enabling these to be challenged by subjugated classes. Within the broad spectrum of Marxist theory, social relations of domination and subordination are assigned according to the relationship of social classes to economic production. However, the neo-Marxist perspective developed by Antonio Gramsci locates relations of power within the broader context of the political economy. In doing so, the role of the State in a capitalist society assumes greater significance than that of maintaining and securing social relations on behalf of the dominant class through coercion and force. Instead, the State embarks on a range of activities in the attempted “exercise of hegemony”, or the cultivation of general acceptance by all social classes of existing social relations and conditions. Gramsci refers to this desired outcome as “consent”, the product of the successful exercise of hegemony, a political function which is thus crucial to the accumulation of capital. When unsuccessful, dissent cannot be contained by the State, and the extent to which contestation constitutes a threat is revealed by recourse to coercion. The manner in which relations of power are cemented through the exercise of hegemony lies at the core of this thesis. It investigates the relationship between the State and the administrators of an institution within civil society, the University of Fort Hare, as well as the responses to the activities of the State and University Administration within the University itself, over an extended period of time between 1916 and 2000. This period is divided into three specific time frames, according to changes in the expression of the South African State. In general, it is seen that conformity characterises the relationship between the State and the University Administration, underscoring the success of the State in fostering the role of education in the reproduction of social relations and values and in eliciting conformity. The nature of conformity is seen to vary according to different expressions of the State and changes in social relations, which are in turn informed by the overarching political economy and events taking place within society and the University of Fort Hare. Manifestations of consent and dissent, as responses to the attempted exercise of hegemony, are presented in the three periods corresponding to different expressions of the State. Four reasons for conformity, as presented by Gramscian scholar Joseph V Femia (1981), are utilised in order to explain and illustrate the nature of control and compliance at the University of Fort Hare between 1916 and 2000.

The South Africa higher education environment has been regulated through the enactment of policies promulgated by the governments of the day since the establishment of South African higher education. Even in the early days, the higher education sector comprised both public and private higher education institutions. Since South Africa’s democratic election in 1994, the higher education environment has been altered by the current government by means of policy enactment. Limited research has been conducted on the impact of the current regulatory context on the management of a private higher education institution. Therefore, the focus of this study was to determine how a private higher education institution within the current higher regulatory context in South Africa is managed. A qualitative research methodology was used to study the phenomenon. For this purpose, a case study, an accredited and registered private higher education institution was identified and individual interviews conducted with its six managers. The study adhered to ethical principles and techniques to enhance the validity/trustworthiness of the findings. The study found that the current regulatory enactment that was initiated under the new democratic government elected in 1994 had far-reaching implications for the private higher education sector. As a consequence, management structures, policies and procedures, quality assurance processes and procedures and management functions were altered. However, some of the regulatory criteria still have an impact on the management functions as private providers still struggle for full recognition by the government. / Educational Studies / M. Ed. (Education Management)

The study investigated whether the South African Research Chairs and the research programmes of the Department of Science and Technology and the National Research Foundation Programme (DST/NRF programmes), have made an effective contribution towards the acceleration of transformation in Higher Education Institutions (HEIs) in South Africa. The study argues that the implementation of the Higher Education (HE) policies by HEIs and the South African Research Chairs are seriously undermined by legacies of colonialism and apartheid. It is further contended that unless more funds are made available to black students to study full-time, the pillars of democracy of social justice, redress and equality remain meaningless ideological slogans. Guided by the insights provided by literature review on CDA, the study focuses more on the top-down relations of dominance (policy) that fuels continuing racial discrimination in higher education institutions, which the 2008 Final Report of the Ministerial Higher Education Committee isolated for criticism. The study posits that the thematic structural unifier, which links all the pieces of the multiplicity of the competing ideas and voices and threads through the whole study, is the endless probing and unravelling of the cultural and historical factors that continue to undermine the higher education transformation agenda. The findings of this study suggest that the policy implementation of the HE transformation agenda continues to be constrained by mismatch between policy objectives and implementation results. The findings also indicate that although the research-driven performance of South African Research Chairs has progressively improved each year and student support and research outputs increased between the 2008/09 and 2009/10 financial years, the direct impact of the SARChI programme can only be determined when performance is measured against the South African Research Chair Holders‟ baseline performance. The data also suggest that despite access to educational services at HEIs improving, the existence of various forms of discriminatory 15 practices, are still employed, a major challenge attributed to the “great man” leadership styles adopted by many university‟s vice chancellors and councils. This evaluation study utilises a small-scale purposive sample composed of three experts, with unstructured in-depth face-to-face interviews conducted with the experts. / Educational Studies / M. Ed. (Philosophy of Education)

Government policies on subsidising higher education institutions may have a direct impact on the behaviour of researchers and managers respectively. Therefore, this thesis looks for clues on how higher education institutions respond to the government funding policies, with special reference to the New Funding Framework (NFF) introduced in South Africa in 2001. The funding framework specified that research funding would be determined only on the basis of research output. The NFF puts emphasis on the number of publications produced by higher education institutions per annum to determine their subsidy amounts. Governments use quantitative formulas to allocate research funds to higher education institutions based on their production of output. The current South African funding framework is arguably consistent with some international suggestions of the role that government funding can play in the implementation of national higher policies. This thesis uses higher education research output as a measure of knowledge production. As such, the thesis was set out to determine the effects that the research subsidy component of the NFF might have had on South African public higher education institutions‟ knowledge production between 2001 and 2006. The thesis argues that the subsidy component of the NFF has had positive effects on the knowledge production of South African public higher education institutions (HEIs). An empirical analysis of the output trends of South African HEIs for the period under review has shown a steady increase, more especially from 2003. The thesis attributes the new trend in higher education research output to the successful implementation of the NFF. It is thus concluded that considering the output trends of the period under review, the implementation of the NFF is yielding positive effects towards achieving its intended goal of increasing research output of South African public HEIs. / Public Administration / D. Admin. (Public Administration)

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