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The dispute over the place, accommodation and tolerance of religion and religious expression in South African public schools, as well as globally, has been vehement. This is, to some extent, because public schools reflect the multicultural and religious societies in which they are found. In addition to their diverse backgrounds, public schools in South Africa and elsewhere are dominated by Christianity, with most people claiming allegiance to it and, sometimes, discriminating against the other minority religions. This has led to governments developing a plethora of legislation, policies and regulations to redress the dominance, unequal treatment and discrimination of the dominant religion. This study was undertaken to answer the question: “How do public schools promote the learners’ right to freedom of religious expression?” This interpretive multisite case study explored the experiences of the SGB chairpersons, principals, Life Orientation educators and learners at three public secondary schools in the Bohlabela District of the Mpumalanga province of South Africa. The research used interviews, document analysis and observations to elicit the participants’ views and understandings of how their various schools’ religious observance policies promoted the learners’ right to freedom of religious expression. The findings revealed that most schools have not changed the way they conduct religious observances since the promulgation of the National Policy on Religion and Education of 2003. Moreover, learners still experience religious intolerance and religious discrimination because schools promote single-faith religious observances. / Dissertation (MEd)--University of Pretoria 2021. / pt2021 / Education Management and Policy Studies / MEd / Unrestricted

A presente dissertação constituiu um estudo da política na Área de Saúde Bucal em um município de grande porte através dos seus processos - de formulação e implementação - seus atores e sua interface com a Política Nacional Brasil Sorridente. Tomando como referência a experiência do Rio de Janeiro no período de 2001 a 2006, optou-se por um estudo de caso por tratar-se de descrever a unidade a política - em profundidade e em detalhe. A condução de listas livres possibilitou um maior discernimento das mudanças político-organizacionais e principalmente de dois momentos consecutivos: a suposta centralidade da Saúde Bucal na agenda municipal com o decreto do Programa Saúde e Cidadania Dentescola e a oportunidade de se estabelecer uma política de Saúde Bucal contextualizada no acolhimento, no acesso e na universalidade da atenção. O processo de implementação da Política Carioca Rindo à Toa e do Programa Saúde e Cidadania Dentescola dependeu principalmente do aumento de recursos humanos e da aproximação desses com as propostas de Integralidade e Transversalidade. / The present dissertation constituted a study of the Oral Health policies in a big city through its processes - of formularization and implementation - its actors and its interface with the National Policy Brasil Sorridente. Choosing as reference the experience of Rio de Janeiro between 2001 and 2006, it was used a case study as it ideals with description of unity - the policy - in depth and detail. The free lists conduction enabled a better understanding of the changes in organizational policies and mainly of two consecutive moments: the supposed centrality of the Oral Health in the municipal agenda with the decree of the Dentescola Health and Citizenship Programme and the chance of establishing one policy of Oral Health in the context of receive, the access and the universal attention. The process of implementation of the "Carioca Rindo à Toa" Policy and of the Dentescola Health and Citizenship Programme depended mainly on the increase of human resources and the approach of these with the proposals of Integrality and Transversality.

A presente dissertação constituiu um estudo da política na Área de Saúde Bucal em um município de grande porte através dos seus processos - de formulação e implementação - seus atores e sua interface com a Política Nacional Brasil Sorridente. Tomando como referência a experiência do Rio de Janeiro no período de 2001 a 2006, optou-se por um estudo de caso por tratar-se de descrever a unidade a política - em profundidade e em detalhe. A condução de listas livres possibilitou um maior discernimento das mudanças político-organizacionais e principalmente de dois momentos consecutivos: a suposta centralidade da Saúde Bucal na agenda municipal com o decreto do Programa Saúde e Cidadania Dentescola e a oportunidade de se estabelecer uma política de Saúde Bucal contextualizada no acolhimento, no acesso e na universalidade da atenção. O processo de implementação da Política Carioca Rindo à Toa e do Programa Saúde e Cidadania Dentescola dependeu principalmente do aumento de recursos humanos e da aproximação desses com as propostas de Integralidade e Transversalidade. / The present dissertation constituted a study of the Oral Health policies in a big city through its processes - of formularization and implementation - its actors and its interface with the National Policy Brasil Sorridente. Choosing as reference the experience of Rio de Janeiro between 2001 and 2006, it was used a case study as it ideals with description of unity - the policy - in depth and detail. The free lists conduction enabled a better understanding of the changes in organizational policies and mainly of two consecutive moments: the supposed centrality of the Oral Health in the municipal agenda with the decree of the Dentescola Health and Citizenship Programme and the chance of establishing one policy of Oral Health in the context of receive, the access and the universal attention. The process of implementation of the "Carioca Rindo à Toa" Policy and of the Dentescola Health and Citizenship Programme depended mainly on the increase of human resources and the approach of these with the proposals of Integrality and Transversality.

[pt] A dissertação tem por objeto de estudo as atuais políticas educacionais dirigidas ao Ensino Médio, com foco na análise da Reforma do Ensino Médio e sua implementação no estado do Mato Grosso. A reforma surgiu via a Medida Provisória (MP) nº746 de 2016, e faz parte das estratégias de gestões recentes do Governo Federal voltadas para a melhoria da qualidade da educação, envolvendo a reestruturação desta etapa de ensino. Em termos metodológicos, é uma pesquisa qualitativa que acompanhou o processo inicial de implementação da reforma do ensino médio, a partir da análise de documentos nacionais e estaduais e de entrevistas com atores do alto e do médio escalão da Secretaria Estadual de Educação do Estado de Mato Grosso (SEE-MT). O contexto de implementação da reforma envolve regras, relações federativas entre o Governo Federal e o Estado e entre o Estado e os Municípios, além de atores burocráticos estatais e de atores não estatais, que são analisados a partir de referenciais da Ciência Política, notadamente do binômio ambiguidade-conflito de Matland (1995), das relações entre camadas federativas e níveis burocráticos de Hupe e Hill (2003) e da visão da política pública como um processo incremental de Lindblom (1979). Conclui-se que a implementação da reforma do ensino médio no estado do Mato Grosso tem, ao menos, duas características marcantes, que podem ser interpretadas à luz das categorias contexto experimental de implementação, incrementalismo e das relações que se estabelecem entre o estado e o Governo Federal. A reforma do ensino médio acontece em Mato Grosso em um contexto de implementação experimental. Além de a reforma apresentar um baixo grau normatização e de indução pelo Governo Federal, o que torna sua proposta mais ambígua, existe no estado um baixo nível de questionamento sobre a necessidade da reforma. Trata-se de um contexto em que as formas de implementação da reforma ainda não têm uma definição precisa do Governo Federal e parecem seguir a mesma lógica incremental que vem sendo adotada pelo estado nas próprias iniciativas de mudança que já vem acontecendo no ensino médio. Há poucas iniciativas estatais prévias de mudança no ensino médio estadual mato-grossense e as que existem acontecem de maneira incremental, aos poucos, acompanhando a capacidade de indução e de incentivo do Governo Federal e a experiência acumulada pelo estado. Isso faz com que, nesta etapa da implementação, o estado do Mato Grosso esteja dando prioridade àquelas dimensões da reforma que se mostram mais bem sintonizadas com iniciativas já em curso e também mais aderentes às propostas do MEC, como acontece claramente com a proposta de ampliação da oferta de escolas de tempo integral. / [en] The purpose of this dissertation is to study the following educational policies aimed at high school, focusing on the analysis of high school reform and its implementation in the state of Mato Grosso. The reform came about via Provisional Measure (MP) number 746 of 2016, and is part of the Federal Government s recent management strategies aimed at improving the quality of education, involving the restructuring of this teaching stage. In methodological terms, it is a qualitative research that accompanied the initial process of implementing the reform of high school, based on the analysis of national and state documents and interviews with high and middle level actors from the State Department of Education of the State of Mato Grosso (SEE-MT). The context of implementation of the reform involves rules, federative relations between the Federal Government and the State and between the State and the Municipalities, in addition to state bureaucratic and non-state actors, which are analyzed based on Political Science references, notably from the ambiguity-conflict binomial of Matland (1995), of the relations between federal layers and bureaucratic levels of Hupe and Hill (2003) and of the view of public policy as an incremental process by Lindblom (1979). It is concluded that the implementation of the reform of secondary education in the state of Mato Grosso has, at least, two remarkable characteristics, which can be interpreted in the light of the categories experimental context of implementation, incrementalism and the relationships that are established between the state and the Federal Government. High school reform takes place in Mato Grosso in a context of experimental implementation. In addition to the reform presenting a low degree of regulation and induction by the Federal Government, which makes its proposal more ambiguous, there is a low level of questioning in the state about the need for reform. It is a context in which the ways of implementing the reform do not yet have a precise definition by the Federal Government and seem to follow the same incremental logic that has been adopted by the state in the very change initiatives that have already been happening in high school. There are few previous state initiatives for change in the state high school of Mato Grosso and those that exist happen incrementally, little by little, following the capacity of induction and incentive of the Federal Government and experience accumulated by the state. This means that, at this stage of implementation, the state of Mato Grosso is giving priority to those dimensions of reform that are more in line with initiatives already underway and also more adherent to MEC s proposals, as is clearly the case with the expansion proposal of offering full-time schools.

In South Africa the education system ensures that education is available and accessible to every learner. To ensure inclusivity for all learners, the implementation of accommodations for learners with barriers are vital. Research has indicated that the implementation of accommodations can be challenging at times for educators and relevant role players, e.g., policy implementers. The main aim of this study is to explore the systematic challenges when implementing the assessment accommodation policy in independent high schools in a qualitative method. This study applied the interpretivism paradigm to explore the phenomenon under study by applying Bronfenbrenner’s bio-ecological systems theory to explore the challenges experienced. An intensity case study design was selected with six participating independent high schools. Individual semi-structured interviews were conducted with each policy implementer by using intensity sampling. In addition, audio-recordings and a reflection journal were used as a data collection strategy. Using thematic analysis, three main themes emerged from the data, namely: challenges with parent, insufficient internal support for policy implementers, and inadequate services. Each theme was accompanied by a number of sub-themes. Constructed on the research findings, I conclude that when the identified systematic challenges are addressed when implementing inclusive education policies like the IEB’s assessment accommodation policy, then policy implementers, better supported, will be able to ensure that education is accessible to all learners in South Africa. / Psychology of Education / M. Ed. (Psychology of Education)