The study sought to establish the effect of age, gender, job level and race on attitudes towards affirmative action. A research was conducted in a government organisation in the security cluster in one of the provinces in South Africa. Findings indicated that men and women’s disposition towards affirmative action was positive. Employees at different job levels and varying age groups were also positive towards affirmative action in general. There were significantly lower numbers of white participants and those on senior management levels such that this cannot be objectively reported. The generally positive regard employees have towards affirmative action is good for the organisation if it wants to build a cohesive culture that is non sexist and does not discriminate on the basis of job level and age. / Industrial and Organisational Psychology / (M. Com. (Industrial and Organisational Psychology))

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-12-11T17:09:10Z No. of bitstreams: 2 Versão Final - Tatiane Mateus.pdf: 2386876 bytes, checksum: 1f08eddc5b483839eb84e17fc9ff2566 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-12-11T17:09:10Z (GMT). No. of bitstreams: 2 Versão Final - Tatiane Mateus.pdf: 2386876 bytes, checksum: 1f08eddc5b483839eb84e17fc9ff2566 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-07-06 / This research shows how the ideology of meritocracy in liberal and neoliberal thinking is manifested in the conceptions and proposals for the teaching work in Brazilian education and, specifically, in the municipal network of Dois Vizinhos-PR in the period from 2013 to February 2018. The school, inserted in a capitalist society, by influence of this political and economic side, is now considered as a commodity. Thus, the nature of the problem of this research is part of this context, in order to analyze how the politics of meritocracy in the formation and in the teaching work is manifested. To this end, the "Partners of Education" Movement, which is designated as an entity of civil society, has been the subject of research and is the author of references for the elaboration of hegemonic educational policies. The purpose of this research is to understand the conception of meritocracy in training and teaching work in the "Education Partners", identifying the presence of this conception in the current National Education Plan as well as in teacher training, especially in the training proposal developed by Municipal Secretary of Education of Dois Vizinhos, State of Paraná. The methodology of the research was developed from the perspective of qualitative research, through the use of documental and bibliographic research. The following authors of the analyzes were used: Luiz Carlos de Freitas (2011, 2012), Gaudêncio Frigotto (2006, 2015), Dermeval Saviani (1987, 2001, 2005, 2007, 2010) Luiz Antônio Cunha (1980), Karel Kosik (1976). The principles of liberalism are briefly presented and how they justify meritocracy, which is at the origin of this doctrine. Through the ontological, epistemological and political foundations of this concept, meritocracy will be contextualized in times of neoliberal state and the establishment of new attributions to the teaching work. Subsequently, it analyzes the NGO (Non-Governmental Organization) "Partners in Education" and investigates the trend on the ideology of meritocracy in one of its documents: "The transformation of the quality of public basic education in Brazil", published in 2010, highlighting how the ideology of meritocracy and the proposals of the "Partners of Education" are materialized in the National Education Plan (2014-2024) with regard to the teaching work. Finally, an analysis of the continuing education of teachers in the municipal network of Dois Vizinhos-PR is carried out, revealing how the ideology of meritocracy is reproduced in this context. It is concluded that the ideology of meritocracy is a trend that has been consolidating in the continuous formation of teachers, from the educational policy of the Brazilian State to the specificity of the municipal network of Dois Vizinhos-PR. Its objective is to form the new human type suitable to neoliberalism and post-Fordism: the multipurpose subject, self-entrepreneur, individualist and competitive. To form this new human type in the public school, hegemonic educational policy requires the teacher training in the perspective of the pedagogy of skills - learning theory, while imposing the accountability to teachers for the results of education. / Essa pesquisa, mostra como a ideologia da meritocracia no pensamento liberal e neoliberal se manifesta nas concepções e propostas para o trabalho docente na educação brasileira e, em específico, na rede municipal de Dois Vizinhos-PR no período de 2013 até o mês de fevereiro de 2018. A escola, inserida em uma sociedade capitalista, por influência dessa vertente política e econômica, passa a ser considerada como mercadoria. Assim posto, a natureza do problema da referida pesquisa parte desse contexto, para analisar como se manifesta a política da meritocracia na formação e no trabalho docente. Para tal, tomou-se como objeto de investigação o Movimento “Parceiros da Educação” que, é designada como entidade da sociedade civil, e é criadora de referências para elaboração de políticas educacionais hegemônicas. O objetivo dessa investigação consiste em compreender a concepção de meritocracia na formação e no trabalho docente no “Parceiros da Educação”, identificando a presença desta concepção no atual Plano Nacional de Educação bem como na formação de professores, em especial na proposta de formação desenvolvida pela Secretaria Municipal de Educação de Dois Vizinhos, Estado do Paraná. A metodologia da pesquisa foi desenvolvida na perspectiva de investigação qualitativa, através do uso da pesquisa documental e bibliográfica. Utilizouse os seguintes autores de referência das análises: Luiz Carlos de Freitas (2011, 2012), Gaudêncio Frigotto (2006, 2015), Dermeval Saviani (1987, 2001, 2005, 2007, 2010) Luiz Antônio Cunha (1980), Karel Kosik (1976). São apresentados, sucintamente, os princípios do liberalismo e como estes justificam a meritocracia, a qual está na gênese dessa doutrina. Através dos fundamentos ontológicos, epistemológicos e políticos desse conceito, a meritocracia será contextualizada em tempos de Estado neoliberal e o estabelecimento de novas atribuições ao trabalho docente. Posteriormente, análisa a ONG (Organização Não Governamental) “Parceiros da Educação” e investiga a tendência sobre a ideologia da meritocracia, em um de seus documentos: “A transformação da qualidade da educação básica pública no Brasil”, publicado no ano de 2010, evidenciando como a ideologia da meritocracia e as propostas do “Parceiros da Educação” se materializam no Plano Nacional de Educação (2014-2024) no que diz respeito ao trabalho docente. Por último, realiza-se uma análise da formação continuada de professores na rede municipal de Dois Vizinhos-PR, revelando como a ideologia da meritocracia se reproduz nesse contexto. Conclui-se que a ideologia da meritocracia é uma tendência que vem se consolidando na formação continuada de professores, desde a política educacional do Estado brasileiro até a especificidade da rede municipal de Dois Vizinhos-PR. Seu objetivo é formar o novo tipo humano adequado ao neoliberalismo e ao pós-fordismo: o sujeito polivalente, empresário de si mesmo, individualista e competitivo. Para formar este novo tipo humano na escola púbica, a política educacional hegemônica, requer do professor uma formação na perspectiva da pedagogia das competências - teoria da aprendizagem, ao mesmo tempo que impõem a responsabilização aos professores pelos resultados da educação.

This thesis examines pupils’ justice conceptions regarding educational assessment. Due to the context-dependency of norms and values as well as of assessment, the study compares the justice conceptions of pupils in two different’socio-educational’ contexts: Sweden and Germany. The main interest of the study is to understand and to reconstruct pupils’ own relevance structures and what just assessment means from a pupils’ point of view. Here, the study aims to reach beyond the level of mere description by providing theoretical conceptualisations of pupils’ justice conceptions regarding assessment. Thus, the study´s methodological foundation is characterised by a combination of a context-sensitive comparative approach on the one hand, and on the other hand a pragmatist Grounded Theory approach. Data were mainly generated through focus group interviews with pupils attending the last year of the lower secondary level in the Swedish comprehensive school as well as in different school types in the German school system. In total, the sample consists of 95 pupils, who were interviewed in 21 focus group interviews. In addition, other sources of data were included, such as regulations and guidelines that supported a context-sensitive analysis of pupils’ conceptions. The theoretical conceptualisation that explains pupils’ justice conceptions is ‘meta-assessment’. ‘Meta-assessment’ refers to pupils’ evaluation of the assessment they experience in terms of justice and represents the shared, abductively derived and overlying analytical category regarding pupils’ conceptions. Pupils’ ‘meta-assessment’ is based on normative justice conceptions as well as on justice conceptions that are related to pupils’ situation and context-bound experiences with assessment. The first ones are about the ethico-moral character of pupils’ justice conceptions. The second shed light on the contextual conditions and consequences of the logics and practices underlying educational assessment as experienced by pupils on an everyday basis. This implies that just assessment from a pupils’ perspective needs to be understood in its wider contextual embedment; and in relation to teaching and learning in order to understand the complex interrelations of what just assessment ‘is’, and ‘should be’ from the perspective of those, who are mainly affected by it.

Les valeurs culturelles et leur impact sur les attitudes et les comportements ont longtemps été un objet de débat. La mondialisation, la migration et l'expatriation ont contribué au conflit provoqué par l'interaction entre les multiples identités culturelles, en particulier lorsqu’il s’agit d'organisations constituées de personnel diversifié. La France est un cas singulier, offrant un contexte historique et culturel particulièrement intéressant pour l’étude de ce sujet. En effet, la culture dominante en France prône l'égalitarisme et la laïcité. Parallèlement, une grande partie de la population française a adopté des valeurs culturelles issues de ses croyances religieuses. De plus, les perceptions au sujet de «l'égalité des chances» offerte par la société varient considérablement selon les cultures. Cette question est particulièrement importante dans un environnement de travail où les individus ayant des croyances diverses et complexes participent à des activités collectives. L'objectif de cette thèse est de découvrir les mécanismes par lesquels les attributs culturels déterminent une éthique de travail - premièrement, à travers leur interaction avec les croyances religieuses; et deuxièmement, à travers les croyances implicites sur la structure de la société. Les résultats révèlent que les pensées religieuses influencent positivement l’éthique de travail et le niveau de l’effort quand une culture de la religiosité est proéminente et négativement lorsque la culture laïque est saillante. Par ailleurs, cette recherche éclaircit les différentes perceptions de l'égalité des chances dans la société. Les attitudes méritocratiques sont directement influencées par la façon dont les gens distinguent la structure sociale : selon qu’elle soit perçue comme rigide ou malléable. Sur trois essais, cette thèse soulève une problématique particulièrement importante à laquelle font face les employeurs et les décideurs politiques, en particulier en France. Elle fournit une explication quant à l'impact des valeurs culturelles et religieuses, des perceptions sur la malléabilité de la structure sociale, et des mentalités, sur la prévision de l’éthique de travail et la motivation. / Cultural values and their impact on people’s attitudes and behavior have long been a place for debate. Globalization, migration and expatriation have contributed to the conflict caused by the interaction among multiple cultural identities, particularly when it comes to organizations with diverse workforce. Specifically, France is a unique case that provides a historically and culturally rich, yet very ambiguous context for studying this topic. The dominant culture in France emphasizes on egalitarianism and secularism. However, a great part of the population has adopted distinct cultural values with regard to their religious beliefs. Moreover, the perception about ‘equal opportunities’ provided by the society varies considerably across the cultures. The topic is specifically important at workplace, where individuals with diverse and sometimes divergent beliefs take part in collective activities. The objective of this dissertation is to discover the mechanisms by which cultural attributes predict work ethic and productivity- first, through their interaction with religious beliefs; and second through the implicit theories about the societal structure. The findings reveal that religious thoughts positively influence work ethic and level effort when a culture of religiosity is prominent and negatively when the laïc culture is salient. Furthermore, this research sheds light to the different perceptions about equal opportunities in the society. The meritocratic attitudes are directly influenced by the extent to which people perceive the social structure to be malleable vs. fixed. Across three essays, this dissertation addresses a particularly important issue as faced by employers and policy makers, specifically in France. It provides a compelling understanding about a number of antecedents of work ethic and work behavior; namely, the cultural and religious values, perceptions about malleability of the social structure, and mindsets.

Dans le contexte actuel du Vietnam, la stabilisation de l’élan de développement, la recherche d’une meilleure qualité des ressources humaines pour un développement durable s’avèrent des éléments – clef. L’urgence est d’élever la qualité des formations en vue d’alimenter le processus de développement socio-économique du pays. C’est l’objectif poursuivi par la politique d’émulation du gouvernement vietnamien dans tous les niveaux d’enseignement. Cependant, ces dernières années, on voit apparaître deux phénomènes. Le premier, c’est l’indifférence de la majorité d’élèves qui ne s’intéressent plus à l’émulation et refusent de faire des efforts pour être membres des équipes d’élèves aux concours à tous les niveaux. Le deuxième, c’est le refus d’une partie des parents d’élèves de permettre à leurs enfants de participer aux équipes. Les objectifs fixés au départ commencent à être menacés. Le présent travail s’intéresse au système d’élite mis en place au Vietnam. Il tentera d’analyser les raisons de cette évolution et d’apporter des propositions à ce phénomène en choisissant comme angle d’attaque les quatre acteurs importants pour le succès du système d’émulation que sont les cadres éducatifs, les enseignants, les élèves et les parents d’élèves. Nous mettrons en place des enquêtes par questionnaire auprès de ces acteurs pour comprendre les répercussions psychologiques du système d’émulation actuellement en vigueur. / In the current context of Vietnam, the stabilization of the growing development, the research of a better quality in human resources for a sustainable development are key elements. The emergency is to rise up the quality of education to fuel the social and economic development process in the country. This is the objective pursued by the Vietnamese government's policy of emulation at each level of education. However, those last years, two phenomenons appeared. First of all, is the indifference coming from the majority of students who are no longer interested by the emulation and refuses to make efforts to be member of students’ competition teams at every level. Secondly, it is the refusal of a part of the student's parent to allow their kids to participate in the teams. Consequently, the objectives initially set up, start to be threatened. The current work is interested to the elite system established in Vietnam. It will try to analyze the reason of this evolution and introduce proposals to this phenomenon in targeting the four important actors for the emulation system success that are educational frameworks, teachers, students and their parents. We will establish surveys by questionnaires towards those factors to understand, to understand the psychological implications of the emulation system currently in force.

El presente estudio analizó diversas investigaciones relevantes sobre los ascensos en la carrera gerencial, para evaluar si este solo se centra en los méritos que puede alcanzar una persona o en otros factores que deben ser desarrollados. Evidentemente, las empresas buscan a los mejores profesionales para liderar equipos de trabajo en puestos gerenciales; por tal motivo, es importante resaltar los medios que necesitan alcanzar los trabajadores para obtener una posición gerencial exitosa. En este sentido, la relevancia se centró en descubrir los otros factores que permiten tener un desarrollo del tema más amplio, ejemplos, estadísticas, actualidad, la comparación de las diferentes posiciones de los autores, etc. Los resultados de este estudio, identificaron que la meritocracia es uno de los principales temas que abordaron diversos autores en la investigación. Sin embargo, según el contexto y las variables que solicitan los reclutadores y las empresas en la actualidad, se refiere a un conjunto de características que debe poseer el candidato al ser promovido, no basta con merecerlo, debe ser un profesional altamente calificado con los estudios y experiencia adquiridas en su etapa laboral. Es preciso extender las investigaciones para identificar otros factores que sean clave para el ascenso gerencial. La globalización, el crecimiento de las economías, el desarrollo de la tecnología está en constante cambio y las organizaciones deben adaptarse y estar en sintonía a dichos cambios, por tal motivo, es necesario el estudio de otras posturas. / The present study analyzed various relevant research on promotions in the managerial career, to assess whether it only focuses on the merits that a person can achieve or on other factors that must be developed. Obviously, companies look for the best professionals to lead work teams in managerial positions; For this reason, it is important to highlight the means that workers need to achieve to obtain a successful managerial position. In this sense, the relevance focused on discovering the other factors that allow to have a broader development of the subject, examples, statistics, news, the comparison of the different positions of the authors, etc. Meritocracy is one of the main topics addressed by various authors in the research. However, according to the context and the variables requested by recruiters and companies today, it refers to a set of characteristics that the candidate must have when promoted, it is not enough to deserve it, they must be a highly qualified professional with studies and experience acquired in his work stage. Research needs to be extended to identify other factors that are key to managerial advancement. Globalization, the growth of economies, the development of technology is constantly changing and organizations must adapt and be in tune with these changes, for this reason, it is necessary to study other positions. / Trabajo de Suficiencia Profesional

Universitet är stora meritokratiska organisationer där strävan efter konkurrenskraft aldrig tar slut. Universitetets främsta roll är att utbilda, forska och bygga ny kunskap. Medarbetares kompetens och ytterst meriter samt att bygga rätt sammansättning av meritering är därför centralt för universitetet. Det blir därmed viktigt för universiteten att behålla de bästa medarbetarna och motivera medarbetarna till att arbeta mot organisationens mål. Denna studie behandlar medarbetarna på Luleå tekniska universitets syn på relationen mellan motivation, återkoppling, belöning, prestation och befordran. Syftet med denna studie är att identifiera hur meritering ser ut och är relaterat till prestationerna i en meritokratisk organisation. Genom att uppnå syftet kan vi bidra och inspirera till vidare forskning om hur medarbetare med långsiktiga mål och tydliga karriärvägar kan uppfatta styrning. För att uppnå detta har litteratursökningar i vetenskapliga artiklar gjorts och empiriska underlag samlats in genom semistrukturerade intervjuer. En abduktiv ansats har tillämpats i studien. Resultatet visar att det finns ett tydligt samband mellan medarbetarnas prestation och befordran. Men att det i förlängningen är starkare genom forskningen än undervisningen. Empirin visar även att intervjupersonerna främst ser de icke monetära belöningarna som bidragande faktorer till ökad motivation samt att återkoppling är viktigt för motivation. De anställda anser att de får tillräcklig återkoppling från studenterna men flertalet önskar mer återkoppling från chefer. / Universities are large meritocratic organizations where the pursuit of competitiveness never ends. The main role of universities is to educate, conduct research and discover new knowledge. Therefore are both the employees’ competence and the right composition of merit central to the universities. It thus becomes crucial for the universities to retain the best employees and motivate the employees to work towards the organization's goals. This study shows the employees at Luleå University of Technology's view of the correlation between motivation, feedback, reward, performance, and promotion. The purpose of the study is to find out what merit looks like and how it is related to the performance of a meritocratic organization. By achieving the purpose, we can contribute and inspire further research on how employees with long-term goals and clear career paths can perceive management control. To achieve this, literature searches in scientific articles have been done and empirical data has been collected through semi-structured interviews. An abductive approach has been applied in the study. The results show that the connection between employees' performance and promotion is stronger through research than teaching. The empiric also shows that the interviewees mainly see the non-monetary rewards as contributing factors to increased motivation and that feedback is important for motivation. The employees consider that they receive enough feedback from the students, but the majority want more feedback from managers.

No description available.

"Education For All" is the goal which the Ministry of Education and Human Resources, in Mauritius, wishes to attain, based on the recommendations of UNESCO. Mauritius urges for quality education, that is, a world-class education in which each Mauritian child should be given the opportunity to reach high educational success. Education must be the privilege of all and not the sole right of a few elites. This study analyses, from an educator‘s point of view, the extent to which Mauritius is proficient in reaching quality education at secondary level. It is mainly based on hypothesis-testing. The research process also includes a case study of the Zone 2, for which a selfadministered questionnaire was distributed to a sample of 90 educators. The study reveals that Mauritius is heading towards a quantified education rather than a quality education. Mass education can be seen as a better rhetoric for its current educational plan. / Sociology / M.A. (Sociology)

Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)