A cidade de São Paulo apresenta-se como uma cidade capitalista global periférica. As contradições com relação à distribuição da riqueza, o acesso a direitos sociais e a apropriação do espaço urbano são evidentes. Por meio de uma análise do papel do Estado na sociedade contemporânea, busca-se verificar o alcance e o significado das políticas educacionais implementadas por meio da construção dos Centros Educacionais Unificados (CEUs), grandes complexos nos quais são oferecidos à população serviços de educação formal para crianças e jovens desde creches, escolas de educação infantil e de ensino fundamental, além da educação de jovens e adultos bem como acesso às práticas culturais, esportivas e de lazer. Investiga-se a dinâmica de funcionamento dessas unidades educacionais buscando-se compreender como a oferta de outras oportunidades educativas além do ensino formal alteram as formas de gestão e de organização desse equipamento público. Foram realizadas atividades de observação, especialmente aos finais de semana, em duas unidades, em diferentes bairros, além de visitas esporádicas a outras três unidades. Por meio da análise de documentos e de entrevistas realizadas com gestores, ex-gestores, coordenadores de núcleos de educação, cultura, esportes e lazer, professores, prestadores de serviço e lideranças comunitárias, no total de 25 sujeitos, pôde-se levantar uma série de questões recorrentes que implicam numa revisão das formas de gestão desse tipo de complexo educacional. Ao observar-se os Centros Educacionais Unificados constata-se a espetacularização da política educacional, usando-se um discurso de reforma urbana e de oferta de lazer à população na tentativa de legitimar tal intervenção. A engrenagem do clientelismo político que se instalou em São Paulo, algo histórico na cultura política brasileira, aperfeiçoado na gestão Marta Suplicy (2001-2004) e enormemente aproveitado pela gestão subseqüente, Serra-Kassab (2005-2008), beneficiou-se com a criação de cerca de 13 cargos comissionados em cada CEU para a composição de equipe gestora, sem que haja uma discussão democrática e um controle das organizações locais sobre os serviços prestados à população. O Estado, entendido como estrutura política integrante do sociometabolismo do capital, é incapaz de impedir a desigualdade e as formas de segregação sociais. As políticas educacionais, dessa forma, têm sido incapazes de oferecer possibilidades de construção da igualdade. A arquitetura educacional foi o grande espetáculo oferecido à população, sem alterar significativamente a qualidade da escola pública municipal. Observou-se que, ao incorporar o lazer à educação por meio desse tipo de intervenção colabora-se, contraditoriamente, para a descaracterização das atividades culturais, do esporte e principalmente do lazer enquanto possibilidades educacionais, já que os grandes complexos apresentam um custo social enorme diante do que oferecem como educação não-formal. Nesse sentido, a política educacional, ao tratar a própria educação como espetáculo, fez uso do lazer como seu mais nobre adereço. / São Paulo presents itself as a global, peripheral capitalistic city, where contradictions in the distribution of wealth, access to social rights and appropriation of the urban space are evident. By analyzing the role of the State in contemporary society, we have sought to assess the scope and meaning of the educational policies that were implemented by building the so-called Unified Educational Centers (Centros Educacionais Unificados, CEUs), large complexes that provide formal educational services for children and youth day-care centers, elementary and secondary schools, continuing education opportunities for youth and adults , as well as access to cultural, sports and leisure activities. We investigated the working dynamics of these units in an attempt to understand how the offering of additional educational opportunities, over and above formal schooling, changes the ways public equipment and resources are managed and organized. We carried out observation assignments, especially on weekends, in two units, in different neighborhoods, and made sporadic visits to three other units. By analyzing documents and interviewing current and former principals and school officials, coordinators of the educational, cultural, sports and leisure departments, teachers, service providers and community leaderships (25 individuals overall), we were able to raise a series of recurring issues that imply a need to revise how this type of educational complex is managed. A study of the Unified Educational Centers positively establishes a spectacularization of educational policy that uses urban reform and the offering of leisure to the population as attempts to rationalize this kind of intervention. Pork barrel policies, a historical trait of Brazilian political culture, flourished during the administration of mayor Marta Suplicy (2001-2004), grew vigorously in the subsequent administration, Serra-Kassab (2005-2008), and benefited from the creation of approximately 13 commissioned administrative jobs in each CEU. There is no democratic debate and no control by local organizations of the services provided by the CEUs to the population. The State, understood as the political structure that composes capitals social metabolic order, is powerless to prevent inequality and forms of social segregation. Therefore, the States educational policies have been incapable of offering opportunities to build up equality. This new educational architecture is a grand spectacle offered to the population that does not significantly alter the quality of municipal schools. It has been observed that this type of intervention, by incorporating leisure into education, contributes to a misrepresentation of cultural, sports and especially leisure activities as educational possibilities, inasmuch as these large complexes imply enormous social costs vis-à-vis what they offer in terms of non-formal education. In this sense, educational policy, by treating education itself as a spectacle, makes use of leisure as its noblest and dearest prop.

Esta dissertação analisa o processo de construção da gestão democrática da educação na Rede Municipal de Ensino de Getúlio Vargas-RS de 1993 a 2011, seus avanços, seus limites e suas contradições, na relação com o papel do Estado. Através de análises documentais, entrevistas e observação participante, neste estudo de caso observa-se a existência por mais de 18 anos de uma trajetória de construção da gestão democrática que se opõe a modelos importados ou feitos em gabinetes, principalmente de modelos gerencialistas. Estão entre os principais instrumentos de materialização da democratização da educação os projetos político-pedagógicos, a formação continuada, o plano de carreira do magistério, o Plano Municipal de Educação, eleições diretas das equipes diretivas das escolas e a constituição de conselhos escolares. Prevaleceu a participação direta em boa parte do processo em construção, principalmente entre o segmento de professores; em contrapartida, tardou a constituição e a efetivação dos conselhos escolares e houve pouca participação dos segmentos escolares na gestão das unidades. A adesão ao Plano de Desenvolvimento da Educação/Plano de Metas/Plano de Ações Articuladas não representou interferência no processo de gestão democrática, mas foi complementar, buscando atender às maiores deficiências diagnosticadas, ocorrendo uma aproximação do governo federal junto ao município, contribuindo para o fortalecimento da gestão democrática. / This dissertation analyzes the process of making the democratic management of education in municipal schools of Getúlio Vargas-RS from 1993 to 2011, its advances, limits and contradictions in relation to the role of the State. Through documental reviews, interviews and participant observation, in this case study it is shown the existence for over 18 years of a trajectory of making the democratic management that opposes models imported or made in offices, mainly managerial models. Among the main instruments of materialization of the democratic education are the political-pedagogical projects, the continued education, the career plan of teaching, the Municipal Education Plan, direct elections for school‟s management team and the establishment of school councils. The direct participation prevailed in much of the construction process, especially among the segment of teachers; in contrast, the constitution and the execution of school councils was delayed and there was little involvement of student segments in the management of units. Joining the Plan for Educational Development/Target Plan/Joint Action Plan did not represent interference in the process of democratic management, but was complementary to answer the greatest deficiencies diagnosed, occurring to the strengthening of democratic management.

Made available in DSpace on 2014-07-29T12:05:36Z (GMT). No. of bitstreams: 1 dissertacaoSilvanaBrito.pdf: 787208 bytes, checksum: fd38b180be9b439d9c0c16c078e8e71b (MD5) Previous issue date: 2008-12-12 / The environmental issue has been focus of discussion o academics and business circles in function of it importance and necessity of emergency actions. Professionals from a lot of knowledge areas are dedicating time of studying to find alternative ways to relieve or eliminate the environmental impacts. The economic development and the population growth have been contributing for the environmental impacts and it is noticed the need of actions from firms and stakeholders. ISO International organization for standardization of normalization presents the series ISO 14000 as a way of establishing requirements for the Environmental Management System, but many firms have the difficulty to implement the system because they don t know how to operate. What is proposed on these is to establish an implementation model of environmental management system to the private and public firms that orientates and gives directions to whom is on charge of the firms. The proposed model involver all the requisites of NBR ISO 14001 and was developed from the facts raisings in 20 firms from many lines of activities and actuation sector. Interviews and observations were made form itinerary of facts collection, previously elaborated. The proposed model involves the many resource types humans, financials, materials and technologicals. The research of environmental impacts aspects is basic to the structuration of the Environmental Management System and should be achieved in a participative way. The stakeholders need to be prepared and the job of a team winch involves many kinds of subjects is basic. The research in the firms was the basis to structure the model by making possible the knowledge about the working process and the internal process extant. / A questão ambiental tem sido foco de debates nos meios acadêmico e empresarial em função da sua importância e necessidade de ações emergenciais. Profissionais de várias áreas de conhecimento estão dedicando tempo de estudo para encontrar formas alternativas de mitigar ou eliminar os impactos ambientais. O desenvolvimento econômico e o crescimento populacional têm contribuído para o aumento dos impactos ambientais e percebe-se a necessidade de ações por parte das empresas e stakeholders. A ISO organização internacional de normalização apresenta a série ISO 14000 como forma de estabelecer requisitos para o Sistema de gestão ambiental, mas diversas empresas sentem a dificuldade de implementar o sistema por não conhecerem a forma de operacionalização. O que se propõe na tese é estabelecer um modelo de implementação de sistema de gestão ambiental para as empresas públicas e privadas que oriente e direcione os responsáveis das empresas. O modelo proposto envolve todos os requisitos da NBR ISO 14001 e foi desenvolvido a partir de levantamentos de dados em 20 empresas de diversos ramos de atividades e setor de atuação. Foram realizadas entrevistas e observações a partir de roteiro de coleta de dados, previamente elaborado. O modelo proposto envolve os diversos tipos de recursos humanos, financeiros, materiais e tecnológicos. O levantamento de aspectos e impactos ambientais é fundamental para a estruturação do Sistema de gestão ambiental e deve ser realizado de forma participativa. Os stakeholders precisam ser preparados e o trabalho de uma equipe multidisciplinar é fundamental. A pesquisa nas empresas foi a base para se estruturar o modelo por ter possibilitado o conhecimento sobre o funcionamento e os processos internos existentes.

Made available in DSpace on 2014-08-20T13:48:21Z (GMT). No. of bitstreams: 1 Naile_Pinto_Nunes_Dissertacao.pdf: 723361 bytes, checksum: 3f1acfbbb39dcd14623549941c853ac7 (MD5) Previous issue date: 2009-10-23 / The present study has as its background the Brazilian redemocratization process, examined through the changes of the official pedagogical discourse found in the texts of the Federal Constitution and of the Law of Directives and Bases for National Education (LDBEN), concerning the democratic management of education and teaching. In the study, the process of recontextualization of the referred texts in the organization of the educational policies of the Municipal Secretariat of Education (SME), as well as in the discourse and in the pedagogical practices of the schools of the Public Municipal Teaching Network (RPME) is examined, considering the ongoing process of adoption of a participatory management in such schools. We have tried, by that, to understand how the communities of two Elementary/Middle schools of the RPME have been putting into practice the ideals of democracy and participations, as present in their Political-Pedagogical Project (PPP), during and/or after the 2001- 2004 municipal government, resulting or not of the initiatives of that government. For such, a qualitative research was carried out, aiming at identifying and describing experiences on participatory democracy produced by the school communities investigated. The research has involved documental analysis, observations and interviews with members of the segments that constitute the school community (students, teachers, employees, parents), as well as with members of the directing board of the selected schools. The development of the investigation has shown, in the exploratory stage, that the principle of democratic management is a constituent of the texts of the PPPs in the schools investigated. However, the forms chosen by the schools to put in practice what the PPP puts in writing manifest a degree of singularity originated from the context in which each institutions is inserted, although they adopt, to do that, common tools, such as pedagogical projects, different types of school meetings, festivities, and discussion forums. The data collected point out to a broader movement in the RPME, in the opposite direction to the hegemonic conception of democracy, as they reveal actions which attempt to enlarge the participation of every subject who constitutes the school community. Singularity has also characterized the process of recontextualization of the policies for democratic management conducted by the educational policies of SME, period 2001-2004, and taken into effect by each of the institutions. The experience of management of the School Council (CE), in Utopia, and the one of the Rethinking our School, in Perseverance, have appeared as spaces for participatory democracy within those schools, whose effects are contributing for the qualification of work and management in such schools. / O estudo tem como pano de fundo o processo de redemocratização do Brasil a partir das mudanças no discurso pedagógico oficial presentes nos textos da Constituição Federal e da Lei de Diretrizes e Bases da Educação Nacional (LDBEN), relativos à gestão democrática da educação e do ensino. Nele, examina-se o processo de recontextualização dos referidos textos na organização da política educacional da Secretaria Municipal da Educação (SME), no discurso e nas práticas pedagógicas de escolas da Rede Pública Municipal de Ensino (RPME) no município de Pelotas, levando em consideração o processo de adoção da gestão democrática em andamento nesta rede de ensino. Com isso, buscou-se compreender como as comunidades escolares de duas escolas de Ensino Fundamental da RPME estão colocando em prática os ideais de democracia e participação, presentes no seu Projeto Político-Pedagógico (PPP), durante e/ou após a gestão municipal 2001-2004, decorrentes ou não das iniciativas implantadas por aquele governo. Para tanto, foi realizada uma pesquisa de abordagem qualitativa na intenção de identificar e descrever experiências de democracia participativa produzidas pelas comunidades escolares investigadas. O processo de pesquisa envolveu análise documental, observações e entrevistas com representantes dos segmentos que compõem a comunidade escolar (estudantes, professores/as, funcionários/as e pais/mães), assim como componentes da Equipe Diretiva de cada escola selecionada. O desenvolvimento da investigação evidenciou, na etapa exploratória, que a gestão democrática é parte constituinte do texto dos PPPs nas escolas investigadas. No entanto, as formas eleitas pelas escolas para colocar em prática o que está escrito no PPP evidencia um grau de singularidade decorrente do contexto em que cada instituição está inserida apesar de adotarem para isso instrumentos comuns como: projetos pedagógicos, reuniões de diferentes modalidades, atividades festivas e fórum de discussão. Assim, os dados indicam para um movimento mais amplo na RPME no sentido oposto à concepção hegemônica da democracia ao evidenciar ações que buscam ampliar a participação de todos os sujeitos que compõem a comunidade escolar. A singularidade também caracterizou o processo de recontextualização das políticas de democratização da gestão encaminhadas por meio da política educacional da SME, gestão 2001-2004 e levado a termo em cada uma das instituições. A experiência da gestão do Conselho Escolar (CE), em Utopia, e, a do Repensando Nossa Escola, em Perseverança, mostraram-se como espaços de democracia participativa no interior destas escolas e cujos efeitos estão contribuindo para a qualificação do trabalho e da gestão na escola.

My entire career in lecturing and research in the field of financial management in education, have led to me becoming more and more intrigued by questions related to the amounts of money being spent on education and the performance of learners in the Senior Certificate Examination in public secondary schools in South Africa. The South African education system has changed dramatically since 1994 and is aimed at restoring the injustices of the past by providing equitable quality education. Despite many reforms our system is not rendering acceptable results as is evident from our participation in international and national tests (TIMSS, PIRLS, SACMEQ and ANA)2. Internationally UNESCO is driving the Educational for All campaign in an attempt to address issues related to quality education. The purpose of this research was to investigate the relationship between the funding of education and the quality of education in selected diverse top performing secondary schools in the Gauteng province of South Africa. The results of the sample schools in the National Senior Certificate examination was used as indicator of the quality of education provided. Towards this end, I have done multiple case study research in six schools selected using purposive and convenience sampling techniques. Semistructured interviews and document analysis were used to collect data. I found that there is a definite link between funding and the quality of education provided. This manifests itself in allowing schools to reduce class size by appointing additional teaching staff, access to technology and staff development. However, all the schools in the sample indicated that the crucial factor determining their success was their teachers! In addition to the role of the teachers, I found that structures created for and the manner in which academic performance was managed and parental involvement also played determining roles. Contrary to what was expected, the use of technology as teaching aid, although convenient, was not playing a decisive role. The research led to a much better and deeper understanding of the intricate relationship between funding and the quality of education, but additional investigation is required in order to highlight this matter even further to allow for the informed improvement of efforts to raise the quality of education in South Africa and the world. / Thesis (PhD)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

Adaptation of employees is a process intended for all newly íncoming employees in the organization, for their better orientation in the work environment, inclusion in the work team and rapid integration, acquisition of knowledge and skills for the position. The thesis is focused on improving the adaptation process of employees in a particular organization. The adaptation process of specific departments of a particular organization is analyzed and compared. Based on the acquired knowledge, a recommendation for improvement is proposed and improving the adaptation process. The theoretical part defines the basic terminology of the theoretical basis, which is based on the study of professional literature. Explains the concept of adaptation, employee adaptation, types and phases of adaptation, forms and goals of the adaptation process. Describes human resource management tools that affect the adaptation process, i.e. recruitment, selection, hiring, employee training, employee care and labor relations, and employee evaluation. Finally, it describes the adaptation program and an effective tool for adaptation management - an adaptation plan, including a model of possible compilation of activities to create an individual adaptation plan. The practical part deals with the analysis of the process and the...

This diploma thesis deals with the topic of career in teaching, which has many specific characteristics compared to the classical concept of career. The thesis focuses on the group of kindergarten teachers who stand at the beginning of the education system as important influencers on the life-long educational journey of each of us. The aim of the thesis is to analyse the view of the kindergarten teacher career by teachers and principals and to look for support from the school management level. The theoretical part deals with three basic areas, which are professional development, professional career and career system. The first chapter shows the connection between the professional development of teachers and their career, it also focuses on its individual components, especially continual education of teachers. The second chapter is devoted to the career itself and compares the theoretical background of the career with its specifics in the teaching career. It looks at the teaching profession in terms of its attractiveness and individual stages of the teachers' career. The third chapter reflects the need for a career system, characterizes its benefits and presents the current state of its setting in the Czech Republic and abroad. The research part uses a questionnaire survey to find out how teachers...

Diploma Thesis: An analysis of the results from educational projects focused on the value attitudes of secondary school pupils that compares two concrete educational projects - Jeden svět na školách by NGO People in Need and Příběhy našich sousedů Post Bellum civic society. In the theoretical part, the thesis presents sources of civic and media education and the link between legislative and strategic documents in the Czech Republic thanks to the International Civic and Citizenship Education Study (ICCS) also under international comparison. In the practical part, the thesis focuses on the comparison of methodological, pedagogical, and other aspects of educational projects and solves questions regarding management and the meeting of set targets. KEYWORDS education management, educational projects, value attitudes, secondary schools, civic education, media literacy

Thesis ((LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has become a pressing concern and needs special attention. This is so despite the advent of democracy in 1994, which brought legislative frameworks and other measures promoting access to quality education. This study seeks to highlight the importance of a radical paradigm shift in educational approach, from a single (access) to a dual system (access and delivery) in South Africa. The study examines adequacy of access to education, by evaluating the effectiveness of delivery. The study emphasizes that delivery should be strengthened in order to develop skills and capacity. The study also accentuates the need to strengthen legislative measures and compliance, in order to improve the delivery of quality education to the leaners. The domestic laws such as the Constitution of the Republic of South Africa, Skills Development Act, the South African Schools Act, Further Education and Training Act and the Continuing Education and Training Act, which all cover access and full delivery of quality education, will be examined. It is pertinent to point out that the delivery of quality education and skills development, can improve the employability of leaners and graduates, wherever they find themselves. Consequently, it is fundamentally important to increase interest in strengthening the implementation of the skills development legislation and policies, to drive the necessary change from access to delivery, in order to meet the developmental needs of the country. Lessons are drawn from China, Finland and Singapore, where policies and laws are utilized for the purpose of comparative studies. The rationale for such a comparative analysis is premised on the fact that these countries have very strong educational systems, which promotes the employability of learners, and also enables learners to become self-reliant and entrepreneurs.

Thesis (D. Tech.) - Central University of Technology, Free State, 2005 / Distinctive challenges are currently facing South African higher education institutions. Among others they are funding; quality assurance; globalisation; the emergence of private higher education; the idea of an entrepreneurial university as an alternative; enrolment capping; as well as merged and incorporated institutions. It is critical that these challenges be addressed urgently. However, the lack of proper marketing and branding strategies at institutions of higher learning in view of the new unfolding national and international landscape, leaves much to be desired. In the past, branding of higher education in South Africa was not an area of priority, because higher education operated in a protected, regulated market with a steady income. The current higher education scenario necessitates higher education institutions to revisit their branding strategies as a means to grapple with the distinctive challenges facing them with the purpose of enhancing quality; delivering graduates to the world of work; as well as being relevant by being responsive to society and the economic needs of the country in order to adhere to the outcomes of the National Plan for Higher Education (NPHE) (RSA DoE 2001). A thorough literature study involving current and relevant literature on branding and branding practices was undertaken, after which a mainly qualitative research approach was followed. Focus group interviews at two entrepreneurial universities abroad; informal conversation interviews at seven South African higher education institutions; as well as a case study were conducted. Participant observation in the workplace relating to branding and branding practices also took place. The constant comparative method of data analysis was used to capture recurring patterns and themes during the research process. What became evident from the literature was that branding strategies of higher education institutions are generally restricted to informing and visual identity. The results of a survey done in 2004 by UNITECH, a body representing marketing and communication units of universities and former technikons (currently Universities of Technology) in South Africa, was also quite significant for this study. The following deductions regarding marketing and communication practices at South African higher education institutions could be made from this survey: There is a lack of an integrated marketing approach; executive management lacks understanding of branding practices; there is a lack of strategy with regard to marketing and branding; as well as a lack of internal communication. These deductions were consistent with the researcher’s own observations and are also confirmed by the informal conversation interviews held at the seven South African higher education institutions as part of the empirical investigation. The case study to highlight the branding practices of a higher education institution in the central region revealed that the implementation phase focused strongly on external/outward exercises, and that the internalisation aspects of their branding were narrowed to information only. The new visual identity of the institution was emphasised, whilst the internal processes remained the same as always. The aforementioned aspects are an indication that South African higher education institutions need to re-visit their internal practices. A market orientation mindset is of crucial importance for higher education institutions in South Africa to move towards an entrepreneurial mindset. The Universities of Warwick (England) and Twente (the Netherlands) were selected for this study as a result of the astounding successes they have achieved with their entrepreneurial activities. According to the respondents from both universities, the following aspects – among others - are extremely important for their successes: visionary leadership; an integrated entrepreneurial culture; a focus on external as well as internal communication; and relevance. The primary purpose of this study was to develop a model for South African higher education institutions which would ultimately result in brand enhancement of institutions that would be perceived as relevant and society-minded to live up to the challenges of the new and changing landscape in South Africa. The proposed model in this study is based on two overarching fundamentals, namely the experience economy and its relatedness to brand, as well as relevance and branding, which should be an integrated approach that could ultimately lead to successful external branding.