Este trabalho versa sobre o processo de construção da gestão democrática da educação na rede estadual de ensino do Rio Grande do Sul. O Objetivo desta investigação é percorrer a trajetória da gestão democrática da educação na rede estadual do Rio Grande do Sul de 1985 a 2001. Esta análise levou em consideração as influências das políticas neoliberais no decorrer dos anos 1990 e seus impactos nas políticas de gestão da educação. Foi utilizada uma abordagem qualitativa, com a análise da legislação educacional sobre o tema, atas de reuniões, programas de governo e entrevistas semi-estruturadas com os diferentes os sujeitos participantes deste processo. Embasando-se nos dados coletados, assim como na análise conjuntural de desenvolvimento deste processo, concluiu-se que os movimentos iniciados pelo CPERS/Sindicato na década de 1980 muito estimularam o debate sobre a proposta de gestão democrática, assim como os embates e as negociações com os diferentes governos estaduais do período pesquisado. Existiram algumas rupturas neste processo, porém a sociedade civil organizada soube reivindicar seus direitos tendo no governo Olívio Dutra uma discussão mais apurada sobre o tema. As resistências do poder legislativo, dos professores e da mídia para com o Governo Olívio Dutra acabaram originando alguns entraves para a ampliação da gestão democrática da educação. No entanto, a legislação construída foi um importante instrumento indutor de mudanças nas práticas escolares, fazendo parte do processo que está em pleno desenvolvimento. / This work approaches the process of construction of the education democratic management in the state educational network in Rio Grande do Sul from 1985 to 2001. It analyzes the correlation of forces in the process, as well as its subjects, proposals and confrontations. This analysis has taken into consideration the influences of neo-liberal policies along the 1990s and their impacts on the policies of education management. A qualitative approach has been adopted, involving the analysis of educational legislation on the theme, meetings records, government programs and semi-structured interviews with different subjects participating in this process. Based on data collected, as well as on the conjunctional analysis of development of this process, it was concluded that the movements initiated by CPERS/Union in the 1980s encouraged the debate about the proposal of democratic management, along with the confrontation and negotiations with different state governments during the period investigated. There were some disruptions in this process, yet the organized civil society was able to claim their rights, having a more accurate discussion about the theme during Olívio Dutra government. The resistances by the legislative power, teachers and media to Olívio Dutra government ended up giving rise to some hindrances for spreading the democratic management in education. However, the legislation constructed was an important means to induce changes in school practices, as part of the process that is being developed.

O estudo enfoca o financiamento da educação pública brasileira, especificamente a implantação da política de descentralização/desconcentração de recursos às escolas estaduais do Rio Grande do Sul (RS). O tema da descentralização/desconcentração de atribuições dentro do processo de reformas vivido pela área da educação nos últimos anos, especificamente no estado do RS, somado às questões da autonomia financeira da escola, suscitou a realização do presente trabalho. A questão central de pesquisa diz respeito às possibilidades e limites da política de autonomia financeira das escolas públicas estaduais para o avanço da gestão democrática na educação pública do RS. A pesquisa abrange a análise da implementação dessa política em duas escolas públicas estaduais, localizadas no município de Guaíba (RS), no período de 1995 a 2005. Foram estudadas as fontes de recursos com as quais as escolas contam para sua manutenção, a captação de verbas na própria escola e junto à comunidade, a gestão desses recursos e suas implicações no cotidiano escolar.O método escolhido para orientar a pesquisa foi o estudo de caso, que propiciou a investigação de uma política pública educacional dentro de seu contexto, a escola. O estudo baseia-se em várias fontes de evidência, como análise de documentos, coleta de dados financeiros, entrevistas, visitas às escolas e à 12ª Coordenadoria Regional de Educação e observação de reuniões nas escolas. As categorias analíticas que dão suporte à analise são a descentralização de recursos, a autonomia financeira da escola, a gestão financeira e a gestão democrática da escola. Em síntese, esperamos discutir a importância da gestão de recursos financeiros públicos transferidos para as unidades escolares, bem como aqueles captados e geridos no próprio estabelecimento de ensino, e suas implicações com a gestão democrática. / This study focuses on Brazilian public education financing, especially the implantation of the policy of decentralization/dispersion of resources in the public schools in the state of Rio Grande do Sul (RS). The subject of decentralization/dispersion of attributions within the reform process experienced by the educational area in the last years, especially in Rio Grande do Sul, in addition to the questions of financial autonomy of schools, lead to the realization of the present work. The main research question is concerned to the possibilities and limits of financial autonomy policies of public schools for the democratic management progress in the public education in RS. The research includes the analyses of implementation of these policies in two public schools, located in the municipality of Guaiba (RS), from 1995 to 2005. We studied from where the resources schools have for their maintenance came from, as well as the collection of money in the school itself and in the community, the management of these resources and its implications in the routine of the schools. The method chosen to guide the research was the case study, which was biased toward the investigation of an educational public policy inside its context, the school. This study is based on many sources of evidence, as analyzing documents, collecting financial information, interviewing, visiting schools and the 12º Regional Education Coordination and observing schools meetings. The analytic categories that give support to the analysis are: the decentralization of resources, financial autonomy of the school, financial management and democratic management of the school. In short, we hope to discuss the importance of management of public financial resources transferred to the schools units, as well as that ones collected and administrated in the teaching establishment itself and its implications towards the democratic management. / El estudio enfoca el financiamiento de la educación pública brasileña, específicamente la implantación de la política de descentralización/desconcentración de recursos a las escuelas estaduales de Río Grande do Sul (RS). El tema de la descentralización/desconcentración de atribuciones dentro del proceso de reformas vivido por el área de la educación en los últimos años, específicamente en el Estado de RS, agregado a las cuestiones de la autonomía financiera de la escuela, suscitó la realización del actual trabajo. La cuestión central de la investigación dice respecto a las posibilidades y a los límites de la política de la autonomía financiera de las escuelas públicas estaduales para el avance de la gestión democrática en la educación pública del RS. La investigación incluye el análisis de la puesta en práctica de esta política en dos escuelas públicas estaduales, situadas en la ciudad de Guaíba (RS), en el período de 1995 el 2005. Fueron estudiadas las fuentes de los recursos con los cuales las escuelas cuentan para su mantenimiento, la captación de montajes de dinero dentro de la propia escuela y junto a la comunidad, la gestión de estos recursos y sus implicaciones en el día a día de la escuela. El método elegido para orientar la investigación fue el estudio de caso, que propició la investigación de una política pública educativa dentro de su contexto, la escuela. El estudio se basa en algunas fuentes de evidencia, como análisis de documentos, colecta de datos financieros, de entrevistas, de visitas a las escuelas y a la 12ª Coordenadoria Regional de Educación y de la observación de reuniones en las escuelas. Las categorías analíticas que apoyan el análisis son la descentralización de recursos, la autonomía financiera de la escuela, la gestión financiera y la gestión democrática de la escuela. En síntesis, esperamos discutir la importancia de la gestión de los recursos financieros públicos transferidos a las unidades escolares, bien como aquellos captados y manejados en el establecimiento educativo, y sus implicaciones con la gestión democrática.

The identification and development of high potential employees is part of talent management, which is currently one of the priorities of strategic human resources management. According to relevant surveys, high potential employees account for less than five percent of the total number of employees. First, the thesis deals with talent management, its theoretical background and historical development. Subsequently, from the point of view of HR managers, it focuses on the issue of highly potential employees in order to find out which competencies are key to this group of employees. The partial objective is to clarify the extent to which selected companies in the Czech Republic agree or differ in terms of high potential employees. A qualitative survey is used to examine both objectives, consisting of a semi-structured interview with company managers and point scale. The aim of the thesis is to describe the set of key competencies of high potential employees and to distinguish them from the set of competencies of other employees.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-16T15:21:58Z No. of bitstreams: 1 Sidney Cabral Lourenco.pdf: 3471263 bytes, checksum: 3e2de93e28a9f0ae2e12e39b5b3d160b (MD5) / Made available in DSpace on 2016-05-16T15:21:58Z (GMT). No. of bitstreams: 1 Sidney Cabral Lourenco.pdf: 3471263 bytes, checksum: 3e2de93e28a9f0ae2e12e39b5b3d160b (MD5) Previous issue date: 2016-03-15 / This present study investigates the teachers participating in the process of implementation of teachers training policies and curricular policies of the SEE-SP, taken here as those who are in the process end – want to receive the training, want to act as implementing agents to exercise teaching in the classroom. The goal pursued was to map and interpret the perceptions, impressions and elaborations of teacher on the continuous training policies of the SEE-SP, on the State curriculum, on aspects of professional practice and on the participation in the Enhance Management and Education (MGME) as teacher students. The research focuses on a public school located in the city of São Paulo, having as subject two Science teachers who attend the MGME course in 2013 It uses the qualitative methodology and the instruments of collection of data are semi-structured interviews, questionnaire with open questions and a analysis of official documents governing the Program. The research is based on the following authors: Bioto-Cavalcanti, Carvalho, Day, Gatti, Hargraves, Imbernón, Moreira, Nóvoa, Lahire. The collected datas allowed a reflection on the continued training and the implementation of Official Curriculum of the São Paulo State. At the same time, it presents a documental overview of course 1 Enhance Management and Education (MGME) – Training of Trainers and of course 2 Enhance Management and Education (MGME) – Training of Science Teachers, emphasizing the course 2. Finally, parts of the interviews, highlighting the perceptions of the course and the execution in the classroom. / El presente estudio investiga los profesores que participan de la acción de implementación de las políticas de formación y de las políticas curriculares de la Secretaria Estadual de Educación de São Paulo, puntuados como aquellos que están en la extremidad del proceso – sea recibiendo la formación, sea actuando como agentes de la implementación al ejecutar la práctica docente en el aula. El objetivo fue mapear e interpretar las percepciones, las sensaciones y las elaboraciones de los profesores acerca de las políticas de formación continuada de la Secretaria Estadual de Educación de São Paulo, centradas en el currículo del gobierno, y enlazadas con el ejercicio profesional y con relación a la participación de los profesores en el curso Mejor Gestión, Mejor Enseñanza. La investigación está centrada en una escuela pública, ubicada en la ciudad de São Paulo, teniendo como sujetos dos maestros de ciencias naturales que realizaron el curso MGME en 2013. La metodologia que se aplica es la cualitativa, y los instrumentos de colecta de datos son las entrevistas semiestructuradas, cuestinarios con preguntas abiertas, además de los análisis de los documentos oficiales que respaldan el programa. La investigación está fundamentada en los seguientes autores: Bioto- Cavalcanti, Carvalho, Day, Gatti, Hargraves, Imbernón, Moreira, Nóvoa, Lahire. Los datos apuntados permitieron una reflexión acerca de la formación continuada y la implementación del Currículo Oficial del estado de São Paulo. Presentase simultáneamente un panorama documental de los cursos 1- Mejor Gestión, Mejor Enseñanza – Formación de Formadores; 2- Mejor Gestión, Mejor Enseñanza – Formación de Profesores de Ciencias Naturales. Al fin, trechos de las encuestas, resaltando la percepción de los sujetos con relación al curso y su práctica de enseñanza y la práctica aula. / O presente estudo investiga os professores que participam do processo de implementação das políticas de formação de professores e das políticas curriculares da SEE-SP, tomados aqui como aqueles que estão na ponta do processo – quer recebendo a formação, quer agindo como agentes da implementação ao exercerem a docência em sala de aula. O objetivo perseguido foi mapear e interpretar as percepções, impressões e elaborações dos professores sobre as políticas de formação continuada da SEE-SP, sobre o currículo do Estado, sobre aspectos do exercício profissional e sobre a participação no Melhor Gestão, Melhor Ensino como cursistas. A pesquisa focaliza uma escola pública paulista localizada na cidade de São Paulo, tendo como sujeitos dois professores de Ciências que realizaram o curso MGME no ano de 2013. Utiliza-se a metodologia de cunho qualitativo, cujos instrumentos de coleta de dados são entrevistas semiestruturadas, questionário com questões abertas, além de uma análise dos documentos oficiais que regem o referido Programa. A pesquisa está fundamentada nos seguintes autores: Bioto-Cavalcanti, Carvalho, Day, Gatti, Hargraves, Imbernón, Moreira, Nóvoa, Lahire. Os dados levantados permitiram uma reflexão sobre formação continuada e a implementação do Currículo Oficial do Estado de São Paulo. Paralelamente, apresenta-se um panorama documental do Curso 1 Melhor Gestão, Melhor Ensino – Formação de Formadores e do Curso 2 Melhor Gestão, Melhor Ensino – Formação de Professores de Ciências, dando ênfase no Curso 2. Por fim, trechos das entrevistas, destacando a percepção dos mesmos em relação ao curso e sua prática em sala de aula.

In der vorliegenden Publikation wird die Entstehung der leistungsbezogenen Hochschulfinanzierung im englischen Universitätssektor untersucht. Leistungsbezogene Hochschulfinanzierung wird in vielen Ländern als geeigneter Lösungsansatz für das Problem der gerechten Verteilung von staatlichen Finanzmitteln an individuelle Hochschulen diskutiert. Das englische Beispiel zeigt sich als sehr lehrreich für die Diskussion um die Umsetzung und die Konsequenzen eines solchen Lösungsansatzes. Der größte Teil der staatlichen Finanzmittel wurde den Universitäten seit Beginn des 20. Jahrhunderts als globale Zuweisung zugeteilt. Die Entscheidung über die Höhe der Summe dieses Geldes wurde ursprünglich von einem nicht-amtlichen Organ, dessen Mitglieder mehrheitlich Akademiker waren, bestimmt. Veränderungen der Mitgliedschaft und Verfahren dieses Organs und dessen Nachfolger-Organe haben wesentliche indirekte Implikationen und direkte Folgen für die Universitäten in England hervorgebracht. Die Verfahren zur Bewertung der Qualität der Leistung einer Universität sowie zur Verteilung von Finanzmitteln entsprechend dieser Leistung stellen das Instrumentarium für einen neuen steuernden Einfluss des Staates dar. Da die Höhe der staatlichen Finanzmittel für die Universitäten indessen seit Anfang der 80er Jahre stark abgenommen hat, müssen die Universitäten sich gleichzeitig erfolgreich auf dem Markt behaupten können. Die Universitäten müssen also innerhalb eines gestalterischen Raumes agieren, der zwischen Markt und Staat -- als die wesentlichen Einflussgrößen -- aufgespannt ist. Das Grundverhältnis zwischen dem Staat und den Universitäten zeigt sich entsprechend als höchst komplex. Dabei müssen die Universitäten eine Managementkompetenz entwickeln, die eine Maximierung an Finanzierung verspricht, während sie gleichzeitig die Grundaufgaben der Lehre und Forschung vor allzu negativen Konsequenzen dieser Wirtschaftsorientierung bewahren soll. Die Publikation belegt anhand einer Fallstudie, dass nicht alle Universitäten hierzu in der Lage sind und, dass die Implikationen und Folgen des sogenannten "Finanzierungsregimes" für deren Aufgabenerfüllung nachteilig sein können. Es wird deutlich, dass die konkreten Verfahren der Hochschulfinanzierung und, hier insbesondere, leistungsbezogene Ansätze nicht allein als technische Lösungen betrachtet werden können, sondern sie sollen nur im Zusammenhang mit einer Vorstellung von der idealen Universität gesehen werden, denn diese Verfahren beeinflussen die Gestaltungsmöglichkeiten einer Universität in direkter und indirekter Weise. / This publication investigates the emergence of performance-based funding in the English university sector. Performance-based funding of higher education institutions is discussed in many countries as an appropriate solution to the problem of distributing public funding to individual universities in a fair manner. The English example proves to be very instructive to the discussion with regards to the implementation, and then the implications, of such a proposal. From the beginning of the 20th century, the majority of public funding was distributed as a lump sum to individual universities in England. Decisions on the amount of funding were originally determined by a non-governmental body, whose members were mainly academics. Changes to this membership and to the procedures of this body have had a number of indirect implications for and direct effects on universities in England. Procedures for assessing the qualitative performance of universities, together with procedures which distribute funding according to this assessment provide the instruments of a new steering-influence utilised by the State, a new form of Public Management. As the amount of public state funding for universities has been reduced drastically since the beginning of the 1980's, universities have had to strive concurrently for funds on the open market. Universities are thus being forced to act within an area defined by the market and the State - the two strongest influences on the university sector. The fundamental relationship between the State and its universities has accordingly become highly complex. Universities, for their part, must develop management competencies, which promise a maximisation of funding, whilst at the same time aiming to protect a university's vital tasks of teaching and research from the more negative consequences of business-orientation. In a concluding case study, some evidence is provided which shows that not all universities are in a position to do this and that the implications and effects of the so-called "funding regime" are disadvantageous, in such cases, for their fulfilment of this entrepreneurial challenge. It becomes clear that the concrete procedures for funding higher education institutions and, in particular, performance-based models cannot been seen solely as technical solutions, but must instead be seen in combination with an idea of the ideal university, since these procedures influence the strategic options of a university both directly and indirectly.

In der Dissertation wurde ein Vergleich des deutschen Studierendenmarketings und des amerikanischen Student Recruitments vorgenommen, um eine Erweiterung des Modells des deutschen Hochschulmarketings auf die Zielgruppe der zukünftigen Studierenden vorzunehmen und praktische Implikationen für deutsche Hochschulen abzuleiten. Hierzu wurde der Forschungsgegenstand in die Organisations- und die Marketingtheorie eingeordnet. Anschließend erfolgten eine theoretische Gegenüberstellung des deutschen und des amerikanischen Hochschulsystems sowie eine theoretische Darstellung des Student Recruitments. Die Betrachtung des Letzteren wurde empirisch durch qualitative Experteninterviews untermauert. Diese wurden im Rahmen eines Forschungsaufenthalts in den USA mit Spezialisten aus den Bereichen Student Recruitment durchgeführt und validierten das zuvor theoretisch dargestellte Konstrukt weitestgehend. Abschließend wurden das theoretische Modell des deutschen Hochschulmarketings auf die Zielgruppe der zukünftigen Studierenden erweitert und Implikationen für die Anwendung von Student Recruitment an deutschen Hochschulen abgeleitet.

Process of adaptation is an important period of a life cycle of an employee in every organization. This period, during which the employee is getting to know the organization, its culture, role, colleagues, and their own workload, often determines whether the employee stays with the organization or not. It is a difficult period, the employee is acquiring new skills and know-hows and adjusting to a new colleagues and environment. The difficulty of this period can be lowered with a well set and professionally managed systematic onboarding process. Onboarding process is what this thesis focuses on, it engages with general aspects as well as with evaluation of the onboarding process in a home organization of the author of this thesis. Said organization sees an onboarding manual as an important part of the adaptation process. A draft of such manual is a part of this thesis. Theoretical part of the thesis introduces fundamental fields necessary for complex understanding of the issues of training of new employees in organizations. The themes of adaptation and onboarding process are also introduced as well as education of new employees and mentoring as one of the education methods. Other themes described are the change management as well as the employees' onboarding manual. The concept of the theoretical...

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / The effective delivery of quality education depends, to a greater extent, on the quality of teachers. These teachers need to keep pace with the continuous growth of professional knowledge, skills and competences. This study evaluates teacher development programmes in Siyabuswa Circuit, Mpumalanga Province. Professional Learning Communities (PLC) is one of the initiatives that support and improve teacher knowledge and competences. Hence this study seeks to obtain teachers’ perspectives of the PLCs as a teacher development programme. This will probably shed more light into challenges faced by teachers in participating and benefitting from these developmental programmes. Scharmer (2009) states that when a new development unfolds, people may respond to it in two ways: they muddle through or fight back. Scharmer’s Theory U is thus reflected upon in this study as well to help explain and clarify these perspectives so that appropriate strategies can be found to improve teacher development and quality performance in turn.

Using the University of Durban-Westville as an illustrative case study, the study examines quality assurance policies and their implementation in the South African higher education system. The scope of the study covers a wide-ranging analysis of discourses underpinning quality assurance and a focused analysis of institutional policies. As one of its central aims, the dissertation investigates the tension between quality assurance as it is conventionally understood and quality assurance conceived as continuous organizational improvement based on the principles of total quality management. The study has two fairly distinct dimensions: a literature survey focusing on global trends and practices, and an empirical investigation focusing on the University of Durban-Westville. The literature study looks global systems, trends and practices, and provides a suitable point of departure for a contextual analysis of quality management in the South African higher education system. Relying on a questionnaire and semi-structured interviews as research instruments, the study's empirical component investigates the attitudes and perceptions of academic managers at UDW towards national and institutional quality assurance policies and mechanisms. The study's findings all point to a preference for a decentralised system of quality management with the government playing a peripheral monitoring role rather than a central policing role . This study also demonstrates that the distinction between academic development and quality assurance is a spurious one and should only be made for analytical purposes. / Educational Studies / M.Ed. (Educational Management)

In recent years, the South African education system has experimented with different appraisal systems in an attempt to evaluate the performance of educators in public schools. Educator appraisal is receiving attention throughout the world as governments become aware of the need to examine educational provision critically to ensure that it is both relevant for and appropriate to, the needs of the youth. Before 1994, the appraisal of educators was mainly based on traditional approaches to evaluate their performance. For instance, it was the responsibility of the inspectors from the Department of Education (DoE) to evaluate the performance of educators in schools. Consequently, a great deal of criticism was levelled at this appraisal system such as the prevalence of political bias in the system, the unchecked power that the inspectors wielded, the incompetence of inspectors and irrelevance of some evaluation criteria and absence of contextual factors. After 1994, there was a paradigm shift from the traditional to the developmental approach to evaluate the performance of educators in public schools. That is, there was a need to develop educators through appropriate appraisal schemes with a view to enhancing their continued professional growth. Therefore, the present education system calls for a decentralised appraisal system, which places greater emphasis on the professional development of educators. Stakeholders such as educators and teacher unions have also made higher demands for improved educator evaluation and professional growth. In 1998, at the Education Labour Relations Council (ELRC), the Department of Education (DoE) agreed to introduce the Developmental Appraisal System (DAS) followed by the Whole-School Evaluation (WSE) in 2001. Both these policies were rejected by educators and their teacher unions since they regarded these appraisal systems as summative, judgmental and that failed to offer opportunities for further development. In August 2003, the DoE and the unions signed two collective agreements, which led to the Integrated Quality Management System (IQMS) and it was intended to integrate and strengthen various components of DAS, WSE and performance measurement (PM). The IQMS was first implemented in South African schools in 2005 with the aim of enhancing the continuing professional growth of educators. Furthermore, the National Department of Education (NDoE) introduced the National Policy Framework on Teacher Education and Development (NPFTED) in 2006. This policy aimed to equip educators to undertake their essential and demanding tasks and to enable them to enhance their professional competence and performance on a continuing basis. Even though the IQMS was introduced as a new system to evaluate the performance of educators and to enhance their professional growth, it does not actually serve its purpose since it is not properly implemented and monitored in schools. Instead of using it as a tool to enhance the professional growth of educators, its emphasis is on getting assessment scores, which are directly related to remuneration. As a result, the ultimate aim of professional development for educators is neglected. This means that the IQMS is regarded as a separate entity that is not linked to the continuing professional growth of educators and its developmental programmes are criticised for being traditional since they are only confined to class visits, which are conducted once or twice a year for PM purposes. Therefore, since the introduction of the IQMS in 2003 and its implementation in 2005 in South African schools, no empirical research has been conducted on the need to link appraisal to professional development in the IQMS in South African schools. The study conducted by Bisschoff and Mathye (2009) focusses on the advocacy of an appraisal system for teachers. Another study conducted by Dhlamini (2009) concentrates on the role of the IQMS to measure and improve teaching and learning in the South African further education and training (FET) sector. Furthermore, the study by Rabichund (2011) focusses on the assessment of the IQMS and its implications for whole school development. Furthermore, the study by Mahlaela (2011) investigates the IQMS as a transformational strategy for teacher development in South Africa. Accordingly, this study builds on these studies and it seeks to investigate how appraisal and professional development can be linked in the IQMS in South African schools. / Educational Leadership and Management / D. Ed. (Education Management)