Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-11T17:19:47Z No. of bitstreams: 1 Simone Martins da Silva.pdf: 1093772 bytes, checksum: 0ff76b256c4a65875139d2c9c4139af1 (MD5) / Made available in DSpace on 2015-06-11T17:19:47Z (GMT). No. of bitstreams: 1 Simone Martins da Silva.pdf: 1093772 bytes, checksum: 0ff76b256c4a65875139d2c9c4139af1 (MD5) Previous issue date: 2015-02-27 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / INEP - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira / Este estudo teve por objetivo problematizar a avaliação em larga escala na Rede de Colégios Maristas RS (RCMRS). Instituição católica confessional, alicerçada em princípios humanistas e relacionada à Província Marista do Rio Grande do Sul (PMRS), uma das associadas da União Marista do Brasil (UMBRASIL), pertencente ao Instituto Marista. Rede de Ensino privada com referência no cenário educacional gaúcho, traçou metas no Planejamento Estratégico (PE) 2012-2022 estabelecidas a partir dos apelos do 21º Capítulo Geral do Instituto Marista com vistas ao objetivo de sustentabilidade social e financeira. Como um dos meios para alcançar esse objetivo, implementam-se Documentos Norteadores como o Projeto Educativo Marista (PEM) e as Matrizes Curriculares do Brasil Marista se utilizando de instrumentos de avaliação em larga escala para avaliar a aprendizagem e a gestão da Rede e das Unidades. Este estudo se fundamenta em metodologia de Pesquisa quanti-qualitativa, no campo da Educação. Os dados do estudo empírico foram levantados por meio de documentos da PMRS, dados de relatórios e boletins das avaliações em larga escala Exame Nacional do Ensino Médio (Enem), Sistema Marista de Avaliação (SIMA) 2010 a 2014 e questionários aplicados aos gestores da RCMRS. A partir da análise de dados, demonstramos que a Rede de Colégios, mesmo servindo-se de estratégias de avaliação da aprendizagem e de gestão que apresentem também perspectiva de lógica mercantilista educacional, vem conseguindo trabalhar os resultados das avaliações em larga escala na dimensão diagnóstica, por meio de Planos de Ação Locais com vistas à melhoria da qualidade educacional das Unidades e, em consequência, da Rede. Na lógica das matrizes de referência das avaliações em larga escala, os resultados que estão sendo obtidos pela maioria dos Colégios da Rede Marista RS ainda não expressam melhoria na qualidade da educação que está sendo promovida e que está no horizonte estratégico da instituição. Por outro lado, constata-se que a Instituição vem crescendo nos últimos anos em número de estudantes, principalmente nos níveis iniciais, e que indicadores da identidade da Instituição também estão agregados na construção cultural das famílias, como indicadores de qualidade da educação. As lógicas humanista e neoliberal presentes no atual cenário das instituições católicas confessionais privadas, em especial da Instituição Marista, apontam que há uma problematização, no mínimo, inadiável de ser promovida. / This study had the aim to discuss about the evaluation in large-scale of Rede de Colégios Maristas - RS (RCMRS), a Catholic Confessional Institution that is grounded in human principles and that is related to the Província Marista do Rio Grande do Sul (PMRS), associated to the União Marista do Brasil (UMBRASIL), belonging to the Instituto Marista. This private school system with great reference in Rio Grande do Sul State (RS) educational scenery, traced goals in the Strategic Planning (PE) 2012-2022 established from the appeals of the 21st General Chapter of the Instituto Marista with views to the aim of social and financial sustainability. As a form to reach this goal, Guiding Documents as the Projeto Educativo Marista (PEM) and the Matrizes Curriculares do Brasil Marista are implemented by using the evaluation instrument in large-scale to evaluate the learning and the management of the network and its units.The study is based on the methodology of a quantitative and qualitative research. The data of the empiric study were collected through documents from PMRS, data of reports and bulletins of large-scale assessments like National High School Exam (Exame Nacional do Ensino Médio - Enem) and Marist Evaluation System (Sistema Marista de Avaliação - SIMA) 2010 to 2014 and questionnaires answered by managers of RCMRS. From the data analysis we demonstrate that this school system, even taking advantages from evaluations strategies of learning and management that also presents a logical and mercantilist educational perspective, has been able to work the results of the evaluations in a large-scale of diagnostic dimension, by the action local plans with the aim to improve the educational quality of the units and by this, to improve the network educational quality. In the line of the reference arrays of the assessments in large-scale, the results that are been obtained by the majority of the Rede de Colégios Marista in RS haven’t show the improvement on educational quality that has been promoted and that is the strategic horizon of the institution yet. In the other side, we note that the institution has been growing in recent years in the number of students, especially in the early levels and that the quality indicators of the institution also are aggregated in the family’s cultural construction, as indicators of quality education. The Humanist and Neoliberal logics present in the current scenario of private confessional catholic institutions, especially in Instituição Marista, show that, at least, there is an urgent problematic to be promoted.

Acknowledging the various benefits that can be reaped from good quality education in schools, the primary aim of this study was to explore and investigate the effect of the BETD Graduates on the quality of education in primary schools, in Kunene region. Seventeen primary school principals took part in the study. They completed a questionnaire and the data was analysed using a qualitative method. Four main categories were investigated: (i) socio-demographic information (ii) the implementation of the BETD skills (iii) job performance and (iv) organizational effectiveness. This study suggests that there is a strong relationship between the type and quality of teacher education and its effect on the achievement and performances of learners in particular and the school in general. Therefore the quality of education in schools can be determined by the quality of the teachers on the ground. / Educational Studies / M. Ed. (Education Management)

The aim of this study was to find ways of improving the quality of teaching and learning in the Erongo primary schools in Namibia. The study focussed on the numerous education reforms that Namibia underwent since independence in 1990 and how these have assisted in providing quality education to all its inhabitants. The quality of the education has been a topic widely debated and the Government of Namibia’s records of attempts to create a change within the education system can be found in published documents such as: Records of attempts by the Namibian Government to improve the quality of education in the country are found in published documents such as; Ministry of Basic Education and Culture (1992a); Ministry of Education and Culture, (1992b); Ministry of Education and Culture (1993); Ministry of Basic Education and Culture (1999); Ministry of Education and Culture (2003); Government of the Republic of Namibia (1999); Government of the Republic of Namibia (2004); Government of the Republic of Namibia (2007a) and Government of the Republic of Namibia, (2007b). In this study, the researcher looked at the inputs, processes, outputs and outcomes of education in schools, tried to define the term quality in education, and also focussed on both the human and material resources that influence education. Through this, focus was placed on the school as a unit that could provide change. The investigation was conducted in 18 schools, randomly selected, in the Erongo region in the western part of Namibia. Initially, the researcher intended to administer two questionnaires at the 25 schools selected, but during data collections, principals at some schools indicated that their teachers were unwilling and reasons were given, as mentioned in Chapter 5 of 5.1. Therefore, the initial total of schools selected could not be met. In the 18 schools, more participants completed questionnaires than others. However, the total of 50 questionnaires was completed as envisaged. For the interviews, the researcher randomly selected twenty percent (20%) from the teachers who completed the questionnaires thus a total number of 10 teachers were selected. The need for quality in schools is seen as a major challenge and places huge demands on educational institutions. The frameworks selected in this study are relevant because they can be applied to the understanding of the concept of quality in the education context and direct the improvement of the whole school towards educational change and assist in addressing the factors that could hamper the quality of education provided. The study also focused on the education systems in four Sub-Saharan countries: Tanzania, Zimbabwe, Kenya and Malawi and three European countries: Germany, Belgium and Finland. These countries were selected to find ways that could assist its quest to provide quality teaching and learning in schools. The Sub-Saharan countries have shown that change has an impact on the outcomes of education, yet to reach these outcomes, many reforms and transformations need to take place. This has important implications for the education system in Namibia where various reforms and transformations are currently taking place to address the quality of education in schools. The European countries have been found to have good quality schools and their policies in education are aimed at achieving quality education. The strengths and weaknesses of the countries selected for this study could serve as essentially vital lessons to the challenges the Namibian government is still faced with in respect of the teaching and learning process. This study used the mixed method for data collection. Both questionnaires and interviews were used and the study was conducted in the Erongo education region of Namibia. The findings of this study indicated that schools are still faced with many challenges in realising the ultimate goal of Vision 2030, whereby all citizens would receive quality education and meet the challenges of an industrialised country. The results of the study suggested that quality human and material resources were still lacking which resulted in schools not being able to provide the quality of education envisaged by the Ministry of Education. The immense administrative work given to teachers has surfaced as one of the areas that need improvement and that could result in teachers being able to utilize sufficient time in the classrooms during teaching. As far as the material resources were concerned, it was discovered that learners, at some schools, shared desks and chairs as well as textbooks. There appears to be a slow pace with which Information, Communication and Technology is introduced and used in schools. The need for computers in schools; the need for learners to become familiar with technology; and the need for teacher training in the use of computers appeared to be a dire need. Although the clustering system of schools has being regarded as very valuable in the improvement of quality teaching and learning in classrooms, there was however a need expressed for funds to assist in transport costs to attend the meetings as schools were situated at vast distances from each other. The study has thus arrived at the conclusion that stakeholders, namely teachers, principals and heads of departments are attempting to improve the quality of teaching and learning at their schools but are however hampered by the factors mentioned. The need for improved quality teaching and learning is a challenge at schools and support is needed from the Ministry of Education to reach the ultimate goal of the Government of the Republic of Namibia in providing quality teaching and learning to all its learners. / Educational Leadership and Management / D. Ed. (Education Management)

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)

Abstract The main purpose of this study has been to examine the working life correspondence of education both theoretically and empirically. In this study, three different conceptual interpretations have been used to define working life correspondence: interpretation emphasizing the know-how needs of the working life, interpretation emphasizing the educational expectations of the working life and the interpretation emphasizing the career development of the individual. This phenomenon has been studied from the point of view of computer science education in particular. The interpretations emphasizing know-how needs and educational expectations are examined using gap analysis. The correspondence between the know-how capacities and the educational expectations is significantly different from that between the know-how capacities and the know-how needs. The gaps between the individual’s know-how capacities and the educational expectations are clearly more positive, less dependent upon external factors closely related to the respondent and there was considerably less variation among them than between the know-how capacities and the know-how needs. The results showed that the know-how needs of working life are very heterogeneous and strongly dependent on the external factors relating closely to the individual. The educational expectations were shown to be very homogeneous. Therefore it seems natural that the development of the contents of instructions and the structure of the education – particularly in the case of the compulsory core contents – should be based on the very homogeneous and independent educational expectations of the working life. In the light of the results, the educational expectations point of view brings a completely new and significant perspective to the examination of the working life correspondence and the effectiveness of the education, as well as the development of the contents of instruction. In terms of explaining and anticipating student satisfaction, the results turned out to be interesting. The results showed that learning results, the age of the respondent and the satisfaction in studying are significantly interconnected. The most significant external factor anticipating satisfaction in the field of computer science was the career development of an individual, which refers to the long-term effects of the education. In terms of method, this study was conducted as field research with the help of a questionnaire. The target group were students who had graduated from the department of Information Processing Science of the University of Oulu from 1976 through 2006. The questionnaire was sent to a total of 680 persons, 210 of whom replied. This was 31.3 % of the entire target group. / Tiivistelmä Tämän tutkimuksen pääasiallisena tarkoituksena on ollut tutkia sekä teoreettisesti että empiirisesti ilmiötä ”koulutuksen työelämävastaavuus”. Tutkimuksessa koulutuksen työelämävastaavuudelle on määritelty kolme erilaista käsitteellistä tulkintaa: työelämän osaamistarpeita korostava tulkinta, työelämän koulutusodotuksia korostava tulkinta sekä yksilön urakehitystä korostava tulkinta. Ilmiötä on tarkasteltu erityisesti tietojenkäsittelytieteiden koulutuksen näkökulmasta. Osaamistarpeita korostavassa tulkinnassa työelämävastaavuutta voidaan tarkastella osaamistarpeiden ja koulutuksen tuottamien osaamisvalmiuksien vastaavuutena. Koulutusodotuksia korostavassa tulkinnassa työelämävastaavuutta voidaan vastaavasti tarkastella koulutusodotusten ja koulutuksen tuottamien osaamisvalmiuksien vastaavuutena. Urakehitystä korostava tulkinta tarkoittaa sitä, kuinka hyvin koulutuksen tuottamat osaamisvalmiudet tukevat yksilön urakehitystä. Osaamistarpeita ja koulutusodotuksia korostavia työelämävastaavuuden tulkintoja on tarkastelu kuiluanalyysin avulla. Osaamisvalmiuksien ja koulutusodotusten keskinäinen vastaavuus poikkeaa merkittävästi osaamisvalmiuksien ja osaamistarpeiden vastaavuudesta. Osaamisvalmiuksien ja koulutusodotusten väliset kuilut ovat selvästi positiivisempia, riippumattomia vastaajaan kiinteästi liittyvistä ulkoisista tekijöistä ja niiden vaihtelu huomattavasti vähäisempää kuin osaamisvalmiuksien ja osaamistarpeiden välisten kuilujen tapauksessa. Koulutuksen vaikutuksia yksilön urakehitykseen ei ollut mahdollisuuksia tutkia, joskin ammattiryhmäkohtaiset kuiluanalyysien tulokset osoittivat, että muodollinen koulutus ei kykene tuottamaan yksilön urakehityksen myötä laajenevia ja kasvavia osaamistarpeita. Tutkimuksen tulokset osoittivat, että työelämän osaamistarpeet ovat hyvin heterogeenisia ja ne ovat vahvasti riippuvaisia yksilöön kiinteästi liittyvistä ulkoisista tekijöistä. Tämä osaamistarpeiden heterogeenisuus muodostuu ongelmaksi tarvelähtöisen koulutuksen työelämävastaavuuden kehittämisessä. Sen sijaan koulutusodotukset osoittautuivat hyvin homogeenisiksi. Todella merkittävä havainto on nimenomaan se, että koulutusodotukset eivät ole yksilön osaamistarpeiden johdannaisia eivätkä lainkaan riippuvaisia vastaajien taustatekijöistä, vaan ne perustuvat mitä ilmeisimmin vastaajien näkemyksiin tietojenkäsittelytieteiden ydinalueista ja sisällöistä. Siksi tuntuu luonnolliselta, että opetussisältöjen ja rakenteen kehittäminen – etenkin pakollisten ydinsisältöjen osalta – tulisi perustua työelämän hyvin homogeenisiin ja riippumattomiin koulutusodotuksiin. Tulosten valossa koulutusodotusnäkökulma tuo täysin uuden ja merkittävän näkökulman koulutuksen työelämävastaavuuden ja vaikuttavuuden tarkasteluun sekä opintosisältöjen kehittämiseen. Opiskelijatyytyväisyyden selittämisen ja ennustamisen osalta tulokset osoittautuivat mielenkiintoisiksi. Tutkimuksessa opiskelijatyytyväisyys jakaantui kahteen osaan: opiskelutyytyväisyyteen ja koulutusalatyytyväisyyteen. Tulokset osoittivat, että oppimistuloksilla, vastaajan iällä ja opiskelutyytyväisyydellä on merkittävä keskinäinen yhteys. Ulkoisista tekijöistä merkittävimmäksi koulutusalatyytyväisyyttä ennustavaksi tekijäksi nousi yksilön urakehitys, joka viittaa koulutuksen pitkäaikaisiin vaikutuksiin. Menetelmällisesti tutkimus oli kyselymetodiin perustuva kenttätutkimus, jossa kohdejoukon muodostivat Oulun yliopiston tietojenkäsittelytieteiden laitokselta vuosina 1973–2006 valmistuneet opiskelijat. Kyselyt lähetettiin 680 henkilölle ja niihin vastasi 210 henkilöä, mikä on 31,3 % koko kohdejoukosta.

Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on primary education, particularly in less developed countries (LDCs). In Sub-Saharan Africa, Uganda increased its primary school enrollments from 2.7 million in 1996 to 7.6 million in 2003. This rapid primary school expansion substantially increased the demand for secondary education. Limited government funding for secondary schools created an educational bottleneck. In response to this demand, laws were passed to allow the establishment of private secondary schools, operated and taxed as businesses. Revenue reports, filed by individual private schools with the Uganda Revenue Authority, formed the database for the financial analysis portion of this research. These reports, required of all profitable businesses in Uganda, are similar to audited corporate financial statements. Survey data and national examination (UNEB) scores were also utilized. This research explored standard business financial analysis tools, including financial statement ratio analysis, and evaluated the applicability of each to this LDC educational environment. A model for financial assessment was developed and industry averages were calculated for private secondary schools in the Mukono District of Uganda. Industry averages can be used by individual schools as benchmarks in assessing their own financial health. Substantial deviations from the norms signal areas of potential concern. Schools may take appropriate corrective action, leading to sustainable fiscal viability. An example of such analysis is provided. Finally, school financial health, defined by eight financial measures, was compared with quality of education, defined by UNEB scores. Worldwide, much attention is given to education and its role in development. This research, with its model for financial assessment of private LDC schools, offers a new and pragmatic perspective.