Made available in DSpace on 2015-04-22T21:55:54Z (GMT). No. of bitstreams: 1 DISSERTACAO - MARILENE DE SENA E SILVA.PDF: 601733 bytes, checksum: 33eda7a69c70f22c85dbe8c0b9b24f86 (MD5) Previous issue date: 2008-11-10 / Fundação de Amparo à Pesquisa do Estado do Amazonas / The dissertation entitled: Management and democratic qua lity of education in municipal schools of Manaus has the overall objective: To analyze how the schools of the Network of Education Hall of Manaus (East District I) are developing the principles of autonomy, participation and cooperation in the performance of management school with a view to establishing the Art 206 of the Constitution (1988) and was regulated by the LDBEN. 9394/96 (par 14) in his text that brings the democratic management of public education and the importance of ensuring the standard of qu ality education. Its specific objectives: Check that conceptions are allocated to create better conditions that contribute to changes in the quality of education in terms of decentralization in school. Check the results of democratic management, as a process that strengthens the school in search of their political and educational autonomy, which becomes a prerequisite for participation aimed at promoting the quality of education and the construction of the citizenship of students. The methodological approaches employed were: a) research literature b) documentary research and c) field research. The method employed was the historical -critical approach in a quantity of quality. Data were collected through semi -structured to managers, educators and teachers and questionnaires applied to students, parents and officials. The search was to research areas of basic education schools "LIFE" and "Light", located in the East of the City of Manaus. The data were reported and discussed in Chapter III of this study, whose r esults show that there are already strong indications from the practice of democratic management in schools surveyed, however, the participation of the population (one of the axes in the exercise of democratic management), is still limited In order that th e population did not attend the choice of Directors PROSED-a-year education for citizenship. These and other issues, have the final result of the difficulty of operating qualitative changes and truly committed to the democratization of public school. It is a study that seeks to uncover the possibility of Democratic Management becomes a vehicle that goes beyond a simple statement of intent, to grow into an instrument of transmission of content to afford a school education by social. It is to investigate the existence of interaction between family and school in the transmission of knowledge systematized. / A dissertação intitulada: Gestão democrática e qualidade de ensino nas escolas municipais de Manaus tem como objetivo geral: Analisar como as escolas da Rede do Ensino M unicipal de Manaus (Distrito Leste I) estão desenvolvendo os princípios de autonomia , participação e cooperação no exercício da gestão escolar, tendo em vista o que estabelece o Art. 206 da Constituição Federal (1988) e que foi regulamentado pela LDBEN no. 9394/96 (Art. 14) que traz em seu texto a gestão democrática do ensino público, bem como a relevância da garantia do padrão de qualidade do ensino. Tem como objetivos específicos: Verificar que concepções são atribuídas para criar melhores condições que contribuam para mudanças na qualidade do ensino em termos de descentralização no âmbito escolar. Verificar os resultados da gestão democrática, como processo que fortalece a escola em busca de sua autonomia político - pedagógica, a qual torna-se condição indispensável para promover a participação visando a qualidade do ensino e a construção da cidadania dos estudantes. As abordagens metodológicas empregadas foram: a) pesquisa bibliográfica b) pesquisa documental e c) pesquisa de campo. O método empregado foi o histórico-crítico numa abordagem quanti -qualitativa. Os dados foram coletados através de entrevistas semi -estruturadas aos gestores, pedagogos e professores e questionários aplicados aos alunos, pais e funcionários. A pesquisa teve como áreas de investigação as escolas de ensino fundamental VIDA e LUZ , localizadas na Zona Leste da Cidade de Manaus. Os dados foram relatados e discutidos no capítulo III deste trabalho, cujos resultados revelam que já existem fortes indícios da prática da gestão democrática nas escolas pesquisadas, porém, a participação da população (um dos eixos principais no exercício da gestão democrática), ainda é limitada, tendo em vista que a população não participou da escolha dos Diretores - PROSED- um exercício educativo da cidadania. Estas e outras questões, têm como resultado final a dificuldade de operar mudanças qualitativas e verdadeiramente comprometidas com a democratização da escola pública. É um estudo que busca desvendar a possibilidade de a Gestão Democrática se tornar u m veículo que vai além de uma simples declaração de intenção, para se transformar em um instrumento de transmissão de conteúdos escolares que viabilizem uma educação de qualidade social. Trata - se de investigar a existência da possibilidade de interação ent re a família e a escola na transmissão do conhecimento sistematizado.

The strategic goal of the research is to contribute to the search for connections between the teaching quality and other factors, and to deepen the understanding of the context of the teaching quality. The research question is posed as follows: Which parameters of the quality of physics teaching are typical for beginning teachers? To answer the question a mixed method research design was used and a case study was chosen as the basic research plan. An ex-post-facto research was chosen as the design of the quantitative part of the research, and the data was collected using the method of pedagogical observation. Regarding the qualitative part, the data was collected using semi-structured interviews. The research sample consisted of four physics teachers, teaching in grammar schools, who have recently graduated from the Faculty of Mathematics and Physics of Charles University. This research shows that there are parameters of the quality of physics teaching which the teachers have in common (e.g. high level of physics expertise, lecturing, mathematics, abstraction, knowledge structure). Besides common features of the teaching quality of the selected teachers there are certain differences (e.g. teaching aids, experiments, work with text, student's activity, demands placed on students).

No Brasil, o ensino superior é avaliado através de indicadores de qualidade sob diferentes aspectos, dentre eles o Índice Geral de Cursos (IGC), que busca mensurar a qualidade das Instituições de Ensino Superior (IES), o Conceito Preliminar de Curso (CPC), que indica a qualidade do curso de graduação e o Conceito ENADE (CE), que avalia o desempenho discente. As IES são responsáveis pela formação de profissionais que tenham conhecimentos e habilidades necessários para suprir as demandas oriundas do mercado de trabalho, de modo que os professores precisam de qualificações que sejam capazes de atender tais necessidades, e desta forma contribuir com a qualidade do ensino superior e o desempenho acadêmico. De acordo com os pressupostos da Teoria do Capital Humano, o acúmulo de conhecimentos representado pelo aumento da qualificação docente tende a resultar em melhores rendimentos, aqui entendidos como melhores níveis nos indicadores de qualidade do ensino superior. Desta forma, o estudo tem por objetivo identificar, com base na percepção dos professores, a relação entre os componentes da qualificação docente em âmbito acadêmico, profissional e pedagógico; e os indicadores de qualidade dos cursos de graduação em Ciências Contábeis do estado do Rio Grande do Sul (RS) que possuem avaliações extremas no Conceito Preliminar de Curso (CPC). Trata-se de uma pesquisa quantitativa, descritiva e de levantamento (survey), realizada por meio de questionário aplicado aos docentes no ano de 2017, totalizando 108 respondentes. Os achados do estudo demonstram que o preparo e a competência contribuem para a qualidade do curso de graduação e estão relacionados à qualidade da IES, representados pelo índice IGC. Na percepção dos docentes a habilitação e o conhecimento pedagógicos possuem influência no desempenho do estudante, assim como na qualidade do ensino em Contabilidade. O conhecimento e o embasamento profissionais são percebidos pelos professores como um fator relevante para a qualidade da educação em Contabilidade e que contribui para o ensino de conteúdos teóricos. Os testes estatísticos evidenciaram que os aspectos de qualificação docente estão relacionados entre si, de modo que o aumento da qualificação acadêmica tende a resultar no aumento das demais qualificações. De forma geral, tem-se que as IES devem investir na qualificação do seu corpo docente, sobretudo no aspecto acadêmico e pedagógico, visto que o incremento em qualificação docente resultará em melhores resultados nas avaliações institucionais, no desempenho acadêmico e na qualidade de ensino. / In Brazil, higher education is evaluated through quality indicators in different aspects, among them the General Course Index (IGC), which seeks to measure the quality of Higher Education Institutions (HEIs), the Preliminary Course Concept (CPC), which indicates the quality of the undergraduate course and the ENADE Concept (CE), which assesses student performance. Higher Education Institutions (HEIs) are responsible for the training of professionals who have the knowledge and skills necessary to meet the demands of the labor market, so that teachers need qualifications that are able to meet those needs, and thus contribute with the quality of higher education and academic performance. According to the assumptions of the Human Capital Theory, the accumulation of knowledge represented by the increase in the teaching qualification tends to result in better income, here understood as better levels in the quality indicators of higher education. The purpose of this study is to identify, based on the teachers' perception, the relationship between the characteristics of the teaching qualification in academic, professional and pedagogical context, and the quality indicators of the undergraduate courses in Accounting Sciences of the State of Rio Grande (RS) that have extreme evaluations in the Preliminary Course Concept (CPC). This is a quantitative, descriptive and survey survey, carried out through a questionnaire applied to teachers in 2017, totaling 108 respondents. The findings of the study demonstrate that academic qualification contributes to the quality of the undergraduate course, and is related to the quality of HEI, represented by the IGC index. In the teachers' perception, the pedagogical qualification has an influence on student performance, as well as on the quality of teaching in Accounting. Professional qualification is perceived by teachers as a relevant factor for the quality of education in Accounting and contributes to the teaching of theoretical contents. Statistical tests showed that the aspects of teacher qualification are related to each other, so that increasing academic qualification tends to result in the increase of other qualifications. In general, it is expected that HEIs should invest in the qualification of their teaching staff, especially in the academic and pedagogical aspects, since the increase in teaching qualification will result in better results in institutional evaluations, academic performance and teaching quality.

No Brasil, o ensino superior é avaliado através de indicadores de qualidade sob diferentes aspectos, dentre eles o Índice Geral de Cursos (IGC), que busca mensurar a qualidade das Instituições de Ensino Superior (IES), o Conceito Preliminar de Curso (CPC), que indica a qualidade do curso de graduação e o Conceito ENADE (CE), que avalia o desempenho discente. As IES são responsáveis pela formação de profissionais que tenham conhecimentos e habilidades necessários para suprir as demandas oriundas do mercado de trabalho, de modo que os professores precisam de qualificações que sejam capazes de atender tais necessidades, e desta forma contribuir com a qualidade do ensino superior e o desempenho acadêmico. De acordo com os pressupostos da Teoria do Capital Humano, o acúmulo de conhecimentos representado pelo aumento da qualificação docente tende a resultar em melhores rendimentos, aqui entendidos como melhores níveis nos indicadores de qualidade do ensino superior. Desta forma, o estudo tem por objetivo identificar, com base na percepção dos professores, a relação entre os componentes da qualificação docente em âmbito acadêmico, profissional e pedagógico; e os indicadores de qualidade dos cursos de graduação em Ciências Contábeis do estado do Rio Grande do Sul (RS) que possuem avaliações extremas no Conceito Preliminar de Curso (CPC). Trata-se de uma pesquisa quantitativa, descritiva e de levantamento (survey), realizada por meio de questionário aplicado aos docentes no ano de 2017, totalizando 108 respondentes. Os achados do estudo demonstram que o preparo e a competência contribuem para a qualidade do curso de graduação e estão relacionados à qualidade da IES, representados pelo índice IGC. Na percepção dos docentes a habilitação e o conhecimento pedagógicos possuem influência no desempenho do estudante, assim como na qualidade do ensino em Contabilidade. O conhecimento e o embasamento profissionais são percebidos pelos professores como um fator relevante para a qualidade da educação em Contabilidade e que contribui para o ensino de conteúdos teóricos. Os testes estatísticos evidenciaram que os aspectos de qualificação docente estão relacionados entre si, de modo que o aumento da qualificação acadêmica tende a resultar no aumento das demais qualificações. De forma geral, tem-se que as IES devem investir na qualificação do seu corpo docente, sobretudo no aspecto acadêmico e pedagógico, visto que o incremento em qualificação docente resultará em melhores resultados nas avaliações institucionais, no desempenho acadêmico e na qualidade de ensino. / In Brazil, higher education is evaluated through quality indicators in different aspects, among them the General Course Index (IGC), which seeks to measure the quality of Higher Education Institutions (HEIs), the Preliminary Course Concept (CPC), which indicates the quality of the undergraduate course and the ENADE Concept (CE), which assesses student performance. Higher Education Institutions (HEIs) are responsible for the training of professionals who have the knowledge and skills necessary to meet the demands of the labor market, so that teachers need qualifications that are able to meet those needs, and thus contribute with the quality of higher education and academic performance. According to the assumptions of the Human Capital Theory, the accumulation of knowledge represented by the increase in the teaching qualification tends to result in better income, here understood as better levels in the quality indicators of higher education. The purpose of this study is to identify, based on the teachers' perception, the relationship between the characteristics of the teaching qualification in academic, professional and pedagogical context, and the quality indicators of the undergraduate courses in Accounting Sciences of the State of Rio Grande (RS) that have extreme evaluations in the Preliminary Course Concept (CPC). This is a quantitative, descriptive and survey survey, carried out through a questionnaire applied to teachers in 2017, totaling 108 respondents. The findings of the study demonstrate that academic qualification contributes to the quality of the undergraduate course, and is related to the quality of HEI, represented by the IGC index. In the teachers' perception, the pedagogical qualification has an influence on student performance, as well as on the quality of teaching in Accounting. Professional qualification is perceived by teachers as a relevant factor for the quality of education in Accounting and contributes to the teaching of theoretical contents. Statistical tests showed that the aspects of teacher qualification are related to each other, so that increasing academic qualification tends to result in the increase of other qualifications. In general, it is expected that HEIs should invest in the qualification of their teaching staff, especially in the academic and pedagogical aspects, since the increase in teaching qualification will result in better results in institutional evaluations, academic performance and teaching quality.

Submitted by LUCIANA PEGORARO FRANCISCO DE MELLO E SILVA null (11742646832) on 2016-03-21T02:58:17Z No. of bitstreams: 1 Dissertação Luciana Pegoraro - arquivo final_ok.pdf: 1122624 bytes, checksum: 1c252626b126f8715ebd994927a0a213 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-22T14:49:15Z (GMT) No. of bitstreams: 1 silva_lpfm_me_mar.pdf: 1122624 bytes, checksum: 1c252626b126f8715ebd994927a0a213 (MD5) / Made available in DSpace on 2016-03-22T14:49:15Z (GMT). No. of bitstreams: 1 silva_lpfm_me_mar.pdf: 1122624 bytes, checksum: 1c252626b126f8715ebd994927a0a213 (MD5) Previous issue date: 2016-02-24 / Secretaria de Estado da Educação/SP / A presente pesquisa teve como objetivo investigar as políticas de avaliação externa e seus desdobramentos para a gestão escolar. No contexto recente de formulação e implementação de políticas públicas de educação no Brasil, destaca-se a relevância em se problematizar aquilo que é prescrito e, portanto, institucionalizado, em relação ao que ocorre na realidade concreta das escolas, ou seja, o efetivamente implementado. Para este trabalho, especificamente, foi utilizado o Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP) e os resultados do Índice de Desenvolvimento da Educação do Estado de São Paulo (IDESP) de cinco escolas do sistema público estadual de ensino de São Paulo. Pretendeu-se analisar de que maneira esses resultados são apropriados pelos gestores escolares. Instituídos pela política educacional como indicadores que aferem a qualidade do ensino e da aprendizagem, consequentemente, são colocados como intervenções da política de avaliação externa num contexto de reforma do Estado, que tem privilegiado a ideia de publicização dos resultados da escola como garantia da accountability, responsabilizando gestores, professores e alunos pelos resultados alcançados e atrelando-se esses resultados a prêmios, bonificações e punições. Trata-se de pesquisa de natureza bibliográfica e documental. Para o aprofundamento da análise, foi desenvolvida, também, uma pesquisa junto a gestores escolares por meio de entrevistas semiestruturadas. Pretende-se, com os resultados desta pesquisa, problematizar a realidade educacional a partir dos pressupostos e contradições das políticas de avaliação educacional e de gestão escolar, sobretudo no que concerne aos resultados educacionais evidenciados por esses instrumentos implementados pela política paulista de educação. / This research purposed to investigate external evaluation of policies and their consequences for school management. In the formulation of context and implementation of public policies on education in the recent Brazil, stands out the relevance in questioning what is prescribed and therefore institutionalized, in relation to what actually occurs in the concrete reality of schools, ie effectively implemented. For this work, specifically, will be used to evaluate the SARESP (School Performance Evaluation System of the State of São Paulo) and the results of IDESP (Development Index of the São Paulo State Education) five schools in the state public system teaching of. It is intended to analyze how these results are appropriate for school managers. Established by educational policy as indicators measuring the quality of teaching and learning are therefore placed as interventions of external evaluation policy in the context of state reform that has focused on the idea of publicizing the school's results as a guarantee of accountability and the accountability of managers, teachers and students for the results achieved, these are tying-results for prizes, bonuses and punishments. This is a bibliographic and documentary nature research. For further analysis, it will be developed also a survey of school managers through semi-structured interviews. The aim of this search question the educational reality from the assumptions and contradictions of educational evaluation and school management policies, especially with regard to educational results shown by the instruments implemented by the São Paulo political education.

Made available in DSpace on 2016-06-02T19:39:03Z (GMT). No. of bitstreams: 1 2394.pdf: 25064461 bytes, checksum: b55a6edb45bea59040603ab76215f967 (MD5) Previous issue date: 2009-03-04 / The goal is to make an assessment of the decentralization process of the elementary school in the city of Itirapina in the State of São Paulo, making a picture of the municipal education as a whole. This process begins in August 1997, by signing the Partnership Agreement between the State Department of Education and the City of Itirapina, transferring a single state school from 1st to 4th grade in the city, manage it for this. This process begins with only one school and, gradually, after just over ten years, the growth of the municipal network is stressed, to read in 2008, four units of basic education, two of them full-time. The interest of this research work is to analyze this whole process in the ten years to understand its contradictions and identify the variables that affect positively or negatively in the development and implementation of decentralized management. To achieve these goals, with the concern and care for the look back is always the case, it was decided to search for both qualitative and some actions were necessary as to raise and examine documents, data showing the characteristics of the municipality, the administration and management. Based on my experience as manager in this process, I was already ahead of the municipal education secretary as the folder during the signing of the agreement and thereafter for one management, this work brings considerations, comparing the concepts and data collected by research, with a look back not only to the local level, but also for broader issues in a broader universe in which many of the phenomena are crucial for defining the local situation. The paper records the sequence of political and administrative acts in the context of educational reforms, bringing to debate the consequences of all this was for the municipality. / O objetivo deste trabalho é fazer uma apreciação do processo de municipalização do Ensino Fundamental no município de Itirapina, no Estado de São Paulo, traçando um panorama da educação municipal como um todo. Este processo tem início em agosto de 1997, mediante assinatura do Convênio de Parceria entre a Secretaria da Educação Estadual e o Município de Itirapina, transferindo a única escola estadual de 1ª a 4ª série existente no município, para este administrá-la. Esse processo inicia-se com apenas uma escola e, gradativamente, após pouco mais de dez anos, o crescimento da rede municipal se acentua, passando a ter, em 2008, quatro unidades de ensino fundamental, sendo duas delas de período integral. O interesse deste trabalho de pesquisa está em analisar todo esse processo no período de dez anos, compreender suas contradições, bem como apontar as variáveis que interferem positiva ou negativamente no processo de implantação e desenvolvimento de uma gestão descentralizada. Para atingir esses objetivos, com a preocupação e o cuidado para que o olhar esteja sempre voltado ao processo, optou-se pela pesquisa qualitativa e para tanto, algumas ações foram necessárias, como levantar e analisar documentos, dados que demonstram as características do município, das administrações e da gestão. Partindo da minha experiência como gestora nesse processo, já que estive à frente da educação municipal como secretária da pasta no período da assinatura do convênio e, posteriormente, por mais uma gestão, este trabalho traz considerações, comparando-se os conceitos e dados coletados pela pesquisa, com um olhar voltado não só para o nível local, mas também para as questões mais amplas, num universo mais abrangente, no qual muitos dos fenômenos são determinantes para a definição da situação local. O trabalho registra a seqüência dos atos político-administrativos no contexto das reformas educacionais, trazendo ao debate as conseqüências que tudo isso representou para o município.

Nowadays, virtual learning has been considered as one of the most important alternatives to conventional teaching. It has already started to appear as a new teaching option due to its significant advantages, widespread operating area and flexibility, filling in the gaps left by the conventional teaching-learning system mainly for those people who have to study and work simultaneously. Despite its increasing importance, the virtual learning process has been challenged to come up with results that are similar and even better than the results gained through conventional educational methods. Some major concerns such as quality of teaching, growing demand for further studies and continuous developments in Information Technology have placed the issue of virtual learning in the centre of public attention. The present work is a qualitative research whose main aim is to study the viability, implementing conditions, changes and impact on the teaching-learning process caused by virtual learning through the Internet in the Cenecistas Colleges that are located in the state of Rio Grande do Sul, Brazil. This work also presents the theoretical support based upon scientific approaches to virtual learning, its main features, its historical evolution and the process of Virtual Learning in Brazil. In addition, the emerging educational paradigms, the virtual learning lawful aspects in Brazil as well as some other relevant concepts such as Internet, quality, quality of service and productivity are also presented. The methodological approach, arrangement of research, study group, data collecting technique and the theoretical approaches are presented in the Methods and Technique chapter. The results and discussions were done through analysis and were demonstrated in graphics and the contribution of the Quality Function Development (QFD) was used as a method to establish the relationship among quality features and requirements with special attention to the quality comparative table containing the results based upon scientific evidence that are aligned with the aims of the present study. This work also features the basic guidelines for the implementation of virtual learning programmes through on-line teaching-learning tools. Some application tools are also suggested for the designing of educational virtual environments: blackboard-learning system, micro power learning suite, teleduc, gestum, webct and aulanet. The application tools are described with their respective methodologies, management criteria, development of contents, evaluation and promotion of virtual communities. The conclusion suggests possible implementation of relevant virtual learning initiatives as well as some ways in which institutions can become more competitive. / A Educação a Distância tem sido considerada, atualmente, como uma das mais importantes alternativas ao ensino presencial. Começa a despontar no mundo como uma nova modalidade de ensino, devido às suas vantagens, área de atuação e a sua flexibilização, suprimindo lacunas existentes na educação, principalmente para pessoas que trabalham e estudam concomitantemente. Apesar de sua crescente importância, ela tem sido, na prática e conceitualmente, desafiada a apresentar resultados similares ou melhores que a educação convencional. A preocupação da sociedade com a qualidade do ensino, o crescimento da demanda por formação continuada e a constante evolução das tecnologias da informação e da comunicação, colocam o Ensino a Distância no centro das atenções. Nesse sentido, o presente trabalho trata de uma pesquisa qualitativa, tendo como objetivo estudar a viabilidade, as condições de implementação e os impactos e alterações causados no processo de ensino-aprendizagem, através do Ensino a Distância, via Internet, nas Instituições Cenecistas de Ensino Superior, do Estado do Rio Grande do Sul. Apresenta-se a fundamentação teórica com o embasamento científico da educação a distância, suas características essenciais, sua evolução histórica e a educação a distância no Brasil. É apresentado também, os paradigmas educacionais mergentes, a regulamentação da EaD no Brasil, assim como a conceituação de Internet, qualidade, produtividade e qualidade em serviços. O enfoque metodológico, a classificação da pesquisa, o grupo de estudo, a forma de levantamento dos dados bem como os fundamentos de sua abordagem são apresentados no capítulo métodos e técnicas. A apresentação e discussão dos resultados é realizada através da análise e demonstração gráfica e a contribuição do Quality Function Deployment (QFD) como método de relacionamento dos requisitos e características da qualidade, em especial a matriz da casa da qualidade e dos resultados alcançados ao longo da pesquisa, fundamentados em fatos amparados por conhecimentos científicos e que, respondem aos objetivos propostos. Também é apresentado o roteiro básico para implementação de programas de ensino a distância através de ferramentas de aprendizado on-line. Para a criação de ambientes virtuais de aprendizagem são sugeridas as ferramentas de aplicação: blackboard learning system, micro power learning suite, teleduc, gestum, webct e aulanet, com suas metodologias, gerenciamento, desenvolvimento de conteúdos, avaliação e promoção de colaboração para comunidades virtuais. As conclusões da pesquisa apontam para a viabilidade das iniciativas de implementação de ensino a distância com um alto grau de importância, assim como, essas iniciativas tornarão as instituições mais competitivas.

No Brasil, o ensino superior é avaliado através de indicadores de qualidade sob diferentes aspectos, dentre eles o Índice Geral de Cursos (IGC), que busca mensurar a qualidade das Instituições de Ensino Superior (IES), o Conceito Preliminar de Curso (CPC), que indica a qualidade do curso de graduação e o Conceito ENADE (CE), que avalia o desempenho discente. As IES são responsáveis pela formação de profissionais que tenham conhecimentos e habilidades necessários para suprir as demandas oriundas do mercado de trabalho, de modo que os professores precisam de qualificações que sejam capazes de atender tais necessidades, e desta forma contribuir com a qualidade do ensino superior e o desempenho acadêmico. De acordo com os pressupostos da Teoria do Capital Humano, o acúmulo de conhecimentos representado pelo aumento da qualificação docente tende a resultar em melhores rendimentos, aqui entendidos como melhores níveis nos indicadores de qualidade do ensino superior. Desta forma, o estudo tem por objetivo identificar, com base na percepção dos professores, a relação entre os componentes da qualificação docente em âmbito acadêmico, profissional e pedagógico; e os indicadores de qualidade dos cursos de graduação em Ciências Contábeis do estado do Rio Grande do Sul (RS) que possuem avaliações extremas no Conceito Preliminar de Curso (CPC). Trata-se de uma pesquisa quantitativa, descritiva e de levantamento (survey), realizada por meio de questionário aplicado aos docentes no ano de 2017, totalizando 108 respondentes. Os achados do estudo demonstram que o preparo e a competência contribuem para a qualidade do curso de graduação e estão relacionados à qualidade da IES, representados pelo índice IGC. Na percepção dos docentes a habilitação e o conhecimento pedagógicos possuem influência no desempenho do estudante, assim como na qualidade do ensino em Contabilidade. O conhecimento e o embasamento profissionais são percebidos pelos professores como um fator relevante para a qualidade da educação em Contabilidade e que contribui para o ensino de conteúdos teóricos. Os testes estatísticos evidenciaram que os aspectos de qualificação docente estão relacionados entre si, de modo que o aumento da qualificação acadêmica tende a resultar no aumento das demais qualificações. De forma geral, tem-se que as IES devem investir na qualificação do seu corpo docente, sobretudo no aspecto acadêmico e pedagógico, visto que o incremento em qualificação docente resultará em melhores resultados nas avaliações institucionais, no desempenho acadêmico e na qualidade de ensino. / In Brazil, higher education is evaluated through quality indicators in different aspects, among them the General Course Index (IGC), which seeks to measure the quality of Higher Education Institutions (HEIs), the Preliminary Course Concept (CPC), which indicates the quality of the undergraduate course and the ENADE Concept (CE), which assesses student performance. Higher Education Institutions (HEIs) are responsible for the training of professionals who have the knowledge and skills necessary to meet the demands of the labor market, so that teachers need qualifications that are able to meet those needs, and thus contribute with the quality of higher education and academic performance. According to the assumptions of the Human Capital Theory, the accumulation of knowledge represented by the increase in the teaching qualification tends to result in better income, here understood as better levels in the quality indicators of higher education. The purpose of this study is to identify, based on the teachers' perception, the relationship between the characteristics of the teaching qualification in academic, professional and pedagogical context, and the quality indicators of the undergraduate courses in Accounting Sciences of the State of Rio Grande (RS) that have extreme evaluations in the Preliminary Course Concept (CPC). This is a quantitative, descriptive and survey survey, carried out through a questionnaire applied to teachers in 2017, totaling 108 respondents. The findings of the study demonstrate that academic qualification contributes to the quality of the undergraduate course, and is related to the quality of HEI, represented by the IGC index. In the teachers' perception, the pedagogical qualification has an influence on student performance, as well as on the quality of teaching in Accounting. Professional qualification is perceived by teachers as a relevant factor for the quality of education in Accounting and contributes to the teaching of theoretical contents. Statistical tests showed that the aspects of teacher qualification are related to each other, so that increasing academic qualification tends to result in the increase of other qualifications. In general, it is expected that HEIs should invest in the qualification of their teaching staff, especially in the academic and pedagogical aspects, since the increase in teaching qualification will result in better results in institutional evaluations, academic performance and teaching quality.

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 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)