Thesis (M.M. (Public and Development Management))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits School of Governance, 2017 / Developments in information and communication technologies (ICTs) have revolutionised banking, in that consumers can make use of mobile devices to conduct daily banking, independent of a traditional bank branch. The adoption of mobile banking has continued to be low in South Africa, at 24%, while the mobile phone market has experienced a significant increase in market penetration to 96%. However, very few studies have investigated the impact of mobile banking among bottom of the pyramid consumers. Therefore, the purpose of this study is to investigate the influence of financial literacy, social pressure and perceived credibility on the adoption of mobile banking among the bottom of the pyramid consumers in South Africa. An empirical study on bottom of the pyramid consumers in Johannesburg, South Africa with a sample of 235 questionnaires was conducted. The measurement items were assessed through three hypotheses using Structural Equation Modelling with IBM SPSS 23 and AMOS 23. The results confirm that all three hypotheses are significant and supported by indicating that financial literacy, social pressure and perceived credibility have an impact on mobile banking among bottom of the pyramid consumers. The findings revealed that social pressure and mobile banking was the weakest significant relationship, while perceived credibility had the strongest significant relationship on mobile banking. This study adds to the theoretical knowledge of financial literacy, social pressure and credibility as the factors that impact on mobile banking among bottom of the pyramid consumers. The managerial implications of the study indicate that in order for managers to increase mobile banking adoption, they need to create strategies that will drive education around mobile banking, use other people as advocates and place emphasis on communicating the safety and privacy of the services. Recommendations, limitations and future research on mobile banking are discussed. Keywords: Mobile Banking, Financial Literacy, Perceived Credibility, Social Pressure, Bottom of the Pyramid / GR2018

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-08T12:20:52Z No. of bitstreams: 1 NÍVEA OLIVEIRA COUTO DE JESUS.pdf: 14412276 bytes, checksum: 2ae97a05ab47b6e66a8f53b558450166 (MD5) / Made available in DSpace on 2016-09-08T12:20:52Z (GMT). No. of bitstreams: 1 NÍVEA OLIVEIRA COUTO DE JESUS.pdf: 14412276 bytes, checksum: 2ae97a05ab47b6e66a8f53b558450166 (MD5) Previous issue date: 2016-06-15 / The research has the object of study the reconstruction of history and memory of the Rural Municipal Elementary School Mansa Water Coqueiros in Rio Verde - GO, the goal is to contribute to the expansion of studies of Goias and Brazilian historiography, and specifically the knowledge of history of school appearance, as that reality. They used methodological assumptions of Oral History, Cultural History and Memory. The stories told with interviews of former teachers, current teachers, former employees, former students and other employees who elucidates data of the school community to enable the development of a scientific paper on the history and school memory. For this reason, the research agenda on the following questions: How did the school's appearance, according to the narrative? What is the relevance of school to the field education in the city of Rio Verde? The chosen time frame 1997, the year he came to EMREF Water Coqueiros Mansa and also the applicability of LDB 9394/96, by the year 2015. The survey data find that the school has a fundamental role in the lives of children in the rural community located in the Mansa Water region. Its appearance has provided access, permanence and legitimacy of an education field that stands for quality, attested by successful results. / A pesquisa tem por objeto de estudo a reconstrução da história e memória da Escola Municipal Rural de Ensino Fundamental Água Mansa Coqueiros no município de Rio Verde – GO, o objetivo é contribuir para ampliação dos estudos da historiografia goiana e brasileira, e especificamente o conhecimento da história do surgimento da escola, conforme aquela realidade. Utilizaram-se pressupostos metodológicos da História Oral, História Cultural e Memória. As narrativas contaram com entrevistas de ex-professores, professores atuais, ex-funcionários, ex-aluno entre outros colaboradores, que elucida dados da comunidade escolar para possibilitar a elaboração de documento científico sobre a história e memória da escola. Por esta razão, a pesquisa pauta-se nas seguintes indagações: Como se deu o surgimento da escola, segundo as narrativas? Qual a relevância da escola para o ensino do campo no município de Rio Verde? O recorte temporal escolhido de 1997, ano em que surgiu a EMREF Água Mansa Coqueiros e também a aplicabilidade da LDB 9394/96, até o ano de 2015. Os dados da pesquisa constatam que a escola tem papel fundamental na vida das crianças da comunidade rural localizada na região da Água Mansa. Seu surgimento propiciou o acesso, permanência e a legitimação de uma educação do campo que prima pela qualidade, atestada pelos resultados de sucesso.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-03-09T21:07:55Z No. of bitstreams: 2 Dissertação - Franciane Prado Gonçalves - 2015.pdf: 3693601 bytes, checksum: 30d7c2f4247b96bfeaf765aa50fecc03 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-10T12:16:10Z (GMT) No. of bitstreams: 2 Dissertação - Franciane Prado Gonçalves - 2015.pdf: 3693601 bytes, checksum: 30d7c2f4247b96bfeaf765aa50fecc03 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-10T12:16:10Z (GMT). No. of bitstreams: 2 Dissertação - Franciane Prado Gonçalves - 2015.pdf: 3693601 bytes, checksum: 30d7c2f4247b96bfeaf765aa50fecc03 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-12-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Cerrado, for many, is recognized by the wealth of water and biodiversity. However, this immense diversity in its territory suffered severe transformations, coming from the field modernization process implemented by government policies and technological packages, resulting in major consequences on the socio-economic scenario and landscapes. For the research, problematized up the territory of the Cerrado, which undergoes changes that possibly metamorphosed the social representations of people living in that territory. At this point, look up will understand the social representation of the Cerrado made by the students of Primary Education II. The research aims to interpret the Goias Cerrado from the social representations of elementary school students II of rural schools of Rio Verde. The methodological procedures used for the development of research consisted of literature surveys, consisting of books, articles, dissertations. Eighty questionnaires were administered to students with semi-structured questions. There was the spontaneous production design, allowing students to illustrate the representations of the Cerrado. Thus, interpretation of drawings of students shows that there is a group that considers the Cerrado modernized and urbanized, and which features in its design actions that transform the territory of the Cerrado. However, presents a group representing the Cerrado nature, which highlights a lyrical landscape and mayor of nature. Finally, there is another group of students that emphasizes the Cerrado environmental problems, drawing many problems such as deforestation and pollution, which consequently impairing and transform the territory of the Cerrado. During the research, it was possible to unveil and interpret the representations made by students. / O Cerrado, para muitos, é reconhecido pela riqueza de águas e biodiversidade. Entretanto, essa imensa diversidade em seu território sofreu graves transformações, advindas do processo de modernização do campo implementado por políticas governamentais e pacotes tecnológicos, acarretando grandes consequências no cenário socioeconômico e nas paisagens. Para a realização da pesquisa, problematizou-se o território do Cerrado, que passa por transformações que, possivelmente, metamorfosearam as representações sociais dos habitantes que vivem nesse território. Neste ponto, procurar-se-á compreender a representação social do Cerrado feita pelos estudantes do Ensino Fundamental II. A pesquisa tem como objetivo interpretar o Cerrado goiano a partir das representações sociais dos alunos do Ensino Fundamental II das escolas rurais do município de Rio Verde. Os procedimentos metodológicos utilizados para o desenvolvimento da pesquisa consistiram de levantamentos bibliográficos, compostos por livros, artigos, dissertações. Foram aplicados oitenta questionários para os alunos, com questões semiestruturadas. Realizou-se a produção de desenho espontâneo, permitindo aos alunos ilustrarem as representações do Cerrado. Assim, a interpretação de desenhos dos educandos demonstra que há um grupo que considera o Cerrado modernizado e urbanizado, e que apresenta em sua concepção as ações que transformam o território do Cerrado. No entanto, apresenta um grupo que representa o Cerrado natureza, em que se destaca uma paisagem lírica e prefeita da natureza. Por fim, há um outro grupo de educandos que enfatiza o Cerrado problemas ambientais, desenhando diversos problemas, como desmatamento e poluição, que, consequentemente, acarretam prejuízos e transformam o território do Cerrado. No decorrer da pesquisa, foi possível desvelar e interpretar as representações realizadas pelos educandos.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-02-05T09:25:39Z No. of bitstreams: 2 Dissertação - Ariane Martins Nogueira - 2014.pdf: 4078870 bytes, checksum: 2945738e9f558eb5ffdda1fdb281aed0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-02-05T11:04:17Z (GMT) No. of bitstreams: 2 Dissertação - Ariane Martins Nogueira - 2014.pdf: 4078870 bytes, checksum: 2945738e9f558eb5ffdda1fdb281aed0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-02-05T11:04:17Z (GMT). No. of bitstreams: 2 Dissertação - Ariane Martins Nogueira - 2014.pdf: 4078870 bytes, checksum: 2945738e9f558eb5ffdda1fdb281aed0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This theme is associated with the emerging paradigm of capitalist society and its relationship with nature. And it arises from a crisis of humanity in all the segments contained therein, among which stands out the environmental crisis, which is directly associated with the survival of the human species. Faced with this complex reality and confrontational, print the necessity of transformations grounded in the reconfiguration of social roles and the redefinition of relations between individuals and those with nature. It is believed that the school as a space of socialization configure it as conducive to act in this direction. However, although education is a right constitutionally guaranteed, it is known that schooling in Brazil occurs unevenly when rural and urban settings are compared, according to data from the National Institute of Educational Studies and Research (INEP) between the years 2000 and 2012 more than 43 thousand rural schools were closed, which equates to about 3,587 schools per year. Closing a school is an attack on the survival of a community, because usually the representativeness of schools goes far beyond a teaching environment; they are spaces of social integration. From this context this research was undertaken in order to meet this dynamic, which deals with parameters of Education financial viability at the expense of cultural values and changing rural schools for transportation to schools in the urban network. This sets a historic setback amid the educational progress made in the legal framework to ensure the right to attend quality schools both in town and in the field. It is also considered in this sense the impacts related to the subjectivity of the students from the field that suffer prejudice and discrimination (albeit veiled) , before a dichotomy vision still rooted in the concepts adopted by much of society that places the field as inferior the city. Based on these assumptions, this research is developed, which has predominantly a qualitative essence, but is not disregarding the quantitative data that contribute to elucidate the approach. The place of the study is the county of Ouvidor (GO) that according to information collected in the field has no rural schools in its territory since 2005. So students who live in rural areas - 67 students aged 4-18 years (during the school year 2013) - are transported to schools in the urban network traversing paths ranging from 2 to 35 km. Structurally, this research is organized into three chapters , besides the introduction and conclusion. This organization seeks to articulate the relationships between society and nature in the historical context, demonstrating the importance of formal education as a restructuring charge of relations with the environment link. Although the study is facing the reality of the city of Ouvidor (GO), it is expected that the results obtained may provide elements that promote debate in the Southeast region of Goiás state and even in other Brazilian counties that deal with similar process to the reality studied. / Essa temática está associada ao paradigma emergente da sociedade capitalista e suas relações com a natureza. E surge como consequência de uma crise da humanidade em todos os segmentos que a constituem, dentre as quais se destaca a crise ambiental, que está associada diretamente com a sobrevivência da espécie humana. Diante desta realidade complexa e conflituosa, imprimi-se a necessidade de transformações alicerçadas na reconfiguração das atribuições sociais e na ressignificação das relações entre indivíduos e destes com a natureza. Acredita-se que a escola enquanto espaço de socialização configure-se como propício para atuar neste sentido. No entanto, embora a Educação seja um direito garantido constitucionalmente, sabe-se que a escolarização no Brasil ocorre de maneira desigual quando são comparados os cenários rurais e urbanos, de acordo com dados do Instituto Nacional de Estudos e Pesquisas Educacionais (INEP) entre os anos 2000 e 2012 mais de 43 mil escolas rurais foram fechadas, o que equivale aproximadamente a 3.587 escolas por ano. Fechar uma escola é um atentado à sobrevivência de uma comunidade, pois geralmente a representatividade das escolas vai muito além de um ambiente de ensino, são espaços de integração social. A partir deste contexto empreendeu-se esta pesquisa com o objetivo de conhecer esta dinâmica, que trata a Educação com parâmetros de viabilidade financeira em detrimento dos valores culturais e troca escolas rurais pelo transporte para as escolas da rede urbana. Isto configura um retrocesso histórico em meio aos avanços educacionais alcançados no âmbito legal que asseguram o direito de frequentar escolas de qualidade tanto na cidade quanto no campo. Considera-se também neste sentido, os impactos referentes à subjetividade dos alunos do campo que sofrem preconceito e discriminação (ainda que velado), diante de uma visão dicotômica ainda enraizada nos conceitos adotados por grande parte da sociedade, que coloca o campo como sendo inferior a cidade. Parte-se então destes pressupostos para desenvolver esta pesquisa que tem caráter predominantemente qualitativo, mas não são desconsiderados os dados quantitativos que contribuem para elucidar a abordagem. Tem-se como lugar de estudo o município de Ouvidor (GO) que conforme informações coletadas em campo não possui escolas rurais em seu território desde o ano 2005. Assim os alunos que vivem nas áreas rurais - 67 alunos com faixa etária de 4 a 18 anos (durante o ano letivo de 2013) - são transportados para as escolas da rede urbana percorrendo trajetos de variam de 2 a 35 quilômetros. Estruturalmente, esta pesquisa está organizada em três capítulos, além da introdução e conclusão. Essa organização busca articular as relações entre sociedade e natureza no âmbito histórico, demonstrando a importância da educação formal como um elo responsável pela reestruturação das relações com o ambiente. Embora o estudo esteja voltado para a realidade do município de Ouvidor (GO), espera-se que os resultados obtidos possam trazer elementos que favoreçam o debate na região do Sudeste Goiano, no Estado de Goiás e até mesmo em outros municípios brasileiros que vivenciem processo semelhante à realidade pesquisada.

Esta tese investiga trajetórias de formação de professoras de escolas rurais do Brasil, da Bolívia e do México. Por meio de entrevistas biográficas buscou-se a partir das memórias de vida e formação das professoras, relações, diferenças e articulações em seus relatos de vida e itinerários formativos. A tese se desenvolve na linha de quatro grandes questionamentos que foram organizados em quatro partes. A primeira se ocupa das questões teóricas, na qual são apresentadas discussões mais gerais sobre formação de professores até as especificidades da educação rural no Brasil, na Bolívia e no México. Especificamente no contexto brasileiro apresenta-se um levantamento de dados sobre as pesquisas acerca da formação de professores de escolas rurais produzidas nos anos de 2000 a 2011, disponíveis no banco de dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) situando as principais questões presentes no debate nacional sobre formação de professores de escolas rurais. Além disso, há discussões sobre a formação de professores de escolas rurais no Maranhão, de onde são provenientes três das cinco professoras entrevistadas nesta pesquisa. A segunda parte trata do método e contexto de realização da pesquisa ou o campo de pesquisa, um quilombo, um assentamento vinculado ao Movimento dos Trabalhadores Rurais Sem Terra (MST), uma comunidade sem vínculo com os movimentos sociais, no caso brasileiro; uma comunidade rural chamada San Juan del Chaco, na Bolívia e Oaxaca, no México. Discute-se o método biográfico e abordagem da análise de conteúdo como abordagens teórico-metodológicas da pesquisa, além das cinco categorias de análise: trajetórias de formação profissional, práticas de docência, conhecimento da profissão, permanência na profissão e na docência rural e memórias da vida, trabalho e formação. A terceira é devotada à análise dos dados. Nela se verifica, dentre outras questões, que as cinco professoras são pertencentes à classe popular, tiveram dificuldades de acesso aos processos de escolarização e profissionalização docente, possuem, portanto, memórias de sofrimento e superação, encontraram na militância em organizações e movimentos sociais formas de combater a invisibilidade das escolas rurais, assim como, de compreender suas trajetórias de vida e de formação. A quarta, e última, parte apresenta considerações finais, limitações da pesquisa e, finalmente, propostas para as escolas rurais e formação de professores. A tese constata, deste modo, que não há nos três países políticas públicas consolidadas de educação rural, bem como, de formação de professores para as áreas rurais. / This thesis investigates learning paths of rural school teachers from Brazil, Bolivia and Mexico. Through biographical interviews it sought since the living memories and training of teachers, relationships, differences and joints in their reports of life and training routes. The thesis develops in the line of four major questions that were organized in four parts. The first, deals with the theoretical questions, in which are presented the general discussions from teacher training to the specificities of rural education in the three countries. Specifically in the Brazilian context is presented a data collection on researches about the formation of rural school teachers produced in the years 2000-2011, available in the database of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) [Higher Education Personnel Improvement Coordination], placing the main issues present in the national debate on training rural school teachers. In addition, there are discussions about the formation of rural school teachers in Maranhão, from where came three of the five teachers interviewed for this research. The second part deals with the method and the context of achievement the research or of the research field, a quilombo, a settlement linked to the Movimento dos Trabalhadores Rurais Sem Terra (MST) [Landless Workers\' Movement], a community without ties with the social movements in the Brazilian case; a rural community called San Juan del Chaco in Bolivia and Oaxaca, in Mexico. It discusses the biographical method and the approach of content analysis as a theoretical and methodological approaches to research, besides the five categories of analysis: professional learning paths, teaching practices, professional knowledge, permanence in the profession and in the rural teaching and memories Life, work and training. The third is devoted to data analysis. Here can be verified, among other issues, that the five teachers are belonging to the working class, had poor access to schooling processes and teaching professionalization, hold thus suffering and overcoming memories, found in the militancy in social organizations and movements forms of combat invisibility of rural schools, as well as to understand their paths of life and training. The fourth, and final, part presents final considerations, research limitations and, finally, proposals for rural schools and teacher training. The thesis notes, therefore, that there are no publics polices consolidated in the three countries on rural education as well as on training teachers for rural areas.

Thesis (M.Dev.) --University of Limpopo, 2012

The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.

The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.

The study aimed to add to our understanding of why many girls in rural high schools were not choosing to study Physical Science. A case study of a local high school was used as the research method. Questionnaires to the 120 learners in grade 9 and 10 were the main instrument used to gather data. This was followed up with interviews of a sample of learners and some classroom observations. The science teacher was also included as a key informant in this study. The data collected aimed at answering the following key question: What influences girls in their decision to choose to study Physical Science at a rural school? The following sub questions guided the researcher in answering the key research question: (a) Are there any differences in participation between boys and girls? (b) What influences their choice in Grade 9? (c) Were Grade 10 learners happy with their subject package choices made in grade 9? The data were captured, coded, analysed and interpreted. The study produced evidence that the learners' family, the classroom environment, peer influence and the shortage of role models were the main reasons for the low • number of girls participating in Physical Science. The study found that these factors have a significant influence on girls' subject choices. Ofthe four factors found, the family was the most significant factor (i.e. where the family members tended to choose the subject package for girls). In the classroom the girls were involved in proportionally the same number of interactions but importantly the female teacher had a disproportionate number of interactions with the boys. In apparent contradiction to the teachers comments that the boys were the more active learners, the girls initiated more interactions with the teacher. However, the girls reported that they were uncomfortable in the class as boys mocked and intimidated them during the lessons. Unfortunately, a large percentage of the girls who did choose to take Physical Science were unhappy with their choice as they then found it difficult. The main recommendations of the study were that; teacher and community awareness programmes should be established to raise awareness of the gender issues and to promote girls taking science; career guidance should be given to learners so they could make their own informed decisions; and possibly specialist science girls schools could be established. Further suggestions for research were made. The findings of this study should provide policy makers, curriculum developers, and science teachers with valuable information about some of the factors that influence girls not to take Physical Science. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

Water is an indispensable basic human need which is protected by several provisions within legislation. However, despite extensive legislation access to water is problematic for many rural schools in South Africa. The achievement of the Millennium Development Goals and national goals that are time bound are not possible with the structural barriers that loom. This research study, sketches the experiences of learners and educators who have been exposed to poor access to water within a rural primary school in Jozini, KwaZulu-Natal, South Africa. This research study employs a qualitative research paradigm using a case study method to provide an in-depth understanding of the schooling context where there is poor access to water. The main aim was to explore in-depth how the schooling community is affected and what coping strategies are employed to deal with poor access to water. The research study was approached using ecological systems and social justice perspectives. Findings suggest that the consequences of poor access to water at school level are numerous and become even more complex when there is a lack of water at community level. In a compounding manner the consequences have the potential to, in the long term, have irreversible negative effects on learners and their potential to access quality education. Furthermore educators and management are placed in an invidious position to accommodate the challenges associated with poor access to water at school as part of their everyday teaching routine. Educators are failing to teach and learners are failing to learn thus the education system is rendered dysfunctional. The recommendations echo those of the participants who maintain that the community and the school must have access to water in order to improve the quality of life of all. Changes at the structural level in terms of how access to education is defined are a necessity. Co-operative governance, more stringent monitoring and evaluation of the education system, approaching education from a child-friendly perspective, adopting a human rights approach to fiscal spending and the involvement of chapter 9 institutions to ensure social justice are examples of the structural changes required and are part of the recommendations. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.