Magistro baigiamajame darbe nagrinėjami mokytojų kvalifikacijos kėlimo ypatumai Vilniaus mieste ir Širvintų rajone. Darbo tikslas - išanalizuoti ir palyginti mokytojų kvalifikacijos kėlimo ypatumus Vilniaus mieste ir Širvintų rajone. Tyrimo objektas - mokytojų kvalifikacijos kėlimas. Darbo metodai – teoriniai: mokslinės literatūros bei švietimą reglamentuojančių dokumentų analizė; diagnostiniai: anketinė apklausa. Darbe analizuojama teorinė mokytojų kėlimo kvalifikacijos medžiaga: pateikiama kvalifikacinių kategorijų samprata, naujųjų mokytojų atestacijos nuostatų palyginimas su senaisiais, nagrinėjamos kompetencijos, bei jų reikšmė mokytojų kvalifikacijos kėlimui. Pateikiama teisės aktų, reglamentuojančių mokytojų kvalifikacijos kėlimą bei su juo susijusių procesų apžvalga, institucinė struktūra, atsakinga už kvalifikacijos kėlimą bei jų indėlis į kvalifikacijos kėlimo procesą. Atkreipiamas dėmesys į naująjį 2007 metais rugpjūčio 3 dieną priimtą Europos Bendrijų Komisijos komunikatą Tarybai ir Europos Parlamentui „Dėl mokytojų rengimo kokybės gerinimo“, taip pat apžvelgiamas mokytojų kvalifikacijos kėlimas Europos Sąjungos šalyse, pateikiami apibendrinti tyrimų rezultatai, kuriais pagrįstas naujojo komunikato priėmimas. Praktiniu tyrimu nustatyta, kad mokytojai kvalifikacijos kėlimą traktuoja kaip labai svarbų ir rimtą savo profesijos sudėtinę dalį; mokytojai daugiausia informacijos apie kvalifikacijos kėlimą sulaukia iš mokyklos administracijos arba kolegų; ryški... [toliau žr. visą tekstą] / Master thesis analyses teacher’s educational aspects in Vilnius city and Širvintos district. The aim of the paper is to analyze and compare educational aspects in Vilnius city and Širvintos district. Object of the research – teachers’ education. Work methods - theoretical: analysis of education regulative documents and scientific literature review; diagnostic: questionnaire survey. Paper analyzes theoretical aspects of teachers’ education: content of qualifying category is given, comparing of new and old teachers certification system is discusses, competency and its meaning for teacher’s education is also presented. Legislative of teachers’ education is presented as well as institutional structure and its implication on the educational process. New Communication from the commission to the council and the European parliament „Improving the quality of teacher education” brought on 2007-08-03 is pointed out. Also teachers’ educational systems in ES are presented. Practical research pointed out that education is being handled as being very important part of profession by teachers; main information about education is released from school administration or colleagues; bigger part of teachers pointed out that self-education is not being used very often; teachers feels lack of possibilities to raise their qualification in foreign countries; among all of the respondents negative approach onto refresher courses preponderated.

Dans la première partie, nous considérons une relation positive entre la qualification des travailleurs et la qualité du produit final, dans un modèle d’équilibre partiel avec un marché verticalement différencié. Nous prouvons qu’avec l’introduction du marché du travail, le résultat standard de différenciation en qualités n’est plus vérifié. Nous testons ce résultat en ouvrant l’économie à l’international. Nous considérons ensuite un modèle d’équilibre général où les individus sont potentiellement consommateurs, travailleurs et propriétaires des firmes. Nous nous intéressons à la préférence de la majorité entre le monopole et le duopole. Nous montrons que ce choix démocratique ne génère pas nécessairement moins de pauvreté sur le plan individuel et collectif. Dans la deuxième partie, nous introduisons des universités en amont du marché du travail. Dans un premier temps, nous montrons que pour un niveau d’inefficience faible de l’Etat, la privatisation partielle apparaît à l’équilibre et l’Etat est généralement largement majoritaire. Ensuite, nous nous intéressons au financement de l’éducation. Nous déterminons le niveau des frais d’inscription publics à travers un vote à la majorité, dans un système éducatif mixte. Nous prouvons que les extrêmes ou la classe moyenne sont majoritaires selon le niveau du coût marginal de la qualité privée. Finalement, nous nous intéressons au sponsoring des universités par les firmes. Moyennant un modèle d’agence commune, nous prouvons qu’il existe une relation négative entre la proportion des travailleurs qualifiés et la part des firmes dans le financement de l’éducation. / We consider, first, a positive relationship between workers’ skills and product quality, in a model of partial equilibrium with vertical preferences. We prove that the standard result of vertical differentiation no longer applies by the introduction of the labor market. We also test the robustness of our results under globalization. Then, we consider a general equilibrium model where individuals are potentially consumers, workers and shareholders. We study the majority preference between duopoly and monopoly, and we prove that the democratic choice doesn’t always generate less poverty, collectively and individually. Second, we introduce universities upstream the labor market. We prove that partial privatization of the university appears at equilibrium for a low level of public inefficiency, where the State has a broad majority. Then, we study the question of financing education. We determine the level of public tuition fees via a majority voting model, in a mixed education system. We prove that the extremes or the middle class hold the majority depending on the marginal cost structure of the private quality. And finally, we study firms’ sponsoring universities. Using a common agency approach, we prove that there is a negative relationship between the proportion of skilled workers and the share of firms in financing education.

Introduction: The study surveys the present state of undergraduate dental education in gerodontology in Germany and highlights changes between 2004 and 2019. Materials and Methods: In 2019, questionnaires were emailed to the department heads of all German dental schools. Data were analysed descriptively and compared to existing data from 2004, 2009 and 2014. Results: Thirty-nine (86.7%) out of forty-five responding department heads stated to teach aspects of gerodontology in traditional core subject lecture series. Overall, 15 (55.6%) out of 27 responding dental university schools are offering special education in gerodontology (dedicated lecture series and/or practical training). A stronger focus on non-dental topics has been observed over the years. Discussion: The 15-year observation period in Germany shows that teaching gerodontology should be mandatory. There is a lack of specialists in gerodontology at the dental schools, although specialisation has been possible for many years in the German professional association. Students should be sure that, as in other subjects, they are well trained for the very heterogeneous patient group of seniors. The financial and personnel prerequisites for the universities need to be established. Conclusion: Inclusion of gerodontology in the national syllabus is a decisive factor for the integration of the subject into undergraduate courses. The recommendations of the European College of Gerodontology (2009) and of the German Association of Gerodontology (DGAZ) regarding didactical and practical teaching should be implemented in the respective compulsory syllabus to prepare current undergraduate dental students for the demographic challenges of tomorrow

This thesis is concerned with comparing the education of nurses working in intensive care in the Czech and Slovak Republics. In the theoretical part of the thesis there are described the options for nursing education in anaesthesia, resuscitation and intensive care, both in the past and at present. Presented here is the comparison of the Czech and Slovak educational system, regulation of education, their similarities and differences. The aim of the empirical part is to find out what kind of education are nurses working with in the intensive care, what is their motivation to further education and to look at the current possibilities of nursing education in anaesthesia, resuscitation and intensive care in the Slovak and Czech Republic. To obtain the data for answers to these and other questions the questionnaire has been used; specifically the methods of quantitative research. The results are processed in tables and graphs. Keywords: History of nursing education, Specialized education, Anaesthesiology, Resuscitation and Intensive Care, Regulation, Slovak Republic, Czech Republic

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-04-23T16:48:22Z No. of bitstreams: 1 Liane Vizzotto_.pdf: 2578955 bytes, checksum: 41bc02939216ef8b540ba9cfe07eed61 (MD5) / Made available in DSpace on 2018-04-23T16:48:22Z (GMT). No. of bitstreams: 1 Liane Vizzotto_.pdf: 2578955 bytes, checksum: 41bc02939216ef8b540ba9cfe07eed61 (MD5) Previous issue date: 2018-02-21 / UNIEDU - Programa de Bolsas Universitárias de Santa Catarina / FUMDES - Fundo de Apoio à Manutenção e ao Desenvolvimento da Educação Superior / As modificações estruturais no modo de produção capitalista têm provocado mudanças na área social, em especial no campo da educação. Novas formas de construir políticas educacionais valorizam a relação público-privada como pressuposto da materialização da ação estatal. Nesta tese, toma-se como tema a relação público-privada na educação e define-se o objeto de estudo: as parcerias efetivadas entre o setor público e o privado no campo educativo, em municípios catarinenses. Constitui-se objetivo geral analisar os elementos que sustentam a construção das parcerias entre a administração pública e o setor privado, no campo da educação, nos municípios pesquisados. A partir do objetivo, apontam-se razões que possam orientar a construção de políticas educacionais, de modo a não naturalizar o ideal privado/mercadológico na educação pública, mas, ao contrário, a construir projetos educacionais pautados na educação enquanto atividade da práxis. O enfoque metodológico é qualitativo, documentos e entrevistas semiestruturadas - formam o conjunto de instrumentos que possibilitaram a construção de seus elementos empíricos. O materialismo histórico-dialético como dimensão teórico-conceitual da pesquisa constitui a base teórica, por meio da qual as análises foram construídas. A delimitação do campo empírico tem como base uma pesquisa exploratória, com o propósito de identificar os municípios catarinenses que mantêm parcerias e, a partir deles, três municípios da mesorregião Oeste Catarinense foram selecionados, a saber, Chapecó, Xanxerê e Lindóia do Sul. A tese está organizada em três partes denominadas dimensões: política, pedagógica e legal, a partir das quais definem-se os capítulos da tese. As conclusões apontam que a construção das parcerias público-privadas no campo da educação, nos municípios pesquisados, ocorre a partir da inter-relação de três aspectos − políticos, pedagógicos e legais −, resultado do nexo do projeto formativo do setor privado com a materialização de políticas educacionais advindas dos parceiros em direção à educação pública. Professores e alunos são elencados como principais articuladores das reformas. Assim, o contexto Estado/capital se coloca favorável à efetivação de políticas educacionais que valorizam a relação público-privada; os argumentos em favor de um tipo específico de qualidade na educação representam o discurso hegemônico dos aliados do Estado no desenvolvimento da educação pública; o arcabouço legal legitima e institucionaliza as parcerias. Dizendo de outro modo, na relação público-privada na educação dos municípios pesquisados, os elementos constitutivos das parcerias formam uma unidade coesa, a qual une o momento histórico de valorização dos ideais do mercado, o Estado financiador e marcado pela governança, e a fragilidade da qualidade educacional que precisa ser superada por modernas práticas e concepções educacionais, ambas construídas por sujeitos externos à escola. Entendemos que, nos elementos que colaboram para a construção da relação público-privada, o que está em jogo, em última instância, é a manutenção da ordem capitalista e a diminuição do embate entre capital e trabalho. E isso anula a possibilidade de construção de projetos pedagógicos cuja finalidade coincida com o processo de formação humana na perspectiva da práxis. / Structural changes in the capitalist mode of production have led to changes in the social sphere, especially in education. New ways of constructing educational policies value the public-private relationship as a presupposition of the materialization of state action. This doctoral dissertation focuses on the public-private relationship in education and examines the partnerships between the public and private sectors in education, in the municipalities of Santa Catarina state, Brazil. The term private is understood in the context of social organizations (third sector/non-state public) and private for-profit enterprises. The study’s general objective is to analyze the elements that support the construction of partnerships between public administration and the private sector in the educational field in such municipalities. It points out reasons that may guide the construction of educational policies, so as to, rather than naturalize the private/marketing ideal in public education, construct educational projects based on education as praxis. The methodological approach is qualitative, and documents and semi-structured interviews have enabled the construction of the empirical elements of the research. Historical dialectical materialism is the theoretical-conceptual basis of the analysis. The empirical field was based on an exploratory research aimed at identifying the municipalities of Santa Catarina state that have partnerships, after which three municipalities of the West Santa Catarina mesoregion were selected: Chapecó, Xanxerê and Lindóia do Sul. The dissertation is organized in political, educational and legal dimensions, based on which its chapters have been defined. Conclusions point out that the construction of public-private partnerships in the field of education, in the municipalities studied, is based on the interrelation of political, educational and legal aspects, which results from the nexus of the formative project of the private sector and the materialization of educational policies coming from the partners towards public education. Teachers and students are the main actors of the reforms. Thus, the state/capital context favors the implementation of educational policies that value the public-private relationship; the arguments in favor of a specific type of quality in education represent the hegemonic discourse of the allies of the state in the development of public education; the current legal framework legitimizes and institutionalizes partnerships. In other words, in the public-private relationship in the education of the municipalities studied, the elements of the partnerships form a cohesive unit, which brings together the historical moment of valorization of the market ideals, the funding state marked by governance, and the fragility of the educational quality that needs to be overcome by modern educational practices and conceptions constructed by subjects outside the school. Ultimately, what is at stake in the elements that contribute to the construction of the public-private relationship is the maintenance of the capitalist order and the reduction of the struggle between capital and labor. And this nullifies the possibility of building pedagogical projects whose purpose coincides with those of human education from the perspective of praxis.