O presente trabalho tem como propósito realizar um estudo geoeconômico e político da relação entre o desenvolvimento econômico e a interiorização da educação profissional e tecnológica, institucionalizada na Universidade Tecnológica Federal do Paraná - UTFPR. A questão norteadora é: Por que educação profissional e tecnológica? Por que e como a interiorização do Centro Federal de Educação Tecnológica - CEFET-PR se deu nessas cidades? A universidade tecnológica em seu percurso centenário desenvolveu sistematicamente durante grande parte de sua história uma educação pragmática e utilitária submetida às demandas da transformação produtiva, como responsável pelo ensino técnico. A diferenciação institucional, primeiramente como instituição multicâmpus e posteriormente como universidade especializada proporcionaram avanço, com a manutenção das bases anteriores. O afunilamento das políticas educacionais rumo à espacialização das universidades federais via Plano de Reestruturação e Expansão das Universidades Federais - REUNI, faz da UTFPR precedente no processo, justificando a necessidade da análise das diferentes repercussões na implementação das unidades descentralizadas em cidades do interior do Paraná, especialmente enquanto vetor de desenvolvimento local/regional, diversificação econômica e empregabilidade. / This paper aims to conduct a geo-economic and political study of the relationship between economic development and internalization of vocational and technological education in institutionalized Federal Technological University of Paraná - UTFPR. The guiding question is: Why vocational and technological education? Why and how the internalization of Federal Center of Technological Education - CEFET-PR occurred in these cities? A technological university in its centenary route developed systematically during much of its history, a subject pragmatic and utilitarian education demands of productive transformation, responsible for technical education. The institutional differentiation, first as multicampus institution and subsequently as a specialized university advancement provided with the maintenance of the previous bases. The bottleneck of educational policies towards spatialization of federal universities via Plan of Reorganization and Expansion of Federal Universities - REUNI, makes the previous UTFPR in the process, justifying the need analysis of the different effects in the implementation of the decentralized units in the inner cities of Paraná, especially as vector of local/regional development , diversification economic and employability.

The problem of this study was to identify professional development needs of elementary school principals who are implementing site-based management. The purpose was to develop a prioritized list of developmental needs of principals participating in site-based management in the evaluation of teacher performance, instructional knowledge, behavioral life styles, and other needs as identified by a decentralized decision-making questionnaire. The population for this study was the sixty-one elementary school principals in a large urban school district. The principals were encouraged by the central administrative staff to assume the responsibility of site-based managers during the 1981-1982 school year. Three priority areas involving decision making at the school site evolved. These three areas were personnel, instruction, and budgeting. During the three succeeding years, additional areas of decision making have been added, such as building-level staff development, implementation of flexible student schedules, and provisions for specialized summer programs. Findings of the study showed that there was normality in the assessment of teaching skills by principals, that a significant correlation existed between principals' knowledge of instruction and principals' teacher evaluation scores and that a significant correlation existed between principals' teacher evaluation scores, female principals being more consistent. The findings showed that no correlation existed between evaluation scores and training and age, that there was normality of principals' scores in instructional knowledge, and that there was not a relationship between knowledge of instruction and experience or training. It is recommended that staff development be provided to principals on the philosophy of site-based management and on the role of the principal and that this staff development be given for one to two years prior to implementing site-based management. It is recommended that specific training be provided principals in improving their instructional knowledge, understanding of the authority, and an understanding of the responsibilities that accompany site-based management.

The thesis explores two main topics, Catholic schools in a school choice setting and decentralization of education decision making. The first chapter uses Chilean data to assess the impact of Catholic versus secular voucher or public school attendance on student outcomes. I address admission selection bias by leveraging exogenous variation from school admission lotteries and controls for students' probability of securing a seat in each type of school. My causal estimates reveal that students attending Catholic schools have a 17 percent higher probability of taking the college entry exam (CEE) than those who attend secular public schools. Additionally, Catholic school attendance raises students' chances of scoring above the national mean by 33 percent in math and 45 percent in reading. Catholic school attendance also increases students' probability of applying and being accepted to college. Nevertheless, attending Catholic schools raises dropout rates for boys with low baseline ability. Notably, the positive CEE effects are driven by girl students; however, attending a Catholic school appears to dissuade girls from pursuing STEM majors. Survey evidence reveals that Catholic schools have stricter disciplinary measures and foster higher levels of parent involvement than other public and secular institutions---characteristics commonly associated with high-achieving charter schools. The second chapters explore how student selection changed in terms of socioeconomic characteristics and baseline ability after a centralized school admission system (CAS) was mandated to all publicly funded schools in Chile. That includes private Catholic and secular runned institutions as well as public schools. Estimating a difference in difference model with multiple time periods, leveraging the regional staggered implementation of the CAS. Results indicate that after the centralized admission system (CAS) started, private Catholic schools enrolled a higher proportion of lower-income and lower-ability students than before, this effect is also positive for private-secular and public-schools, but in a lower magnitude. Finally, the third chapter evaluates the effects of the administrative decentralization of education on teacher quality and student outcomes in Colombia. In 2001, the government established an arbitrary rule that granted municipalities with a 2002 population greater than 100,000 almost complete autonomy to provide education services (certification). This analysis takes advantage of this rule to evaluate, using difference-in-differences and regression discontinuity methodologies, the effect of municipal autonomy on teacher quality and student outcomes, including achievement and enrollment. The control group is made up of municipalities for which the provision of education was centralized and managed by the departmental authorities. The results indicate that administrative decentralization (being certified) improves both school enrollment and student achievement as well as the quality of teachers, as measured by teachers’ education level and scores on teachers’ entry competency exams. Using a mediation analysis, the paper finds that higher-quality teachers hired by the certified municipalities partially explained the improvement in student achievement. This analysis also shows that “certified” municipalities invest more local resources in education which also contributes to explain to a much lesser extent their superior educational outcomes. Finally, the results suggest that achieving better student outcomes is less related to the amount of resources that decentralized municipalities managed and more associated with the fact that those resources seem to have been better allocated, generating significant efficiency gains. These gains may be the consequence of lower transaction costs of matching local preferences with local educational interventions.

黎萬紅. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 356-364). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Li Wanhong. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 356-364).

Made available in DSpace on 2016-12-23T14:01:51Z (GMT). No. of bitstreams: 1 Ruy Barboza de Oliveira Junior.pdf: 1151802 bytes, checksum: 83d5696d2889974f8e6eb9dd0b17cb88 (MD5) Previous issue date: 2013-05-29 / A presente dissertação tem como objetivo refletir sobre os impactos das políticas educacionais do segundo mandato Governo Paulo Hartung junto ao trabalho docente da rede estadual capixaba. As políticas estão situadas entre os anos de 2006-2010 e compreendem o processo de reorganização do projeto da educação pública da rede estadual de ensino, instalado no período de pós reforma do Estado mínimo, em que se restabelece no Espírito Santo, o contrato da função social da escola e impõe uma nova relação entre governo, sociedade e profissionais da educação. O argumento desenvolvido é que este processo político gerou uma nova formatação do trabalho docente em no Espírito Santo. A pesquisa foi realizada a partir da análise bibliográfica de autores clássicos da sociologia e da política, além de leitura da bibliografia nacional de importantes professores do campo da educação brasileira. E, ademais, a revisão bibliográfica se pautou nos autores referências no trabalho docente, que integram o campo das políticas educacionais no Brasil, do Grupo de Estudo Sobre Política Educacional e Trabalho Docente (GESTRADO/UFMG), da Associação Nacional de Pós-Graduação e Pesquisa em Educação, ANPED, no Núcleo de Estudos e Pesquisas Educacionais (NEPE/UFES) que compõem o quadro teórico da presente pesquisa. Na análise documental, foi selecionado os projetos de lei e portarias que regulam o sistema de educação da rede estadual de ensino do Espírito Santo de maior relevância, a lei subsídio do magistério estadual (Lei complementar nº 428 de 18 de Dezembro de 2007), o currículo básico comum, a implementação do sistema estadual de avaliação em larga escala, através do Programa de Avaliação da Educação Básica do Espírito Santo PAEBES, do Índice de Desenvolvimento Escolar, do bônus desempenho (Lei Complementar nº 504 de 23 de Novembro de 2009). Na análise quantitativa analisou-se os dados do surveyreferentes a Rede Estadual de Ensino do Estado do Espirito Santo, aplicado na pesquisa O trabalho docente na Educação Básica no Brasil , realizada com a coordenação do Gestrado e do NEPE. O presente trabalho compreende que os anos de 2006-2010 trata do período histórico sob o qual se realizou uma nova regulação do trabalho docente, com o agravamento de sua precarização, em que se predominou o ápice do projeto gerenciale tecnocrático na rede estadual de ensino do ES, sob a base das noções do produtivismo, desempenho, eficiência e eficácia / This dissertation aims to discuss the impact of educational policies implemented by Paulo Hartung Government during his second term, specifically the teaching policies situated between the years 2006-2010. Theses policies included the reorganization of the entire state public system, initially installed during the post reform of the minimal state ( Estado Minimo), in which the school social function contract is restored. It also imposed a new relationship between government, society and education professionals, generating a new teaching format in the State of Espirito Santo. This research was conducted based on literary reviews of classical authors in the field of sociology, political sciences, education and historiography. In addition to the classical authors, this work also includes current authors, professionals and professors who are leading national references in the field of educational teaching policies in Brazil. It also includes some research groups such as the Study Group on Education Policy and Docent work (GESTRADO / UFMG), the National Association of Graduate Studies and Research in Education (ANPED), part of the research group in Educational Studies (NEPE / UFES) that comprises the theoretical framework on this research. For the document analysis were selected laws and ordinances considered to be of greatest importance. These laws and ordinances regulates the state schools educational system, some of them are: the government funding law (Complementary Law No. 428 of December 18, 2007), the core curriculum implementation and assessment ordinances, implemented on a large scale through the State Program of Basic Education Assessment of the state of Espirito Santo - (PAEBES), the Development School Index, and the performance bonuses (Complementary Law No. 504 of November 23, 2009). In the quantitative analysis was used the data collected in the Espirito Santo State Schools trough a Survey conducted, entitled "The docent work in the primary and secondary Educational system in Brazil" coordinated by Gestrado and NEPE. Finally, this work investigates a historical period from 2006 to 2010 in which the whole educational system became precarious due to the new set of regulations and policies implemented. This new technocratic and managerial project established and disseminated itself based on the notions of productivity, performance and efficiency

In a democratic South Africa, a variety of factors are necessary to ensure effective school governance and management. One of these factors is shared decision-making (SDM). SDM is a process of making decisions in a collaborative manner at the school level. Those responsible for implementing a decision must be actively and legitimately involved in making the decision. In South African schools today, SDM is no longer an option. The new framework of SDM is embedded in the South African Schools Act (Act 84 of 1996). According to the Act, parents, learners and teachers should be given the opportunity of participating in decisions on educational matters. In this study, the researcher set out to investigate and explore effective decision-making of secondary school principals in the Thabo Mofutsanayana Education District (THMOED) of the Free State Province. In an endeavour to realize that end, an open-ended questionnaire, individual and focus group interviews were used to collect data. The main aim was to find out how teachers, learners, parents and principals experienced decision-making in their schools. The main findings of this research were that, decisions-making practices in the secondary schools in the THMOED still adhered to pre-democratic formal lines of authority. In other words, the locus of control and decision-making powers resided mainly with the principals, with minimum participation of other stakeholders. Consequently, there were dissatisfactions and concerns raised by the participants. The concerns were directed at the management and included lack of communication, lack of transparency, unacceptable disciplinary procedures, autocratic leadership styles and centralized decision-making. According to the findings, it would appear that democratic models of governance were insufficiently used or overlooked by the principals. Concerns raised by the respondents were a clear indication that much needed to be done to change the mind-set of the principals. / Educational Studies / D.Ed (Education Management)

Self-management is a relatively new concept in South Africa. The transformation of education after 1994 resulted in the promulgation of the South African Schools Act (SASA) 84 of 1996, which started the process of decentralisation of education. The SASA mandates the school governing bodies (SGBs) to play an active role in decision making in schools. The justification for the self-management of schools is that it promotes effectiveness and efficiency in schools. The aim of the study was to investigate the challenges that are faced and the benefits/opportunities that exist for self-managing schools. The secondary aim of the study was to investigate how self-managing schools could be supported so that they become more efficient and effective. This study focuses on 2 ex-DET self-managing schools in Gauteng. The findings reveal that teamwork amongst educators, parents and communities is essential for self-managing schools to be effective and efficient. / Educational Studies / M.Ed. (Education Management)

The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management)

In a democratic South Africa, a variety of factors are necessary to ensure effective school governance and management. One of these factors is shared decision-making (SDM). SDM is a process of making decisions in a collaborative manner at the school level. Those responsible for implementing a decision must be actively and legitimately involved in making the decision. In South African schools today, SDM is no longer an option. The new framework of SDM is embedded in the South African Schools Act (Act 84 of 1996). According to the Act, parents, learners and teachers should be given the opportunity of participating in decisions on educational matters. In this study, the researcher set out to investigate and explore effective decision-making of secondary school principals in the Thabo Mofutsanayana Education District (THMOED) of the Free State Province. In an endeavour to realize that end, an open-ended questionnaire, individual and focus group interviews were used to collect data. The main aim was to find out how teachers, learners, parents and principals experienced decision-making in their schools. The main findings of this research were that, decisions-making practices in the secondary schools in the THMOED still adhered to pre-democratic formal lines of authority. In other words, the locus of control and decision-making powers resided mainly with the principals, with minimum participation of other stakeholders. Consequently, there were dissatisfactions and concerns raised by the participants. The concerns were directed at the management and included lack of communication, lack of transparency, unacceptable disciplinary procedures, autocratic leadership styles and centralized decision-making. According to the findings, it would appear that democratic models of governance were insufficiently used or overlooked by the principals. Concerns raised by the respondents were a clear indication that much needed to be done to change the mind-set of the principals. / Educational Studies / D.Ed (Education Management)

Self-management is a relatively new concept in South Africa. The transformation of education after 1994 resulted in the promulgation of the South African Schools Act (SASA) 84 of 1996, which started the process of decentralisation of education. The SASA mandates the school governing bodies (SGBs) to play an active role in decision making in schools. The justification for the self-management of schools is that it promotes effectiveness and efficiency in schools. The aim of the study was to investigate the challenges that are faced and the benefits/opportunities that exist for self-managing schools. The secondary aim of the study was to investigate how self-managing schools could be supported so that they become more efficient and effective. This study focuses on 2 ex-DET self-managing schools in Gauteng. The findings reveal that teamwork amongst educators, parents and communities is essential for self-managing schools to be effective and efficient. / Educational Studies / M.Ed. (Education Management)