Made available in DSpace on 2016-04-29T14:17:25Z (GMT). No. of bitstreams: 1 Maria do Rosario Correa de Salles Gomes.pdf: 3598634 bytes, checksum: 7a9f93dbb6953a46f60daa262fbd60dd (MD5) Previous issue date: 2008-05-21 / It is in course the elaboration of a new federative pact of Social Assistance Politic management, given by the implantation process of Social Assistance Unique System (SUAS). It means a no-contributive public system, decentralized and participative that give effectiveness to Social Assistance National Politic a closely bound division of responsibility between the federate beings, in a shared way of management, of co-financing and technical cooperation. Under the load of a process of political-administrative decentralization emphasized during the last 20 years of city council is made a need of a practical exercise re-definition of competences and responsibilities of each governmental scope. A first hypothesis suggest that the implementation of public social assistance decentralizing (therefore after 1988) is happening , primordially under a higher municipal and federal scope protagonist, beside a more dubious and secondary state scope protagonist. In such case, is needed a consideration of the influence of previous politics legacy for the actual proposition of a national politic of no-contributive social protection, that has not a republican tradition of social assistance partaken management. In such case, the institutional appearance of social assistance as state responsibility is presented, alongside the history, under different rhythms and times to the federate people. It s interesting to recognize the way how was shaped in the Brazilian states the responsibility about social assistance, which historic presence in Brazilian federation possess a political force that antecede the municipal presence in the federative pact. To refine the definition of the particular state responsibility management of an unified scheme undergo the knowledge of historic conditionings that determinate the management organs actual conformation, as well as the resistance and facilities to join a new federative pact required by SUAS. In such sense, the particular examination of eight states permit to detect similarities and differences among themselves, approximation of federal scope influence over the state and regional order particularities / Está em curso a elaboração de um novo pacto federativo de gestão da Política de Assistência Social, dado pelo processo de implantação do Sistema Único de Assistência Social (SUAS). Trata-se de um sistema público não-contributivo, descentralizado e participativo que dá efetividade à Política Nacional de Assistência Social, vinculado à divisão de responsabilidades entre os entes federados, a um modo de gestão compartilhada, ao co-financiamento e a cooperação técnica. Sob o peso de um processo de descentralização político-administrativa que enfatizou, ao longo dos últimos 20 anos a municipalização, faz-se mister a redefinição do exercício prático das competências e responsabilidades de cada esfera governamental. Uma primeira hipótese sugere que a implementação da descentralização da assistência social pública (portanto, após 1988) vem ocorrendo, primordialmente sob o protagonismo mais forte das esferas municipal e federal, ao lado de um protagonismo mais incerto e secundário da esfera estadual. Considera-se, para tanto, a influência do legado de políticas prévias para a atual propositura de uma política nacional de proteção social não-contributiva, que não tem tradição republicana na gestão compartilhada da assistência social. Assim, o surgimento da institucionalidade da assistência social como responsabilidade estatal aparece, ao longo da história, em ritmos e tempos diferentes para os entes federados. Interessa conhecer, então, o modo como se configurou nos estados brasileiros a responsabilidade pela assistência social, cujo protagonismo histórico na configuração da federação brasileira tem força política que antecede a presença dos municípios no pacto federativo. Aprimorar a definição da particularidade da responsabilização estadual na gestão de um sistema unificado passa por conhecer os condicionantes históricos que determinam a atual conformação dos órgãos gestores, bem como as resistências e facilidades para aderir ao novo pacto federativo requerido pelo SUAS. Nesse sentido, o exame particular de oito estados permite detectar semelhanças e diferenças entre si, as aproximações da influência da esfera federal sobre a estadual e particularidades de ordem regional

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Given the general poor state of health care and the devastating effect of user fee, the National Health Insurance Scheme (NHIS) was instituted as a health financing policy with the main purpose to ensure universal access for all Nigerians. However, since NHIS became operational in 2005, only members of scheme are able to access health care both in the public and in private sectors, representing about 3% of Nigerian population. The thesis therefore examines the design and implementation policy of NHIS in Oyo state, Nigeria. Key design issues conceptual framework guides the analysis of data. The framework identifies three health interrelated financing functions namely revenue collection, risk pooling and purchasing. Data was collected from the NHIS officials, employees of the Health Maintenance Organisations (HMOs) and the Health Care Providers (HCPs) using key informant interview. In addition, in-depth interview and semi structure questionnaire were used to gather data from the enrolees and the nonenrolees. Empirical findings show that NHIS is fragmented given the existence of several programmes. In addition, there is no risk pooling neither redistribution of funds in the scheme. Revenue generated through contributions from the enrolees was not sufficient to fund health care services received by the beneficiaries because of the small percentage of the Nigerian population that the scheme covers. Further findings indicate that enrolled federal civil servants have not commenced monthly contribution to the NHIS. They pay 10% as co-pay in every consultation while federal government as an employer subsidised by 90%. Majority (76.8%) of the respondents agreed that they were financially protected from catastrophic spending. However, the overall benefit package was rated moderate because of exclusion of some priority and essential health care needs. Although above half (57%) of the respondents concurred that HMOs are accessible, in the overall, (47.6%) of the respondents were not satisfied with their services. In the case of the HCPs, majority (61.9%) of the respondents claimed that there is no excessive waiting time for consultation. Furthermore, (64.3%) rated their interpersonal relationship with the HCPs to be good. However, more than half of the respondents (54%) disagreed on availability of prescribed drugs in NHIS accredited health facilities. For the nonenrolees, findings show that most of the respondents (72.9%) were willing to enrol, but significant proportion (47.5%) indicated financial constraint as impediment to enrolment. / Sociology / D. Phil. (Sociology)

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)