Considering the advent and the expansion of the National Programme of Student Assistance (PNAES), and its requirement as the establishment of mechanisms for monitoring and evaluation by the federal universities, this research is thematic actions subsidized by student assistance policy. This study aimed to analyze the actions performed in Permanence Plan UNIPAMPA in terms of promoting results regarding permanence, avoidance, retention and completion of the institution's students. Therefore, there was a case study with a qualitative and quantitative approach, as well as exploratory and descriptive, with the following sources of evidence: literature, documentary research, participant observation and questionnaire. The instrument was structured based on each research subject: beneficiaries of UNIPAMPA the Stay Plan in the period 2009-2015 (regular and former students); Deans of student assistance (or equivalent) of IFES; Deans of Graduate and Student of UNIPAMPA assistance; and representatives of NUDEs, which are the sectors responsible for the materialization of student assistance actions in the study IFE. For the beneficiary students Permanence Plan, 543 shares were obtained, exceeding the calculated minimum sample size (367 students) for the defined population (4,478 students), and around 4,605 emails were fired. The questionnaires for student assistance managers were sent to 63 Brazilian IFES, yielding 14 returns, including UNIPAMPA. There was no return of the Dean of Undergraduate study IFE. Considering professionals of nudes, 8 answers were obtained. Data analysis was performed using descriptive statistics and the content analysis method, starting for the conclusions. As a result, it was found that no information was found on the websites or these were insufficient on the way the IFES evaluate their permanence actions, with a view to compliance with Decree 7234/2010-PNAES, with respect to its Article 5, which states that "it is for the federal higher education institutions establish mechanisms for monitoring and evaluation of PNAES". The results indicate that the actions taken in Permanence Plan contribute to promoting results as residence and academic success of students, but they are not the only factors to be considered by management. It was concluded that the IFES are advancing in the implementation of mechanisms to monitor and evaluate the implementation of PNAES. / Considerando o advento e a ampliação do Programa Nacional de Assistência Estudantil (PNAES), e sua exigência quanto à fixação de mecanismos de acompanhamento e avaliação pelas universidades federais, esta pesquisa tem por temática as ações subsidiadas pela política de assistência estudantil. Assim, este estudo teve como objetivo analisar as ações realizadas no Plano de Permanência da UNIPAMPA em termos de promover resultados quanto à permanência, evasão, retenção e conclusão dos alunos da instituição. Para tanto, realizou-se um estudo de caso, com uma abordagem qualiquantitativa, e de caráter exploratório-descritivo, com as seguintes fontes de evidências: pesquisa bibliográfica, pesquisa documental, observação participante e questionário. O instrumento de coleta foi estruturado com base em cada sujeito da pesquisa: beneficiários do Plano de Permanência da UNIPAMPA no período 2009-2015 (alunos regulares e egressos); Pró-Reitores de assistência estudantil (ou equivalentes) das IFES; Pró-Reitores de Graduação e de Assistência Estudantil da UNIPAMPA; e representantes dos NuDEs, que são os setores responsáveis pela materialização das ações de assistência estudantil na IFE estudada. Em relação aos estudantes beneficiários do Plano de Permanência, obteve-se 543 participações, superando a amostra mínima calculada (367 alunos) para a população definida (4.478 alunos), sendo que foram disparados em torno de 4.605 emails. Os questionários relativos aos gestores de assistência estudantil foram enviados às 63 IFES brasileiras, obtendo-se 14 retornos, incluindo da UNIPAMPA. Não houve retorno da Pró-Reitoria de Graduação da IFE estudada. Obteve-se 8 respostas de profissionais dos NuDEs. A análise dos dados foi realizada por meio de estatística descritiva e pelo método de Análise de Conteúdo, partindo-se para as conclusões. Como resultados, verificou-se que não foram encontradas informações nos sites ou estas foram insuficientes sobre a forma com que as IFES avaliam suas ações de permanência, com vistas ao cumprimento do Decreto 7234/2010-PNAES, no que tange ao seu Artigo 5º, que estabelece que cabe às instituições federais de ensino superior fixar mecanismos de acompanhamento e avaliação do PNAES . Os resultados indicam que as ações realizadas no Plano de Permanência contribuem para promover resultados quanto à permanência e ao sucesso acadêmico dos alunos, mas não são os únicos fatores a serem considerados pela gestão. Concluiu-se que as IFES estão avançando na implementação de mecanismos para acompanhar e avaliar a execução do PNAES.

PINHEIRO, Aline Freitas Dias. Avaliação da assistência estudantil: possibilidades e limites e uma política pública educacional. 2015. 142f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-01-20T15:08:44Z No. of bitstreams: 1 2015_dis_afdpinheiro.pdf: 5392471 bytes, checksum: 7f0db421962c59fea5c9368bbe5561f2 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-01-20T16:42:57Z (GMT) No. of bitstreams: 1 2015_dis_afdpinheiro.pdf: 5392471 bytes, checksum: 7f0db421962c59fea5c9368bbe5561f2 (MD5) / Made available in DSpace on 2016-01-20T16:42:57Z (GMT). No. of bitstreams: 1 2015_dis_afdpinheiro.pdf: 5392471 bytes, checksum: 7f0db421962c59fea5c9368bbe5561f2 (MD5) Previous issue date: 2015 / The present work made an impact evaluation at Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE), Fortaleza campus, of students’ politics and assistance. As an aim to understand how this politics have been developing along with the learners that fall back upon it to remain in the referred learning institution, this research aimed to know if this politics has been reaffirming itself as a student’s right, enabling them to complete their studies, and also how social actors, that are involved with students assistance (students, social assistants of Social Services Coordination, director of students matters and financial management directory), see it, lead it and what meanings they have about this politics to identify its potentialities and limits. For this purpose, this work shows some discussions about the context where students’ assistance has risen, the understanding of it as educational public politics turned to the maintenance of the students in the learning federal institutions, and specifically its implantation in IFCE, Fortaleza campus. Some semi-structured interviews have been conducted in order to get to the proposed aims, as well as participant observations and daily field records. / O presente trabalho realizou uma avaliação de impacto no Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE), campus Fortaleza, da política de assistência estudantil. Com o intuito de compreender como essa política vem se desenvolvendo junto aos discentes que a ela recorrem para permanecer na referida instituição de ensino, esta pesquisa objetivou conhecer se tal política vem se afirmando como um direito do aluno, possibilitando que este conclua seus estudos, e como os atores sociais que estão envolvidos com assistência estudantil (estudantes, assistentes sociais da Coordenação de Serviço Social, diretora de assuntos estudantis e diretora de gestão orçamentária) veem-na, conduzem-na e que significados possuem dessa política, para identificar suas potencialidades e limites. Para tanto, este trabalho apresenta algumas discussões sobre o contexto em que nasceu a assistência estudantil no Brasil, o entendimento desta como política pública educacional voltada para a manutenção do aluno nas instituições federais de ensino e, especificamente, sua implantação no IFCE, campus Fortaleza. Para chegar aos objetivos propostos, foram realizadas entrevistas semiestruturadas, bem como observação participante e registros em diário de campo.

MEd (Educational Psychology) / Department of Foundations of Education / This study examined the impact of guidance and counselling on learning outcomes. The study was comparative study of two high schools in Vhembe district located in the Northern part of Limpopo Province, South Africa. A mixed method design was employed, consisting of qualitative and quantitative approaches. For the quantitative part an experimental design and a questionnaire were used. Independent samples entailed t-tests to compare the performance of the experimental and control group, a chi-square of association was used to determine the presence/absence of alignment between career and subject choices after counselling, while paired samples t-tests were used to ascertain if there was any improvement in the performance of the two groups. In addition, written mark schedules of pre-test, post-test and a short questionnaire for learners were analysed quantitatively. For the qualitative component face-to-face, semi-structured interviews were used while the purposive sampling technique was used to select 8 Life Orientation teachers, of which 4 were from school A and the other 4 were from school B. In addition, 2 Life Orientation heads of department were interviewed on challenges in implementing Guidance and Counselling in the school curriculum. For the quantitative data analysis, the chi-square and t- test of association was used to determine if there was any difference in career and subject choices alignment and performance between learners exposed to counselling and those not exposed to the program. The overall mean scores were calculated, and the chi-square test was used to indicate if there was any significant difference in career choices and subject alignment and performance between the group that received guidance and counselling and the group which did not receive such support. Fifty learners from the two selected schools were randomly selected, whereby 25 were used for the experiment and the other 25 as a control group. The experimental results indicated that learners who were exposed to guidance and counselling showed improvement in their learning outcomes while those who were not exposed to counselling showed no improvement in their learning outcomes. The fact that group that received guidance and counselling improved suggest that guidance and counselling services should be strengthened in all schools through departmental policy review meetings. / NRF