Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Divorce is a common phenomenon throughout the world. According to the South African Population census in 1996 (Stats SA, 2001: 1.7) almost a tenth of the individuals that got married that year, had been separated or divorced. In the United States of America it is estimated that almost one out of every two couples eventually divorce (Dreman, 1999: 150). According to Pedro-Carroll, Sutton and Wyman (1999:467) many children may be at risk as a result of the negative consequences of marital disruption. These children challenge us, as educators, to support them in ways that will reduce risk factors and promote resilient outcomes for them. The statement by Pedro-Carroll et al. (1999:467) provides a rationale for this study, namely that children from divorced families may need support when experiencing the consequences of divorce. I argue that the school system, especially educators, play an important role in supporting children form divorced families. The school environment may serve as a source of support for children from divorced families, where educators are in a good position to be empathic to these children's problems and needs (Bray and Berger, 1992:73; Dreman, 1999:163). Therefore, I explored the phenomenon of educators' experiences of their role in supporting children from divorced families. The methods I made use of was firstly, semi-structured interviews to gain the educators' experiences individually. Two focus group sessions followed, where I also determined their experiences in a group dynamic. Through the produced and trascribed data I gained new insights into educators' experiences on this matter, by identifying themes from their experiences. One hundred and sixty one (161) themes were identified from the produced data. The findings were presented in four areas of experience, namely, educators' experiences in terms of:.the child; themselves; the school; and the parents. Some participants have experienced that generally children come across as uncertain and stressed, when their parents divorce, and that children may even feel that the divorce is his fault. It was also mentioned that children may exhibit psychosomatic symptoms due to the stress they experience. In terms of the educators' experiences of the school environment it was mentioned that the school provides structure for the children from divorced families. According to Wallerstein et al. (1980:277) the school can provide structure in a child's life at a time when the major structure of his life, the family, is crumbling. Mostly, educators have experienced that they do play an important role in supporting these children. Some even mentioned that they, as educators, have to sometimes fulfil a parental role for that child. According to Ligon and McDaniel (1970:76) educators are of inestimable help to children who bring their problems to them. I believe that the findings of this phenomenological study add credence to the research on educators as a supportive system for children from divorced families. / AFRIKAANSE OPSOMMING: Egskeiding is 'n algemene verskynsel deur die wêreld heen. Volgens die Suid- Afrikaans Populasie sensus in 1996 (Stats SA, 2001 :1.7), het ongeveer 'n tiende van die individue wat daardie jaar getroud is, geskei. In die Verenigde State van Amerika is daar beraam dat ongeveer een uit elke twee egpare uiteindelik skei (Dreman, 1999:150). Volgens Pedro-Carroll, Sutton en Wyman (1999:467) kan baie kinders moontlik onder risiko geplaas word as gevolg van die negatiewe gevolge van fn gebroke huwelik. Hierdie kinders daag ons, as opvoeders, uit om hulle op wyses te ondersteun wat risiko faktore sal verminder en veerkragtige uitkomste vir hulle sal bevorder. Die stelling gemaak deur Pedro-Carroll et al. (1999:467) voorsien die studie van fn gegronde beredenering, naamlik dat kinders van geskeide gesinne moontlik ondersteuning benodig wanneer hulle die gevolge van egskeiding ervaar. Ek beredeneer dat die skool sisteem, spesifiek onderwysers, fn belangrike rol speel in die ondersteuning van kinders uit geskeide gesinne. Die skoolomgewing kan moontlik dien as fn bron van ondersteuning vir kinders van geskeide gesinne, waar onderwysers in 'n goeie posisie is om empaties te wees teenoor hierdie kinders se probleme en behoeftes (Bray en Berger, 1992:73; Dreman, 1999:163). Vir hierdie rede het ek die fenomeen van onderwysers se ervarings van hul rol in die ondersteuning van kinders uit geskeide gesinne, ondersoek. Die metodes waarvan ek gebruik gemaak het was eerstens, semi-gestruktureerde onderhoude om die onderwysers se ervarings individueel in te win. Twee fokus groep sessies het gevolg, waarin ek ook hul ervarings bepaal het in 'n groepsdinamiek. Deur die geproduseerde en getranskribeerde data het ek tot nuwe insigte gekom rakende onderwysers se ervarings in hierdie verband, deur temas te identifiseer vanuit hulle ervarings. Een honderd een en sestig (161) temas is geïdentifiseer vanuit die geproduseerde data. Die bevindinge is voorgestel in vier areas van ervaring, naamlik, onderwysers se ervarings van: die kind; hulself; die skool; en die ouers. Sommige van die onderwysers het ervaar dat kinders oor die algemeen as onseker en gespanne voorkom wanneer hulouers skei. Die kind kan selfs voel dat die egskeiding sy skuld is. Daar is ook genoem dat kinders psigosomatiese simptome kan toon weens spanning wat hul moontlik ervaar. In terme van die onderwysers se ervarings van die skoolomgewing is genoem dat die skool struktuur voorsien aan kinders van geskeide gesinne. Volgens Wallerstein et al. (1980:277) kan die skool struktuur voorsien in 'n kind se lewe in 'n tyd waar die hoofstruktuur van sy lewe, sy gesin, verbrokkel. Die onderwysers het meestal ervaar dat hulle wel 'n belangrike rol speel in die ondersteuning van hierdie kinders. Sommige van die onderwysers het selfs genoem dat hulle somtyds 'n ouerlike rol vervul vir so 'n kind. Volgens Ligon en McDaniel (1970:76) is onderwysers van onskatbare hulp vir kinders wat hul probleme na hulle toe bring. Ek vertrou dat die bevindinge van hierdie fenomenologiese studie geloofwaardigheid byvoeg tot die navorsing van onderwysers as 'n ondersteuningsisteem vir kinders van geskeide gesinne.

M.Ed. / South African education is emerging from one phase of history, the phase of a segregated education system, into another phase where the nature is still to be defined. This emergence will bring along with it transformations unknown over the previous phase of educational history which lie mainly on the level of humanity, that is to say changes affecting the beliefs, attitudes, norms and values of the individuals and the community they belong to. The whole concept of man-in-the-world as the establishment of the world, the environment of the educator as well as the educand in this total situation, leads us to conceive of education as an interhuman phenomenon. The establishment of relationships in the world is a continuous effort to give completeness to man's existence by appropriating and adopting the historical development of the cultural situation. The interaction and the close relationship of culture and education in general is indisputable. For education to succeed, man comes to the fore while his culture forms the background. The opening up of "white schools" to all the population groups in South Africa did not bring about a greater understanding of the complexity and pluralistic nature of the South Africa society. The cultural factors in education play an important role in the application of universal educational and cultural principles in the provision of education. The cultural position of the black learner in Model C or multicultural schools has been eroded and is being marginalised by socio-political and educational issues quite beyond his area of competence as a learner. As a result, the expectations the teacher has of the black pupils are too great and are daunting for the pupil. Both the teacher and the learner are not competent enough, they are being dis-empowered. It is at this point that problems in the teaching-learning situation manifest themselves. The transformation process currently taking place in most multicultural schools has many problems relating to this. There are definite areas of concern which need to be looked into, solutions to be found and implemented in order to assist the black pupil. and his teachers to find their feet in the new education dispensation. Essentially a ground motive in every community is a motive of that particular community, the driving force behind all activities, including educational activities - the spiritual root of a particular community, so to speak. The cultural aspects in education will probably remain one of the most critical areas determining whether South Africa can in fact achieve the same education through one and the same department, one and the same curriculum, one and the same examination format. This study will attempt to research the cultural aspects of education concentrating on Model C schools and will put forward some recommendations for the implementation of solutions to the problems the black learner is confronted with.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-17T15:23:55Z No. of bitstreams: 1 patriciamarquesfreirehosterno.pdf: 1525192 bytes, checksum: 8ef21af42b83721d4ac9edafc08e03f0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-20T13:10:43Z (GMT) No. of bitstreams: 1 patriciamarquesfreirehosterno.pdf: 1525192 bytes, checksum: 8ef21af42b83721d4ac9edafc08e03f0 (MD5) / Made available in DSpace on 2018-04-20T13:10:43Z (GMT). No. of bitstreams: 1 patriciamarquesfreirehosterno.pdf: 1525192 bytes, checksum: 8ef21af42b83721d4ac9edafc08e03f0 (MD5) Previous issue date: 2018-01-29 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute as dificuldades na gestão dos recursos financeiros recebidos pelas Associações de Pais, Mestres e Comunitários (APMCs) das escolas da Coordenadoria Distrital de Educação 03 (CDE 03) da Secretaria de Estado e Qualidade de Ensino (Seduc-AM), localizadas na zona centro-oeste e centro-sul de Manaus. Como objetivo geral para este estudo, intencionou-se identificar as principais dificuldades das APMCs para realizar a gestão dos recursos financeiros, considerando-se a necessidade do cumprimento das leis e normas estabelecidas para aplicação dos recursos destinados às escolas públicas, e propor, a partir dos resultados da pesquisa, um Plano de Ação Educacional (PAE) voltado para a melhoria do planejamento, execução e prestação de contas dos recursos financeiros, bem como para o fortalecimento da autogestão escolar. Nesse sentido, definimos como questão norteadora para o caso: quais os entraves à gestão dos recursos financeiros realizada pelas APMCs da CDE 03? Diante de tal contexto, assumimos como hipótese que os membros das APMCs desconhecem as legislações dos programas federais e estaduais e os critérios de repasse dos recursos vinculados a eles, bem como as obrigações legais, ou seja, as atribuições enquanto entidade de direito privado que declara tributos e, ainda, que os membros da Diretoria da APMC, em especial presidente e tesoureiro, não possuem um tempo específico dentro de sua carga horária de trabalho na escola destinado para realizar as ações que competem a tais funções. Como conceitos teóricos principais discutidos, debatemos a descentralização das políticas e recursos educacionais, a partir de Oliveira (2014); o planejamento participativo, com base em Gandin (2001) e Ganzeli (2001); o autogoverno e a autonomia, por meio das discussões de Parente e Lück (1999) e Barroso (2004); o planejamento e a gestão, amparados em David et al (2012); a gestão de recursos, balizados em Mendes e Nunes (2007); a administração escolar, a partir de Paro (2010) e a prestação de contas, com base em Costa, Silva e Nova (2014), entre outros. Para a pesquisa de campo, utilizamos as entrevistas semiestruturadas, destinadas aos presidentes das APMCs e aos diretores de quatro escolas da CDE 03. As principais conclusões da análise confirmaram as hipóteses iniciais, apontando para: o desconhecimento por parte dos sujeitos das competências, legislação, dos aspectos contábeis, bem como a ausência de articulação da aplicação de recursos e proposta educacional da escola; a dificuldade na organização e apresentação da documentação exigida para a prestação de contas. Assim, o PAE está formulado com base em três proposições: formação continuada e em contexto em gestão financeira, encontro de APMCs e Conselhos Escolares para a gestão financeira na escola e criação de um espaço on-line para interação APMCs/CDE 03. / The present dissertation was conducted within the scope of the Professional Master's Degree in Management and Educational Evaluation (PPGP) of the Public Policies and Educational Evaluation Center at the Universidade Federal de Juiz de Fora (CAEd/UFJF). The case of management studied discusses the difficulties in managing financial resources received by the Parents, Teachers and Community Associations (APMCs) of the schools at the District Office of Education 03 (CDE 03) in the Secretary of State and Quality of Education (Seduc–AM), located at the Central-west and South Central part of Manaus. As the main aim, it was intended to identify the main difficulties of the APMCs to manage financial resources, considering the need to comply with laws and established rules for the application of resources in public schools; and propose, from the results of the research, an Educational Action Plan (PAE) aimed at improving the planning, execution and accountability of financial resources, as well as strengthening school self-management. In this sense, we define as the leading question for the case: what are the obstacles to the management of financial resources carried out by the APMCs of CDE 03? Given the context of the study, we assume as a hypothesis that the members of the APMCs are unaware of the federal and state legislation and the criteria for transferring resources related to them, as well as the legal obligations, that is, the attributions as a private law entity that the members of the APMC board of directors, especially the president and treasurer, do not have a specific time within their working hours in the school to carry out the actions that are not due to such functions. As main theoretical concepts approached, we discussed the decentralization of educational policies and resources from Oliveira (2014), the participatory planning based on Gandin (2001) and Ganzeli (2001), self-government and autonomy by means of discussions by Parente and Luck ( 1999) and Barroso (2004), planning and management by David et al. (2012), resource management by Mendes and Nunes (2007), school management by Paro (2010) and accountability by Costa, Silva and Nova (2014), among others. For the field research, we used the semi-structured interviews with the APMCs presidents and the principals of four schools at the CDE 03. The main conclusions of the analysis confirmed the initial hypotheses, pointing to the lack of knowledge by the subjects of the competences, legislation, accounting aspects, as well as the absence of articulation of the application of resources and school educational proposal; difficulty in organizing and presenting the documentation required to the accountability. The PAE is formulated on the basis of three propositions: continuous and in-service training in financial management, APMCs meeting and School Councils for financial management in the school and creation of an online space for APMCs/CDE 03 interaction.

Department of Curriculum Studies and Education Management / MEDEM

Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented. / DEVELOPMENT STUDIES / MA (DEVELOPMENT STUD)

Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented. / DEVELOPMENT STUDIES / MA (DEVELOPMENT STUD)