<p>Detta arbete handlar om den tekniska utbildningen i Försvarsmakten, närmare beskrivet hur en kursbeskrivning för systemmekaniker och tornmekaniker genomförs praktiskt och hur den skall genomföras teoretiskt. Uppsatsen kommer inte att behandla hela utbildningen. Den kommer bara behandladen minsta delen av utbildningen - den del som innefattar soldatutbildningen. Syftet med att skriva detta arbete är att komma fram till om den tekniska utbildningen genomförs på ett kvalitativt sätt och kontrollera om en mekaniker kan agera i subarktisk miljö efter sin genomförda utbildning. Denna uppsats är uppbyggd på följande sätt. Först genomförde jag en kvalitativ innehållsanalys för att få en grundstomme i arbetet. Detta följdes av kvalitativa intervjuer för att få veta hur utbildningen genomförs i praktiken. Avslutningsvis diskuterades de frågor jag ställde för att kunna avrunda arbetet ur mina egna synvinklar samt att göra subjektiva bedömningar. Slutsatserna som dragits i denna uppsats är att det finns brister i utbildningen och i kursplaner av tornsystemmekaniker. Bristerna i utbildningen som blev uppenbara är att utbildare inte alltid utbildar på det som skall utbildas som är i detta fall ”kallt väder” utbildning. Detta på grund av att utbildare ser denna del av utbildning som tidstjuv och hellre fokuserar på den tekniska utbildningen. De brister i kursbeskrivningen som kom fram under min rapport är att torn- och systemmekanikerutbildningarna inte är i synk med varandra. Det innebär att utbildningarna inte alltid strävar mot samma mål. Tornmekanikerna genomför enligt kursplan en ”kall väder”-utbildning men inte systemmekanikerna och på grund av detta kan det vara svårt för dessa att samarbeta efter sin genomförda utbildning.</p> / <p>This work is about the technical training of the Armed Forces. It is a closer description how a course description for system mechanics and turret mechanics are implemented in practice and how it should be done theoretically. The essay will not treat the full training, it will only deal with the smaller part of the training, the soldier training. The purpose of writing this work is to show how the technical training is conducted in a qualitative way and check whether a mechanic can operate in a subarctic environment after the training is completed. This paper will be structured as follows. First, I conduct a qualitative content analysis to provide a foundation, this will be followed by qualitative interviews to discover how training is conducted in practice. Finally, I will discuss the issues I have set out, from my own points of view. The conclusions which have been drawn from this paper are that there are gaps in training and in curricula of turret-system mechanics. The shortcomings of the education that became obvious are that educators do not always deliver, "cold weather". This is because the trainer views this part of the training as taking away time, and would rather focus on the technical training. The shortcomings in the course description that developed from my report are that the turret and system mechanic training are not in sync with each other, it means that courses are not always pursuing the same objectives. Turret mechanics implement curriculum as a "cold weather" training, but not the system mechanics and for this reason it may be difficult for them to cooperate after their education is complete.</p>

Detta arbete handlar om den tekniska utbildningen i Försvarsmakten, närmare beskrivet hur en kursbeskrivning för systemmekaniker och tornmekaniker genomförs praktiskt och hur den skall genomföras teoretiskt. Uppsatsen kommer inte att behandla hela utbildningen. Den kommer bara behandladen minsta delen av utbildningen - den del som innefattar soldatutbildningen. Syftet med att skriva detta arbete är att komma fram till om den tekniska utbildningen genomförs på ett kvalitativt sätt och kontrollera om en mekaniker kan agera i subarktisk miljö efter sin genomförda utbildning. Denna uppsats är uppbyggd på följande sätt. Först genomförde jag en kvalitativ innehållsanalys för att få en grundstomme i arbetet. Detta följdes av kvalitativa intervjuer för att få veta hur utbildningen genomförs i praktiken. Avslutningsvis diskuterades de frågor jag ställde för att kunna avrunda arbetet ur mina egna synvinklar samt att göra subjektiva bedömningar. Slutsatserna som dragits i denna uppsats är att det finns brister i utbildningen och i kursplaner av tornsystemmekaniker. Bristerna i utbildningen som blev uppenbara är att utbildare inte alltid utbildar på det som skall utbildas som är i detta fall ”kallt väder” utbildning. Detta på grund av att utbildare ser denna del av utbildning som tidstjuv och hellre fokuserar på den tekniska utbildningen. De brister i kursbeskrivningen som kom fram under min rapport är att torn- och systemmekanikerutbildningarna inte är i synk med varandra. Det innebär att utbildningarna inte alltid strävar mot samma mål. Tornmekanikerna genomför enligt kursplan en ”kall väder”-utbildning men inte systemmekanikerna och på grund av detta kan det vara svårt för dessa att samarbeta efter sin genomförda utbildning. / This work is about the technical training of the Armed Forces. It is a closer description how a course description for system mechanics and turret mechanics are implemented in practice and how it should be done theoretically. The essay will not treat the full training, it will only deal with the smaller part of the training, the soldier training. The purpose of writing this work is to show how the technical training is conducted in a qualitative way and check whether a mechanic can operate in a subarctic environment after the training is completed. This paper will be structured as follows. First, I conduct a qualitative content analysis to provide a foundation, this will be followed by qualitative interviews to discover how training is conducted in practice. Finally, I will discuss the issues I have set out, from my own points of view. The conclusions which have been drawn from this paper are that there are gaps in training and in curricula of turret-system mechanics. The shortcomings of the education that became obvious are that educators do not always deliver, "cold weather". This is because the trainer views this part of the training as taking away time, and would rather focus on the technical training. The shortcomings in the course description that developed from my report are that the turret and system mechanic training are not in sync with each other, it means that courses are not always pursuing the same objectives. Turret mechanics implement curriculum as a "cold weather" training, but not the system mechanics and for this reason it may be difficult for them to cooperate after their education is complete.

Submitted by Micheli Abreu (mabreu@fiocruz.br) on 2016-02-25T17:02:49Z No. of bitstreams: 1 Gustavo_Dantas_EPSJC_Mestrado_2015.pdf: 1635389 bytes, checksum: 88bec30d05b400c61849619bdc1e3030 (MD5) / Approved for entry into archive by Renata Azeredo (renataazeredo@fiocruz.br) on 2016-02-29T16:09:43Z (GMT) No. of bitstreams: 1 Gustavo_Dantas_EPSJC_Mestrado_2015.pdf: 1635389 bytes, checksum: 88bec30d05b400c61849619bdc1e3030 (MD5) / Made available in DSpace on 2016-02-29T16:09:43Z (GMT). No. of bitstreams: 1 Gustavo_Dantas_EPSJC_Mestrado_2015.pdf: 1635389 bytes, checksum: 88bec30d05b400c61849619bdc1e3030 (MD5) Previous issue date: 2015 / Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde. / Este estudo se debruçou sobre o cenário, as contradições, e as intencionalidades políticas que permeiam a Política de Formação dos Agentes Comunitários de Saúde (ACS), institucionalizada a partir do ano de 2004. O objetivo foi analisar os processos e relações que levaram o município de Recife a realizar a 2ª e 3ª etapas da formação técnica dos ACS nos anos de 2011 e 2012 para cerca de 1.500 trabalhadores. Trata-se de um estudo qualitativo, com referencial metodológico crítico, histórico e dialético, realizado por meio de análises de documentos e entrevistas com perguntas semiestruturadas, junto à sujeitos chaves na estruturação do da 2ª e 3ª etapas do curso Técnico de ACS nessa localidade, utilizando para análise dos dados a técnica de análise de conteúdo a partir do referencial de Bardin. Visou-se, através das informações colhidas, mapear as forças políticas envolvidas neste processo e que protagonizaram disputas neste cenário, utilizando o conceito de Hegemonia trazido por Antônio Gramsci como aporte teórico à essa compreensão. Os resultados expressaram a existência de quatro forças políticas disputando o processo formativo, alinhadas à concepções de políticas de Saúde que incidiram historicamente na formulação deste trabalhador. Os movimentos das alianças realizadas entre essas forças políticas foram decisivos na materialização da conclusão do curso. Espera-se, que este trabalho possa fomentar discussões sobre os rumos da política de Formação desta categoria, na perspectiva de contribuir para a construção de ações concretas para sua materialização enquanto Política Pública. / This study set out to investigate the setting, the contradictions, and the political intentions that have pervaded the Training Policies for Community Health Workers (CHW), which came into force from 2004. Our aim was to analyze the processes and relationships that led the city of Recife to implement the 2nd and 3rd stages of the technical training course for CHWs in 2011 and 2012 for around 1,500 workers. This was a qualitative study with a critical, historical and dialectical methodological framework, conducted through document reviews and semi-structured interviews with the key personnel involved in structuring of the 2nd and 3rd stages of the technical course for CHWs. Data was analyzed using Bardin’s technique. Through the information gathered, we set out to chart the political forces involved in this process, who had staged disputes within this scenario, using the concept of hegemony as developed by Antonio Gramsci as a theoretical contribution towards a greater understanding. The results we obtained conveyed the existence of four political forces vying for the training process, aligned with the concepts of health policies, which have rendered an historical influence over the formulation of this worker. The activities undertaken by the alliances formed between these political forces were decisive in ensuring the conclusion of the course. It is hoped that this work may foster discussions on the course of training policies within this field, in order to contribute to the construction of concrete actions for its materialization as Public Policy.

The subject of this thesis is the project of scientific and technological park in the Tomas Bata University in Zlín. This park is divided into three workplaces: the educational and training center, a workplace for applied research, and business center. This project is situated at the location of a former factory area of Baťa Company; specifically in its eastern part. This dissertation is focused on the analysis of the given location, evaluates it in terms of its potential, and finally sets out the main priorities that should be applied in the draft. The accompanying report then describes and specifies the project, as drawn graphically, in the form of situational patterns, plans, sections, perspectives, and visualizations. Specifically, the project deals with the reconstruction of the former manufacture building No. 24, proposes a construction of a new building no. 25, and provides a solution for space in between of these two buildings. The project primarily seeks to make the entire site more attractive, and bring it to the function which would implement the functions in the assignment of the technology park. The function of the technology park is divided with regard to the investors requirements. From the urban point of view, the project seeks to approach the problem stemming out of the essence of the place. The use of objects remaining on the site preserved, is designed not to disturb the architectural expression and static essence. Architectural expression of new objects is selected not to oppose the overall architectural expression of the site. The project also includes and evaluates the usage of solar energy.

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)