Thesis (M.A.)--University of Wisconsin, 1957. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 87-92).

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The main objective of this research is to understand workplaces as learning environments. More specifically, the research explored how a TVET college affords opportunities for lecturers for learning through participation in work activities with guidance and support for learning on the job from peers and more experienced colleagues. The research also explored factors which enable or constrain their learning and how they elected to engage with workplace affordances for learning. Drawing on data gathered through analysis of national and institutional policies and semi structured interviews this paper argues that The TVET College does offer opportunities for learning on the job for lecturers. The TVET College affords opportunities for participation in authentic work activities through which lecturers can develop knowledge and understanding of the practices which are relevant and applicable to their particular work context. It is also evident that guidance and support from peers and more senior colleagues are available to lecturers, both less and more experienced. Practices which could become elements of a strategy for co-participation and learning through work do exist at The TVET College. However, there are also limitations and it cannot be argued that intentional strategies for learning exist at The TVET College which can be seen as aspects of workplace pedagogy and workplace curriculum. Finally it is clear that TVET colleges are seen primarily as sites of learning for students; there is little focus on TVET colleges as sites for workplace learning for lecturers. This is an under-researched area in the policy and academic literature on TVET colleges and it is hoped that this study has made a contribution, even if a small one, to filling this gap.

The growth of a country depends on the improvement of its human resources. The TVET (Technical and Vocational Education and Training) system intends primarily to advance personal support and resources. Throughout education, people can build their knowledge, understanding, and skills to find a job. The TVET in Agriculture (ATVET) curriculum plays an essential role in designing interventions to deliver quality education, helping people increase productivity in the various agriculture sectors of economic activities, value chains, and associated occupations. The purpose of this research is to investigate what is necessisary to improve the agriculture technical and vocational education programs in Senegal by focusing on pedagogy and teaching strategies. Participants represented different ranges of teaching experience from five to more than ten years. The lead researcher interviewed two school directors and ten ATVET teachers. The interviews were semi-structured and were last from 30 minutes to one hour in Diourbel and Thies, Senegal. The researchers developed an interview protocol regarding the ATVET programs, implementation issues, and job market trends. The results showed that participants had various years of professional experience in the ATVET system and academic levels. All participants are well experienced and knowledgeable about working in strenuous physical and instructional conditions. The lack of infrastructure, equipment, and class facilities appears in the findings as significant problems. The deterioration of the resources such as human, material, financial and organizational influences the expected teaching outcomes because of insufficient and inadequate teaching and learning methods. Thereby, all authorities must consider the requirements and expectations of the the competency-based (CBA) program within the sustainability of the infrastructure, the learning environment, and the efficiency of maintenance to improve the technical context to guarantee practical and efficient administration of technological, environmental, and human resources. / Doctor of Philosophy / The growth of a country depends on the improvement of its human resources. The Vocational Training system (TVET) aims to strengthen human resources. Through education, people can build their expertise, comprehension, and abilities to find a job. The TVET in Agriculture performs a fundamental function in designing interventions to deliver concerning training, making people boost productivity in agriculture sectors of economic activities, value chains, and associated occupations. The purpose of this research is to investigate what is needed to improve agriculture vocational and technical education programs in Senegal by focusing on pedagogy and teaching strategies to address the new and growing competency demands of the different value-chains within the agriculture system. Participants in this study were the teachers and administrators in the current ATVET programs. The lead researcher interviewed two school directors and ten ATVET teachers in Diourbel and Thies, Senegal. The researchers developed an interview protocol regarding the ATVET programs, implementation issues, and job market trends. The results showed that participants are well experienced and knowledgeable about working in strenuous physical and instructional conditions. The availability and quality of material resources such as teaching materials and class sizes pose problems in teacher satisfaction in the classroom to boost learning outcomes. Thus, the didactic equipment also remains insufficient and poorly diversified, which testifies the limited pedagogical approaches used in these structures. The deterioration of the ATVET resources such as human, material, financial and organizational influences the expected teaching outcomes because of insufficient and inadequate teaching and learning methods. Thereby, all authorities must consider the requirements and expectations of sustainability of the infrastructure, the learning environment, and the efficiency of maintenance to improve the technical context.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: A perennial challenge facing public technical and vocational education and training (TVET) colleges in South Africa is that the majority of staff, while technically qualified to do the work that forms the contents of what they teach, are either not professionally qualified educators, or are professionally qualified as educators in other educational sectors. For TVET lecturers, the development of their teaching skills, like their professional identity, relies primarily on informal development by line managers, other members of staff or themselves. This study examines how professionally underqualified lecturers employed at TVET colleges in the Western Cape develop their teaching skills, inter alia, by being mentored by managers, experienced members of staff or themselves by asking the question: in what ways do mentoring processes within a college contribute to the incorporation of staff into a college?. Flowing from the primary research question this study sought to identify the nature and forms of institutional level mentoring, as well as the related use of language and power. This study is framed within the critical paradigm, applying a methodological framework developed by Fairclough (2010) and a combination of methods of analysis. At a micro level a form of analysis designed by Fairclough (1989; 2001) is used. The results are classified by means of a Foucauldian-based methodological framework developed by Keevy (2005). Mentoring has become popular as a term to describe informal learning in a wide variety of settings, including business and education. As a result of the popularity of the term, publications on a wide array of aspects related to informal learning have been produced. Periodically, however, criticisms of mentoring have surfaced, which fundamentally challenge its standing as an academic discipline. Such critique prompted this research project: to question whether or not mentoring was, what Fairclough calls a social wrong. Challenging the assumption that mentoring is a social wrong forms a point of departure for this study. A broad analysis of literature about mentoring is presented with the aim of identifying what Foucault calls, its ethical substance. The established ethical substance of mentoring is extrapolated into a schema indicating various broad descriptions of mentoring. The broad descriptions are used in an analysis of mentoring practices in a professional work environment suited to the application of current mentoring practices, one in which has not yet been formally applied in staff induction programmes: namely, public technical and vocational education and training (TVET) colleges. In addition to challenging the assumption that mentoring is a social wrong, the study, significantly, the neo-liberal notion that mentees are passive recipients of knowledge. Findings from this study indicate, significantly, that new lecturers develop themselves as lecturers by unconsciously using mentoring methodologies, in the absence of formal mentoring programmes. In contrast to many international institutions, where mentoring programmes are mandatory, the lecturers interviewed in this study were not constrained by the managerialist ideology of neo-liberalism and were empowered by the mentoring with which they were involved. This study provides insights into how professional mentees learn, who they learn from and how they use what they have learnt in their own development, and how this contributes towards an understanding of the nature of adult learning in the workplace. Literature reviewed in this study includes a wide range of publications on the topic of mentoring, including education publications, business management publication and translations of the two original texts on the subject, namely Homer’s Odyssey and Fenelon’s Adventures of Telemachus. Key educational publications consulted include the translated works of Plato and Freire. Publications on social critique include the works of Fairclough and Foucault. / AFRIKAANSE OPSOMMING: Die kwessie rakende personeel wat tegnies gekwalifiseerd is om die werk, wat die vakinhoud van hulle lesings vorm, te doen, maar wat nie professionele onderwysopleiding het nie of in ander opvoedingsvelde gekwalifiseer is, is ’n uitdaging waarmee tegnies en beroepsgerigte onderwys en opleiding (TVET/TBOO) colleges voortdurend te kampe het. Hierdie dosente steun grotendeels op hulself, lyn bestuurders of ander personeellede om hulle onderwysvaardighede op ’n informele wyse te ontwikkel. Hierdie studie ondersoek die maniere waarop dosente met onvoldoende professionele kwalifikasies by (TVET/TBOO) colleges in die Wes-Kaap hulle eie vaardighede ontwikkel deur onder meer die mentorskap van bestuurders en ervare personeellede. Dit word gedoen aan die hand van die volgende vraag: “Op watter wyses dra prosesse van mentorskap binne ’n kollege by tot die inkoporering van personeel.” Hierdie studie poog om, na aanleiding van die primêre navorsingsvraag, die aard en vorm van mentorskap op die institusionele vlak te identifiseer sowel as die meegaande gebruik van taal en gesag. Hierdie studie is benader vanuit die kritiese paradigma met die toepassing van ’n metodologiese raamwerk soos ontwikkel deur Fairclough (2010) tesame met ’n kombinasie van analitiese metodes. ’n Metode van analise wat Fairclough (1989; 2001) ontwikkel het, is op ’n mikrovlak toegepas en die resultate is daarna geklassifiseer met Keevy (2005) se Foucault-gebasseerde metodologiese raamwerk. Mentorskap word wyd gebruik as ’n omvattende begrip om informele leer in diverse kontekste aan te dui. Dit sluit die sakewêreld en onderwys in. Die gewildheid van die begrip het ’n wye verskeidenheid publikasies betreffende informele leer tot gevolg gehad. Daar is egter deurentyd kritiek op mentorskap wat die fundamentele waarde daarvan bevraagteken. Dit is hierdie kritiek wat die navorser genoop het om te vra of mentorskap wel ’n “maatskaplike wandaad” is soos wat Fairclough dit noem. Die vertrekpunt van hierdie studie is die veronderstelling dat dit wel so is. ’n Oorsigtelike analise van literatuur betreffende mentorskap word voorgelê met die doel om dit wat Foucault die “etiese substans” noem, te identifiseer. Die bepaalde etiese substans van mentorskap word geëkstrapoleer tot ’n skema wat verskeie breë definisies van mentorskap aandui. Hierdie breë definisies word dan gebruik in ’n ontleding van mentorskap in ’n professionele werksomgewing, wat geskik is vir die toepassing van bestaande mentorpraktyke, maar waar dit nog nie formeel in personeelinduksieprogramme ingesluit is nie: naamlik (TVET/TBOO) colleges. Hierdie studie bevraagteken nie net die aanname dat mentorskap ’n maatskaplike wandaad is nie, maar ook die neo-liberale siening dat diegene wat gementor word die ontvangers van kennis is en dui daarop dat nuwe dosente hulself ontwikkel, weens ’n gebrek aan formele mentorprogramme, deur die onbewuste gebruik van mentormetodes. In teenstelling met baie internasionale instellings waar mentorprogramme verpligtend is, is die dosente met wie daar onderhoude gevoer is nie aan bande gelê deur neo-liberale bestuursideologieë nie en is bemagtig deur die mentorskap waarin hulle betrokke was. Die studie gee insigte in hoe professionele persone wat mentorskap ontvang, leer, van wie hulle leer, hoe hulle dit wat hulle leer in hulle eie ontwikkeling toepas en hoe dit bydra tot ’n begrip van die aard van volwasse leer in die werkplek. Die literatuur wat in hierdie studie geraadpleeg word, sluit ’n wye spektrum van publikasies oor die vakgebied van mentorskap in. Dit is onder meer onderwys- en sakebestuurpublikasies sowel as vertalings van twee oorspronklike geskrifte rakende die onderwerp, by name Homeros se Odusseia en Fénelon se Avonture van Telemachus. Die vertaalde werke van Plato en Freire is onder die opvoedkundige sleutelbronne wat geraadpleeg is en bronne oor maatskaplike kritiek sluit die werke van Fairclough en Foucault in.

SOARES, Roberto, Leite. A educação profissional no Brasil: entre o tecnicismo dos anos de 1970 e a pedagogia das competências nos dias atuais. 2016. 155f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-02-01T13:22:10Z No. of bitstreams: 1 2016_dis_rlsoares.pdf: 4848641 bytes, checksum: ce47b2579dba718d51ca9755c5252c30 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-02-02T14:55:26Z (GMT) No. of bitstreams: 1 2016_dis_rlsoares.pdf: 4848641 bytes, checksum: ce47b2579dba718d51ca9755c5252c30 (MD5) / Made available in DSpace on 2017-02-02T14:55:26Z (GMT). No. of bitstreams: 1 2016_dis_rlsoares.pdf: 4848641 bytes, checksum: ce47b2579dba718d51ca9755c5252c30 (MD5) Previous issue date: 2016 / Este estudo se debruça sobre a temática da Educação Profissional, aludida em legislações e em documentos de orientações de práticas pedagógicas, que versam sobre o aspecto da vinculação com a Educação Básica, constituída na história do ensino brasileiro. A intenção se guia pela perspectiva comparada, no que concerne a dois períodos e contextos distintos: em torno das reformas do ensino dos anos de 1970, posta pela LDB 5.692/71 e os dias atuais, sob a égide da lei 9.394/96 e de suas implicações sociopolítico-econômicas à educação. Quanto aos objetivos específicos, buscamos, portanto, identificar elementos concernentes à noção de educação profissional, ensino técnico compulsório e ensino médio integrado à educação profissional, de acordo com as Leis de Diretrizes e Bases; e, elucidar o curso das reformas da década de 70 e da atualidade à luz das políticas educacionais, procedidas nos períodos analisados, com vias a caracterizar as práticas pedagógicas da Educação Profissional. Nossos interlocutores para o campo da Educação Comparada são, em especial, Bonitatibus (1989) e Nóvoa (2000); na Educação Profissional e Ensino Técnico-Profissionalizante Frigotto (2005), Ramos (2005, 2008), Ciavatta (2005), Moura (2012), Kuenzer (2012), dentre outros, além dos documentos legais (LDB’s, Pareceres, Resoluções, DCN’S e RCN’s). A abordagem do estudo é de caráter qualitativo, com uso de fontes bibliográficas e documentais, aliada a parte empírica, tomando como lócus a Escola Estadual Paulo VI, em Fortaleza (CE), por ter oferecido nos dois períodos enfocados essa modalidade de ensino. Os sujeitos entrevistados foram dois ex-professores da década de 70/80 (de Datilografia e Tipografia), e cinco professores atuais (três da base comum e dois da base técnica). Os resultados do estudo evidenciam diversas implicações advindas do período em que vigorou na educação brasileira o ensino com “iniciação para o trabalho”, ainda em nível de 1º grau e com “habilitação profissional”, em nível de 2º grau, nos anos de 1970 e 1980, o que por imposição compulsória da lei, conformava a vigência da concepção tecnicista, que até hoje traz marcas ao ensino. Quanto ao período vigente, pós-LDB de 96, temos o surgimento de um neotecnicismo, exposto sob o paradigma da “Pedagogia das Competências”, como discurso e direcionamento à educação Profissional, novamente integrada à educação Básica, assim como fora preconizado pela LDB de 71 flexibilizada a compulsoriedade pela lei 7.044/82 e extinta pelo decreto 2.208/97. O retorno dos preceitos de integração à educação básica dar-se, na contemporaneidade, com a lei 5. 154/04, que referenda a LDB vigente, novamente sob a égide de ditames internacionais e da nova face produtiva capitalista. O modelo de produção se substitui, mas o atrelamento da educação a interesses econômicos não.

This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development. The main discussion is within a postmodern paradigm which views learning and development as both a cognitive process as well as a social construct. This view forms the basis for an analytical construct to examine the fundamental question; do practitioners see themselves as observers on the outside, or as active participants, within the experience, having the ability to adapt to changes in the nature of work? The study used a mixed, exploratory design to determine, motivators and barriers to LLL, and the LLL skills practitioners require to perform efficiently in their jobs. The conclusion was that in order to enhance the skills of practitioners to a level consistent with an evolving knowledge economy that continuous development rests on the inclusive principles of LLL, and on the acquisition of LLL skills. Data indicated that these modern day skills are perceived to empower practitioners to, not only manage change, but also to be change agents through the use of information technology, research, self-management, and team work. The fundamental barriers emanating from the research were the lack of support from DTVET management as well as cultural barriers which inhibit self-directed learning. Data from the study were conclusive in showing that LLL was an effective strategy to enhance CPD. Based on the roles, barriers, motivators and LLL skills identified in the research, recommendations are presented along with a conceptual model for LLL as a strategy for CPD. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

Thesis (PhD)--Stellenbosch, 2015. / ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). / AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.

This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development. The main discussion is within a postmodern paradigm which views learning and development as both a cognitive process as well as a social construct. This view forms the basis for an analytical construct to examine the fundamental question; do practitioners see themselves as observers on the outside, or as active participants, within the experience, having the ability to adapt to changes in the nature of work? The study used a mixed, exploratory design to determine, motivators and barriers to LLL, and the LLL skills practitioners require to perform efficiently in their jobs. The conclusion was that in order to enhance the skills of practitioners to a level consistent with an evolving knowledge economy that continuous development rests on the inclusive principles of LLL, and on the acquisition of LLL skills. Data indicated that these modern day skills are perceived to empower practitioners to, not only manage change, but also to be change agents through the use of information technology, research, self-management, and team work. The fundamental barriers emanating from the research were the lack of support from DTVET management as well as cultural barriers which inhibit self-directed learning. Data from the study were conclusive in showing that LLL was an effective strategy to enhance CPD. Based on the roles, barriers, motivators and LLL skills identified in the research, recommendations are presented along with a conceptual model for LLL as a strategy for CPD. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

This thesis examines the extent to which the private Technical and Vocational Education and Training (TVET) Sector in South Africa is responsive to national development. National development is understood as associated with a range of socio-economic imperatives which include challenges of poverty, unemployment, inequality, the ravages of the HIV/AIDS pandemic and its associated impacts. In addition to these, the educational component of national development is to ensure access, redress and equity, which are necessary to undo the impacts of an apartheid-related skills regime. Skills development is considered a crucial means to respond to these challenges. Without skills for formal and informal labour markets, as well as productive self-employment, South Africa’s capacity to respond to the new globalised era is likely to be considerably stunted and will negatively affect its developmental trajectory. The methodology used in this study included a mix of quantitative and qualitative strategies to obtain the size, shape and nature of provision. The quantitative component, undertaken in the course of 2002, was supplemented by randomly chosen qualitative case studies. Together, they provided the basis for unravelling a sector distinct in nature, form and content. Developing a comprehensive typology provides important insight into responsiveness of a sector characterised by wide-ranging provision forms. The typology of provider type based on profitability and form, i.e. ‘for-profit’, ‘non-profit’ and ‘in-house’ providers, was replaced with a multi-dimensional model. Learner type, as a primary typological category, includes the ‘pre-employed’, ‘unemployed’, the employed ‘self-funded employee’ and the ‘corporate client’. Provider types responding to these learner types are distinguished on the basis of location, delivery patterns and programming. The various provider forms include ‘multi-providers’, ‘specialist providers’, ‘consultants’, ‘in-house’ and ‘non-profit’ providers. Provider purposes include those responding to employment, either formal labour market or self-employment, and self-development, including leisure-related skilling and lifelong learning. Learner types and training purpose determine the manner, form and characteristics of provision. This understanding of a widely divergent and heterogeneous sector provides the context for assessing its contribution to national development in South Africa. The notions of responsiveness and receptiveness are used as conceptual devices to assess the role of the sector. Responsiveness describes specific labour market purpose, while receptiveness refers to the social development and educational imperatives of access, redress and equity. The sheer size of the sector suggests an important demand-led element of provision and represents an important measure of receptiveness to national development prerogatives. The conservative estimate of 706 884 learners, located at 4178 sites for 864 providers that pre-registered with the Department of Education in 2001, provide the basis for serious consideration of the sector. The sector adequately responds to the immediate short-term needs of employers. Programmes offered for corporate providers respond more deliberately to their immediate short-term skill requirements and which has made it possible for them to outsource a considerable proportion of their training. In addition, there is no other education and training form flexible enough to provide for the training needs of employees, and sometimes the customers of corporate concerns, as in product upgrading and support, at times and locations suitable to their requirements. Private providers did not necessarily have more linkages with the formal labour market than do public providers and are not necessarily able to secure more effectively employment opportunities for their pre- and unemployed learners With respect to receptiveness, the sector comprises learner patterns consistent with national demographics. The sector is associated with an older, employed learner type, typically enrolled in shorter-term courses. This demonstrates the sector’s accessibility. In comparison with their public counterparts, costs were not prohibitive and programme structure allowed adequate flexibility to enable learners to weave in and out of the system. Variable admission requirements also allowed learners to slot into appropriate levels. The absence of data makes comparative judgements of throughput, and quality, with public institutions difficult to make. The current need to regulate all providers equally may not be the most efficient way of dealing with the sector. In light of the national development prerogative to protect those most vulnerable from the risk of market failure, there is need to grant support to those providers most responsive to this group - in this instance, those ‘full time’ providers responding to the pre- and unemployed learner set. The market adequately regulates providers responding to the employed and corporate client groups.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-30T12:02:53Z No. of bitstreams: 1 Enoi Maria da Luz Santos.pdf: 863824 bytes, checksum: e8a74d313baaf0c1ef645ae2399609f1 (MD5) / Made available in DSpace on 2015-06-30T12:02:53Z (GMT). No. of bitstreams: 1 Enoi Maria da Luz Santos.pdf: 863824 bytes, checksum: e8a74d313baaf0c1ef645ae2399609f1 (MD5) Previous issue date: 2013-12-10 / Nenhuma / A formação docente, compreendida nas suas múltiplas possibilidades, implica no reconhecimento da autoformação como processo de investimento do próprio sujeito em si, a partir do momento em que toma consciência das suas necessidades e desafios que pode impulsionar seu desejo de mudança, transformando-o em possibilidade de autoformação. Nessa acepção, a presente pesquisa teve como objetivo investigar como ocorre o processo de autoformação de professores do ensino técnico-profissional, tomando como referente o espaço do Instituto Federal de Educação Ciência e Tecnologia do Piauí (IFPI)/Campus de Picos. Investiu-se na compreensão dos percursos formativos dos docentes, entrelaçados à constituição de saberes e singularidades autoformativas que vivenciaram nessa modalidade de ensino. Potencializamos as contribuições da literatura sobre a docência na Educação Profissional como formadora de cidadãos e cidadãs que pretendem ingressar e fazer carreira no mundo do trabalho e que, portanto, devem, competentemente, preencher as exigências postas pela sociedade do conhecimento e da informação. Colocamos como objeto de estudo a compreensão dos movimentos direcionados à autoformação docente em processos vividos na prática pedagógica, considerando a relação indissociável entre o ser e o fazer, bem como as possibilidades de superação das concepções tecnicistas de formação docente indiferente às necessidades pessoais e contextuais dos processos educacionais. A pesquisa assumiu a natureza qualitativa, que se fundamentou em Abdalla (2006), Contreras (2012), Cunha (1989, 2005, 2006, 2009, 2010a, 2010b), Freire (1992, 1996), Gauthier at al (2006), Josso (2002), Nóvoa (1988, 1992, 1995, 1999, 2001), Tardif (2007), entre outros autores que enfatizam a importância de uma formação docente crítica e autônoma. Também, utilizou as contribuições de Gomes e Marins (2004), Kuenzer (1998, 1999, 2010), Machado (2008), Oliveira (2005, 2010) e demais autores para o delineamento dos aspectos inerentes à educação profissional. Figuraram como sujeitos dois professores de cada curso técnico na forma concomitante/subsequente nas áreas de Administração, Eletrotécnica e de Informática ofertado pelo Campus e, ao mesmo tempo, compõem o quadro permanente de docentes da referida Instituição. A produção de dados efetivou-se através de entrevistas semiestruturadas realizadas pela pesquisadora. O processo de análise de dados foi realizado com a técnica de análise de conteúdo apresentada por Bardin (1995) e Minayo (2012). A pesquisa evidenciou a valorização da autoformação docente como base enriquecedora do desenvolvimento pessoal e profissional, considerando que essa concepção de formação sublinha os investimentos pessoais feitos em prol da satisfação profissional, sem desprezar indicadores contextuais interferentes na concretização da prática pedagógica. Nessa perspectiva, há o reconhecimento da autoformação inserida no itinerário profissional docente, evidenciando-se como dimensão formativa demarcada pela individuação participativa, a qual valoriza a disposição para a mudança, motivações, criatividade e a ação reflexiva no que concerne à avaliação e reinvenção de suas práticas formativas. / Teacher training, understood in its multiple possibilities, implies in the recognition of self-formation as investment process of the subject itself, from the moment they become aware of their needs and challenges that can boost your desire for change, transforming it into possibility of self-training. In this sense, the present study aimed to investigate how is the teachers’ process of self-education of the technical and vocational education, taking as reference the space of the Federal Institute of Education Science and Technology of Piauí (IFPI) / Picos Campus. It was invested in understanding the teachers’ pathways, intertwined knowledge and the formation of singularities self-formatives who experienced this type of education. We leverage the contributions of the literature on teaching in Vocational Education and forming citizens who wish to join and to make career in the world of work and, therefore, should competently fulfill the requirements posed by the knowledge society and information. We place as object of study the understand the movements aimed at self-education teaching processes experienced in teaching practice, considering the indissoluble relation between being and doing , as well as the possibilities of overcoming techniques conceptions of teacher indifferent to the needs of personal and contextual processes educational. The research took a qualitative nature , which was based on Abdalla (2006), Contreras (2012), Cunha (1989, 2005, 2006, 2009, 2010a, 2010b), Freire (1992, 1996), Gauthier et al (2006), Josso (2002), Nóvoa (1988, 1992, 1995, 1999, 2001), Tardif (2007), among other authors emphasize the importance of teacher training critical and autonomous . Also, used the contributions of Marins and Gomes (2004), Kuenzer (1998, 1999, 2010), Machado (2008), Oliveira (2005, 2010) and other authors for the design of aspects of vocational education. Figured as subjects two teachers in each technical course concurrently / subsequent areas of Administration, Electrical and Computer offered by Campus and at the same time, comprise the permanent faculty of that institution. The production data was accomplished through semi-structured interviews conducted by the researcher. The process of data analysis was performed with the technique of content analysis presented by Bardin (1995) and Minayo (2012). The research showed the enhancement of the teacher’s self-education based on enriching the personal and professional development, considering that this conception of training emphasizes personal investments made on behalf of job satisfaction, without disregarding contextual indicators interfering in the achievement of pedagogical practice. From this perspective, there is the recognition of self-formation included in the itinerary teaching professional , showing up as a formative dimension marked by individuation participatory, which values the willingness to change, motivation, creativity and reflective action in relation to the assessment and reinventing their practices training.