Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-01T20:07:10Z No. of bitstreams: 1 armindaaureliarodriguesalcantara.pdf: 5072102 bytes, checksum: fa179daf91928f71a04f1a6c9bf4bb6f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T14:44:56Z (GMT) No. of bitstreams: 1 armindaaureliarodriguesalcantara.pdf: 5072102 bytes, checksum: fa179daf91928f71a04f1a6c9bf4bb6f (MD5) / Made available in DSpace on 2016-03-03T14:44:56Z (GMT). No. of bitstreams: 1 armindaaureliarodriguesalcantara.pdf: 5072102 bytes, checksum: fa179daf91928f71a04f1a6c9bf4bb6f (MD5) Previous issue date: 2013-01-18 / A presente Dissertação analisa duas Bibliotecas Escolares da rede estadual de Minas Gerais com o objetivo de averiguar se elas estão sendo usadas como recurso pedagógico a favor do processo ensino-aprendizagem ou não. Parte-se da hipótese de que o uso da Biblioteca Escolar como recurso pedagógico potencializa os resultados educacionais da escola averiguados através das avaliações externas. Dois foram os focos nos serviços oferecidos pelas Bibliotecas Escolares: formação do leitor e orientação à pesquisa escolar. A metodologia utilizada foi a de estudo de caso. Assim, o primeiro momento foi de observação in loco, leitura dos documentos escolares - Projeto Político Pedagógico e Regimento Escolar - e recolhimento de informações estruturais das Bibliotecas Escolares e das Escolas. Posteriormente foram realizadas entrevistas semiestruturadas com a equipe gestora e as Professoras para o Ensino e Uso da Biblioteca (PEUB) e busca de referencial teórico. Chegou-se à conclusão de que quanto mais pedagogicamente explorada a Biblioteca Escolar, melhores são os resultados apresentados pelas escolas nas avaliações externas, ainda que não se tenha quantificado esta melhora. Por fim, tentando potencializar o processo ensino-aprendizagem nos aspectos deficitários detectados no trabalho da Biblioteca Escolar de cada unidade escolar pesquisada, foi elaborado o Plano de Ação Educacional (PAE). Foram propostos dois PAE: 1) PAE pela via governamental da Escola da Escola; e 2) PAE pela via governamental da Superintendência Regional de Ensino de Pouso Alegre. / The present dissertation analyzes two School Libraries of the Minas Gerais state system in order to check if they are being used as a pedagogical resource in favor of the learning process or not. We begin from the hypothesis that the use of the School Library as a pedagogical resource potentiates the school’s educational results that are investigated by external evaluations. There were two focuses on services offered by the Libraries: formation of the reader and the orientation of the school research. The employed methodology was the case study. That way, the first moment was the observation in loco, the reading of school documents – Pedagogical Political Project and School Regiment -, and the pickup of structural information about the Libraries and schools. Afterwards, were realized semi structured interviews with the managing team and the Teachers for the Tuition and Use of the Library (PEUB in Portuguese) and also the search for theoretical referential. We came to the conclusion that more the libraries are pedagogically explored, better are the results presented by schools in external evaluations, even though this improvement has not been quantified yet. Finally, trying to potentiate the learning process on the deficient aspects detected in the work of the School Library of each school unit researched, was elaborated the Educational Action Plan (PAE in Portuguese). Were proposed two PAE: 1) PAE through the governmental pathway of the School of the School (Escola da Escola in Portuguese); e 2) PAE through the governmental pathway of the Regional Education Secretary of Pouso Alegre.

This thesis deals with the situation in financing of tertiary education from both governmental and student perspective. Its objective is to find an efficient system of student support with focus on student loans that would be applicable in the Czech Republic, would promote an equal access to higher education also to students from lower socio-economic classes and at the same time would enable to increase cost-sharing in Czech tertiary education. The designed concept of student loans is based on best practices from selected European countries (Netherlands, United Kingdom and Hungary) in the background of proposed reform of Czech tertiary education. Finally, the concept is validated in a case study dealing with financing of the International Management master's programme at the University of Economics, Prague.

The thesis "Specific features of financing tertiary education in Czech Republic" is focused on the problem of university tuition in the Czech Republic. The aim of the work is to illustrate whether investment in tertiary education will be profitable for humans and recoverable in the future, even if they had to pay tuition for college. The theoretical part deals with the basic concepts of economic theory and methods of calculating return on investment in education. The practical part deals with the analysis of the survey that people recognize the importance of investment in human capital, and even with the introduction of tuition fees are willing to invest in tertiary education. The conclusion contains a summary of the proposed funding opportunities in higher education.

The thesis deals with the issue of tuition at public universities. The first part contains a historical course of the Czech tertiary education, a structure of education system in the Czech Republic and a description of the impact of the implementation of tuition in the UK. The second part analyses the planned reform of tertiary education and defines the possible impact of the reformative alteration in the functioning of public universities and social impact on students. The main finding is that implementation of the reform will probably cause unequal access to tertiary education.

Bristande kunskaper om modersmålsundervisning och dess organisering bland grundskolelärare kan ge fel uppfattningar om ämnets innehåll. Denna studie utgick ifrån olika ledningsaktörers professionella ansvar att utveckla grundskolelärarnas existerande kunskaper om hur (vi) modersmålslärare arbetar och är organiserade. Ett professionellt ansvar, som samtliga pedagogiska aktörer i grundskolan bör ha. Studien tog del av föreställningar om modersmålsundervisning som framträdde hos anställda på ledningsnivå och fördjupades vidare på vilket sätt och varför dessa föreställningar kunde vara betydelsefulla för grundskolans kvalitativa utvecklingsarbete. Föreställningar som framträdde hos ledningsaktörerna om grundskolelärarnas existerande kunskaper om modersmålsundervisning och dess organisering sågs i relation till olika kunskapssyn: vetenskaplig kunskap, tyst kunskap och vardagskunskap utifrån erfarenheter. Dessa tre olika kunskapssyner hade tillägnats och var en del av den praxisgemenskapen inom skolans verksamhet som synliggjordes genom aktiv deltagande i samspel med andra. Detta har gjorts från individnivå genom interaktion med andra till ett större kollektiv d.v.s. organisationsnivå. Den tysta kunskapen behöver artikuleras och ledningsaktörerna behöver skapa mötesforum för detta. Studien visade en lärande process där den utgick ifrån ledningsaktörernas synpunkter kring grundskolelärarnas bristande kunskaper om ämnet modersmål och dess organisering. Dessa synpunkter sattes i relation till ett utvecklingsarbete där det systematiska kvalitetsarbetet blev en levande process. Denna lärande process kan leda till ett förbättringsarbete inom grundskolans verksamhet som i sin tur kan skapa likvärdiga förutsättningar inom utbildning för elever som har ett annat modersmål än svenska.

Este trabalho tem como objetivo analisar a o direito à educação no Brasil, focalizando o Período Imperial (1822 a 1889). A reflexão incorpora uma análise históricocomparativa acerca do sentido do direito à educação, sua interpretação nos documentos legais e o correspondente debate legislativo. O mapeamento realizado observou a inserção da gratuidade e da obrigatoriedade na legislação. Vale ressaltar que a gratuidade foi explicitada na Constituição Política do Império do Brasil, de 1824. Com o Ato Adicional, em 1834, descentralizou-se a administração pública, ficando a educação primária a cargo das províncias. Assim, a gratuidade não se efetivou em algumas delas no período estudado. Já a obrigatoriedade enfrentou resistências e permeou inúmeros debates parlamentares, de modo que sua implantação aconteceu pontualmente apenas em algumas legislações provinciais. Apesar da explicitação do direito à educação, enquanto dever do Estado, só ter sido realizada no nível federal com a Constituição de 1969, o presente trabalho indica que, em nível provincial, houve inserções já no Período Imperial. / The purpose of this study is to analyze the idea of the right to education during the Imperial Period (1822 to 1889). The reflection incorporates comparative historical analyzes about the right to education, its interpretation on the legal documents and corresponded debates. The right to education mapping began with the observation of the concept of free tuition and compulsory education by the law. In 1824, the Imperial Constitution (Constituição Política do Brasil Imperial) established the principle of free tuition to elementary schools. With the Amendment Constitutional (Ato Adicional) of 1834 the public administration was decentralized and the provinces were made responsible for primary education. But it was not applied at some provinces at that time according this research. On the contrary, the compulsory concept was discussed by the parliament, so it was implemented in a punctual way, just established as a law in some provinces. Although the right to education as a state duty was officially declared only in 1969, this study shows that there were previous statements, in some provinces, during the Imperial Period.

Studien syftar till att få djupare insikt i vad elgitarrlärare på kommunala musik- och kulturskolor använder för undervisningsmaterial, hur de motiverar användandet och på vilka sätt materialet verkar inspirerande på eleverna. I bakgrundsavsnittet presenteras tidigare forskning och annan litteratur som berör studien samt de teoretiska utgångspunkterna. Studiens teoretiska utgångspunkt utgörs av det sociokulturella perspektivet på lärande och kommunikation.  Studiens datamaterial består av kvalitativa intervjuer med tre elgitarrlärare som undervisar inom den kommunala musik- eller kulturskolan. I resultatavsnittet beskrivs informanternas syn på undervisningsmaterial i elgitarrundervisning samt hur de motiverar användandet av den och om den är inspirerande.  Deras undervisningsmaterial kan vara lika men ingångarna eller hur de använder dem, kan vara olika till sättet de används på.  Vad de menar är inspirerande motiverar också deras val av material men motiveringen kan också ha en annan bakgrund. Materialet i sig behöver inte vara motiverande eller inspirerande utan det som är viktigast är den inre motivationen och inspirationen till att vilja fördjupa sig i elgitarrspel: Att eleven har en egen drivkraft! I det avslutande diskussionsavsnittet lyfts studiens resultat till diskussion i relation till tidigare forskning och till det sociokulturella perspektivet på lärande. Här framkommer att elgitarrlärarna har olika metoder för att lära ut att spela elgitarr. Trots att undervisningen handlar om att lära sig spela elgitarr visar lärarna på olika pedagogiker för att lära ut.  Ibland använder lärarna sig av samma redskap men trots detta så kan de använda dem på skilda sätt. / This study aims to create deeper insight in what kind of equipment electric guitar teachers use  in their teaching, how they motivate it and also if it is inspiring.  The background chapter presents previous research and other literature in the field and also the theoretical basis for the study, the socio-cultural perspective on learning and communication. The data consists of qualitative interviews with three electric guitar teachers who teaches at the school of music and art.  The results chapter show the teacher’s view on the subject, - teaching material in electric guitar teaching and how they motivate it´s use and also if it is inspiring. Their teaching materials may be equal but how they utilize them is different What they mean is that an inspirational teaching material also motivates their choice of the same. But the opinion - what is inspiring may also be of a different view. The teaching material doesn´t need to be inspiring. Most important is the inner inspiration that motivates to immerse in electric guitar playing. In the concluding discussion the results are discussed in relation to the previous research and to the socio-cultural perspective on learning. It appears that in spite of the tuition of electric guitar playing the tuition shape depends on the teacher. Sometimes the teacher uses same tools, but they may use them differently.

In 2011 Sweden introduced tuition fees for citizens of countries outside the European Union (EU), European Economic Area (EEA) and Switzerland, choosing to study at Swedish universities. The purpose of this thesis has been to explore how institutions of higher education in Sweden has adapted to this change by studying the case of Lund University. Within Lund University we have studied both centrally placed functions and functions at the Faculty of Engineering and the Faculty of Social Sciences, namely Graduate School. We have performed interviews with teachers as well as administrative staff on different levels. Our study is centred around organization pertaining to marketing and recruitment towards fee-paying students as well as services for fee-paying students during their time of study at Lund University. We have also been interested in finding out whether the relation between the university and the students has changed during the time passed and if there has been any adaptations of the offered education. Our study shows that the tuition fees contributed to a more focused attention on international marketing, the development of new practices within communication and service to international students and the creation of a wider range of international educational programmes. We have also found that administrative staff within the university, to a certain extent, think about students in terms of customers. / År 2011 infördes studieavgifter för studenter från tredjeland som valde att studera vid universitetet och högskolor Sverige. Syftet med denna uppsats har varit att utforska hur lärosäten i Sverige anpassat sig till denna förändring genom att studera fallet Lunds universitet. Inom Lunds universitet har vi studerat funktioner både centralt och på fakultetsnivå, vi har genomfört intervjuer med lärare samt med personer på olika nivåer inom administrationen. Vi har inkluderat både Lunds Tekniska Högskola, LTH, och Graduate School som driver ett antal internationella mastersprogram vid den Samhällsvetenskapliga fakulteten. I vår studie har vi fokuserat på̊ organisering som berör rekrytering av och marknadsföring mot betalande studenter till universitetet samt servicefunktioner riktade till betalande studenter under studietiden. Vi har även utforskat om relationen till studenterna har förändrats samt om det skett en anpassning av utbildningsutbudet. Vår studie visar att studieavgiftsreformen bidrog till ett ökat fokus på internationell marknadsföring och positionering, att nya praktiker inom kommunikation och service till internationella studenter utvecklats samt att antalet program med internationell rekrytering utökats. Studien visar även att tjänstemän inom universitetet i viss utsträckning tänker på studenter i termer av kunder.

The topic of my diploma thesis is a policy of cost- sharing in the Czech higer education system. Discussion of the cost- sharing policy implementation in the Czech higer education system has taken place for almost twenty years. Yet no form of tutition fees at higer education institutions was introduced. The cost- sharing seems to be a controversial element in the effort to reform the system of Czech higher education financing. The Czech higher education system needs a reform. There are many problems: worsening financial situation of higher education institution, a low efficiency of the system, inequitable access to higher education etc. Policy making is a complex process, which comprise of many factors. In this process, stakeholders plays a very important role. Stakeholders are those, who are interested in the policy or those who are influenced by it. In my thesis I want to clarify a dispute about the policy of cost- sharing in the Czech higher education. To reach this goal, I try to describe the attitudes of higher education policy stakeholders to the cost- sharing in the period of 1992- 2012.

No description available.