Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-31T11:34:06Z No. of bitstreams: 1 Jussanea Alves da Silva.pdf: 1293026 bytes, checksum: 9f80ebc8a6173276994c2a3edc87e60b (MD5) / Made available in DSpace on 2017-10-31T11:34:06Z (GMT). No. of bitstreams: 1 Jussanea Alves da Silva.pdf: 1293026 bytes, checksum: 9f80ebc8a6173276994c2a3edc87e60b (MD5) Previous issue date: 2017-09-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research has as investigative proposition to analyze the Program of Continuing Education of the Entrant’s Teachers of Portuguese on the board of the elementary teaching of the Sao Paulo´s Education Secretary instituted by decree n. 54,297 in May, 5th 2009, the School of Improvement for Teachers of State of Sao Paulo (EFAP). Aim to analyze if the continuing education offered through the EEAP specially in the entrant’s course, has contributed for teacher´s practice or focuses in just the research of systematization of practice. Your temporal cut is between 2009 (the beginning of the program) and 2015. The documents about EFAP was analyzed, as the legislation of school, the syllabus of the courses and the curricular guidelines of Portuguese Language. Subsidized the data analysis from the author such as Candau, Novoa, Tardif, Marin, Giovanni, Ciampi, Gatti, Mizukami, Imbernón, Shon, Marcelo García for matters about continuing formation of teachers, teacher’s identity and professionalization; and Verena Alberti, Meihy and Alessandro Portelli for oral thematic story, method used for data analysis. Was interviewed different agents involved in continuing formation of Portuguese Teachers of State of Sao Paulo, as two managers of EFAP, one coordinator teacher of elementary teaching of educational director and three teachers participating in the course in matter. The interviews was conclusive that the continuing formation of EFAP teachers inserted in the public politics program od SEE, although that has many factors that explains one fragile formation, the gordian knot is the mediation between theory and practice / Esta pesquisa tem como proposta investigativa analisar o Programa de Formação Continuada de Professores ingressantes de Língua Portuguesa no quadro do magistério da Secretaria de Estado da Educação de São Paulo, que instituiu, pelo decreto nº 54.297 de 05 de maio de 2009, a Escola de Formação e Aperfeiçoamento dos Professores do Estado de São Paulo (EFAP). Visa analisar o que pensam os agentes envolvidos sobre a formação continuada oferecida por meio da EFAP, no curso de ingressante, se tem contribuído para a prática docente ou concentra-se apenas na busca da sistematização da prática. Seu recorte temporal vai de 2009 (ano da criação do programa) a 2015. Analisou-se documentos relativos à EFAP, tais como a legislação da Escola, as ementas dos cursos e as diretrizes curriculares de Língua Portuguesa. Subsidiam a análise dos dados autores como Candau, Nóvoa, Tardif, Marin, Giovanni, Ciampi, Gatti, Marcelo García – para as questões sobre formação continuada de professores, identidade docente e profissionalização; Dominique Julia e Viñao Frago para o estudo da cultura escolar; e Verena Alberti e Alessandro Portelli para a história oral temática, metodologia utilizada para análise dos dados. Realizou-se entrevistas com os diferentes agentes envolvidos nos cursos de formação continuada e aperfeiçoamento de professores de Língua Portuguesa da Rede Estadual de Ensino de São Paulo: um gestor da EFAP, um professor coordenador do Núcleo Pedagógico (PCNP) da Diretoria de Ensino e três professores participantes do curso de formação continuada em questão. As entrevistas nos permitiram concluir que a formação dos professores da EFAP, inserida no programa de políticas públicas da SEE, muito embora tenha vários fatores que explicam uma formação delimitada ou fragilizada, o nó górdio é a mediação entre teoria e prática

A presente dissertação de mestrado registra as atividades de pesquisa aplicada em três experiências de formação profissional da Construção Civil em diferentes escolas. Os trabalhos de pesquisa visam contribuir com as ações pedagógicas dialógicas inseridas nos três processos formativos. O objetivo dessas ações é a contribuição com a ampliação da autonomia, a emancipação coletiva e a liberdade dos educandos, no sentido da busca pela \'desalienação\' do trabalho que realizam. As ações pedagógicas dialógicas abordadas inserem-se nas: 1. Atividades de Formação Integral do Ser, e Organização da Produção da Construção Civil - experiências de elaboração de desenhos e projetos de construção e a problematização das condições de desigualdade social e exploração do trabalho - nos cursos de pintura, alvenaria, instalações elétricas e hidráulicas e decoração, da Escola Municipal de Ensino Profissional em Construção Civil / Madre Celina Polci, Prefeitura de São Bernardo do Campo, SP. 2. Atividades de aproximação do processo de produção da arquitetura - experiências de elaboração coletiva de projeto executivo de arquitetura e sua construção, com as próprias mãos, como parte do futuro espaço de apoio do Canteiro Experimental da escola - como exercícios da disciplina optativa \'Técnicas Alternativas de Construção\' do curso de graduação da Faculdade de Arquitetura e Urbanismo da Universidade de São Paulo, SP. 3. Atividades de re-união e re-integração dos trabalhos de projeto e construção por meio da \'assembleia de obra\', como contribuição a formação dos integrantes da brigada de construção - composta por educandos da Escola Nacional Florestan Fernandes (ENFF), brigadistas permanentes e coordenadores da ENFF, profissionais assentados convidados e coletivo de estudantes e profissionais de arquitetura e urbanismo da USP - para a reforma da casa da brigada permanente, \'casa do teto verde\' da Escola Nacional Florestan Fernandes - Guararema, SP. As ações pedagógicas dialógicas demonstraram efetividade ao passo que, ao mesmo tempo em que eram apreendidas as diversas atividades profissionais da construção, ampliava-se, em graus variados, a compreensão dos educandos e egressos sobre os limites e barreiras impostas pelo Capital sobre a classe trabalhadora. Nesse sentido, é que se mantém a busca pela \'desalienação\' do trabalho, já que sua realização plena só será possível por meio de transformações sociais de ampla e irrestrita democratização dos direitos de acesso à apropriação, pela sociedade como um todo, dos produtos, dos processos e da fruição social resultantes do trabalho coletivo. / This master thesis describes the activities of research applied to three experiences of professional learning of Civil Construction in different schools. The research work is expected to contribute to the pedagogical actions dialogicaly inserted in the three formative processes. The purpose of these actions and contributions are the expansion of autonomy, collective emancipation and the freedom of the students, in the sense of a search for \'desalienation\' of the work they carry out. The pedagogical actions dialogical addressed are as: 1. Activities for \'integral formation of being\', and \'organization of production of Civil Construction\' - experiments in preparation of drawings and construction projects and the questioning of the conditions of social inequality and exploitation of labor - in courses in painting, masonry, electrical, hydraulic installations and decoration, at the Municipal School of Vocational Education in Civil Construction / Madre Celina Polci, Prefecture of São Bernardo do Campo, SP. 2. Activities of approximation of the production process of architecture - experiences of drawing up collective of executive project of architecture and construction, with their own hands, as part of the future area of support of Experimental Construction from the school - as exercises of optional discipline \'Alternative techniques of construction\" of the Graduate School of Architecture and Urbanism of the University of São Paulo, SP. 3. Activities of re-union and re-integration of the work of project and construction by means of \'house of work\', as a contribution to the training of members of the brigade of construction - composed by students of the National School Florestan Fernandes (ENFF), permanent brigadiers and coordinators from ENFF, professionals guests and collective of students and professionals from the architecture and urbanism school, USP - for the reform of the house of permanent brigade, \'house of green roof\' of the National School Florestan Fernandes - Guararema, SP. The pedagogical actions dialogical demonstrated effectiveness to the step that, at the same time that were seized the various professional activities of construction, it broadened, to varying degrees, the understanding of students and alumni on the limits and barriers imposed by capital on the working class. In this sense, and that remains the search for work \'disalienation\', now that its full realization is possible only by means of social transformation of broad and wide and unrestricted democratization of access rights to ownership, by the society as a whole of products, processes and social enjoyment resulting from the collective work.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-04T11:55:25Z No. of bitstreams: 1 Georgina Terezinha Brito de Vasconcelos.pdf: 2875293 bytes, checksum: 186438d66c9e9032a6b75e933b356f18 (MD5) / Made available in DSpace on 2017-12-04T11:55:25Z (GMT). No. of bitstreams: 1 Georgina Terezinha Brito de Vasconcelos.pdf: 2875293 bytes, checksum: 186438d66c9e9032a6b75e933b356f18 (MD5) Previous issue date: 2017-09-22 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research aims to investigate the reality of the Municipal School named Nossa Senhora da Conceição in the Nossa Senhora da Conceição Community in the city of Parintins, Amazon State, considering its historical, social and cultural aspects. It presents as leading question: how is the reality of the Nossa Senhora da Conceição School and which is the meaning of this reality to the teachers and the students? The theoretical background was based on Vigotski, Freire, and Aguiar. The theoretical-methodological framework is centered in the Vigotski socio-historical psychology and in the Dialectical and Historical Materialism. The investigation adopted a qualitative approach as an ethnographic case study. The teachers, students and people from the Community were the subjects of the research. The data collection procedures included the participant observation of the school and the Community, non-structured interviews and the analysis of the bimonthly education plan documents. The historical, social and cultural aspects were analyzed regarding the relationship between man/nature. The community living provides to their components the experience of living and to live together with the dynamics of the Amazonian phenomenon, which are present in this peculiar environment. The results of this research show that the rivers floods phenomenon is an important factor which directly influences the development of the educational process. People from the community, students, and teachers interact with each other and with nature, allowing the construction of knowledge which helps to understand the reality and the empirical knowledge that determine the sociocultural process. The traditional knowledge that compose the riverside wisdom and that is present in the day by day of the community do not Interact with the formal knowledge what does not allow it to promote a social transformation of the subjects / Esta pesquisa tem como objetivo investigar a realidade da Escola Municipal Nossa Senhora da Conceição na Comunidade Nossa Senhora da Conceição no município de Parintins, estado do Amazonas, nos seus aspectos históricos, sociais e culturais. Apresenta como questão norteadora: como é a realidade da Escola Nossa Senhora da Conceição e qual o significado dessa realidade para professores e alunos? O referencial teórico está fundamentado em Vigotski, Freire e Aguiar. O arcabouço teórico-metodológico está centrado na Psicologia Sócio-Histórica de Vygotski e no Materialismo Histórico e Dialético. A investigação inscreve-se nos parâmetros da abordagem qualitativa do tipo estudo de caso etnográfico. Os sujeitos participantes da pesquisa foram professores, alunos e comunitários. Os procedimentos de coleta de dados foram: observação participante da escola e da comunidade, entrevista não estruturada e análise dos documentos do plano de ensino bimestral. Foram analisados os aspectos históricos, culturais e sociais da comunidade, observados na relação homem/natureza. A convivência comunitária faz com que os sujeitos que ali se constituem aprendam a viver e conviver com o dinamismo dos fenômenos amazônicos, que se fazem presentes nesse ambiente peculiar. Os resultados da pesquisa apontam que o fenômeno da cheia dos rios é um fator que interfere diretamente no desenvolvimento do processo educativo. Comunitários, alunos e professores interagem entre si e com a natureza, possibilitando oportunidades de construção de conhecimentos, que ajudam na compreensão da realidade e dos saberes empíricos que dimensionam o processo sociocultural. Os saberes tradicionais que fazem parte dos conhecimentos ribeirinhos e que estão presentes no cotidiano da comunidade não interagem com o saber sistematizado, para que a educação ribeirinha seja promotora de um processo de transformação social dos sujeitos que nela se constituem

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-15T11:37:09Z No. of bitstreams: 1 Maria Stela Marques Ochiucci.pdf: 2984957 bytes, checksum: 19516f83fdd67a1a83eff8ec2d179a4b (MD5) / Made available in DSpace on 2017-12-15T11:37:09Z (GMT). No. of bitstreams: 1 Maria Stela Marques Ochiucci.pdf: 2984957 bytes, checksum: 19516f83fdd67a1a83eff8ec2d179a4b (MD5) Previous issue date: 2017-12-05 / Considering limited professional contexts for Teachers of French as a Foreign Language, which working scenes, generally, refer to specific purposes, this thesis defends Letters Undergraduations should provide a formation which develops such competences for future Teachers of French as a Foreign Language. Thus, this research discusses the needs of preservice Teachers of French as a Foreign Language of learning and practicing teaching French for Specific Purposes approach. It is supposed that such approach will develop future teachers’ autonomy and critical reflective consciousness, once there are restricted spaces in Brazilian context to offer the teaching of French as a Foreign Language in Regular Education. Inserted in Apllied Linguistics Studies, this research brings Hutchinson and Waters (1998) and Mangiante and Parpette (2004, 2011) to approach general aspects on Teaching Languages for Specific Purposes. It also shows Perrenoud (2001, 2002) and Schön (2008) to focus on reflective practices and Freire (2008, 2011) and Gallison and Puren (2001) as a foundation for a discussion on autonomy and political formation for teachers. Besides, Tomlinson (1998), Ramos (2009, 2010) and Celani (2005), have brought up reflections on teaching material for teaching French for Specific Purposes. The concept of local needs have taken as basis the notion of local knowledge by Canagarajah (2005) to justify the validity of Teaching French for Specific Purposes in a given region. Therefore, it is a qualitative research, taking as methodological support the modality of Case Study and Data Analysis Procedures based on the studies of Bardin (2011) in order to construct analysis criteria, also considering criteria defined by Ramos (2010) to analyse taching material. This research brings as contribution the thesis that the process of formation for Teachers of French as a Foreign Language brings about the development of three distinct types of knowledge: savoir, savoir-faire and savoir-être which are exposed by the stages of perception, reflection and action, recognized in the predisposition for Teaching Practice Stage, in the production of teaching material and in the pre-service Teachers’ classes. Our results reveal that the formation of Teachers of French as a Foreign Language in the approach of Teaching French for Specific Purposes develops needed competences for teachers’ actions, teaching in specific contexts and the development of the three knowledges decribed in this research are confirmed, especially by the stages of perception, reflection and action / Diante de um atual cenário profissional limitado para o professor de Língua Francesa, para quem o locus de trabalho contempla, na maioria das vezes, contextos específicos de ensino, esta tese defende que os cursos de graduação em Letras devem prover uma formação que desenvolva as competências desse professor, com foco na Abordagem de Ensino de Francês com Objetivo Específico. Nesse sentido, este trabalho discute a necessidade do futuro professor aprender e praticar essa Abordagem ao longo de sua formação, desenvolvendo sua autonomia e sua consciência crítico-reflexiva para atuar nesses contextos uma vez que, a cada dia, se vê diminuir os espaços de atuação do professor de Francês na escola regular. Inserida na Linguística Aplicada, esta pesquisa traz as contribuições de Hutchinson e Waters (1998) e Mangiante e Parpette (2004, 2011) para tratar dos aspectos gerais ligados à Abordagem de Ensino de Línguas para Fins Específicos e se fundamenta nos escritos de Perrenoud (2001, 2002) e Schön (2008) para abordar a questão da prática reflexiva. Freire (2008, 2011) e Gallison e Puren (2001) fundamentam a discussão sobre autonomia e formação política do professor, neste trabalho. Tomlinson (1998), Ramos (2009, 2010) e Celani (2005), contribuem para com o desenvolvimento das reflexões em relação ao material didático para o ensino de Francês e é elaborado, nesta pesquisa, o conceito de necessidade local, tomando-se como base o conceito de saber local de Canagarajah (2005), para justificar a validade da Abordagem de Ensino de Francês com Objetivo Específico em uma dada região. Trata-se de uma pesquisa qualitativa, cujo suporte metodológico é o estudo de caso e os procedimentos para a análise de dados tiveram como referencial teórico os estudos de Bardin (2011) para a elaboração das categorias de análise e os critérios de Ramos (2010) para a análise do material didático. Esta pesquisa traz como contribuição a tese de que a formação do professor de Francês na Abordagem com Objetivo Específico é responsável pelo desenvolvimento dos três saberes, descritos como savoir, savoir-faire e savoir-être o qual é possibilitado pelas etapas de percepção, reflexão e ação, reconhecidas na predisposição para o estágio, na elaboração do material didático e na regência das aulas pelo professor em formação. Os resultados revelam que a formação na Abordagem de Ensino de Francês com Objetivo Específico desenvolve as competências necessárias para a atuação do professor em contextos específicos de ensino e que há o desenvolvimento dos saberes que defendo nesta pesquisa, desencadeados pelas etapas de percepção, reflexão e ação

Alors que le principe d’une alternance entre les différentes temporalités de la formation professionnelle initiale des enseignants est relevé comme une nécessité, de nombreux travaux soulignent une « cassure » entre les expériences vécues par les enseignants novices (EN) en centre universitaire et les expériences professionnelles vécues dans l’établissement scolaire (Chaliès, Cartaut, Escalié et Durand, 2009). Pour y répondre, deux orientations en matière d’aménagements des dispositifs de formation par alternance sont proposées. La première consiste à « déplacer le centre de gravité » (Zeichner, 2006) de la formation vers l’établissement scolaire. La seconde consiste, à l’inverse, à déplacer le centre de gravité de la formation vers le centre universitaire et proposer aux EN des dispositifs qui placent la professionnalisation au centre des apports. Paradoxalement, la pratique des activités physiques, sportives et artistiques (APSA) dans la formation professionnelle initiale des enseignants d’éducation physique et sportive (EPS) n’est jamais interrogée dans le cadre de cette deuxième orientation. Rares sont en effet les travaux ayant étudié comment aménager les enseignements théorico-pratiques relatifs aux APSA afin qu’ils contribuent effectivement à la professionnalisation des EN. Cette étude a été réalisée à partir d’un dispositif usuel de formation des EN d’EPS. En prenant appui sur un programme de recherche mené en anthropologie culturaliste (Chaliès et Bertone, 2017), un premier dispositif transformatif a été mis en œuvre afin de permettre aux EN d’EPS d’exploiter leurs expériences de pratique d’APSA lors de leur enseignement de cette APSA à des étudiants-élèves. A partir des résultats obtenus, une seconde transformation a été menée. Elle était pensée pour permettre aux EN d’EPS d’exploiter des expériences liées à l’enseignement dans lesquelles étaient intégrées leurs expériences de pratique d’APSA pour être en capacité d’enseigner cette APSA à des élèves. Cette double transformation devait permettre d’ (in)valider deux hypothèses auxiliaires relatives à la formation à l’enseignement des EN d’EPS à partir d’expériences de pratiquant dans les APSA. Les résultats obtenus montrent que les transformations engagées ont permis aux EN de s’engager dans une activité d’enseignement chargée d’expériences normatives situées (ENS) suivies en tant que pratiquant. Plus précisément, ils montrent la nécessité pour les EN d’apprendre des ENS constitutives de l’enseignement et d’être accompagnés par un formateur dans le processus de « susbtrafication » d’ENS suivies en tant que pratiquant au sein d’ENS suivies en tant qu’enseignant. Finalement, une proposition de conception d’un dispositif de formation professionnelle des EN d’EPS est réalisée. / While the principle of an alternation between the different temporalities of initial teacher training is noted as a necessity, many studies point to a "break" between the experiences experienced by novice teachers (NT) in the university center and the experiments the school (Chaliès, Cartaut, Escalié and Durand, 2009). In order to answer this question, two guidelines for the development of alternance training schemes are proposed. The first is to "shift the center of gravity" (Zeichner, 2006) from the training to the school. The second is to move the center of gravity of the training towards the university center and propose to the NT devices that place professionalization at the center of the contributions. Paradoxically, the practice of physical, sports and artistic activities (PSAA) in the initial professional training of physical education and sports (PES) teachers is never questioned in this second orientation. Few studies have studied how to organize the theoretical-practical lessons of PSAA so that they effectively contribute to the professionalization of NT.This study was carried out on the basis of a usual training system for PES NT. Based on a research program carried out in cultural anthropology (Chaliès and Bertone, 2017), a first transformative device was implemented in order to enable the PES NT to exploit their experiences of PSAA practice during their teaching of this PSAA to students of university. From the results obtained, a second transformation was carried out. It was designed to enable PES NT to use teaching-related experiences in which their PSAA practice experiences were integrated to be able to teach PSAA to students. This twofold transformation was intended to (in)validate two auxiliary hypotheses related to the teaching of PES NT from practitioner experiences in PSAA.The results obtained show that the transformations initiated enabled the NT to engage in a teaching activity in charge of normative experiments located (NEL) followed as a practitioner. More specifically, they demonstrate the need for NT to learn NEL about teaching and to be accompanied by a trainer in the NEL "susbtrafication" process followed as practitioners in NEL followed by as a teacher. Finally, a proposal for the design of a vocational training system for PES NT is carried out.

This Master's thesis is a history of apprenticeship in New Zealand. Apprenticeship has traditionally been the main route for entry into the skilled trades. At one level apprenticeship is a way of training people to do a particular job. The apprentice acquires, in a variety of formal and informal ways, the skills necessary to carry out their trade. The skills involved with each trade, tied inextricably to the technology that is used, are seen as the 'property' of the tradesperson. Learning the technical aspects of the job, however, is only a part of what goes on during an apprenticeship. The apprentice is also socialised into the customs and practices of the trade, learning implicitly and explicitly the hierarchies within the workplace, and gaining an appreciation of the status of his or her trade. Apprenticeship must also be viewed in the wider context of the relationship between labour and capital. The use of apprenticeship as an exclusionary device has implications for both worker and employer. Definitions of skill, and the ways in which technological advances are negotiated, are both dependent on the social setting of the workplace, which is mediated by social arrangements such as apprenticeship. This thesis thus traces the development of apprenticeship policies over the years, and examines within a theoretical context the debate surrounding those policies. Several themes emerge including the inadequacy of the market to deliver sustained training, the tension between educators and employers, and the importance of a tripartite accord to support efficient and equitable training. Apprenticeship has proved to be a remarkably resilient system in New Zealand. This thesis identifies factors that have challenged this resilience, such as changes in work practices and technology, and the historically small wage differentials between skilled and unskilled work. It also identifies the characteristics that have encouraged the retention of apprenticeship, such as the small-scale nature of industry in New Zealand, and the latter's distinctive industrial relations system. It is argued that benefits to both employer and worker, and the strength of the socialisation process embodied in apprenticeship, will ensure that some form of apprenticeship remains a favoured means of training young people for many of the skilled trades.

Thesis (M.Com. (Economics))--North-West University, Vaal Triangle Campus, 2006.

Department of Education, University of Stockholm. Second year research project, autumn term 2009. The transformation of Swedish officer´s training into an academic professional education – a study of professional identity in alteration. The study is a part of the Research Project; Discussion for collaboration - from vocational training to academic professional education. By Michael Larm The purpose of this study is to analyse in what way the process of transforming Swedish officer´s training into an academic professional education are perceived in terms of professional identity, alteration and synergies. The theoretical framework is based on social constructivism from the perspective symbolic interactionism focusing on notions such as heteroglossin, dialogicality, alterity and selfidentity. The data derives from a qualitative research and the collection of data was made by inviting students and teachers from the Swedish National Defence Collage to Focus group discussions. The discussions are audio-recorded and transcribed in its entirety as close to the oral language as possible. The data is analysed with regard to heteroglossin, dialogicality, alterity and selfidentity, and with regard to professional identity, alteration and synergies based on the transformation mentioned above. The results from the Focus group discussions shows that the participants conception of the process of transforming Swedish officer’s training into an academic professional education and of the term professional identity is closely related to their own field of practice. / Syftet med studien är att undersöka lärares och studerandes uppfattningar om officersutbild-ningens akademisering vid Försvarshögskolan, dess synergieffekter och påverkan på en yrkes-identitet i förändring. Studien utgår ifrån ett socialkonstruktivistiskt perspektiv enligt Bakhtin, Giddens och Wertsch där språket, samtalet, står i fokus för identiten. Studien tar också stöd i ett socialpsykologiskt perspektiv utgående från symbolisk interaktionism utvecklat av Mezirow där fokus ligger på att individen i samspelet med den sociala omgivningen utvecklar sin identitet. Data inhämtas från kvalitativ forskning i form av fokusgruppsamtal med studerande och lärare vid FHS. Samtalen dokumenteras genom ljudinspelning och transkriberas i sin helhet. Insamlade data analyseras med de teoretiska begreppen: Heteroglossin, Dialogicitet, Alteritet och Självidentitet kopplat till identitet, förändring och synergieffekter. Studien visar att deltagarnas uppfattning om den förändringsprocess som akademiseringen för med sig och av begreppet identitet är nära relaterad till aktörens bakgrund och roll i akademin. / Samtal för samverkan - från yrkesspecifik till akademisk professionsinriktad utbildning

This dissertation studies the role of education and training in job creation and poverty alleviation in the Sicelo Township. The study focuses on three areas, namely, unemployment, poverty and education and training. The actual state of unemployment and poverty in Sicelo is determined and the role of education and training in solving the problems of unemployment and poverty is discussed. Unemployment is identified, amongst others, as a major determinant of poverty. The main component of any policy aimed at eradicating poverty should therefore focus on employment creation. Education and training is found to be important in labour force participation, finding employment and, therefore, in alleviating poverty. Across both genders, individuals with a low level of education have less chance of finding employment than those with a higher level. Both unemployment and poverty is measured and a profile of the poor in Sicelo is given in terms of several household-level indicators. To measure poverty, the following tools are used: the household subsistence level (HSL) as poverty line, the headcount index, the poverty gap and the dependency ratio. The dissertation shows that Sicelo, compared to Bophelong, experiences lower unemployment rates as well as lower levels of poverty. Most of the indicators show that households in Sicelo are better off than Bophelong. From the analysis it is clear that a high percentage of the poor population have only a primary or incomplete secondary education, which could therefore imply that the lack of education (especially higher education) is a contributing factor to unemployment and poverty in Sicelo. Hence this study shows that access to education is clearly a key component, not only for human resource development, but also of an individual's ability to cope with modern living and to benefit from available opportunities. The unemployment rate amongst the poor was determined at 61.7 percent for Sicelo and the number of poor unemployed persons estimated at 908. If the poor unemployed with skills could be assisted in acquiring further training in the same field in which they already have skills, job opportunities could possibly be found in catering, retail trade, building construction, sewing and welding. Assuming that jobs for all 908 unemployed poor persons in Sicelo could be created at an average monthly income of R600 per month, the impact on the Sicelo community would be that the headcount index would be reduced from 0.50 to 0.23 and the poverty gap index from 0.37 to 0.22. This implies that the percentage of households below their poverty lines would be reduced from the present 50 percent to only 23 percent, and the average shortfall in income of the poor households would be reduced from 37 percent to 22 percent. More training and/or higher qualifications may lead to an increase in the average income, which will result in the reduction of the headcount index. Finally, the dissertation concludes that investing in education and training indeed can create job opportunities and reduce unemployment. This conclusion was drawn from the contention that uneducated individuals have fewer employment opportunities than their educated counterparts. Educated people have also a higher income earning potential, and are better able to improve the quality of their lives. / Thesis (M.Com. (Economics))--North-West University, Vaal Triangle Campus, 2006.

This dissertation studies the role of education and training in job creation and poverty alleviation in the Sicelo Township. The study focuses on three areas, namely, unemployment, poverty and education and training. The actual state of unemployment and poverty in Sicelo is determined and the role of education and training in solving the problems of unemployment and poverty is discussed. Unemployment is identified, amongst others, as a major determinant of poverty. The main component of any policy aimed at eradicating poverty should therefore focus on employment creation. Education and training is found to be important in labour force participation, finding employment and, therefore, in alleviating poverty. Across both genders, individuals with a low level of education have less chance of finding employment than those with a higher level. Both unemployment and poverty is measured and a profile of the poor in Sicelo is given in terms of several household-level indicators. To measure poverty, the following tools are used: the household subsistence level (HSL) as poverty line, the headcount index, the poverty gap and the dependency ratio. The dissertation shows that Sicelo, compared to Bophelong, experiences lower unemployment rates as well as lower levels of poverty. Most of the indicators show that households in Sicelo are better off than Bophelong. From the analysis it is clear that a high percentage of the poor population have only a primary or incomplete secondary education, which could therefore imply that the lack of education (especially higher education) is a contributing factor to unemployment and poverty in Sicelo. Hence this study shows that access to education is clearly a key component, not only for human resource development, but also of an individual's ability to cope with modern living and to benefit from available opportunities. The unemployment rate amongst the poor was determined at 61.7 percent for Sicelo and the number of poor unemployed persons estimated at 908. If the poor unemployed with skills could be assisted in acquiring further training in the same field in which they already have skills, job opportunities could possibly be found in catering, retail trade, building construction, sewing and welding. Assuming that jobs for all 908 unemployed poor persons in Sicelo could be created at an average monthly income of R600 per month, the impact on the Sicelo community would be that the headcount index would be reduced from 0.50 to 0.23 and the poverty gap index from 0.37 to 0.22. This implies that the percentage of households below their poverty lines would be reduced from the present 50 percent to only 23 percent, and the average shortfall in income of the poor households would be reduced from 37 percent to 22 percent. More training and/or higher qualifications may lead to an increase in the average income, which will result in the reduction of the headcount index. Finally, the dissertation concludes that investing in education and training indeed can create job opportunities and reduce unemployment. This conclusion was drawn from the contention that uneducated individuals have fewer employment opportunities than their educated counterparts. Educated people have also a higher income earning potential, and are better able to improve the quality of their lives. / Thesis (M.Com. (Economics))--North-West University, Vaal Triangle Campus, 2006.