This is an interpretive case study that explores the workplace epistemologies and institutional structures of two nested cases within the broader context of the Environmental Education, Training and Development Practices - Level 5 qualification (EETDP qualification) that is registered on the South African National Qualifications Framework. The study provides insights to inform EETDP curriculum development that is enabling of reflexive environmental education and training processes. The study develops an understanding of workplace epistemologies related to environment and education, the structural factors that enable and constrain agency of environmental educators and the role of reflexivity in practice and in education in two nested cases: the agricultural and local government sectors. It draws on findings from workshops, semistructured interviews and document analysis of education materials in these two nested cases. The study notes that there are diverse and seemingly ambiguous understandings of both environment/sustainability and education processes in the two nested cases. This ambiguity seems to relate to environmental education practitioners drawing on different forms of knowledge, including differentiated or theoretical knowledge, and 'common-sense' ways of knowing, in their education practice. The understandings related to theoretical knowledge are, in both nested cases, dominated by scientific or technical understandings where environment is understood in the terms of the natural sciences and education is seen in instrumentalist terms as the transfer of mainly technical environmental knowledge to learners in order to effect behaviour change. The study opens up deeper understandings of the epistemological, socio-cultural and structural features of context, in the two nested cases, that have a bearing on environmental educators. It provides insights into workplace structures that can be both enabling and constraining of agency and notes that the causal power of structures to enable or constrain does not lie only in the structures but also in relation to the intentionality of the environmental education practitioners/agents. The study then examines reflexivity as one of the means through which environmental educators in the nested cases are able to consider appropriate actions or responses to structural constraints or enablements. Based on the insights offered by the research findings, the study makes recommendations for the EETDP curriculum development. It frames these recommendations within an understanding of curriculum as a contextualised social process that involves structural aspects of curriculum such as materials, as well as socio-cultural processes such as learning on the course and in the workplace.

Teve como objetivo analisar, através da percepção de alunos ingressantes e concluintes, as motivações e razões que justificam ou explicam as suas escolhas por cursos de educação profissional técnica de nível médio na forma subsequente, buscando entender o papel do ensino profissionalizante em suas vidas. Através da identificação do perfil dos discentes manifesto pelas suas vivências escolares e experiências profissionais, contextualizou a sua trajetória familiar e escolar e seus projetos de vida face às exigências do mundo do trabalho e a necessidade de atualização e formação continuada. Sustentando-se teoricamente na relação entre a escola, a educação, o trabalho e seus impactos junto à classe trabalhadora, assim como nas transformações ocorridas no mundo do trabalho, tomou como referência autores como Antunes, Ciavatta, Cunha, Enguita, Frigotto, Ferretti, Friedmann, Naville, Kuenzer, Ramos, Hirata e Saviani. A pesquisa de campo desenvolveu-se através de uma investigação de caráter qualitativo da qual participaram, respondendo questionários e concedendo entrevistas, alunos ingressantes e concluintes dos cursos técnicos de nível médio de Administração e de Eventos do Instituto Federal de Educação, Ciência e Tecnologia do Paraná, campus Curitiba. Os resultados foram norteados pelo estabelecimento de categorias que privilegiaram a compreensão da realidade vivenciada pelos participantes ao longo de suas trajetórias escolares e profissionais, das motivações e expectativas em relação ao futuro educacional e profissional principalmente de alunos que, teoricamente, já poderiam pleitear uma vaga em cursos de graduação mas optaram por esta modalidade de ensino. / The study aimed to analyze, through the perception of entering and graduating students, the motivations and reasons that justify or explain their choices for subsequent mid-level technical professional education courses, seeking to understand the role of vocational education in their lives. Through the identification of students’ profile, which is manifested by their academic experiences and professional experiences, the study contextualized their family and school life and their life projects in view of the demands of the working world and the need for updating and continuing education. The research is theoretically based on the relationship between school, education, work and their impact in the working class, as well as on changes in the working world, it took as reference authors as Antunes, Ciavatta, Cunha, Enguita, Frigotto, Ferretti, Friedmann, Naville, Kuenzer, Ramos, Hirata and Saviani. The field research was developed through a qualitative survey, entering and graduating students from middle-level technical courses in Management and Events of Instituto Federal de Educação, Ciência e Tecnologia in Paraná, Curitiba campus, had participated answering questionnaires and giving interviews. The results were guided by the establishment of categories that favored the understanding of the reality experienced by the participants throughout their academic and professional careers, motivations and expectations of the educational and professional future mainly of students who theoretically could have applied for a job in graduate courses but opted for this type of education.

This research deals with the teaching work in the context of the Federal University of Sergipe and the University of Porto, most elite stratum that embodies advances recently made in the more egalitarian gender relations, but also expresses conflicts and contradictions inherent in any process of social change in a federal institution of higher education. Gender studies prioritize qualitative methodologies from research purposes. The methodological approach adopted does not discard to its operationalization of context analysis. We opted for a range of specific tools integrating aspects macro/micro, subjective and objective, intra-and inter-individual, intra and inter-group, intra and inter -cultural, intended to restore the identity of company, university and teaching work, to interpret mechanisms of discrimination, stereotypes made in the education/socialization processes that interact enhancing the gender. Have consulted several sources of information: literature, statistics of higher education obtained in INEP, CAPES, CNPq, CPD / UFS Profile of teachers. There were thirty-eight interviews in UFS and five in UP to analyze the construction of gender differences through the oral history of life as an important process in structuring identities of teachers. Data analysis followed an inductive method for reconstitution of subjective experiences of teachers, collectively designed the social interactions in everyday public institution of higher education. The gender problem emerges this the division of labor in the construction of projects/careers, contradictions, barriers and present achievements in this historic route. The high workload impacts on family life, the productive and reproductive work with disadvantages for women. Note the sexual division by organizing the family budget, household management and parenting. For men, the family never hurt, while the teacher / mother/wife sometimes sacrifices himself for the sake of the family and her husband´s career . The differences, distinctions and inequalities are social constructs present not only among niche professional practice, but also within the daily lives of reproductive and productive work. / Esta pesquisa versa sobre o trabalho docente no contexto da Universidade Federal de Sergipe e na Universidade do Porto, estrato mais elitizado, que personifica avanços recentemente alcançados nas relações de gênero mais igualitárias, mas também expressa conflitos e contradições intrínsecas a qualquer processo de mudança social em uma Instituição Federal de Educação Superior. Os estudos de gênero priorizam metodologias qualitativas a partir dos propósitos da pesquisa. A opção metodológica adotada não prescinde para sua operacionalização da análise conjuntural. Optou-se por uma gama de ferramentas específicas integrando-se os aspectos macro/micro, subjetivos e objetivos, intra e inter-individual, o intra e o inter-grupal, o intra e o inter-cultural, visando restabelecer a identidade entre sociedade, universidade e o trabalho docente, para interpretar mecanismos de discriminação, estereótipos construídos nos processos de educação/socialização que interatuam potenciando os de gênero. Consultaram-se várias fontes de informação: revisão da literatura, estatísticas da educação superior obtidos no INEP, CAPES, CNPQ, CPD/UFS sobre o perfil de docentes. Realizaram-se trinta e oito entrevistas na UFS e cinco na UP para analisar a construção das diferenças de gênero por meio da história de vida oral, enquanto processo importante na estruturação das identidades das docentes. A análise de dados seguiu um curso indutivo, para a reconstituição das experiências subjetivas das docentes, concebidas coletivamente nas interações sociais no cotidiano da instituição de ensino superior pública. A problemática de gênero emerge presente, seja na divisão do trabalho, na construção de projetos/carreiras, nas contradições, barreiras e conquistas presentes neste percurso histórico. A elevada carga de trabalho impacta na vida familiar, no trabalho produtivo e reprodutivo com desvantagens para as mulheres. Observa-se a divisão sexual por meio da organização do orçamento familiar, da administração doméstica e da educação dos filhos. Para os homens, a família nunca atrapalhou, enquanto a docente/mãe/esposa, por vezes, sacrifica-se em prol da família e da carreira do marido. As diferenças, distinções e desigualdades são construções sociais presentes não somente entre os nichos de exercício profissional, mas também dentro deles no cotidiano de trabalho reprodutivo e produtivo.

L'objet de la présente thèse est d'analyser l'incidence des politiques menées dans le cadre des systèmes d'éducation et de formation grec et italien afin de se conformer aux exigences de la stratégie de Lisbonne 2000. Le niveau d'influence de la politique de l'UE sur les structures des deux pays et ses effets sur les réformes nationales sont liés à la relation, entre structures nationales et internationales en ce qui concerne les politiques d'éducation et de formation. Les réformes ne sont pas nécessairement le résultat de la politique de l'Union européenne ; elles peuvent également être le résultat de la voie nationale suivie et intervenir indépendamment des politiques européennes. Cela permet de se demander si le changement de la politique nationale est lié aux directives internationales ou s'il est le résultat indépendant de l'évolution de l'État. / The present thesis attempts a policy impact analysis through the Greek and Italian education and training policies undertaken to respond to the Lisbon's Strategy 2000 requirements. The level of influence of the EU policy within the domestic structure of both countries and its dynamic on national reforms is related to the relationship, - level of influence-, between national and international structure as concerns the educational and training policies. Reforms are not necessarily results of the European's Community policy, but they can be results of the national pathway and they would have taken place in any case. The above hypothesis leads to the query if national policy change is linked to the international directives or it is the independent result of the State's development.

Text in English / This study examines the successes and limitations of the Competency Passport (CP) for the empowerment of unemployed citizens in Bosnia and Herzegovina (BiH). The CP was designed to identify formally, informally and non-formally acquired competencies of people with the help of a counsellor. In the process, the CP uses the asset-based approach which focuses on the strengths of people. The investigation was conducted on the basis of qualitative interviews and a focus group discussion. The results have shown that the CP was able to identify competencies and, thereby, has helped to increase the self-confidence of people. In the area of employment, the impact of the CP showed some limitations as it was not yet sufficiently recognized by the society of BiH. Employers have given little feedback on the CP. The public sector, especially, needs a paradigm shift in the recognition of informally and non-formally acquired competencies by the CP. / Development Studies / M.A. (Development Studies)

La problématique des ressources humaines est complexe. Elle a donc besoin de cadres conceptuels pour décoder la réalité et cerner les limites de ses actions. La présentation d'un cadre théorique qui questionne les niveaux d'adéquation entre formation et compétences attendues des professionnels de la santé (à la fois dans le champ de la santé et dans celui de l'éducation) est l’aboutissement d'une réflexion sur la formation appréhendée comme voie d’accès à l’innovation, elle-même levier de changement dans la gestion des ressources humaines en santé. La démarche systémique appliquée à cette problématique et dans plusieurs contextes permet une action cohérente aux niveaux national, régional et local, tout en respectant la complexité de l’ensemble ainsi que les contraintes relatives aux mécanismes des marchés internationaux. L'importance du processus et de l'ensemble des acteurs concernés par le changement est analysée, mettant en évidence plus particulièrement la nécessité d’une appropriation, dès le départ, d’un cadre de référence et de sa mise en œuvre par les enseignants et les équipes de directions aux différents niveaux institutionnels. <p>L’adéquation des programmes à leurs contextes d’application et le renforcement des compétences des professionnels sont les questions centrales posées par cette recherche à travers la mise en œuvre de l’approche par compétences et des pédagogies actives. Les finalités sont celles de la mise en évidence des mécanismes, facteurs et visions nécessaires à l'amélioration de la formation des professionnels de santé et la promotion d’un « enseignement – apprentissage » favorable à l'intégration des principes d’actions de promotion et d'éducation à la santé. Ces finalités sont au centre des résultats recherchés dans ces vastes chantiers. Elles réclament un travail de fond sur la question du sens des apprentissages, dont la mise en réseau avec des centres de formation et d'expertise, ainsi que le développement de l'autonomie d'une masse critique de professionnels de santé. Parmi ces derniers, les infirmier(ère)s de première ligne sont responsables dans de nombreux contextes de plus de 80 % de l'offre de services. L'application de cette approche sur plusieurs terrains d'actions viendra renforcer les cadres théoriques et la méthodologie proposés.<p>--------<p>Cette thèse est articulée de manière à présenter des articles sur la formation et la gestion des ressources humaines en santé dans un ensemble cohérent. Certaines redondances dans la présentation des contextes et des méthodes sont de ce fait inévitables. Chacune des parties commence par une introduction et un cadrage qui devraient permettre de se situer quant aux objectifs et aux contenus spécifiques de la partie concernée. Un débat peut ouvrir une partie tout comme une discussion peut la clore. Dans un souci de lisibilité, un lexique propre à cette thèse est donné en annexe, plus particulièrement aux champs de la pédagogie (annexe 1) et de la santé publique (annexe 2). Les mots et concepts qui se trouvent dans ce lexique sont soulignés la première fois qu’ils sont rencontrés dans le texte (à l’exception des articles).<p> / Doctorat en Sciences de la santé publique / info:eu-repo/semantics/nonPublished

Considering that Mpumalanga province has a large petrochemical plant owned by a multinational company that runs and owns mines, the province should abound with employment opportunities for Technical and Vocational Education and Training (TVET) college graduates, especially those from the local Gert Sibande TVET College. However, students with TVET college qualifications struggle to attract employment. Therefore, this study explored the question, “What can TVET providers in Mpumalanga do to enhance students’ employability?” The research was conducted in a selected TVET college in the province. The study employed a qualitative approach and an interpretive paradigm. Data were collected using semi-structured interviews, focus groups and document analysis. The identities of all respondents were protected. Upon analysis of the results, several measures that the TVET college, stakeholders and employers could employ, emerged. There was a lack of proper skills for graduates, qualifications without relevance and employers hardly acknowledging the TVET college qualifications. Some of the recommendations made include collaboration, relationship building between stakeholders and revision of the National Certificate (Vocational) [NC-(V)] curriculum. Topics for future research are also suggested. / Educational Management and Leadership / M. Ed. (Education Management)