Special education is a field inherent with compliance and accountability issues. Special Education Administrators are tasked with the responsibility of implementing programs and maintaining compliance with state and federal standards while ensuring high quality educational performance. This research examined how the current Special Education Administrators are being held accountable under NCLB and IDEA. In addition, the previous roles and responsibilities of Special Education Administrator were reviewed in order to provide background information and to provide insight into Special Education Administrators' perceptions of key responsibilities under NCLB and IDEA 2004. The guiding questions for this study are: (1) What do Special Education Administrators perceive as their role and responsibilities under NCLB and IDEA 2004? (2) Do Special Education Administrators perceive their evaluation tool as an adequate measure of the current roles and responsibilities by which they are held accountable under NCLB and IDEA 2004? (3) Does the criteria by which Special Education Administrators are evaluated reflect what the research supports as those components related to roles and responsibilities under NCLB and IDEA 2004? The research design included quantitative and qualitative methods of analysis. The population for this study was stratified sample of 30 Special Education Administrators for the Commonwealth of Virginia. An online survey was utilized to conduct the initial research. In addition, in-depth interviews of special education administrators were conducted in order to gain a better understanding of how they are currently being held accountable. Research revealed that Special Education Administrators perceive they are currently being held accountable under NCLB and IDEA; though research concludes that current performance evaluation methodology does not measure the professional standards, including the roles and responsibilities of the Special Education Administrator. The conclusions of this study emphasize the importance of examining the performance evaluation procedures for Special Education Administrators in the Commonwealth of Virginia. / Ph. D.

This study is exploratory research examining the relationship between the news media and environmental collaborations. It reports the results of a 2008 online survey of the 250 members of the EPA's National Roster of Environmental Conflict Resolution and Consensus Building Professionals. The study asked about the impact of the media on environmental collaborations, but the major finding actually concerned the significant impact that the process of collaboration has had on the press and its role in environmental problem-solving. Collaboration professionals in this study apparently no longer see the press as a major influence in environmental dispute resolution. The most common estimate of press impact was "slight". A large majority of respondents (71%) said the news media overall have a positive or neutral impact on environmental collaboration outcomes -- surprising numbers, considering the past negative history of the press and environmental issues. From the practitioner's perspective, the most important finding may concern Media Ground Rules (guidelines that govern how collaborations interact with the news media). With Media Ground Rules in place, 74% of collaborations reported the press had a positive impact. In contrast, a negative press impact was reported by 60% of collaborations without Media Ground Rules in place. Since 2008, we have seen growth in environmental collaboration, but at the same time, wholesale closures of American newspapers, along with a stunning decline in the number of environmental reporters and environmental coverage in local news. This study looks at the implications of these developments for accountability and environmental collaborations. / Ph. D.

The purpose of this study was to identify perceptions of middle and high school principals in Virginia regarding high-stakes testing. Perceptions were assessed regarding unintended consequences impacting the principals' role and their alignment with professional and scholarly literature. There were 22 findings emerging from this study. One of the findings revealed that principals perceived the necessity of instructional leadership as opposed to simply acting as school managers. The findings also revealed that middle and high school principals strongly agreed that high-stakes testing resulted in a loss of instructional time and that there has been a narrowing of the curriculum; however there now was a clearer alignment of the written, taught, and tested curriculum. Additionally, the findings revealed that less than 50% of middle and high school principals believed that high-stakes testing had helped close the achievement gap between minority and majority students. One of the most prevalent findings focused on the stress exhibited by students, teachers and administrators, all due to high-stakes testing. One hundred and sixty-six Virginia middle and high school principals participated in this study. An electronic survey instrument was used to rate 31 statements derived from the scholarly literature regarding the unintended consequences and perceptions of high-stakes testing of middle and high school leaders in Virginia. / Ed. D.

The notion of accountability assumes different meanings and emphasis in different contexts depending on the purpose for which it is used. In essence, accountability has to do with the demand for improved services, operations and products. In the public sector in particular, the spread of democratization has led to growing public demand for improved and better services and standards. This demand led many governments to introduce administrative reforms to bring about the desired changes in the delivery of services to the general public. Education, as a public service, and against the backdrop ofpoor learning outcomes, has over the years been subjected to intensive public scrutiny leading to increased demand for education accountability. The huge expectations imposed on educational establishments have led to a significant change in the nature and scale of education accountability. Equally, the lack of confidence in public schools to meet the educational needs of society is a further justification for the demand for accountability in education. Education accountability, in the final analysis, has as its primary goal, the need to improve learning outcomes. This study is about the development of a conceptual framework to enhance accountability in public schooling. Existing accountability processes and practises fall far too short of making public education accountable. Partly because approaches to accountability are not grounded on fundamental values and principles. Accountability in general and education accountability in particular, must be underpinned by sound values and principles to be effective and developmental. This study takes as its point of departure, the view that education accountability is both necessary and desirable if the growing educational needs of communities, particularly the poor, are to be met. To that effect, the conceptual framework has to afford every learning institution, regardless of its unique characteristics and circumstances, the opportunity to meet its accountability obligations. In this study, the quantitative and qualitative designs were employed to gather information relating to accountability processes and practises in the N orth-West education system and schools in particular. A survey questionnaire (quantitative) was used to compile data regarding the views and perspectives of principals on education accountability. Focus group interviews (qualitative) were conducted with both district officials and teacher unions to solicit their views and perspectives on the processes and practises of accountability in the North-West education department. The sample involved 222 principals from both primary and secondary schools in the province. Nine (9) union representatives drawn from the three major unions in the province participated in the focused group interviews. In addition, 7 district officials, drawn from the four education districts in the province also participated in the focus group interviews. The research, as stipulated above, yielded the following results: • Most of the principals surveyed managed schools that are located in rural and generally poor areas. These demographic challenges imposed serious limitations on the capacity of principals to manage effectively since rural schools are often geographically dispersed and poorly resourced. Consequently, accountability processes and practises must be sensitive to the context within which these schools operate. • Most of the principals sampled have the requisite qualifications and managerial experience suggesting that they are reasonably equipped to do their work. There is also evidence that provision is made for in-service training in management. It could therefore be concluded that if experience and qualifications alone were taken as key determinants in securing effective management, many of the sampled schools would be performing reasonably well. This finding however, is inconsistent with the widespread school level dysfunctionality that characterise the North-West schooling system. Effective accountability would therefore go beyond the principal to find answers to this incongruecy. • Teacher quality and teacher professionalism were identified as key levers of educational quality and school level accountability • There is a clear and direct link between an accountable school and the role of the principal. The characteristic features of an accountable school tended to overlap with the roles and responsibilities of the principals. • The role ofstakeholders in enhancing education accountability was supported by most respondents, suggesting therefore that schools must strive to develop healthy relationships with all stakeholders, both internal and externaL • Collaboration and networking among principals were seen as important in providing principals with opportunities to share ideas and thereby enhance their own capabilities • Accountability was seen by most respondents in a positive light, however, participants maintained that accountability processes and practises were poorly understood and implemented in the North-West education system. • There was general concern that the various parties to the accountability relationship did not understand their respective roles and responsibilities and thus diluting instead ofenhancing accountability. • The views of participants on the importance of performance agreements as a way of enhancing accountability were generally negative. Fear was expressed that these agreements would be abused. This finding is consistent with the finding that accountability practises were poorly understood and implemented. The general conclusion from this study is that education accountability is both necessary and desirable. However, the complex contexts within which education is delivered must be fully appreciated if accountability practices and processes are to be effective. / Thesis (Ph.D. (Education Management))--North-West University, Potchefstroom Campus, 2011

The notion of accountability assumes different meanings and emphasis in different contexts depending on the purpose for which it is used. In essence, accountability has to do with the demand for improved services, operations and products. In the public sector in particular, the spread of democratization has led to growing public demand for improved and better services and standards. This demand led many governments to introduce administrative reforms to bring about the desired changes in the delivery of services to the general public. Education, as a public service, and against the backdrop ofpoor learning outcomes, has over the years been subjected to intensive public scrutiny leading to increased demand for education accountability. The huge expectations imposed on educational establishments have led to a significant change in the nature and scale of education accountability. Equally, the lack of confidence in public schools to meet the educational needs of society is a further justification for the demand for accountability in education. Education accountability, in the final analysis, has as its primary goal, the need to improve learning outcomes. This study is about the development of a conceptual framework to enhance accountability in public schooling. Existing accountability processes and practises fall far too short of making public education accountable. Partly because approaches to accountability are not grounded on fundamental values and principles. Accountability in general and education accountability in particular, must be underpinned by sound values and principles to be effective and developmental. This study takes as its point of departure, the view that education accountability is both necessary and desirable if the growing educational needs of communities, particularly the poor, are to be met. To that effect, the conceptual framework has to afford every learning institution, regardless of its unique characteristics and circumstances, the opportunity to meet its accountability obligations. In this study, the quantitative and qualitative designs were employed to gather information relating to accountability processes and practises in the N orth-West education system and schools in particular. A survey questionnaire (quantitative) was used to compile data regarding the views and perspectives of principals on education accountability. Focus group interviews (qualitative) were conducted with both district officials and teacher unions to solicit their views and perspectives on the processes and practises of accountability in the North-West education department. The sample involved 222 principals from both primary and secondary schools in the province. Nine (9) union representatives drawn from the three major unions in the province participated in the focused group interviews. In addition, 7 district officials, drawn from the four education districts in the province also participated in the focus group interviews. The research, as stipulated above, yielded the following results: • Most of the principals surveyed managed schools that are located in rural and generally poor areas. These demographic challenges imposed serious limitations on the capacity of principals to manage effectively since rural schools are often geographically dispersed and poorly resourced. Consequently, accountability processes and practises must be sensitive to the context within which these schools operate. • Most of the principals sampled have the requisite qualifications and managerial experience suggesting that they are reasonably equipped to do their work. There is also evidence that provision is made for in-service training in management. It could therefore be concluded that if experience and qualifications alone were taken as key determinants in securing effective management, many of the sampled schools would be performing reasonably well. This finding however, is inconsistent with the widespread school level dysfunctionality that characterise the North-West schooling system. Effective accountability would therefore go beyond the principal to find answers to this incongruecy. • Teacher quality and teacher professionalism were identified as key levers of educational quality and school level accountability • There is a clear and direct link between an accountable school and the role of the principal. The characteristic features of an accountable school tended to overlap with the roles and responsibilities of the principals. • The role ofstakeholders in enhancing education accountability was supported by most respondents, suggesting therefore that schools must strive to develop healthy relationships with all stakeholders, both internal and externaL • Collaboration and networking among principals were seen as important in providing principals with opportunities to share ideas and thereby enhance their own capabilities • Accountability was seen by most respondents in a positive light, however, participants maintained that accountability processes and practises were poorly understood and implemented in the North-West education system. • There was general concern that the various parties to the accountability relationship did not understand their respective roles and responsibilities and thus diluting instead ofenhancing accountability. • The views of participants on the importance of performance agreements as a way of enhancing accountability were generally negative. Fear was expressed that these agreements would be abused. This finding is consistent with the finding that accountability practises were poorly understood and implemented. The general conclusion from this study is that education accountability is both necessary and desirable. However, the complex contexts within which education is delivered must be fully appreciated if accountability practices and processes are to be effective. / Thesis (Ph.D. (Education Management))--North-West University, Potchefstroom Campus, 2011

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-27T13:14:06Z No. of bitstreams: 1 wendelalvesdamasceno.pdf: 14936440 bytes, checksum: 2e998515d85ffc1971ef72d37984f99c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-27T13:43:39Z (GMT) No. of bitstreams: 1 wendelalvesdamasceno.pdf: 14936440 bytes, checksum: 2e998515d85ffc1971ef72d37984f99c (MD5) / Made available in DSpace on 2017-09-27T13:43:39Z (GMT). No. of bitstreams: 1 wendelalvesdamasceno.pdf: 14936440 bytes, checksum: 2e998515d85ffc1971ef72d37984f99c (MD5) Previous issue date: 2017-08-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho se constituiu a partir de pesquisa quantitativa sobre influência da avaliação pública do Sistema Mineiro de Avaliação da Educação (Simave) sobre o desempenho e desigualdades educacionais em escolas públicas da Rede Municipal e Rede Estadual do Município de Barbacena-MG. Os microdados sobre o desempenho em Matemática e Língua Portuguesa de todas as escolas públicas da cidade no período de 2011 a 2014 foram a base das análises apresentadas. A pesquisa utilizou os dados desempenho nas 5, 9 e 12 séries. O uso dos resultados pela Rede Estadual, como parte de sua Política de Responsabilização, produz melhores desempenhos educacionais do que os apresentados pela Rede Municipal, que não utiliza destes dados para traçar suas diretrizes. Embora tenha melhorado seu desempenho, a Rede Estadual não reduziu as desigualdades de desempenho no interior de sua rede, que ainda se mostra vulnerável às influências das origens sociais e às vantagens e desvantagens produzidas pela mesma nos sistemas escolares. / The present work was based on a quantitative research on the influence of public evaluation of the Mineiro System of Education Evaluation (Simave) on the performance and educational inequalities in public schools of the Municipal Network and State Network of the Municipality of Barbacena-MG. The microdata on performance in Mathematics and Portuguese Language of all public schools in the city from 2011 to 2014 were the basis of the analyzes presented. The research used the performance data in the 5, 9 and 12 series. The use of the results by the State Network as part of its Accountability Policy produces better educational performance than those presented by the Municipal Network, which does not use these data to draw up its guidelines. Although it has improved its performance, it has not reduced performance inequalities within its network, which is still vulnerable to the influences of social origins and the advantages and disadvantages produced by it in school systems.

Information plays an essential role in supporting an organization's business; this information encounters any business's technology, people, and process aspects. In contrast, each aspect can risk an organization's information assets. Information traceability and accountability can play a significant role in controlling and protecting information assets. When individuals perceive accountability for each modification or change, they will behave systematically in their activities because they can expect their actions to impact others. A sense of information accountability increases the likelihood that people think about their behaviors in daily processes. However, if the accountability mechanism is insufficient, it can cause conflicts between information owners and employees. Previous works are based on the theories to increase the sense of information accountability and have efficient mechanisms. Moreover, improvement of the accountability mechanism is a concern because researchers rely on laboratory results, which is not enough to develop and have a systematic mechanism. Therefore, existing theories and explanations of information accountability tend to be unclear in practice.This study presents a qualitative case study focusing on information asset accountability among information owners and finding the practical tools and techniques to enforce the accountability. Data collection is carried out through ten semi-structured interviews among information owners who directly own information and make decisions related to classified information and controlling access levels. The interview questions were based on the increasing information asset accountability to reveal the influential factors that must be addressed. Data analysis discloses information owners’ requirements to increase the sense of accountability in an organization when it comes to information asset accountability. Key findings seem to be applying proper tools and processes such as verification and traceability to strengthen the information asset accountability within organizations. It also reveals the employee’s awareness and training to understand the information handling and processes. Employees get involved with processes by receiving training, clarifying their accountability expectations within information assets, and acknowledging the importance of their actions to secure critical information. The study's contribution provides an insight into the information accountability mechanism to identify the enforcement requirement from the information owner’s perspective. Based on the result of the study, it can raise the significance of accountability and traceability mechanisms to the information owners and provide input to maximize their information asset’s security level within the organization.

La recherche en contrôle a montré que le champ hospitalier français a subi de profonds changements, notamment à travers l’introduction de l’accountability. La conformité aux pressions institutionnelles pousse les organisations à s’orienter vers de nouveaux outils et principes pour renfoncer leur légitimité externe (Power, 2003). Cette même littérature a montré que l’accountability s’infiltre dans la sphère médicale et démontre des phénomènes d’hybridation de rôle chez les médecins hospitaliers, qui sont ainsi sensibilisés aux contraintes financières (Kurunmäki, 1999). La sphère administrative ne fait pas exception et subit également des pressions coercitives. L’objectif de notre thèse est de contribuer à cette littérature en analysant les effets et les rôles de l’accountability dans le secteur hospitalier public français sur la sphère médicale. Pour analyser ces effets, nous nous ciblons sur les dispositifs d’accountability tels que le reporting d’informations (audit financier, pratique budgétaire). Pour répondre à cette problématique, notre terrain s’est focalisé sur des entretiens semi-directifs et une approche ethnographique dans un CHU de grande taille. Premièrement, à travers une étude exploratoire qualitative menée auprès de 19 directeurs administratifs financiers (représentant 19 CHU/CH), nous montrons que l’accountability au travers de l’exemple de l’audit financier amène à des changements organisationnels et sert également à « rendre des comptes » aux parties prenantes externes (Agence Régionale de Santé, banques) mais aussi internes des organisations hospitalières. Nos résultats soulignent notamment que l’audit financier renforce la légitimité de la sphère administrative vis-à-vis de la sphère médicale. Deuxièmement, nous identifions à partir d’une approche ethnographique (observation non-participante et entretiens) menée dans un CHU des acteurs administratifs spécifiques, servant de vecteurs pour l’infiltration de l’accountability dans la sphère médicale : les Techniciens d’Information Médicale. Ces acteurs administratifs ont un rôle essentiel dans l’hybridation des médecins aux compétences gestionnaires, et les sensibilisent aux logiques financières. A travers le reporting de leur activité médicale, nos résultats mettent en lumière une atténuation du clivage traditionnel observé dans la littérature entre acteurs administratifs et corps médical. Nous montrons également que l’infiltration de l’accountability par d’autres agents administratifs spécialisés, tend à sensibiliser les médecins à la réduction de surplus, de slack présent dans la prise en charge des patients. Il s’avère que cette organisation hospitalière privilégie des dispositifs d’accompagnements afin de solliciter les médecins à intégrer de nouvelles responsabilités dans l’efficience de leur rôle. Notre étude montre que les médecins tentent désormais de trouver un équilibre afin d’articuler « logique patient » et logique gestionnaire. Pour cela, nos résultats soulignent une modification des protocoles de soins, du raisonnement ainsi que des valeurs des professionnels de santé qui concilient et promeuvent désormais le médico-économique. / How are accountability measures used by actors in the administrative field? Consequently, which are the associated effects on workers in the health sector?Research in control has shown that the French hospital has undergone profound changes, notably through the introduction of accountability. Compliance with institutional pressure drives organizations to move towards new tools and principles that reinforce their external legitimacy (Power, 2003). The same literature has shown that accountability infiltrates the medical sphere and that a new phenomenon occurs: doctors adopt hybridization role in hospital. This hybridization creates doctors who are aware of financial constraints (Kurunmäki, 1999). The administrative sphere is no exception and is also subject to coercive pressure.The aim of our thesis is to contribute to this literature by analyzing the intra-organizational effects and roles of accountability on the medical logic in the French public hospital sector. To analyze these effects, we focus on accountability mechanisms such as information reporting (i.e. financial audit, budget practice). To answer this problematic, we use semi-structured interviews into French hospitals and we adopt an ethnographic approach of one large university hospital.Firstly, from a series of exploratory interviews with 19 financial administrative directors (in 19 public hospitals), we show that accountability through financial audit leads to organizational changes and also use to “give account” not only to external stakeholders (Regional Health Agency, banks) but also internal hospital organizations. Our results show that the financial audit reinforces the legitimacy of the administrative sphere towards the medical sphere.Secondly, we identify with an ethnographic approach (non-participant observation and interviews) in a UHC of specific administrative actors called “Medical coders” (i.e. actors serving as vectors for the infiltration of accountability in the medical sphere). These administrative members have a key role in hybridization of health professionals to management skills, and sensitize them to financial logics.Through the reporting of their medical activity, our results highlight an attenuation of the traditional cleavage observed in the literature between administrative members and the medical profession.Moreover, we show that the infiltration of accountability by others specialized administrative agents tends to sensitize doctors to the reduction of surplus, and the slack in the care of patients. It turns out that, the hospital organization favors support systems to make physicians integrate efficiency in their health role.Our result show that physicians are now trying to find a balance in order to articulate medical logic and managerial logic. For this, our study highlights a modification of care protocols as well as the reasoning and values of health professionals who reconcile and promote medico-economic logic.This thesis argues that the introduction of accountability within the French public hospital sector has intra-organizational effects on both the administrative and medical spheres and emphasizes that on the basis of the reduction of the organizational slack, the conflicts between medical and managerial logic are lessened.

Thesis (MPA. (Public Administration)) -- University of Limpopo, 2018 / The Constitution of the Republic of South Africa of 1996 requires the Legislature in Local, Provincial and National Governments to hold the Executive accountable and continue to do oversight on the work of government. The Legislature in executing its work, sometimes make use of the Auditor General’s reports, Public Finance Management Act (PFMA) reports and all other reports submitted by constitutional institutions, the Executive and other agents of the State. The study investigates whether the Legislature understands its mandate as legislated and whether the legislation is efficient and effective in ensuring accountability and conducting oversight of the work of the Executive. The research methodology used in this study is the qualitative approach. The respondents were clear that the Legislature understand its business as legislated, and further that there is a challenge at implementation of these important functions of the Legislature. There is varying implementation due to resources, capacity constraints and lack of commitment. The study recommends that the training of Members of the Legislature and staff, allocation of adequate resources and proper planning. The commitment of the Members of the Executive to the process and implementation of consequence management for poor performance and key interventions to ensure efficient and effective oversight of public finances in the province

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-07-09T15:40:33Z No. of bitstreams: 2 Dissertação - Rafael Lincoln Lobo Nery - 2018.pdf: 22375880 bytes, checksum: a22c93c8e4303fd6786bbdbd0a66d2a4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Olhe na coleção da FCT, como fizeram a citação, falta em Rede Nacional on 2018-07-10T11:03:06Z (GMT) / Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-07-10T16:30:43Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Rafael Lincoln Lobo Nery - 2018.pdf: 22375880 bytes, checksum: a22c93c8e4303fd6786bbdbd0a66d2a4 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-11T10:41:03Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Rafael Lincoln Lobo Nery - 2018.pdf: 22375880 bytes, checksum: a22c93c8e4303fd6786bbdbd0a66d2a4 (MD5) / Made available in DSpace on 2018-07-11T10:41:03Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Rafael Lincoln Lobo Nery - 2018.pdf: 22375880 bytes, checksum: a22c93c8e4303fd6786bbdbd0a66d2a4 (MD5) Previous issue date: 2018-06-07 / The theme chosen in this work is due to its great relevance, as well as the great notoriety of Brazil with the recent corruption scandals, the misuse of public money, and because it still a strange theme for most of the Brazilian population. The objective of this work is to develop a simplified method to monitor, measure, analyze and evaluate the level of transparency of management in the Federal Institutes of Education, Science and Technology. The research used data referring to the years 2015 and 2016 of five institutions in the Center-West of Brazil: Federal Institute of Goiás, Goiano Federal Institute, Federal Institutes of Brasília, Federal Institute of Mato Grosso and Federal Institute of Mato Grosso do Sul. This research found that these institutions have a Management Transparency Index superior to previous studies. A Medium Transparency Index was found for the IFs of the Central West region of 62.8% for the year 2015 and 60.6% for the year 2016 against a 48% index for federal public entities found in 2010 by Bairral , Silva and Alves. / A transparência pública vem alcançando cada vez mais relevância e grande notoriedade devido aos recentes escândalos de corrupção no Brasil, pelo mau uso do dinheiro público e por ser ainda um tema estranho para a maior parte da população brasileira. Este trabalho desenvolveu um método simplificado que permitiu monitorar, medir, analisar e avaliar o nível de transparência da gestão nos Institutos Federais de Educação, Ciência e Tecnologia. A pesquisa utilizou dados referentes aos anos de 2015 e 2016 de cinco instituições do Centro-Oeste brasileiro, a saber: Instituto Federal de Goiás, Instituto Federal Goiano, Instituto Federal de Brasília, Instituto Federal do Mato Grosso e Instituto Federal do Mato Grosso do Sul. Essa pesquisa constatou que essas instituições possuem um Índice de Transparência da Gestão superior ao de estudos anteriores. Foi encontrado um Índice de Transparência Médio para os IF’s da região Centro-Oeste de 62,8% para o ano de 2015 e 60,6% para o ano de 2016 contra um índice de 48% para entes públicos federais encontrados em 2010 por Bairral, Silva e Alves.