Orientador: Ronaldo Celso Messias Correia / Resumo: Diversas pesquisas vêm sendo realizadas para o desenvolvimento de metodologias com o objetivo de melhorar o desempenho dos alunos na disciplina de matemática em avaliações internas e externas. Dentre as pesquisas, o uso da computação tem sido destacado. A computação evoluiu muito de acordo com a necessidade de resolver problemas, sendo a matemática uma disciplina que trabalha com a resolução destes, existe uma relação entre estas duas áreas. Motivado pela relação existente entre essas áreas do saber, este trabalho apresenta de forma detalhada a correlação entre as habilidades do Pensamento Computacional com base no currículo apontado pela SBC, com a disciplina de Matemática, conforme as habilidades explicitadas na BNCC. As conexões entre as duas áreas foram expostas na forma de uma organização sistemática apontando quais as habilidades matemáticas estão ligadas a cada conceito do Pensamento Computacional, e para cada habilidade relacionada foi proposta uma ou mais atividades com o objetivo de nortear o trabalho do professor em sala ao inserir o Pensamento Computacional em sua didática. As atividades sugeridas foram classificadas com relação ao seu nível cognitivo, de acordo com o método de classificação da Taxonomia de Bloom. Os resultados Sistematização proposta da relação entre a Matemática e o Pensamento Computacional norteará educadores e escolas na formulação de seus currículos, sendo um referencial, que aponta em quais habilidades da BNCC é possível inserir habilidades ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Several studies have been conducted to develops methodologies in order to improve students’ performance in internal and external mathematics subject. Among these researched methods, the use of computation is highlighted. Computation has developed considerably due to the necessity of problem solving and Mathematics is a subject in which functions as a problem solver. Therefore, there is a relation between these areas. Inspired by that, this paper presents the detailed affinity between the Computational Thinking (CT) skills – based on the curriculum elaborated by the SBC – and the Mathematics subject – as presented in the BNCC. The relations between the two areas were explained systematically by presenting which Mathematical skill is connected to which concept of the Computational Thinking, and to each related skill, one or more activities were suggested with the purpose of guiding the teacher’s work in the classroom by inserting Computational Thinking in his didactics. The suggested activities were classified by its cognitive levels according to Bloom’s Taxonomy. The systematization result of the relationship between both areas will help teachers and schools in their curriculum's formulation, being it a source that indicates in which skills from the BNCC is possible to add skills from the CT. / Mestre

Orientador: Sebastião de Souza Lemes / Banca: Silvio Henrique Fiscarelli / Banca: Ricardo Ribeiro / Banca: Joana Correa Goulart / Banca: Raquel Gonçalves Octávio / Resumo: Esta Tese tem como objeto de estudo os instrumentos utilizados pelo estado de São Paulo, em atendimento o que determina a legislação oficial, para regular e medir a qualidade da educação básica pública. Esses instrumentos passam pela avaliação de desempenho, também chamada de larga escala, e fluxo escolar que fornece dados, para compor os indicadores educacionais, de forma a se transformarem em informações que possibilitem compreender o processo como um todo e tomar decisões na perspectiva da política educacional. Foram analisadas as políticas públicas educacionais que trazem em seu texto a necessidade de qualificar a educação básica. Foram elaboradas as seguintes questões para esta pesquisa: Os instrumentos utilizados pelo Estado definem a qualidade da educação básica pública paulista? Os resultados da avaliação de desempenho fornecem os dados essenciais para medir a qualidade da educação básica paulista? O estado de São Paulo utiliza as avaliações de desempenho e fluxo escolar para regular a educação básica. A aplicação dos instrumentos, avaliação de desempenho e fluxo escolar, utilizados para medir a qualidade da educação, impactam na política educativa do estado de São Paulo? Para responder a essas questões apresenta-se os seguintes objetivos: analisar os resultados das avaliações de desempenhos dos estudantes do ensino fundamental e médio e como (ou se) estes são utilizados na formulação de políticas públicas para a educação básica no estado de São Paulo; Identificar exp... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis has as its object of study the instruments used by the state of São Paulo, in compliance with what is determined by official legislation, to regulate and measure the quality of public basic education. These instruments include performance assessment, also called large-scale, and school flow that provides data to compose educational indicators, to become information that enables understanding the process as a whole and making decisions from the perspective of educational policy. We analyzed the educational public policies that bring in their text the need to qualify basic education. The following questions were elaborated for this research: Do the instruments used by the state define the quality of public basic education in São Paulo? Do the results of the performance evaluation provide the essential data to measure the quality of São Paulo basic education? The state of São Paulo uses performance and school flow assessments to regulate basic education. The application of the instruments, performance evaluation and school flow, used to measure the quality of education, does it affect the educational policy of the state of São Paulo? To answer these questions, the following objectives are presented: analyzing the results of the performance evaluations of elementary and high school students and how (or if) they are used in the formulation of public policies for basic education in the state of São Paulo. Identifying international experiences that influenced the formula... (Complete abstract click electronic access below) / Doutor

Magister Legum - LLM / The right to a basic education is recognised as an essential right in international and regional law, with numerous instruments regulating it.1 There are soft laws, in the form of General Comment documents, which provide guidelines to interpreting this right.2 Among these instruments, for example, the International Covenant on Social, Economic and Cultural Rights (hereafter referred to as ‘the ICESCR’) and the African Charter on Human and People’s Rights (hereafter referred to as ‘the ACHPR’) implore member states to ensure that every child within their jurisdiction is able to gain access to education.3 The ICESCR acknowledges that basic education as a socio-economic right is realisable overtime, its full realisation dependent on the availability of state resources.4 Furthermore, the state is required to ensure that ‘scientific and technical knowledge’ is made accessible, thus incorporating modern teaching and learning methods.5 In addition, the state is called to ensure that the quality of their education is acceptable and of a similar standard in all of their public schools.6 Moreover, the Convention on the Rights of the Child (hereafter referred to as the ‘CRC) and the African Charter on the Rights and Welfare of the Child (hereafter referred to as the ‘ACRWC’) require the state to take measures that will encourage learners to attend school regularly and thus reduce the dropout rates.7 These instruments lay down normative standards, giving guidance on the content of the right to basic education, i.e. defining what availability, accessibility, acceptability, and the adaptability (4As) means within the broader context of the right to basic education. The right to a basic education, in theory is immediately realisable; however in practice, it can be argued that it is being treated like other socio-economic rights, subjected to the principle of progressive realisation.8 This right, unlike other socio-economic rights in South Africa, is sui generis, it has no internal qualifiers, meaning that it can only be limited in terms of a law of general application that is reasonable and justifiable in an open and democratic society founded on human dignity, freedom and equality.9As a party to most of the above instruments, the post-apartheid government of South Africa through its Constitution10, has entrenched the right to basic education under section 29(1)(a). Through this constitutional recognition, numerous legislation and policy documents have been enacted, which directly deal with the implementation of this right.11 Accordingly, the following selected legal instruments have been essential tools used to assist the relevant stakeholders with defining and implementing the right to a basic education , not just at the national level but also provincially.12 These instruments are the South African Schools Act,13 National Education Policy Act14 and the Employment of Educators Act,15 which are the main statutes on basic education. In addition, the Eastern Cape Schools Education Act,16 Promotion of Equality and Prevention of Unfair Discrimination Act,17 Children's Act,18 Criminal Law (Sexual Offences and Related Matters) Amendment Act,19 Criminal Procedure Act and the Refugees Act,20 which shall be discussed in detail in chapter 4 of the study When assessing the availability, accessibility, and the acceptability of basic education resources in the Eastern Cape (hereafter referred to as ‘the EC’), the province appears to be lagging when compared to some of the other provinces. For instance, the National Education Infrastructure Management System Report (hereafter referred to as ‘NEIMSR’) stated that out of the 5393 schools audited from the EC, 1945 of these schools had pits and 37 had no sanitation facilities21. In addition, 92.99% of the 5393 schools in the province do not have libraries and 4.21 % of the schools recorded have adequately resourced libraries.22 This is to be contrasted to 63.24% schools that have libraries in Gauteng.23 In addition, the illiteracy rate in the province is estimated at 10, 4% when compared to other provinces, which is against the background that the province has experienced a decline in learner enrolment over the last few years.

Thesis (MPAM.) -- University of Limpopo, 2020 / The purpose of the study was to investigate the causes of underachievement on the annual performance plan targets in the Limpopo Department of Basic Education Head Office, and to identify possible strategies to improve the current situation. The study was guided by three objectives and secondary data were analysed to answer the research question. This study utilised a qualitative research design as it allowed the researcher to identify and develop procedures necessary to undertake this study. The study used secondary data, a desktop study to investigate the causes of underachievement in the Limpopo Department of Basic Education. Literature points out that strategic planning affects all organisations and it is considered to be the most complicated stage in the strategic management processes as it requires discipline, commitment and sacrifice. If desired goals are not achieved as planned, the organisation might be doomed to failure. The researcher managed to achieve the objectives of the study. Based on the findings of the study, underachievement on annual performance plan targets is influenced by the following major factors. The study points out that, Firstly, that lack of monitoring and support followed by insufficient budget allocated to programmes’ implementation contribute to underachievement of planned targets. Secondly, lack of commitment from top management have an impact on achievement planned targets. Finally, budget is not allocated according to the needs, inadequate leadership to oversee implementation of plans and high vacancy rate contribute to underachievement on the planned targets. In conclusion, the Departmental performance plan and individual performance plan should be directly linked to ensure improved performance and quality service to the public. Based on the findings of this study it is therefore recommended that firstly, the department should strengthen alignment of budget and plans of the department to ensure successful implementation of programmes, secondly, capacity building and skills development programmes should be enhanced to ensure a skilled workforce and improved performance.

This thesis investigates both the information needs of the identified communities of Damonsville and Onverwacht and the contents of the selected Afrikaans literacy ABET programmes in order to determine whether the contents addresses the identified information needs. Educators need to develop material that is relevant and appropriate, for example, content that addresses the information needs of the targeted learners. The results of this content analysis were aligned with the information needs assessments carried out in the communities of Onverwacht and Damonsville. These two communities were chosen because of their close proximity to Pretoria and the high level of illiteracy prevailing in these two mainly Afrikaans-speaking communities. Both qualitative and quantitative research methodologies were used in the study. Two communities of Damonsville and Onverwacht were chosen as data collection sites so as to reveal their information needs through the use of questionnaires. The data collected was analysed by using descriptive and statistical tabulation for quantitative and content analysis methods and then compared. The main research question of the study is, “What are the information needs of the Afrikaans pre-literate adult learners of both Damonsville and Onverwacht communities and how can the content of adult literacy training material be tailored to match the information requirements of the identified communities?”. From the data derived from empirical study conducted, a list of activities which serve as information needs of both communities was compiled and could then be used when designing instructional tutorials so as that the content could match the specified needs of the identified communities. From the content analysis of the three literacy programmes, findings have indicated that there exist no correlation between the information needs of the identified communities and the contents of the literacy programmes. The researcher argues this shortcoming as a major implication to instructional design. Based on the findings of a comparison between the content of the Afrikaans literacy programmes and the information needs of the people in Onverwacht and Damonsville, a learning programme in the form of two lesson plans were compiled in which the identified information needs of the learners determined the content. Recommendations for the improvement of the content of literacy programmes that could be used in future were also made. / Thesis (PhD)--University of Pretoria, 2010. / Afrikaans / unrestricted

Magister Educationis - MEd / Parental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.

Magister Artium (Development Studies) - MA(DVS) / The phenomenon of street children presents a global challenge as it continues to increase and affects almost every nation. Nigeria is no exception, with an ever-increasing population of street children, with many of them as a result of insurgence attacks in various states in Nigeria. The Nigerian government acknowledges that education is a key to development and a great tool in changing the dynamics of street children. It further recognises education as a right and not a privilege, especially with Nigeria’s adoption of the United Nations Convention on the Rights of the Child and the passage into law of the Child’s Right Act of 2003. The importance of basic education, which serves as the foundation of the education system, cannot be over-emphasised, particularly since the government made free basic education one of the core mandates of the Universal Basic Education Board. However, the continuous loitering of children during school hours has led to questions being asked about the implementation of the free basic education programme. Using Enugu State as a case study, and applying the right-based approach, this study sought to find answers to why street children might not be accessing the free basic education. The phenomenon of street children not accessing this education, is contributing to their ever-growing numbers in the streets of Nigeria. This is a qualitative study that was conducted in Enugu, Nigeria. It used the purposive sampling technique, targeting children living on the streets, as well as policy makers, programme officers of the Universal Basic Education Board, administrative heads of basic education schools, nongovernmental organisations (NGOs), and community-based organisations (CBOs) working in areas relating to street children. The study used qualitative data collection methods comprising of focus group discussion and in-depth interviews. The data collected was analysed using NVIVO Qualitative Research Software. The study sought to identify the challenges and make recommendations to relevant stakeholders, to improve policy implementation, and to present specific recommendations to ensure better access for street children and other vulnerable groups to benefit from policies such as the Universal Basic Education policy. It is discovered that many street children will love to go to school but other factors such as poverty, poor implementation of the free education policy among others have kept these children out of school. These children aspire to be teachers, doctors, accountants, lawyers and business administrators and wish they can be sponsored or given free education.

Magister Artium (Development Studies) - MA(DVS) / Civil registration has not been recognised as a matter of concern or public interest in South Africa. It has not been part of discussion in platforms concerned with children’s rights including the government. Consequently, led to failure in understanding the implications it has on children’s lives, in realising their rights and having access to other significant and essential services (Brito, Corbacho & Osorio, 2013). Birth registration proves to be a global problem and a concern for children. Thus many countries have made it a priority and a matter of urgency as indicated in the Sustainable Development Goals for 2030. The objective is for every child to be registered before the year 2030 to ensure that all children are accounted for and prevent invisibility and them having no access to their rightful services.

[pt] Em razão da pandemia provocada pelo coronavírus SARS-CoV-2, em 2020, deu-se um aumento significativo no uso de mídias e plataformas digitais em todos os setores de atividade humana, com destaque para o uso de plataformas controladas pelas empresas conhecidas pela sigla GAFAM (Google, Amazon, Facebook, Apple e Microsoft). Trata-se de empresas que, nos últimos anos, apresentam seus produtos e serviços com uma solução eficaz para problemas educacionais. Esta dissertação tem como objetivo examinar a expansão das empresas GAFAM na educação básica brasileira no ano de 2020, a partir de um estudo documental de cunho qualitativo. A dissertação traça um panorama das medidas tomadas pelas secretarias estaduais de educação durante a pandemia; analisa como se articularam as parcerias entre as secretarias e as empresas; identifica os atores envolvidos; e discute o conjunto de valores e ideias sustentam essa expansão. Para a análise e interpretação dos dados, realizou-se uma análise de conteúdo do tipo categorial temática. Os achados indicam que houve um fortalecimento das parcerias entre as secretarias e as empresas Google, Facebook e Microsoft, tendência que já estava em curso. Além disso, mostra a presença de outras iniciativas, a institucionalização dos produtos por meio de recomendações em documentos oficiais e, notadamente, uma ausência de debates públicos sobre a adoção desses serviços. Conclui que a infraestrutura oferecida por essas empresas está cada vez mais naturalizada, tornando urgente que se amplie a discussão sobre a apropriação e uso contínuo de dados produzidos em contextos educacionais. / [en] Due to the pandemic caused by the SARS-CoV-2 coronavirus in 2020, there was a significant increase in the use of digital media and platforms in all sectors of human activity, with emphasis on the use of platforms controlled by companies known as GAFAM (Google, Amazon, Facebook, Apple and Microsoft). These are companies that, in recent years, have been promoting their products and services as an effective solution to educational problems. This dissertation aims to examine the expansion of GAFAM companies in Brazilian compulsory education in 2020. Based on a qualitative documentary study, the dissertation maps the measures taken by the State Departments of Education during the pandemic, analyses how the partnerships between the secretariats and these companies were articulated, identifies the actors involved and discusses the set of values and ideas that have been sustaining this expansion. For data analysis, a thematic categorical content analysis was performed. Findings indicate that there was a strengthening of partnerships between the secretariats and Google, Facebook and Microsoft, a trend that was already underway. In addition, it shows the presence of other initiatives, the institutionalization of products through recommendations in official documents and, notably, an absence of public debates on the adoption of these services. It concludes that the infrastructure offered by these companies is increasingly naturalized, making it urgent to expand the discussion on the appropriation and continuous use of data produced in educational contexts

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