Submitted by Fabiana Gonçalves Pinto (benf@ndc.uff.br) on 2017-08-22T19:52:07Z No. of bitstreams: 1 Irene Franca Guimaraes.pdf: 1017749 bytes, checksum: 01963a8d1f62fe36b1283a46a3c2fa6a (MD5) / Made available in DSpace on 2017-08-22T19:52:07Z (GMT). No. of bitstreams: 1 Irene Franca Guimaraes.pdf: 1017749 bytes, checksum: 01963a8d1f62fe36b1283a46a3c2fa6a (MD5) Previous issue date: 2014 / Mestrado Profissional em Ensino na Saúde / Trata-se de um estudo que aborda a expansão de um serviço em consequência da descentralização das ações de Vigilância Sanitária (VISA) para a esfera municipal. Objetivos: realizar um levantamento da situação de capacitação dos profissionais de saúde que atuam na VISA de um município do estado do Rio de Janeiro, identificando a utilização da Educação Permanente em Saúde e elaborar uma proposta de Educação Permanente em Saúde para otimizar as ações de VISA. Método: estudo descritivo, apropriado de técnicas de triangulação, análise documental, grupo focal e observação participante. A coleta de informações aconteceu no primeiro semestre de 2014, por meio de pesquisa documental, observação participante e grupo focal com os integrantes da equipe do Núcleo de VISA de um município no interior do estado do Rio de Janeiro. Para tratamento dos dados, foi utilizada a análise de conteúdo, método proposto por Bardin. Os resultados traduziram a presença da utilização de metodologia tradicional de ensino nos processos educativos, com limitação para o diálogo e sem proposta para construção de espaços coletivos de reflexão, distantes da problematização do processo de trabalho e de concepções que não são desejáveis para a EPS. Os processos educativos não contribuíram para a reflexão da realidade local, ou seja, não produziram mudanças significativas para melhoria das ações desenvolvidas pelo serviço em questão A construção do produto apresenta-se como a tecnologia para a aplicação de metodologias ativas por meio de uma rede explicada para o fortalecimento da EPS na VISA. Espera-se que o material produzido na pesquisa possa contribuir para a inserção da EPS no serviço de Vigilância Sanitária, proporcionando encontros que permitam o exercício de um modelo educativo diferente daquele que os profissionais estão habituados / This is a study that addresses the expansion of a service as a result of decentralization of actions of Sanitary Surveillance (VISA) to the municipal level. Objectives: To conduct a survey of the training situation of health professionals working in the VISA of a municipality in the state of Rio de Janeiro, identifying the use of Permanent Education in Health and prepare a proposal for Continuing Education in Health to optimize VISA stock . Method: a descriptive study, appropriate triangulation techniques, document analysis, focus groups and participant observation. Data collection took place in the first half of 2014, through document research, participant observation and focus groups with members of the VISA core team of a municipality in the state of Rio de Janeiro. For data processing, content analysis was used, the method proposed by Bardin. The results translated the presence of the use of traditional teaching methods in educational processes, with limitation for dialogue and no proposal for construction of collective spaces for reflection, far from questioning the work process and concepts that are not desirable for the EPS. Educational processes did not contribute to the reflection of the local reality, ie not produced significant changes to improve the actions taken by the service in question The construction of the product is presented as the technology for the application of active methodologies through an explained network to strengthen EPS in VISA. It is hoped that the material produced in the research may contribute to the EPS insert the Health Surveillance service, providing meetings for the performance of a different educational model that the professionals are used

Physically decentralised water management systems may contribute to improving the sustainability of urban water management. Any shift toward decentralised systems needs to consider not just physical system design but also social values, knowledge frames, and organisations, and their interconnections to the physical technology. Four cases of recent Australian urban water management improvement projects were researched using qualitative methods. Three cases were of decentralised water management innovation. The other was of a centralised system, although decentralised options had been considered. These cases were studied to identify institutional barriers and enablers for the uptake of decentralised systems, and to better understand how emerging environmental engineering knowledge might be applied to overcome an implementation gap for decentralised urban water technologies. Analysis of each case focused on the institutional elements of urban water management, namely: the values, knowledge frames and organisational structures. These elements were identified through in-depth interviews, document review, and an on-line survey. The alignment of these elements was identified as being a significant contributor to the stability of centralised systems, or to change toward decentralised systems. A new organisational home for innovative knowledge was found to be common to each case where decentralised innovation occurred. ??Institutional entrepreneurs??, strong stakeholder engagement, and inter-organisational networks were all found to be linked to the creation of shared meaning and legitimacy for organisational and technological change. Existing planning frameworks focus on expert justification for change rather than institutional support for change. Institutional factors include shared understandings, values and organisational frameworks, and the alignment of each factor. Principles for, and examples of, appropriate organisational design for enabling and managing decentralised technological innovation for urban water management are proposed. This research contributes to the understanding of the institutional basis and dynamics of urban water management, particularly in relation to physical centralisation and decentralisation of urban water management technologies and, to a lesser extent, in relation to user involvement in urban water management. Understanding of factors that contribute to enabling and constraining decentralised technologies is extended to include institutional and organisational factors. New and practical pathways for change for the implementation of decentralised urban water systems are provided.

A prominent idea in the decentralisation and development literature is that decentralisation leads to deeper and stronger community participation. This thesis seeks to examine this argument by investigating the practice of community participation in the Indonesian decentralisation context, focusing on parental participation through access to and control over school financial resources. Drawing on a case study in Depok city, the practice of parental involvement has been explored by identifying the characteristics and the extent of parents’ participation in school management. School Committees (SCs), as a mechanism of community involvement provided by the decentralised education policy, were also examined in this research to develop an understanding of parental representation in school management. The study found that the characteristics and the extent of parents’ participation in school management have changed and decreased significantly as a result of a new Free School Programme (FSP) introduced by the government in 2009 which freed parents from school operational cost. Prior to FSP, parents actively participated in terms of supplying resources and involvement in school meetings, had some access to financial information, and had limited engagement with school budgeting through representation in SCs. However, the new absence of financial contribution by parents has affected parental participation by transforming it into a weaker form of participation where parents act as mere beneficiaries. The study also revealed that in the Indonesian context, the SCs, as institutional channels for community involvement in education provided by the education decentralisation policy, are not effective in terms of representing and engaging parents in school management. Based on the evidence above, this thesis concluded that in the context of the Indonesian education system, decentralisation has not necessarily enhanced community participation. In this respect, decentralisation is not the only possible answer for achieving a meaningful and empowering parental participation in education. Furthermore, other contextual factors surrounding participation also have to be taken into account. While FSP brings the benefit of allowing students to access education freely, the absence of parental financial contribution has been proved to impact parental participation in a way that is contradictory to one of the purposes of decentralisation policy, which is to engage the community in educational management.

<p>The questions posed in this study address the different processes that were involved in the decision-making and establishment of the water management organisations, the extent of public participation, as well as features of evident governance in implementing the policies. A critical analysis of the role of stakeholders and the various influences they may have in water management will also be examined. The methodology follows a historical study approach. A thorough document review will be done of the policies and related materials around BMCs, where events will be constructed from the findings. Interviews will be conducted for verification purposes, to verify the desktop findings and to assimilate any conflicts of opinion that might have not been documented.</p>

The dissertation deals with an inquiry concerning how the transformation of community work can be understood from a comparative perspective within the framework of social work in Scandinavia. Community work is examined by means of two main studies: an international literature review and an empirical study in four Nordic countries (Denmark, Finland, Norway and Sweden). The transformation is discussed in the light of theories of modernisation and discourse analysis. The results propose that the transformation is characterised by differentiation, both divergence and convergence. The discourses are far from constant, while the practices seem to remain the same. There are surprisingly many similarities between settlement work and contemporary community strategies across the globe. Since the 1980´s, they have expanded rapidly because of the political and ideological changes within welfare states – towards decentralisation and devolution. The concept of community work has been replaced by a plurality of community-orientated concepts. Within social work, it has converged into community social work. The transformation of Nordic community work has also moved towards a national and local diversity. The Nordic countries share similar phases of transformation of community work, but also have traits of their own. In general, community work has been carried out as projects. Denmark is characterised as the promised land of projects, Finland as the community land of minimal number of projects, Norway as the land of co-ordinated projects, and Sweden as the land of structural project-ideology. The transformation has also resulted in a polarisation – an increased professionalisation in academic communities and deprofessionalisation in practice. A constant problem with community work is its temporary nature, due to dependence upon recurring projects. There is a great need for sector transcending and integrating research, knowledge and practice development within the area of community policy and practice, including community work.

This dissertation focuses on the municipality (the local authority) as a participant in Swedish educational policy. The reform of school governance in the 1990s, gave municipality wider authority in the educational field and a greater responsibility for education. Discussions about the equivalence of education were a key aspect in decentralising school governance and responsibility for education, and questions were raised about how equivalence would be affected by increased local influence on education. Since the meaning of equivalence had become contested in educational policy, the answer differed. In the dissertation, political discussions about the municipality and about equivalent education are merged, and together form a base for the main question: In what different ways are the municipality constructed as a participant in educational policy? The analysis is undertaken within a curriculum theory tradition and from a discourse theory perspective that focuses school and education as situated in a field of tension determined by social and political struggle. The research interest is directed to the world as constructed in language and communication. The empirical material studied in the dissertation consists of national political texts, texts from the National Agency for Education and interviews with local politicians (local authority committee members). From the analysis, three discourses about the municipality as a participant in educational policy are identified. These are: The municipality as responsible for performance, which centres the construction of the municipality on a responsibility for educational performance. All actions undertaken by the municipality are in the discourse defined within a framework of goal achievement and results. The municipality as a non-participant, where the municipality has no place in educational policy or realisation of the educational system. Education is considered as a matter between the state, the professionals and the families. The municipality as a political-ideological actor, where the municipality is constructed as a participant with scope to organise school on the basis of certain political and ideological principles. The ideological stance adopted by the political majority guides the municipality’s actions in the educational field. The discourses have tangible consequences for the shape which school education assumes on a day-to-day basis in municipalities. Depending on which discourse that dominates a municipality’s understanding of its own role, the actions undertaken by that municipality will be more or less directed towards education performance, and more or less ideologically based. / Avhandlingen fokuserar kommunen som en part i Svensk utbildningspolitik. När styrningen av skolan reformerades i 1990-talets början fick kommunerna ett ökat ansvar för skolan, och större möjligheter och befogenheter att fatta beslut om hur den egna skolan ska organiseras. Diskussioner om utbildningens likvärdighet utgjorde en nyckelaspekt för den decentraliserade styrningen av och ansvaret för skolan, och frågan restes om hur likvärdigheten skulle påver-kas av ett ökat lokalt inflytande över utbildningsområdet. Eftersom betydelsen av likvärdighet hade blivit omstridd i den utbildningspolitiska debatten, fick frågan olika svar beroende på vilken innebörd som gavs begreppet likvärdighet. I avhandlingen förs de politiska diskussio-nerna om kommunens ansvar för skolan och om likvärdig utbildning samman, och dessa te-man utgör en helhet som ligger till grund för avhandlingens huvudfråga: På vilka olika sätt framträder kommunen som en part i utbildningspolitiken? Avhandlingens ansluter sig till en läroplansteoretisk tradition, och till ett diskursteoretiskt perspektiv där utbildningen och dess innehåll betraktas befinna sig i ett spänningsfält ytterst bestämt av sociala och politiska krafter i kamp. Forskningsintresset riktas mot världen som konstruerad i språk och kommunikation. Avhandlingens empiriska material består av natio-nella politiska texter, Skolverkstexter, kommunalpolitiska texter och intervjuer med kommu-nala skolpolitiker. Utifrån analysen kan tre diskurser om kommunen som en part i utbildningspolitiken identifie-ras. Dessa är: Kommunen som resultatansvarig, där konstruktionen av kommunen centreras kring ett ansvar för utbildningens resultat. Alla kommunens handlingar definieras i diskursen inom detta ram-verk av måluppnående och utbildningsresultat. Kommunen som icke-part, där kommunen inte ses ha någon uppgift i utbildningspolitiken eller skolans genomförande. Utbildning betraktas i diskursen som en angelägenhet mellan staten, skolans professionella och familjerna. Kommunen som politisk-ideologiskt handlande, där kommunen konstrueras som en part med utrymme att organisera skolan utifrån specifika politiska och ideologiska principer. De ideo-logiska ställningstaganden som görs av kommunens politiska majoritet är kraftigt vägledande för kommunens handlingar på utbildningsområdet och påverkar hur utbildning organiseras i kommunen. De olika diskurserna får påtagliga konsekvenser för hur den konkreta skolverksamheten tar form i en kommun. Beroende på vilken av diskurserna som dominerar en kommuns uppfatt-ning om sin egen roll, så kommer kommunens handlingar att vara mer eller mindre inriktade mot utbildningsresultat, och mer eller mindre politiskt-ideologiskt präglade.

<p>The questions posed in this study address the different processes that were involved in the decision-making and establishment of the water management organisations, the extent of public participation, as well as features of evident governance in implementing the policies. A critical analysis of the role of stakeholders and the various influences they may have in water management will also be examined. The methodology follows a historical study approach. A thorough document review will be done of the policies and related materials around BMCs, where events will be constructed from the findings. Interviews will be conducted for verification purposes, to verify the desktop findings and to assimilate any conflicts of opinion that might have not been documented.</p>

No description available.

The aim of this thesis was to conduct a situational assessment of human resources planning at one local health authority, in order to determine how decentralisation has impacted the effectiveness of human resources planning.

Physically decentralised water management systems may contribute to improving the sustainability of urban water management. Any shift toward decentralised systems needs to consider not just physical system design but also social values, knowledge frames, and organisations, and their interconnections to the physical technology. Four cases of recent Australian urban water management improvement projects were researched using qualitative methods. Three cases were of decentralised water management innovation. The other was of a centralised system, although decentralised options had been considered. These cases were studied to identify institutional barriers and enablers for the uptake of decentralised systems, and to better understand how emerging environmental engineering knowledge might be applied to overcome an implementation gap for decentralised urban water technologies. Analysis of each case focused on the institutional elements of urban water management, namely: the values, knowledge frames and organisational structures. These elements were identified through in-depth interviews, document review, and an on-line survey. The alignment of these elements was identified as being a significant contributor to the stability of centralised systems, or to change toward decentralised systems. A new organisational home for innovative knowledge was found to be common to each case where decentralised innovation occurred. ??Institutional entrepreneurs??, strong stakeholder engagement, and inter-organisational networks were all found to be linked to the creation of shared meaning and legitimacy for organisational and technological change. Existing planning frameworks focus on expert justification for change rather than institutional support for change. Institutional factors include shared understandings, values and organisational frameworks, and the alignment of each factor. Principles for, and examples of, appropriate organisational design for enabling and managing decentralised technological innovation for urban water management are proposed. This research contributes to the understanding of the institutional basis and dynamics of urban water management, particularly in relation to physical centralisation and decentralisation of urban water management technologies and, to a lesser extent, in relation to user involvement in urban water management. Understanding of factors that contribute to enabling and constraining decentralised technologies is extended to include institutional and organisational factors. New and practical pathways for change for the implementation of decentralised urban water systems are provided.