Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania. / AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.

This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.

The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.

This thesis examines the role and relationship of standardization and advocacy in humanitarian aid planning processes within the emergent field of education and instability. Standardization refers to the aid industry’s increasing emphasis on establishing ‘universal’ principles and normative frameworks. Advocacy refers to transnational-policy-network activities that move forward the global standardization agenda. The study focuses on the purposes and practices of knowledge creation by an education-and-instability ‘epistemic community’: the Inter-Agency Network for Education in Emergencies (INEE). Drawing on global-level interviews with key figures, participant observations, and documentary analysis, the research explores how this epistemic community promotes its core tenets: that education is an inherent human right and that educational provision should be a frontline humanitarian response on par with food distribution and shelter construction. The thesis analyzes the consensus-making process that resulted in the publication of the 2004 INEE Minimum Standards handbook, the then-epitome of the epistemic community’s knowledge. Next, the thesis examines the local application and adaptation of such global standardization processes in post-conflict Uganda. The case study presents the relationships among international and local ‘development partner’ institutions concerned with educational planning as a complex and contradictory story of power dynamics and knowledge circulation. These ‘partnerships’ are characterized by a shared quest for adherence to the knowledge encapsulated within standardized global frameworks and their normative principles. For Ugandan institutions, fluency in this discourse is a powerful tool to appropriate for their own ends. For international institutions, the knowledge is at once a technical resource and a means to bring ever more stakeholders into the wider epistemic community concerned with humanitarian aid. I argue that, through judicious use of standardization and advocacy mechanisms, INEE seeks to legitimize the education sector’s existence within the humanitarian aid industry and expand support for (or ‘conversion’ to) the education-and-instability epistemic community’s core beliefs.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-06-25T17:57:19Z No. of bitstreams: 1 RENATO GON?ALVES BORGES .pdf: 1935910 bytes, checksum: fa24f8358f35f69c49a842e9657389be (MD5) / Made available in DSpace on 2018-06-25T17:57:20Z (GMT). No. of bitstreams: 1 RENATO GON?ALVES BORGES .pdf: 1935910 bytes, checksum: fa24f8358f35f69c49a842e9657389be (MD5) Previous issue date: 2018-02-15 / This survey aimed to explore the situation of ex-scholarship of Universidade para Todos Program (ProUni) of the Brazilian Federal Government who attended a Graduation course in a university in the interior of the State of S?o Paulo, graduated from 2008 until 2016. In a complementary sense, the objective was to understand importance conferred by graduates in higher education and participation in ProUni of former scholarship holders in relation to the improvement of their lives, as well as a more specific look at those with families benefited by Bolsa Fam?lia Program (PBF). The survey is based on the answers provided by 274 graduate students who answered the questionnaire provided in Google Docs. Among the conclusions of the research, personal efforts to overcome the situation of social and economic vulnerability through the academic trajectory were highlighted, that by the references consulted allows us to think of novelty when using this reference of PBF in conjunction with the ProUni. Encouraged by an affirmative public policy, the graduates exposed the importance of programs designed to break the cycle of misery. The study showed the personal, professional and social evolution acquired by the members of the group that, in the face of difficulties, multiplied the results of their trajectories in a positive way, an occurrence not always observed in their parents. It was observed in the PBF group, with greater vulnerability, the perception of greater percentage participation of blacks and browns, groups with more social difficulties. In these groups, the difficulties of job placement in formal activities were greater, which values personal results in obtaining a better economic situation. The graduates of the PBF dedicated themselves to the degrees in a greater percentage than the group ProUni only, multiplying the transformations conquered with the teaching work. Also the courses chosen by the graduates in higher education were coherent with the chosen professional paths, where vocation was prioritized before social legitimation through graduation. The desired social and economic evolution occurred naturally after academic development. The satisfaction of the graduates PBF was also higher than that of the graduates only ProUni. Even with greater difficulties to overcome and lower initial life conditions, the group of PBF beneficiaries showed greater satisfaction and achievement of their objectives. This text aims to contribute to the understanding of the importance of programs that facilitate the insertion of individuals in higher education to break the intergenerational cycle of misery and raise the economically vulnerable population to better social levels. / Esta pesquisa analisou a situa??o de ex-bolsistas do Programa Universidade para Todos (ProUni) do Governo Federal brasileiro que frequentaram curso de educa??o superior em uma Universidade do interior do Estado de S?o Paulo, graduados a partir do ano de 2008 at? o ano de 2016. Em sentido complementar, objetivou compreender a import?ncia conferida ? gradua??o na educa??o superior e ? participa??o no ProUni dos ex-bolsistas em rela??o ? melhoria ou n?o de suas vidas, bem como um olhar mais espec?fico para aqueles com fam?lias beneficiadas pelo Programa Bolsa Fam?lia (PBF). A pesquisa est? baseada nas respostas disponibilizadas por 274 alunos graduados que responderam ao question?rio disponibilizado no Google Docs. Entre as conclus?es da pesquisa destacou-se os esfor?os pessoais para a supera??o da situa??o de vulnerabilidade social e econ?mica por meio da trajet?ria acad?mica, que pelas refer?ncias consultadas nos permite pensar em ineditismo ao utilizarmos o referencial dos benefici?rios do PBF em conjunto com o do ProUni. Incentivados por uma pol?tica p?blica afirmativa, os egressos expuseram a import?ncia dos programas destinados a quebra do ciclo da mis?ria. Mostrou-se no estudo a evolu??o pessoal, profissional e social obtida pelos integrantes do grupo pesquisado que, diante das dificuldades, multiplicaram os resultados de suas trajet?rias de forma positiva, ocorr?ncia nem sempre observada em seus progenitores. Notou-se no grupo do PBF, com maior vulnerabilidade, a percep??o de maior participa??o percentual de negros e pardos, grupos com mais dificuldades sociais. Nestes grupos as dificuldades de coloca??o laboral em atividades formais foram maiores, o que valoriza os resultados pessoais na obten??o de melhor situa??o econ?mica. Os egressos do PBF dedicaram-se ?s licenciaturas em percentual maior do que o grupo somente ProUni, multiplicando as transforma??es conquistadas com o trabalho docente. Tamb?m os cursos escolhidos pelos egressos na educa??o superior se mostraram coerentes com os rumos profissionais escolhidos, onde se priorizou a voca??o antes da legitima??o social por meio da gradua??o. A desejada evolu??o social e econ?mica ocorreu naturalmente ap?s o desenvolvimento acad?mico. A satisfa??o dos egressos PBF tamb?m foi maior que dos egressos apenas ProUni. Mesmo com maiores dificuldades a serem superadas e condi??es de vidas iniciais menos favorecidas, o grupo de benefici?rios PBF mostrou maior satisfa??o e realiza??o de seus objetivos. Este texto visa contribuir com a compreens?o sobre a import?ncia dos programas que facilitam a inser??o dos indiv?duos na educa??o superior para a quebra do ciclo intergeracional da mis?ria e a eleva??o da popula??o vulner?vel economicamente a melhores patamares sociais.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-12T09:30:19Z No. of bitstreams: 1 Renata Martins dos Santos Brustolin.pdf: 971121 bytes, checksum: bd4c987f9b2d362407470c8495d72287 (MD5) / Made available in DSpace on 2018-12-12T09:30:19Z (GMT). No. of bitstreams: 1 Renata Martins dos Santos Brustolin.pdf: 971121 bytes, checksum: bd4c987f9b2d362407470c8495d72287 (MD5) Previous issue date: 2018-10-02 / This study aimed to analyse the principal training needs who act in Child Education Centre, from the affiliated network, situated in the south region of São Paulo, including the neighbourhood which compose the districts of Campo Limpo, Vila Andrade, Capão Redondo, Jardim Ângela and Jardim São Luís, and which are part of a territory served by the Education Regional Directory of Campo Limpo. This study was carried out from May to June of 2018. The research is developed in a perspective of a qualitative approach based in the studies of Lüdke and André (1986). The methodological procedure used in the data production was a questionnaire applying, edited in the Google forms, which had classification, open and attitudes scale questions. The information analysis process was done from the answer categorization organized by the proximity of sense and meanings building semantic sets and, later, by textual analysis called “Words Cloud”, using the software Iramuteg which organized the expressions that appeared more often. This procedure allowed a lexical analysis with the aim to validate the primary interpretation of this beginner researcher. From the analysis it was observed that continuing education investment is needed for the principals who act in these institutions, in order to better understand the public policies of care for children from zero to three years old and to develop a high-quality work / O presente estudo teve por objetivo analisar as necessidades formativas de diretores que atuam em Centros de Educação Infantil, da rede conveniada, localizados na região sul de São Paulo, envolvendo os bairros que compõe os distritos de Campo Limpo, Vila Andrade, Capão Redondo, Jardim Ângela e Jardim São Luís, e que integram o território atendido pela Diretoria Regional de Educação de Campo Limpo. O período de realização desse estudo compreendeu os meses de maio e junho do ano de 2018. A pesquisa é desenvolvida na perspectiva de uma abordagem qualitativa embasada nos estudos de Lüdke e André (1986). O procedimento metodológico utilizado para a produção dos dados foi a realização de questionário, editado na ferramenta Google forms, contendo perguntas de classificação, perguntas abertas e em escala de atitudes. O processo de análise das informações foi realizado a partir da categorização das respostas organizadas por proximidade de sentidos e significados, criando grupos semânticos e, posteriormente, pela análise textual “Nuvem de palavras”, com o auxílio do software Iramuteq que organizou as expressões que apareceram com maior frequência. Esse procedimento possibilitou realizar uma análise lexical com o intuito de validar a interpretação primária desta pesquisadora iniciante. A partir das análises realizadas constatou-se que se faz necessário um investimento em formação continuada para os diretores que atuam nessas instituições, a fim de que melhor compreendam as políticas públicas de atendimento às crianças de zero a três anos e possam desenvolver um trabalho de qualidade

Made available in DSpace on 2016-04-27T14:30:41Z (GMT). No. of bitstreams: 1 Cristina Ribeiro Silva.pdf: 1034249 bytes, checksum: de4f8a12dea7438290b6d8728d43669a (MD5) Previous issue date: 2011-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is based on the Programa Masters/PhD Scholarship Program, as a continuing education public policy for educators in the State of São Paulo, created in 2003, which grants semiannual scholarships to stricto sensu graduate programs in Education. The scholarships are awarded to public schools teachers and to students in state and private universities accredited by the Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior Capes (Coordination for the Improvement of Higher Education Personnel). The continuing education policy in which this study is grounded on aims at improving educators practices by developing their profiles and skills as teachers researchers. This qualitative research is based mainly on studies by Nóvoa (1995), Pimenta and Ghedin (2005) in regards to educators training, having employed André (2004) and Lüdke s (2001) propositions regarding Research Professors. Books, the legislation, official documents and field research, held by data collection of the Caieiras Board of Education (SP) scholarship grantees and their Lattes Curriculums, were used as research sources. The dissertation also includes data and information collected from a community in a social network, Orkut ( Masters Scholarship Community), polls and interviews. Statements from Masters and PhDs scholarship grantees and the principal of the school with the largest number os scholarship grantees in the researched Board of Education are the main empirical source of this study / Esta pesquisa tem por objeto de estudo o Programa Bolsa Mestrado/Doutorado . Trata-se de uma política pública de formação continuada de educadores do Estado de São Paulo, criada em 2003, que disponibiliza, semestralmente, bolsas de estudos para cursos de Pós-Graduação stricto sensu na área da Educação. Os contemplados são educadores da rede de ensino estadual, discentes de universidades públicas ou privadas reconhecidas pela Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (Capes). A política de formação continuada em foco tem por finalidade promover a melhoria da atuação profissional desses educadores mediante seu desenvolvimento como professores pesquisadores. Esta pesquisa, de caráter qualitativo, apoia-se, sobretudo, nos estudos de Nóvoa (1995), Pimenta e Guedin (2005) no tocante à formação de professores, tendo sido empregadas as proposições de André (2004) e Lüdke (2001), referentes ao professor pesquisador. Como fontes de pesquisa, foram utilizados livros, legislação, documentos oficiais e pesquisa de campo, feita mediante a coleta de dados sobre os bolsistas da Diretoria de Ensino de Caieiras (SP), e em seus currículos lattes. O trabalho contou também com o levantamento de informações na rede social Orkut por meio da comunidade Bolsa Mestrado e com a aplicação de questionários e entrevistas. Os depoimentos dos mestres e doutores bolsistas, e do diretor de escola com maior número de bolsistas da Diretoria de Ensino pesquisada, constituem-se na principal fonte empírica deste trabalho

The thesis offers a comparative analysis of language policies in the EU and India. Specifically, it examines the role of power and ideology in the formulation and implementation of language policies. The need for this thesis emerged in view of the lack of comprehensive comparative analyses of language policies which leads to epistemological gaps, including one-dimensional narratives of language policies, and theories which are lacking in precision. In light of these gaps, the thesis undertakes a comprehensive investigation of policies in eight policy domains (administration, legal safeguards for minority languages, law, education, media, healthcare, business, and social welfare) in the EU and India and in two case studies each from the EU (Luxembourg, Wales), and India (Manipur, Tamil Nadu), chosen on the basis of maximum and minimum deviation from the EU's and Indian policies. The study examines policy texts (statutes on language use in these polities), and contexts which concern the historical and socio-political factors underpinning language policies. The thesis makes three important contributions. First, it marks a break from the prevalent understanding of power in macro-level policymaking. Research to date has tended to view power as a monolithic entity, while this thesis offers evidence that power and ideology are not uniform across policy domains. Second, it bridges the text-context divide of language policy research by conducting an investigation of policy-related legislation, and highlighting the importance of texts in understanding language policies, as they reflect the changes in power structures through time. Third, the thesis proposes a new analytical concept for investigating language policies, Categories of Differentiation (COD). Categories of Differentiation refer to the sets of binaries which underpin language policies in the aforementioned case studies. These binaries include the hills-valley divide (Manipur), the Dravidian-Aryan divide (Tamil Nadu), and the autochthonous-allochthonous divide (EU) among others. Language policies have often been described as 'multilayered', and COD offer a systematic approach to exploring these multiple layers. Overall, the thesis demonstrates how comparative research aids understanding of language policies, and sets out a possible theoretical framework for conducting it.

No description available.

From the literature we learn that existing educational frameworks that inform law and policy- making on the education of disabled children deal extensively with the curricular and educational concerns of disabled children. Yet, these frameworks leave out the pivotal issue of children‟s human right to education. The rights-based frameworks address human rights issues in a grand fashion, but give scanty educational guidelines on the actual education of disabled children, rendering hollow the human rights credo they espouse. South Africa has been one of a few countries which made attempts at addressing both the human rights concerns facing learners with disabilities and their curricular and pedagogic needs. The country embarked upon extensive efforts of legislative and policy formulation that are, in some respects, unparalleled in the world. Hence, this country is a potential storehouse of good practices on the education of children with disabilities with the potential to inform the re-formulation of existing African and global frameworks on the right to education of disabled children. Furthermore, the impressive novelty contained in South African education laws and policies notwithstanding, there are a number of issues which should be addressed in the country‟s education environment, including how the laws and policies are implemented. It is to be acknowledged that laws and policies are only as good as their implementation. Mindful of the above situation prevailing at the global level and the national (South African) level, this study offers a framework that marries the right to education of children with disabilities with educational theory on and practice in regard to the education of disabled children. The framework is constructed on the basis of current international literature on both disability and education and related South African law and policy instruments. In terms of its methodology, the study employed a generic or non-categorical qualitative design, also called methodological bricolage. Under this overall design, two principal modes of inquiry were applied, namely the enlightenment mode to policy analysis and critical law and policy discourse analysis. Theoretically, the study is anchored in the human rights variant of the Social Model of Disability, Critical Theory and Post-structural paradigms. / Educational Leadership and Management / D. Ed. (Education Management)