Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-19T17:59:09Z No. of bitstreams: 2 Tiarles_Piaia2016.pdf: 2971296 bytes, checksum: 8fbd282392743c6920a09b63bf4ab82a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-19T17:59:09Z (GMT). No. of bitstreams: 2 Tiarles_Piaia2016.pdf: 2971296 bytes, checksum: 8fbd282392743c6920a09b63bf4ab82a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-02-19 / This research aims to understand the trajectory of implementation of the School of Basic Education in Special Education Mode in the context of special education policy of the State of Paraná, Brazil. To achieve this purpose, we proceed with a documental and bibliographic research. The bibliographic references subsidize the analysis of official documents in order to understand the historical and political context of the creation of such documents. To support this analysis, we relied on the Cultural Historical theory, especially in Vygotsky's studies of Special Education, which are in the collection Fundamentos da Defectologia (Fundamentals of Defectology) - Tomo V (1997). In SEED \ DEEIN, we collect data relating to such school implementation process in the municipalities of the state, which we have explored in the light of Bardin's content analysis technique (2011). We identified in this study that the implementation of the School of Basic Education in the Modality Special Education in Paraná State was given by divergences in the orientation of PNEEPEI (BRAZIL, 2008) and of the Decree No. 6571 \ 08 about the enrollment of all students in regular classes as well as the funding to schools by FUNDEB resources be linked to the same condition. Considering the above, was given, in this State, the creation of the Basic Education School in the Special Education Modality by work undertaken by FEAPAES \ PR, with the consent of SEED \ DEEIN and approval of the EEC. In addition to changes in the Special Education Schools designation for Basic Education Schools in Special Education Modality the Paraná State legislation assured this integration to the State System of Education offering schooling and ensuring certification to the students. But after three years of implementation, the proposal required a readjustment by the fact that students could not master the planned curriculum content, which would announce, at the end of 2014, large percentages of failure. Occurred then, in 2014, the administrative and pedagogical organization whose main feature was the adjustment in the student time spent in elementary school in a ten-year cycle. There is, then, that schooling and certification warranty are challenges still to be achieved because the pedagogical responses regarding the appropriation of academic content by the students has not given as efficiently as was the implementation of such school. / Esta pesquisa tem como objetivo compreender a trajetória de implementação da Escola de Educação Básica na Modalidade Educação Especial no contexto da política de Educação Especial do Estado do Paraná. Para atingir tal proposta, procedemos de um estudo de natureza bibliográfica e documental. Os referenciais bibliográficos subsidiaram a análise dos documentos oficiais nacionais e estaduais no sentido de entendermos o contexto histórico e político da criação dos referidos documentos. Para sustentação de tal análise, apoiamo-nos na teoria Histórico - Cultural, especialmente nos estudos de Vigotski acerca da Educação Especial, os quais se encontram na coletânea Fundamentos da Defectologia - Tomo V (1997). Na SEED\DEEIN, coletamos dados referentes ao processo de implementação de tal escola nos municípios do Estado, que por nós foram explorados à luz da técnica de Análise de Conteúdo de Bardin (2011). Identificamos neste estudo que a implementação da Escola de Educação Básica na Modalidade Educação Especial no Estado do Paraná deu-se mediante divergências à orientação da PNEEPEI (BRASIL, 2008) e ao Decreto nº 6.571/08 quanto à matrícula de todos os alunos em turmas do ensino regular, assim como o financiamento às escolas, a partir dos recursos do FUNDEB, estar atrelado a essa mesma condição. Deu-se então, nesse Estado, a criação da Escola de Educação Básica na Modalidade Educação Especial mediante trabalho empreendido pela FEDAPAES\PR, com anuência da SEED\DEEIN e aprovação do CEE. Além de alteração na denominação de Escola de Educação Especial para Escola de Educação Básica na Modalidade Educação Especial a legislação paranaense garantiu a essa a integração ao Sistema Estadual de Ensino ofertando escolarização e garantindo certificação aos alunos. Porém passados três anos após a implementação, a proposta necessitou de readequação pela constatação de que os alunos não conseguiam dominar os conteúdos curriculares previstos, o que anunciaria, ao final de 2014, grande percentual de reprovação. Deu-se então no ano de 2014 a organização administrativa e pedagógica cuja característica principal foi a adequação no tempo de permanência do aluno no ensino fundamental em um ciclo de dez anos. Tem-se, desse modo, que a escolarização e a garantia de certificação são desafios ainda a serem alcançados pois as respostas pedagógicas no que tange à apropriação dos conteúdos acadêmicos por parte dos educandos não se deu de maneira tão eficiente quanto foi a implementação de tal escola.

Made available in DSpace on 2017-07-10T18:55:54Z (GMT). No. of bitstreams: 1 Franciele_ Maria Martiny.pdf: 6571637 bytes, checksum: 23dfd433a33580e6a57b62884c243643 (MD5) Previous issue date: 2015-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis addresses the teaching of German in Marechal Cândido Rondon, Paraná, Brazil, covering the time from the colonization of the locality, in the beginning of the 1950s, until today. The locality was colonized mostly by German immigrants and descendants coming from Germanic regions in Europe and from the Brazilian states of Rio Grande do Sul and Santa Catarina. Due to this context, the German language was always present in the city, but it has been decreasingly spoken and heard. Recently, the state government has enabled policies for reviving the immigrant languages by offering German courses both in the degree course in Portuguese/German Languages at the local university and in extracurricular classes at CELEM. Nevertheless, the demand of students is minimal and evasion is frequent, threatening the continuity of both courses. Based on this problem, this thesis aims to analyze the language and education policies implemented in the socio-historical and cultural context of that city in order to examine the reason for the state language planning not obtaining positive results in the community. In order to achieve this goal, the epistemological approach in this study is based on interactionism from language studies by the Bakhtin Circle, connected with Applied Linguistics (AL) and Sociolinguistics, focusing on contexts of language and education policies for linguistic minorities. The research methodology, under the interpretive perspective, consists of document analysis on the German teaching in the schools that used to offer it, interviews with teachers, students and directors who participated in various moments of the history of teaching in the locality, and personal experience during research, with quantitative and qualitative data. The results show that the lack of language and education policies for formal teaching of German throughout the local history has contributed to the decline of the immigration language, which was never present in the curriculum at a municipal level, despite the existence of the Municipal Law n. 3922, from 2008, and other Germanic cultural practices. In the case of the existing courses at the university and at CELEM, the factors that influence directly to the non-permanence of students involve teaching and learning methodology, since the immigration language is taught as a foreign language without an effective approach to cultural and local issues, which could deconstruct myths, prejudices and negative attitudes that permeate the contact between languages and their varieties. Therefore, there is the need to set language and education policies through intensive work focused on regional linguistic and cultural diversity in order to minimize the diglossic conflict and promote the strengthening of bilingualism in society with greater community involvement / Esta tese aborda o ensino de língua alemã em Marechal Cândido Rondon, Paraná, Brasil, desde o momento da colonização do município, no início da década de 1950, até a atualidade. Ressalta-se que se trata de uma localidade colonizada, em sua grande maioria, por imigrantes alemães e seus descendentes vindos de regiões germânicas da Europa, do Rio Grande do Sul e de Santa Catarina. Devido a este contexto, a língua alemã sempre esteve presente no município, mas tem sido cada vez menos falada e ouvida. Recentemente, o Governo Estadual tem possibilitado políticas de resgate das línguas de imigrantes com a oferta da língua alemã na Universidade local, no curso de licenciatura em Letras Português/Alemão, e no ensino extracurricular, no CELEM. Todavia, a procura de alunos é pequena e a evasão acontece frequentemente, colocando em risco a continuidade de ambos os cursos. A partir dessa problemática, esta tese tem como propósito verificar as políticas linguísticas e educacionais inseridas no contexto sócio-histórico e cultural do referido município para averiguar o motivo pelo qual o planejamento linguístico do Estado não estar tendo resultados positivos na comunidade. Para tanto, a pesquisa tem como abordagem epistemológica o interacionismo por meio de estudos do Círculo de Bakhtin sobre língua e linguagem, dialogando com a Linguística Aplicada (LA) e com a Sociolinguística, com atenção voltada a contextos sobre políticas linguísticas e educacionais de minorias linguísticas. A metodologia de pesquisa, pela perspectiva interpretativista, consiste na análise documental relativa ao ensino da referida língua em colégios e escolas que a ofertaram, na realização de entrevistas com professores, alunos e diretores que participaram de variados momentos desse histórico do ensino no município, e na vivência pessoal da pesquisa, com dados quantitativos e qualitativos. Os resultados apontam que a falta de políticas linguísticas e educacionais locais voltadas ao ensino formal de alemão, ao longo da história do município, tem contribuído para o enfraquecimento da língua de imigração, que nunca esteve presente na grade curricular, embora haja a Lei municipal no 3922, de 2008, e outras práticas culturais germânicas. No caso dos cursos existentes, universitário e CELEM, os fatores que influenciam diretamente para a não permanência de alunos envolvem a metodologia de ensino e de aprendizagem, pois a língua de imigração é ensinada na modalidade de língua estrangeira, sem um trabalho efetivo com questões culturais e locais, que poderiam desconstruir mitos, preconceitos e atitudes negativas que permeiam o contato entre as línguas e suas variedades. Portanto, sente-se a necessidade da implantação de políticas linguísticas e educacionais, por meio de um trabalho intenso voltado à diversidade linguística e cultural regional que minimize o conflito diglóssico e promova o fortalecimento do bilinguismo na sociedade com o envolvimento maior da comunidade

L’Angola est un contexte encore relativement méconnu quelque soit la discipline en sciences sociales. Pour la didactique des langues et des cultures, cette situation de départ prête à questionner l’approche – ou les approches – à adopter pour mener la recherche. Cette thèse propose de vérifier la pertinence d’une approche plurielle faisant appel à l’histoire et à deux grands axes de travail : l’axe diachronique-synchronique et l’axe micro-macro. L’objectif majeur est de mettre à profit cette approche pour : (1) pallier le manque de données indispensables à la compréhension de la singularité du contexte sociolinguistique contemporain et au développement de politiques linguistiques et éducatives adaptées ; (2) déterminer de manière historicisée les caractéristiques du système éducatif et de la culture éducative actuels ; (3) proposer des pistes d’application pour améliorer les conditions d’enseignement / apprentissage en langue et des langues. La première partie de cette thèse explicite les objectifs et les hypothèses de recherche (chapitre 1), expose les éléments généraux concernant le contexte national (chapitre 2) puis les concepts mobilisés pour la réflexion et l’analyse (chapitre 3). La seconde partie fournit des éléments descriptifs, explicatifs et analytiques jusqu’alors inédits concernant le contexte de cette recherche : un cadre historique (chapitre 4), un cadre sociolinguistique (chapitre 5) et un focus construit autour de la langue française en Angola dont découle une réflexion plus générale sur le système éducatif public contemporain (chapitre 6). À partir de l’analyse de trois corpus didactiques sélectionnés à partir de leur date de production (1962, 1980 et 2005), la troisième partie permet de mettre à profit les apports des deux premières parties pour effectuer une analyse de corpus historicisée visant à mettre au jour les caractéristiques de la didactisation en fonction des époques et les traces de ce processus dans les productions didactiques contemporaines. / Angola remains a relatively unknown context, regardless of the discipline in the social sciences. For the didactics of languages and cultures, this baseline situation raises the question of the approach - or the approaches - to adopt in order to conduct research. This thesis proposes to examine the relevance of a plural approach calling upon history and involving two major lines of work: the diachronic-synchronic axis and the micro-macro axis. The major objective is to build on this approach to: (1) fill in for the lack of data that are essential to understand the singularity of the contemporary sociolinguistic context, and to develop adequate language and education policies; (2) determine, using historicization, the characteristics of the education system and the current educational culture; (3) propose implementing strategies to improve the teaching / learning in language and of languages. The first part of this thesis clarifies the research objectives and hypotheses (Chapter 1), presents the general elements defining the national context (Chapter 2), as well as the concepts mobilized for reflection and analysis (Chapter 3). The second part provides descriptive, explanatory and analytical elements hitherto unpublished regarding the context of this research: a historical background/context (Chapter 4), a sociolinguistic framework (Chapter 5) and a focus built around the French language in Angola leading to a broader reflection on the contemporary public education system (chapter 6). Based on the analysis of three teaching corpus selected following their date of production (1962, 1980 and 2005), the third part allows to exploit the findings made in the first two sections, in order to perform historicised corpus analysis aimed at revealing the characteristics of didactization over time, as well as the traces of this process in contemporary educational productions. / Angola ainda é um contexto relativamente desconhecido, qualquer que seja a disciplina nas ciências sociais. Para a didática das línguas e culturas, esta situação inicial se presta a questionar a abordagem - ou as abordagens - a adoptar para realizar a pesquisa. Esta tese propõe a verificar a relevância de uma abordagem multifacetada que envolva história e duas linhas principais de trabalho: o eixo diacrónico-sincrônico e o eixo micro-macro. O objetivo principal é de tirar partido dessa abordagem para: (1) superar a falta de dados essenciais para a compreensão da singularidade do contexto sociolinguístico contemporâneo e para o desenvolvimento de políticas linguísticas e educativas adequadas; (2) determinar de modo historizado as características do sistema de educação e da cultura educacional vigente; (3) propor formas de aplicação para melhorar o ensino / aprendizagem na linguagem e das línguas. A primeira parte desta tese explícita os objectivos e as hipóteses de investigação (Capítulo 1), define os itens gerais sobre o contexto nacional (Capítulo 2) e os conceitos mobilizados para reflexão e análise (Capítulo 3). A segunda parte fornece elementos descritivos, explicativos e analíticos inéditos a respeito do contexto desta pesquisa: um cenário histórico (Capítulo 4), um quadro sociolinguístico (Capítulo 5) e um foco construído em torno da língua francesa em Angola que segue uma reflexão mais geral sobre o sistema educativo público contemporâneo (capítulo 6). A partir da análise de três corpus didáticos selecionados segundo a data de produção (1962, 1980 e 2005), a terceira parte permite alavancar as contribuições das duas primeiras partes para realizar a análise de corpus historizada no objetivo de descobrir as características da didatização com os tempos e vestígios de este processo em produções educacionais contemporâneas.

Face à un retour en effectifs croissants des enseignants du primaire du Burkina Faso en formation continue à l’université, notre recherche visait à questionner cette démarche individuelle et à en dégager les fondements. En second point, il s’est agi d’interroger les dispositifs de formation continue en vigueur en général et, en ce qui concerne notamment les universités, de comprendre les mécanismes mis en place pour accompagner la demande des instituteurs. Au terme de nos investigations, nous retenons pour l’essentiel que les motivations des enquêtés sont multiples. Dans l’ensemble, des raisons de promotion professionnelle, de renforcement de compétences ainsi que des mobiles économiques sont à l’origine de cet engagement. S’il apparait un glissement entre les différents prétextes, il convient de mentionner toutefois la persistance du motif identitaire au travers des autres motifs laissant ainsi penser qu’aux côtés des raisons évoquées pour justifier le retour en formation continue universitaire, la reconnaissance sociale préside la démarche des enseignants du primaire concernés.En outre, si les universités burkinabè prévoient des dispositifs pour prendre en charge la formation continue, notre recherche révèle que ces dispositifs ne sont pas encore suffisamment outillés pour faire face à la demande des enseignants du primaire. / In view of a return to an increasing number of primary school teachers of Burkina Faso in permanent adult training at the university, our research was aiming at questioning this individual procedure and highlight its foundations. Secondly, it was to question the systems of permanent adult training generaly in force and as far as the universities are mainly concerned, to understand the mecanisms settled to accompany the request of the teachers.At the end at our investigations, we essentially understand that the motivations of those who have been questioned are many.In the whole, some reasons of professional promotion, of competence reinforcement as well as some economic motives are at the origine of this commitment. If a difference appears between the different excuses, we should however mention the persistance of the identitary motive through the others, which may lead us to think that next to the recalled reasons to justify the return in universitary permanent adult training, the social recorgnition presides over the approach of the concerned primary school teachers.In addition, if the univesities in Burkina Faso predict some systems to take in charge the permanent training, our research reveals that these systems are not yet suffisciently able to face the request of the primary school teachers.

Orientador: Sílvio Ancízar Sanchez Gamboa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T07:16:45Z (GMT). No. of bitstreams: 1 Silva_SarahMariadeFreitasMachado_D.pdf: 7775711 bytes, checksum: 2883caa7bce5bf0b3900feacf986dcf7 (MD5) Previous issue date: 2015 / Resumo: Este estudo caracterizou-se como uma pesquisa bibliográfico-documental, de caráter teórico-político, sobre a formação continuada dos professores da Rede Estadual de São Paulo (REE/SP) na Escola de Formação e Aperfeiçoamento dos Professores (EFAP) e, em particular, o Curso de Formação Específica para os ingressantes. Primeiramente, objetivamos identificar e analisar as bases teóricas e políticas que embasam o projeto pedagógico do Curso de Formação Específica oferecido pela EFAP. Este trabalho também recuperou informações sobre os cursos de formação continuada oferecidos pela EFAP desde sua criação em 2009; Analisou os principais pressupostos epistemológicos relacionados com as teorias educacionais, especificamente no que se refere às concepções de Educação, Currículo e Professor; Situou esta produção no contexto da trajetória histórica de criação e desenvolvimento dos cursos de formação realizados pela EFAP, sua articulação com as políticas educacionais nos anos de 1983-2014. No que se refere às categorias de análise, determinamos como estratégia de pesquisa a análise de conjuntura diante da necessidade de se trabalhar nesse modelo as categorias dos acontecimentos, cenários, atores, relação de forças e articulação entre estrutura e conjuntura. Diante disso, a pesquisa revelou que as ações e políticas educacionais do governo do estado de São Paulo, nos últimos 30 anos, nas gestões de Montoro, Quércia, Fleury, Covas, Alckmin, Serra e Alckmin, ocorreram mediante um conjunto de medidas de políticas educacionais que forja o professor numa formação pragmática e pautada pela racionalidade técnica. Revelou ainda que, no governo Serra (2007-2010), com a criação da EFAP, a formação dos professores em serviço assume protagonismo nas reformas apoiadas no discurso da inovação, eficiência para o alcance de melhores resultados dos alunos atrelados diretamente à carreira do professor. Nesse sentido, a criação da EFAP visa avalizar e garantir a requalificação dos professores em serviço, pois, a partir de 2010, o ingresso desses profissionais na REE/SP exige obrigatoriamente, além da prova de conhecimentos específicos e prova de títulos, a aprovação no curso preparatório de formação para assim exercerem suas atividades junto aos alunos. Então, nesse caso requalificar refere-se às noções de competências, autoridade legitimada por um conhecimento específico e também se refere à experiência prática (neopragmatismo), aludindo às noções de eficácia e eficiência que garantem um "bom" profissional. Por fim, ficou evidenciado no processo de pesquisa que o governo paulista, ao eleger o modelo de (re) certificação, está tratando o ensino na esfera da competência técnica dos professores, significando que todos os resultados das avaliações cairão como responsabilidade individual deles. Portanto, os principais pressupostos epistemológicos relacionados com as teorias educacionais estão ancorados nos princípios da lógica da racionalidade técnica e pragmática / Abstract: This study was characterized as a bibliographic and documentary research, theoretical and political character to the continuous training of teachers of the State of São Paulo (REE / SP) in the School of Education and Teacher Enhancement (EFAP) and in particular the specific training course for freshmen. First, we aimed to identify and analyze the theoretical and political bases that support the educational project Specific Training Course offered by EFAP. This work also recovered information about continuing education courses offered by EFAP since its inception in 2009; Examined the main epistemological assumptions related to the educational theories, specifically with regard to the concepts of Education, Curriculum and Teacher; Placed this production in the context of the historical trajectory of creation and development of training courses conducted by EFAP, its articulation with the educational policies in the years 1983-2014. As regards the categories of analysis, we determined as a research strategy the analysis of situation before the need to work in this model the categories of events, scenarios, actors, balance of power and articulation between structure and environment. Therefore, the research revealed that educational actions and policies of the state government of São Paulo, in the last 30 years, the efforts of Montoro, Quercia, Fleury, Covas, Alckmin, Serra and Alckmin, occurred through a series of policy measures educational forging the teacher a pragmatic training and guided by technical rationality. The survey revealed that the government Serra (2007-2010), with the creation of EFAP, the training of teachers in service assumes role in reforms supported in the discourse of innovation, efficiency to achieve better results of students linked directly to the teacher's career. In this sense, the creation of EFAP aims to endorse and ensure the retraining of teachers in service, as from 2010, the entry of these professionals in REE / SP necessarily require, in addition to proof of expertise and proof titles, passing the preparatory training course for so exercise their activity with the students. So in that case requalify refers to the notions of competence, legitimate authority for specific knowledge and also refers to the practice experience (neopragmatism), alluding to the effectiveness and efficiency concepts that ensure a "good" professional. Finally, evidenced in the research process that the state government, to choose the model of (re) certification, is dealing with education in the sphere of the competence of teachers, meaning that all the results of the evaluations will fall as their individual responsibility. Therefore, the main epistemological assumptions related to the educational theories are anchored on the principles of logic technical and pragmatic rationality / Doutorado / Filosofia e História da Educação / Doutora em Educação

This explorative research paper looks at language proficiency development of English Language Learners (ELLs) in the United States, and examines what factors influence their academic achievement. The paper discusses cultural and linguistic diversity in the United States and aims to explore educational policies, in relation to educating ELLs. The study was carried out with a qualitative approach where semi-structured interviews were conducted with three teachers and two administrators at the high school of the investigation. The data collected were analysed with a constant comparative approach, and a thick description of the setting is provided. The conclusion that is drawn from this investigation is that ELLs’ academic achievement is affected by a wide range of factors, including current testing policies, resource allocation, school system requirements, school environment, home situation, and the ELLs’ previous schooling.

This explorative research paper looks at language proficiency development of English Language Learners (ELLs) in the United States, and examines what factors influence their academic achievement. The paper discusses cultural and linguistic diversity in the United States and aims to explore educational policies, in relation to educating ELLs. The study was carried out with a qualitative approach where semi-structured interviews were conducted with three teachers and two administrators at the high school of the investigation. The data collected were analysed with a constant comparative approach, and a thick description of the setting is provided. The conclusion that is drawn from this investigation is that ELLs’ academic achievement is affected by a wide range of factors, including current testing policies, resource allocation, school system requirements, school environment, home situation, and the ELLs’ previous schooling.

L’Organisation de coopération et de développement économiques (OCDE) préconise aux États de bonnes pratiques à adopter dans différents domaines des politiques publiques. En collaboration avec les gouvernements, l’OCDE couvre des thèmes aussi variés que la santé, l’immigration, l’environnement, la lutte contre la corruption, ou encore la promotion de systèmes éducatifs efficaces. En matière d’éducation, l’OCDE est devenue un acteur majeur de la gouvernance mondiale, comme en témoignent la participation de 85 pays aux enquêtes PISA et leur couverture médiatique. À travers ses études comparatives, ses rapports détaillés et ses évaluations internationales, l’OCDE s’est imposée sur la scène éducative internationale comme un véritable « entrepreneur de normes ». Si dans leurs discours publics, les décideurs politiques affichent un intérêt accru envers les travaux de l’OCDE, leur appropriation dans la production de politiques éducatives nationales demeure difficile à appréhender. La question principale de notre thèse est : comment l’OCDE oriente-t-elle la production de politiques éducatives ? À partir du cas français, notre recherche s’intéresse ainsi à la manière dont les idées et outils de l’OCDE peuvent guider les politiques éducatives nationales, à travers les usages que les acteurs nationaux en font. En s’appuyant sur le cas de l’OCDE et des politiques éducatives en France, la thèse a pour objectif d’interroger deux aspects en relations internationales et en politiques publiques, étudiés de manière conjointe : la circulation internationale des idées et ressources et leur appropriation dans les espaces nationaux. Le projet contribue ainsi à la littérature sur l’internationalisation de l’action publique. Les résultats de notre thèse montrent que le type et la fréquence d’utilisation des idées et ressources de l’OCDE varient selon les phases de production d’une politique publique et selon les acteurs nationaux qui s’en saisissent. Les spécificités, tant liées au contexte qu’aux acteurs qui interviennent selon les phases de production d’une politique publique, influencent le type et la fréquence d’usage des recommandations et données de l’OCDE. / The Organisation for Economic Co-operation and Development (OECD) recommends good practices to governments in various policy areas. In collaboration with governments, the OECD covers topics as diverse as health, immigration, the environment, the fight against corruption, and the promotion of efficient education systems. In education, the OECD appears to have become a major player in global governance, as evidenced by the media coverage of its PISA tests and the participation of 85 countries in these surveys. Through its comparative studies, detailed reports and international assessments, the OECD has established itself on the international education scene as a "norm entrepreneur". Although policy makers are showing increased interest in the OECD's work in their public speeches, its appropriation in the production of national education policies remains difficult to grasp. The main question of our thesis is: how does the OECD guide the production of educational policies? Based on the case of France, our research looks at how OECD ideas and tools can guide national education policies, through the uses that national actors make of OECD ideas and resources. Using the case of the OECD and educational policies in France, the thesis aims to interrogate two aspects of the literature in international relations and public policy, studied together: the international circulation of ideas and resources and their appropriation in national spaces. The project contributes to the literature on the internationalization of public action. The results of our thesis show that the type and frequency of use of OECD ideas and resources vary according to the phases in the production of public policy and the national actors who use them. The type and frequency of use of OECD recommendations and data are influenced by the specificities of both the context and the actors involved in each phase of public policy production.

The study is a two-part study that utilized the comparative method of content analysis and Policy Analysis of legal documents. Part one of the study compared special education policy documents of two systems; the Lagos State Special People’s Law and its Inclusive Education Policy to the United States’ Individuals with Disabilities Education Act (IDEA, 2004) to figure out how they compare for the sole purpose of mutual improvement and global competitiveness. Part two of the study is the policy analysis of the Lagos State policies that utilized the results and recommendations from the comparative document analysis (part one). This section of the study focused mainly on how the Lagos State special education documents could be improved using the IDEA of the United States as a model. It also offered alternatives that could be explored as well as recommendations that policymakers in Lagos State could use in order to improve the life outcomes of all children with disabilities in the State. The study addressed explicitly how the United States special education policies could inform the Lagos state policies and vice versa. The overarching purpose of the study was for mutual improvement that could influence special education policy revisions of both systems by respective stakeholders. The study concluded that there is a need for a special education-specific law in Lagos state that will be comparable to the IDEA of the United States so that children with disabilities in the state could become fully integrated into the system and be able to achieve their highest potentials. The study also offers directions for future research. / Special Education

Η παρούσα διδακτορική διατριβή έχει ως στόχο τη συνεισφορά στην ανάλυση και ερμηνεία της έντασης και διαμάχης κατά τη διάρκεια παραγωγής και εφαρμογής προγραμμάτων πολιτικής σχετικών με τη διασφάλιση της ποιότητας στο ελληνικό πανεπιστήμιο. Η βασική θεώρηση της εργασίας είναι ότι δρώντες (συλλογικοί και μεμονωμένοι) σχηματίζουν δίκτυα πολιτικής τα οποία συνασπίζονται και συγκρούονται με άλλους αντίστοιχους συνασπισμούς δικτύων έχοντας ως διακύβευμα την προώθηση και εφαρμογή πολιτικών σχετικά με το πανεπιστήμιο. Από την ανάλυση της ελληνικής περίπτωσης διαφαίνεται ότι κάθε προσπάθεια προώθησης ενός θεσμοποιημένου συστήματος διασφάλισης της ποιότητας στα ελληνικά πανεπιστήμια είχε ως αποτέλεσμα την αύξηση της έντασης στο χώρο του πανεπιστημίου. Οι ελληνικές κυβερνήσεις εντατικοποίησαν τις προσπάθειές τους για την ψήφιση και εφαρμογή ενός σχετικού νόμου, καθώς το θέμα της διασφάλισης της ποιότητας είχε τεθεί ως κεντρικό, ήδη από το 1998, μέσω των ευρωπαϊκών εκπαιδευτικών πολιτικών στην ανώτατη εκπαίδευση. Η παραγωγή, η επεξεργασία και η ερμηνεία των ερευνητικών δεδομένων οδήγησε επιγραμματικά στα κεντρικά ευρήματα της παρούσης διδακτορικής διατριβής: Η πρώτη αλλαγή πολιτικής πραγματοποιείται το 2005 με την παραγωγή συγκεκριμένου προγράμματος πολιτικής για τη διασφάλιση της ποιότητας στο ελληνικό πανεπιστήμιο (Ν.3374/2005). Η αλλαγή αυτή πραγματοποιείται κυρίως εξαιτίας των εξωτερικών συνθηκών του υποσυστήματος. Τόσο πριν από την παραγωγή του προγράμματος όσο και αμέσως μετά δημιουργούνται δύο ισχυροί αντιτιθέμενοι συνασπισμοί δικτύων με συγκρίσιμους πόρους. Κατά τη διάρκεια της αρχικής περιόδου εφαρμογής του προγράμματος, οι εξελίξεις εντός του υποσυστήματος πολιτικής του ελληνικού πανεπιστημίου προκαλούν αλλαγές στους πόρους των δύο συνασπισμών και στη θέση ισορροπίας της ισχύος. Ο συνασπισμός δικτύων «Εναντίον» του προγράμματος πολιτικής φαίνεται να αποδυναμώνεται διαρκώς με αποτέλεσμα να μην μπορεί να διατηρήσει με αποτελεσματικό τρόπο την ένταση σε υψηλά επίπεδα. Ο δε συνασπισμός «Υπέρ» φαίνεται να ισχυροποιείται αρκετά έναντι του αντιτιθέμενου συνασπισμού, με αποτέλεσμα να μπορεί να μεταβάλλει τις μεταξύ τους ισορροπίες ώστε να δημιουργούνται σαφώς ευνοϊκότερες συνθήκες για την υλοποίηση του προγράμματος, ιδιαίτερα από το 2008 και μετά. Οι παραπάνω αλλαγές πολιτικής, αν και σημαντικές, δεν συνοδεύονται από παράλληλη παραγωγή γνώσης εξαιτίας πολιτικής εμπειρίας τόσο εντός όσο και μεταξύ των αντιμαχόμενων συνασπισμών δικτύων. Αυτό συμβαίνει παρά το γεγονός ότι η πολιτική εμπειρία δεν υπήρξε αμελητέα καθώς η σύγκρουση και η αντιπαράθεση για το συγκεκριμένο ζήτημα πολιτικής ήταν διαρκώς παρούσα για μία δεκαετία περίπου. / The present thesis aims to the contribution in analysis and interpretation of intensity and conflict during the establishment and implementation of policy programs relative with Quality Assurance in Greek Universities. The basic view of this thesis is that actors form policy networks which create advocacy coalitions and collide with other corresponding network coalitions having at risk the establishment and implementation of policies programs for universities. It seems that in Greece whenever an effort for the establishment of institutionalized quality assurance system takes place the result is the presence of intensity and conflict. However, European educational policies in higher education since 1998 have placed quality assurance as one of the main action lines, fact that results the intensifying of efforts of Greek governments for the voting and implementation of a relative law. The production, the analysis and finally the interpretation of research data led succinctly to the central findings of the present thesis: In 2005 due to external to the policy sub-system events and parameters a first policy change takes place with the establishment of a policy program of quality assurance in universities (Law 3374/2005). So much before the establishment of the policy program what immediately afterwards, at the first period of implementation, two powerful conflicting advocacy coalition networks with comparable resources are created. During the initial period of the policy program implementation developments internal to the policy sub-system of Greek university cause changes in the allocation of resources in the two coalition networks. The advocacy coalition network “Against” the policy program appears to be permanently undermined. As a result this coalition finds difficulties on maintaining with effective way the intensity in high levels. The advocacy coalition network “In favour” to the policy program appears to be strengthened enough against the conflicting coalition. Therefore, this coalition is able to alter the balance point between the two advocacy coalitions and to create more favourable conditions for the implementation of the policy program particularly from 2008 and afterwards. These policy changes, no matter how important they are, they are not accompanied by production of “policy oriented learning” inside or across the conflicting advocacy coalitions. Policy oriented learning does not take place despite the fact that the policy experience of all actors and networks on this specific policy theme was not negligible since the conflict and the juxtaposition on the specific policy issue was continuously present for roughly a decade.