The specific aim of the survey was twofold, first to find out what educational institutions are "available" in Cape Town for Africans (whether they are numerically adequate, are sufficiently well suited and equipped, and are strategically located in proximity to pupils' homes; and how the social circumstances or the pupils and of the staffs affect school training); second; to find out to what extent the existing schools are "utilized'' by the Africans. In addition, the survey also considers the broader question of school education for Africans, which has become at present one of the major problems of the whole country together with the social and political re-organization of the Bantu community. To re-organize socially is first of all to re-organize mentally, a task which is proper of education in general and of school education in particular.

Thesis (M.Ed. (Educational Management)) -- University of Limpopo, 2011 / The purpose of the study was to investigate the experiences of female educators with regard to promotion posts in educational institutions such as schools. The problem which led to the investigation was that female educators allege that they are discriminated against with regard to promotion posts. Hence teaching is predominantly occupied by women but they are under-represented in the management positions. The study was ethnographic and qualitative because the researcher tried to understand the complex settings through the eyes of the informants and assume that, to understand a social setting, one needs to connect the observed behaviour with the rationales for that behaviour. Human life was studied as it was related to education. The literature review highlighted why women do not occupy high positions in management. The study also focused on the perception held by most stakeholders with regard to promotion posts. The study indicated what causes female educators not to occupy higher management posts and strategies that can be employed in addition to the experience of female educators with regard to promotion posts in educational institutions. Data was collected through interviews in order to provide in depth understanding of what is studied. Sample selected was purposeful and non random. Data was analyzed inductively by organizing data into categories and identifying relationships among the categories. Data was selected, categorized, compared, synthesized and interpreted. Data was also analyzed by using descriptive statistical tables. The study discovered some aspects that support what female educators experienced in schools such as discrimination, harassment, negative attitudes, unfair-treatment, inferiority complex and gender-bias which lead to small number of female educators to be in the managerial positions and further research was recommended.

Mémoire (M.P.M.O.)-- Université du Québec à Chicoutimi, 1994. / Document électronique également accessible en format PDF. CaQCU

Quais as concepções e discursos que se apresentam nas instituições educativas a respeito da adoção? Como se articulam, nas práticas realizadas, o trabalho entre as instituições educativas e a família? Como os materiais didáticos trazem estas ideias? Levando em conta as mudanças legislativas em torno da adoção (Lei nº 12.010, 2009), bem como as discussões a respeito das ideias de família, esta pesquisa teve como objetivo estudar e conhecer diferentes discursos e ações presentes em instituições educativas em relação ao tema adoção. Buscamos os desafios que o tema adoção traz para o ambiente escolar, bem como as práticas e invenções que pode produzir. Como metodologia de trabalho, realizamos entrevistas semi-estruturadas com profissionais de duas escolas particulares e duas escolas públicas de uma cidade do interior paulista. Também participamos de alguns encontros dos Grupos de Apoio à Adoção, bem como realizamos entrevistas com algumas de suas membras, muitas das quais possuíam famílias constituídas pela adoção. Inspirados na pesquisa-intervenção e nos autores que desenvolvem o modo de pensar cartográfico, ao analisar as entrevistas procuramos processos, movimentos, além dos conteúdos. Desta maneira, as falas das entrevistadas e os encontros dos quais participamos foram utilizados como cenas disparadoras de problematizações e questionamentos a respeito do tema adoção na escola. Discutimos que o trabalho de preparação dos pretendentes à adoção, previsto como obrigatório na legislação atual, procura fortalecer as novas relações instituídas nas famílias adotivas, bem como evitar situações de devolução. Nesse sentido, pensamos a respeito de maneiras de escrever e orientar famílias, problematizando situações em que podemos reforçar preconceitos com relação à adoção, quando nossa intenção inicial era enfraquece-los. Analisamos elementos constituintes das normas de família que possuímos e a forma como essas aparecem em instituições educativas. De maneira geral, percebemos que a adoção não se configura nas falas das profissionais entrevistadas como justificativa frequente para eventuais problemas de aprendizagem e/ou comportamento, mas a forma como a família lida com a ideia de adoção sim. Entramos em contato com projetos que procuram fortalecer o tema da diversidade com as crianças e adolescentes nas escolas. A adoção foi associada como mais uma forma de se trabalhar diferentes configurações familiares e maneiras de se relacionar. Também percebemos mudanças nos trabalhos escolares em datas comemorativas e no uso de materiais didáticos, procurando se adequar às diferentes configurações familiares que seus alunos possuem. Problematizamos a ação do psicólogo nas instituições formativas e com as famílias, destacando a importância do questionamento constante a respeito do que estamos fortalecendo em nossas intervenções / What are the concepts and discourses that are present in educational institutions about adoption? How is articulated the work between educational institutions and the family in the practices carried out? How do teaching materials bring these ideas? Taking into account legislative changes about the adoption (Law No. 12,010, 2009), as well as discussions about the family ideas, this research aimed to study and learn different discourses and actions present in educational institutions on the topic \" adoption\". We seek challenges that the adoption issue brings to the school environment, as well as the practices and inventions that it can produce. As a working methodology, we conducted semi-structured interviews with professionals from two private schools and two public schools in a city near São Paulo. We also participate in some meetings of one Adoption Support Group, as well as conducted interviews with some of its members, many of whom had families formed by adoption. Inspired by the interventionresearch and the authors who develop cartographic thinking, we analyzed the interviews seeking processes, movements, besides its content. In this way, the speeches of the interviewees and the meetings in which we participate were used as triggering scenes of problematizations and questions on the subject \"adoption\" at school. We discussed that the preparation work of the pretenders to adoption, provided as required in current legislation, seeks to strengthen the new relationships established in adoptive families, as well as aims to avoid return situations. Thus, we think about ways of writing and guiding families, discussing situations in which we can reinforce prejudices regarding the adoption, when our initial intention was to weaken them. We analyze constituents of the family standards that we have and the way these appear in educational institutions. In general, we find that adoption is not represented in the speeches of the professionals interviewed as one frequent justification for learning and / or behavior problems, but the way the family deals with the idea of adoption is. We got in touch with projects that seek to strengthen the theme of diversity with children and adolescents in schools. The adoption was associated as another way of working different family configurations and ways of relating. We also noticed changes in schools activities on holidays and teaching materials, seeking to adapt to different family configurations that their students have. We problematize the action of the psychologist in educational institutions and families, stressing the importance of constant questioning about what we are strengthening in our interventions

No description available.

The main aim of social help is to act under natural situation at school in order to solve the problems that occur in the process of learning. The key objective of professional activities of a social educator is seeking for child’s welfare, early prevention, training of social potency, provisions of social services necessary for the child, while creating preconditions for successful human socialization of the growing child and his civil maturity. The purpose of the social educator is to be a lawyer of the child in all and every critical situation. The activities of the social educator are conditioned not only by the situation in the educational institution but also the problems of social education. While solving various problems, the social educator co-operates with school administration staff, form masters. According to the situation at school and on the basis of the main landmarks of the professional activities approved by the governing body, the social educator focuses on solving the most important problems.

Valdas Kvedaras. Valstybės ir savivaldos institucijų vaidmuo alkoholio prevencijai švietimo įstaigose: vadybos ir viešojo administravimo magistro studijų baigiamasis darbas / mokslinis vadovas doc. dr. Aistė Lazauskienė; Šiaulių universitetas, Vadybos katedra.- Šiauliai, 2008. - 71 p. Magistro baigiamajame darbe yra suformuluotos alkoholio prevencijos aktualijos Lietuvoje. Analizuojami Lietuvos Respublikos teisės aktai, kurie susiję su alkoholio prevencija švietimo įstaigose bei šių teisės aktų ir švietimo įstaigose vykdomos alkoholio prevencijos sąlyčio taškai. Darbe atskleidžiama Radviliškio rajono pedagogų, socialinių darbuotojų ir vadovų nuomonė apie alkoholio prevenciją švietimo įstaigose, bei valstybės ir savivaldos institucijų paruoštų alkoholio prevencijos programų kokybė. / Valdas Kvedaras. The role of state and self-government institutions in alcohol prevention in educational institutions. Final work of Master’s studies of Management and Public administration / scientific adviser senior lecturer dr. Aistė Lazauskienė, Siauliai University, Department of Management – Siauliai, 2008, - 71 p. In the Master‘s final work the actualities of alcohol prevention in Lithuania are formulated. Law acts of the Lithuanian Republic associated with alcohol prevention in educational institutions are analyzed. The work gives teachers‘, social workers‘ and head teachers‘ working in Radviliskis district opinions on alcohol prevention in educational institutions, the role of state and self- government institutions in alcohol prevention in educational institutions.

Quais as concepções e discursos que se apresentam nas instituições educativas a respeito da adoção? Como se articulam, nas práticas realizadas, o trabalho entre as instituições educativas e a família? Como os materiais didáticos trazem estas ideias? Levando em conta as mudanças legislativas em torno da adoção (Lei nº 12.010, 2009), bem como as discussões a respeito das ideias de família, esta pesquisa teve como objetivo estudar e conhecer diferentes discursos e ações presentes em instituições educativas em relação ao tema adoção. Buscamos os desafios que o tema adoção traz para o ambiente escolar, bem como as práticas e invenções que pode produzir. Como metodologia de trabalho, realizamos entrevistas semi-estruturadas com profissionais de duas escolas particulares e duas escolas públicas de uma cidade do interior paulista. Também participamos de alguns encontros dos Grupos de Apoio à Adoção, bem como realizamos entrevistas com algumas de suas membras, muitas das quais possuíam famílias constituídas pela adoção. Inspirados na pesquisa-intervenção e nos autores que desenvolvem o modo de pensar cartográfico, ao analisar as entrevistas procuramos processos, movimentos, além dos conteúdos. Desta maneira, as falas das entrevistadas e os encontros dos quais participamos foram utilizados como cenas disparadoras de problematizações e questionamentos a respeito do tema adoção na escola. Discutimos que o trabalho de preparação dos pretendentes à adoção, previsto como obrigatório na legislação atual, procura fortalecer as novas relações instituídas nas famílias adotivas, bem como evitar situações de devolução. Nesse sentido, pensamos a respeito de maneiras de escrever e orientar famílias, problematizando situações em que podemos reforçar preconceitos com relação à adoção, quando nossa intenção inicial era enfraquece-los. Analisamos elementos constituintes das normas de família que possuímos e a forma como essas aparecem em instituições educativas. De maneira geral, percebemos que a adoção não se configura nas falas das profissionais entrevistadas como justificativa frequente para eventuais problemas de aprendizagem e/ou comportamento, mas a forma como a família lida com a ideia de adoção sim. Entramos em contato com projetos que procuram fortalecer o tema da diversidade com as crianças e adolescentes nas escolas. A adoção foi associada como mais uma forma de se trabalhar diferentes configurações familiares e maneiras de se relacionar. Também percebemos mudanças nos trabalhos escolares em datas comemorativas e no uso de materiais didáticos, procurando se adequar às diferentes configurações familiares que seus alunos possuem. Problematizamos a ação do psicólogo nas instituições formativas e com as famílias, destacando a importância do questionamento constante a respeito do que estamos fortalecendo em nossas intervenções / What are the concepts and discourses that are present in educational institutions about adoption? How is articulated the work between educational institutions and the family in the practices carried out? How do teaching materials bring these ideas? Taking into account legislative changes about the adoption (Law No. 12,010, 2009), as well as discussions about the family ideas, this research aimed to study and learn different discourses and actions present in educational institutions on the topic \" adoption\". We seek challenges that the adoption issue brings to the school environment, as well as the practices and inventions that it can produce. As a working methodology, we conducted semi-structured interviews with professionals from two private schools and two public schools in a city near São Paulo. We also participate in some meetings of one Adoption Support Group, as well as conducted interviews with some of its members, many of whom had families formed by adoption. Inspired by the interventionresearch and the authors who develop cartographic thinking, we analyzed the interviews seeking processes, movements, besides its content. In this way, the speeches of the interviewees and the meetings in which we participate were used as triggering scenes of problematizations and questions on the subject \"adoption\" at school. We discussed that the preparation work of the pretenders to adoption, provided as required in current legislation, seeks to strengthen the new relationships established in adoptive families, as well as aims to avoid return situations. Thus, we think about ways of writing and guiding families, discussing situations in which we can reinforce prejudices regarding the adoption, when our initial intention was to weaken them. We analyze constituents of the family standards that we have and the way these appear in educational institutions. In general, we find that adoption is not represented in the speeches of the professionals interviewed as one frequent justification for learning and / or behavior problems, but the way the family deals with the idea of adoption is. We got in touch with projects that seek to strengthen the theme of diversity with children and adolescents in schools. The adoption was associated as another way of working different family configurations and ways of relating. We also noticed changes in schools activities on holidays and teaching materials, seeking to adapt to different family configurations that their students have. We problematize the action of the psychologist in educational institutions and families, stressing the importance of constant questioning about what we are strengthening in our interventions

Educational institutions have an irreplaceable role in society. There is still a greater interest in studying at universities, that is the reason for generating of a competitive environment. The universities have to create a competitive advantage for their market success. The marketing communication is also important. The aim of this thesis is to detect, if there is the relationship between marketing communication of private nad public universities in the Czech republic through the media and if there is an interest of the applicants in the study.

En la actualidad los proyectos de integración de infraestructura tecnológica tienen problemas respecto al cumplimiento del plazo de realización, tanto por demoras generadas por el cliente o por plazos optimistas de parte de las subcontratas, lo cual genera en sobrecostos y afectación de la rentabilidad para la empresa. El Ministerio de Educación, estableció la necesidad de realizar un proyecto de “Implementación de Aulas Funcionales para los departamentos de Huánuco, Pasco, Ayacucho, Apurímac y Junín”, para lo cual, la empresa ejecutora ha decidido la aplicación de estándares globales PMI de la dirección del proyecto incluido en la guía del PMBOK® 6ͣ edición. Los principales entregables del proyecto son: Entregable 1: Estudio de Campo; Entregable 2: Distribución; Entregable 3: Implementación; Entregable 4: Documentación; Entregable 5: Soporte y Garantía. El proyecto presenta un valor actual neto (VAN) de S/. 996,240.32 soles, lo que nos permite confirmar que el proyecto genera rentabilidad a la empresa. Asimismo, la Tasa Interna de Retomo (TIR) basada en el flujo de caja neto, se encuentra en 17%, valores que nos permiten continuar con la decisión de realizar el proyecto. Finalmente, podemos concluir que nuestros dos (02) indicadores se encuentran en estado positivo, lo cual, con una gestión eficiente del proyecto, podemos mantenerlos o mejorarlos para el bien de la empresa. / At present, technology infrastructure integration projects have problems regarding compliance with the completion period, both due to delays generated by the customer or optimistic terms from subcontractors, which generates cost overruns and impact on profitability for the company. The Ministry of Education established the need to carry out a project of “Implementation of Functional Classrooms for the departments of Huánuco, Pasco, Ayacucho, Apurimac and Junín”, for which the executing company has decided to apply the global PMI standards of the Project management included in the PMBOK® 6ͣ edition guide. The main deliverables of the project are: Deliverable 1: Field Study; Deliverable 2: Distribution; Deliverable 3: Implementation; Deliverable 4: Documentation; Deliverable 5: Support and Guarantee. The project has a net present value (NPV) of S /. 996,240.32 soles, which allows us to confirm that the project generates profitability for the company. Likewise, the Internal Rate of Return (IRR) based on net cash flow is 17%, values ​​that allow us to continue with the decision to carry out the project. Finally, we can conclude that our two (02) indicators are in a positive state, which, with efficient project management, can be maintained or improved for the good of the company. / Tesis