The EFA conference in Dakar 2000 ushered in new momentum for ensuring universal access to education and advocacy for improved educational quality in all aspects (UNESCO, 2000). While significant progress has been made in expanding access in sub-Saharan Africa, particularly for girls, efforts to ensure improved educational quality in terms of learning, have not matched the drive for universal educational access. Rather, educational quality in most countries in sub-Saharan Africa has been seriously compromised by rapid expansion given the limited resources. In many attempts to ensure the delivery of quality education in developing countries, the thrust of delivery strategies has focused on increased allocation of inputs/resources to infrastructure development and supply of textbooks. However, the literature on the effect of such resources on student achievement is rather mixed and inconclusive with many studies noting that resources make little or no difference. While such approaches may be theoretically sound, most fail to focus on microelements at the school or classroom level such as capturing the teaching and learning experiences of both students and teachers and students. In an attempt to fill this gap, a new line of research has emerged which looks more closely at how resources are used by schools to support and improve instruction. This study follows this trend and examines the extent to which the Rehabilitation of the Basic Education Project (REBEP) in Sierra Leone contributed to improved learning and academic performance of students in five target schools after a series of interventions. Using a case study approach, the study revealed that while REBEP contributed to a significant increase in educational access, particularly for girls, performance in the terminal National Primary School Examination (NPSE) did not improve despite huge investments in the target schools. The study concludes that, in the context of Sierra Leone, and perhaps in many more countries in sub-Saharan Africa, unless and until critical school-level factors are appropriately and comprehensively addressed by policy makers, educational standards and quality will continue to be eroded particularly in terms of learning and that achievement of critical EFA goals and MDG by 2015 would remain an unfulfilled dream.

Cross-cultural research requires tests of measurement invariance to determine if different populations have equivalent latent constructs. A psychometric assessment of the Agricultural Production Perspectives Scale (APPS) was necessary to determine the validity of the scale constructed and whether data from multiple countries could be compared. Using 918 farmers sampled from Kenya, Uganda, Mali, and Lesotho, I conducted exploratory factor analysis and scale reliability tests to determine whether the item loadings and factors were equivalent across populations. No factor structure could be obtained across country or agroecological populations. The data were reanalyzed within each agroecology to determine localized factor structures. Results indicate that a market driven factor and agrarian driven factor tend to emerge across multiple agroecologies suggesting some emergence of latent variables. Recommendations for scale revisions are included to increase reliability and measurement invariance. / Master of Science / CCRA-8 (Technology Networks for Sustainable Innovation)

The purpose of the study was to investigate how the online, computer-based learner's personal learning profile (Preference), the content delivery method supplemented with visual content based on Neil Fleming's VARK (visual, aural, read/write, kinesthetic) model (Content), and the interaction of Preference and Content, influenced learner performance (Performance) and/or learner self-reported satisfaction (Satisfaction). Participants were drawn from a population of undergraduates enrolled in a large public southwestern research university during the fall 2015 semester. The 165 student participants (13.79% completion rate) were comprised of 52 (31.5%) females and 113 (68.5%) males age 18-58+ years with 126 (76.4%) age 18-24 years. For race/ethnicity, participants self-identified as 1 (0.66%) American Indian/Alaska Native, 21 (12.7%) Asian/Pacific Islander, 27 (16.4%) Black, non-Hispanic, 28 (17%) Hispanic, 78 (47.3%) White, non-Hispanic, 10 (6.1%) other. Reported socioeconomic status was 22 (13.3%) withheld, 53 (32.1%) did not know, 45 (27.3%) low, 13 (7.9%) moderately low, 16 (9.7%) middle, 8 (4.8%) upper middle, and 8 (4.8%) upper. This causal-comparative and quasi-experimental, mixed-method, longitudinal study used researcher-developed web-based modules to measure Performance and Satisfaction, and used the criterion p < .05 for statistical significance. A two-way, 4 x 3 repeated measures (Time) analysis of variance (RM-ANOVA) using Preference and Content was statistically significant on each Performance measure over Time, and at two measures on Satisfaction over Time. The RM-ANOVA was statistically significant on between-subjects main effect Performance for read/write modality Content compared to aural and kinesthetic Content. There were no statistically significant main effects observed for Satisfaction. A Pearson r correlation analysis showed that participants that were older, married, and of higher socioeconomic status performed better. The correlation analysis also showed that participants who performed better reported greater likelihood to take online courses in the future, higher motivation, sufficient time and support for studies, and sufficient funding for and access to the Internet. The study results suggested that regardless of Preference, using read/write modality Content based on the VARK model while maintaining the verbal language can yield better Performance outcomes. The study results also suggested that while maintaining the verbal language, Preference, and Content based on the VARK model do not distinguish learner Satisfaction outcomes. However, because Satisfaction has been shown to impact Performance, efficacy, and retention, it matters to educational institutions. Future research should consider more granular models and factorial research methods, because models that utilize a single representative construct score can mask effects when analyzing Performance and Satisfaction.

The promotion of education has long been a priority of the successive regimes of Ethiopia. Combined with the momentum of Education for All (EFA) and the Millennium Development Goals (MDGs) in recent years Ethiopia’s education sector has experienced a major expansion of primary school enrolment which has earned Ethiopia international acclaim and so much optimism in meeting the MDGs set for 2015. Despite this, however, large numbers of primary school aged children remain out of school, most of these are found in rural areas and many of them are girls. Many of the children that enrol do not stay on to complete the full cycle of their primary schooling. While there are numerous studies looking at rural children’s schooling, village-based ethnographic studies are rare, particularly in Ethiopia. The thesis offers a sociological insight as to why low enrolment and incompletion persist in rural areas. Drawing on an ethnographic approach study over extended period this thesis presents analysis of data from two local communities. Methodologically the analysis are anchored on the voices of the children, their parents and teachers and make a valuable contribution in emphasising not only the importance of bringing local people’s own voices into the debate, but also drawing attention to the ways voice may be utilised and calling for greater sensitivity to the way it is interpreted in scholarly and policy circles. Theoretically, the study shows the value of applying Bourdieu’s approach to social reproduction in analysing the challenges faced by rural children in completing primary school. Time spent with children, their families and their teachers suggests reproduction of educational inequality at all levels (home, school, community). While these are certainly important, this thesis argues that more attention needs to be paid to the social context in which children and their schooling are embedded. It suggests the challenges in schooling rural children are not simply explained either by the quantity of primary schools available, or a lack of value being accorded to education, or deliberate acts of discrimination (e.g. against girls). Rather, it has argued that discriminatory outcomes, or the reproduction of social inequality, have to be understood as the outcome of social practice, where ‘choices’ are made in circumstances of considerable constraint. Furthermore, it has shown that these patterns of social reproduction are as characteristic of teachers and the field of the school as they are of parents and children and the field of home and community. Rather than the school operating as an external change agent, as imagined in much of the education literature, the school is very much part of the local social context. The application of policies and the social practice of staff are significantly marked by their positionality within the communities which they serve.

Submitted by Marcia Silva (marcia@latec.uff.br) on 2016-07-15T20:54:28Z No. of bitstreams: 1 DISSERT EDUARDO GURGEL DO AMARAL ARDUINO.pdf: 2065093 bytes, checksum: cff22b2b72c45eeee85f4facfd01289c (MD5) / Made available in DSpace on 2016-07-15T20:54:28Z (GMT). No. of bitstreams: 1 DISSERT EDUARDO GURGEL DO AMARAL ARDUINO.pdf: 2065093 bytes, checksum: cff22b2b72c45eeee85f4facfd01289c (MD5) Previous issue date: 2015-08-24 / O objeto do estudo foi elaborar uma modelo estrutural completo dos fatores que influenciam o sucesso da atuação do PMO e que benefícios essa atuação positiva traria para a gestão de projetos no Sistema Eletrobras e a partir disso, realizar um aperfeiçoamento do modelo estrutural por meio de métodos estatísticos. Para isso foi realizado uma pesquisa de campo (survey) no intuito de levantar dados junto aos profissionais envolvidos em Gestão de Projetos dentro do Sistema Eletrobras, a partir do modelo proposto e foram evidenciados os fatores de sucesso na atuação do PMO (Project Management Office) que possibilitam o escritório de gerenciamento de projetos tornar-se um vetor de gestão por excelência na empresa. Para alcançar o objetivo idealizado, realizou-se (a) Levantamento bibliográfico para conceituar gerenciamento de projetos e PMOs, (b) identificou-se os fatores que influenciam o sucesso de atuação do PMO, (c) identificou-se as abordagens teóricas dos fatores diretos que mais contribuem para que o PMO da Eletrobras possa atuar como um vetor de gestão por excelência, otimizando o aumento da eficiência da sua atuação e o sucesso na gestão de projetos. Averiguou-se quais abordagens teóricas, a partir do sucesso de atuação do PMO, traziam benefícios para a gestão de Projetos no Sistema Eletrobras. Assim, para realizar os trabalhos estatísticos para a avaliação de adequação do modelo, foi utilizado o software SPSS Statistics, para a execução da AFE (Análise Fatorial Exploratória), em busca de testar o modelo baseado na teoria previamente apresentada. Foram obtidas 116 respostas válidas preenchidas por colaboradores com envolvimento em gerenciamento de projetos no sistema Eletrobras. No início o modelo teórico era composto por vinte abordagens teóricas e três fatores independentes. Após as etapas do SEM, obteve-se dezessete abordagens e dois fatores independentes, diferentes do modelo proposto. Com isso, a hipóteses H1 e H2 não foram rejeitadas, pois apresentaram fator significante com (P < 0,05). A hipótese H3 teve que ser excluída, pois na AFE suas abordagens teóricas compuseram um único conjunto com a hipótese H2, visto que a Matriz da Variância Total Explicada demonstrou ser o modelo mais ajustado com somente dois fatores. Todas as análises foram validadas pelo alpha de cronbach. / The object of study was preparing a full structural model of the factors that influence the success of the PMO acting and that this positive performance would bring benefits for project management in the Eletrobras System and from this, carry out an improvement of the structural model through methods Statistical. For it was conducted a field survey (survey) in order to collect data with professionals involved in Project Management within the Eletrobras System, from the proposed model and were shown the success factors in the performance of the PMO (Project Management Office) which enable the project management office become a vector of management excellence by the company. To achieve the idealized goal, there was (a) Bibliographic survey to conceptualize project management and PMOs, (b) identified the factors that influence the PMO acting success, (c) identify the theoretical approaches of the factors direct that contribute most to the PMO Eletrobras can act as a vector management par excellence, optimizing the increased efficiency of its operations and success in project management. It was found that theoretical approaches, from the PMO acting success, bringing benefits to the Project management in the Eletrobras System. Thus, to perform statistical work for the evaluation of the adequacy of the model, SPSS Statistics software was used, for the implementation of EFA (Exploratory Factor Analysis), seeking to test the model based on the theory presented previously. 116 valid responses were obtained filled by employees with involvement in project management in the Eletrobras System. Earlier the theoretical model was composed of twenty theoretical approaches and three independent factors. After the stages of SEM, seventeen approaches was obtained and two independent factors, other than this model. With this, the H1 and H2 hypotheses were not rejected because they presented with significant factor (P <0.05). The hypothesis H3 had to be excluded, as their theoretical approaches the AFE comprised a single set with the hypothesis H2, whereas Matrix Total Variance Explained proved to be the most adjusted model with only two factors. All analyzes were validated by Cronbach's alpha.

NGOs gelten als wichtige Akteure, um die Belange der Zivilgesellschaft auch auf internationaler Ebene zu repräsentieren. Die UNESCO hat ihr Potenzial bereits frühzeitig erkannt und bietet ihren Partner-NGOs verschiedene Wege der Einflussnahme. Mit der neuen NGO-Richtlinie von 2011 haben neben internationalen NGOs auch lokale und regionale nichtstaatliche Organisationen die Möglichkeit, einen Konsultativ- oder Assoziativstatus mit der UNESCO einzugehen und dementsprechend ihre Interessen in den verschiedensten Organen der UNESCO einzubringen. Jedoch wird die Zusammenarbeit im Rahmen der UNESCO durch bestimmte Faktoren, wie der Finanzlage der UNESCO, eingeschränkt. Insbesondere im Arbeitsalltag der UNESCO zeigt sich, dass NGOs ihre zugesprochenen Einflussmöglichkeiten aufgrund der starken Rolle der Mitgliedstaaten nicht immer einlösen können. Die Bildungsinitiative Education for All verdeutlicht die herausragende Arbeit von NGOs, um internationale Zielvorgaben zu erreichen, sowie die unterstützende Rolle der UNESCO. Allerdings begründet sich der starke Einfluss der NGOs vor allem auf deren Eigeninitiative. Aufgrund ihrer begrenzten Ressourcen ist die UNESCO abhängig von ihren nichtstaatlichen Partnern. Nur wenn die UNESCO weiterhin auf eine verstärkte NGO-Partnerschaft setzt, können UNESCO-Programme auch langfristig erfolgreich umgesetzt werden. Die Avantgarde-Stellung der UNESCO bezüglich der NGO-Zusammenarbeit ist kein Selbstzweck, sondern sichert die Zukunft der UNESCO.

NGOs gelten als wichtige Akteure, um die Belange der Zivilgesellschaft auch auf internationaler Ebene zu repräsentieren. Die UNESCO hat ihr Potenzial bereits frühzeitig erkannt und bietet ihren Partner-NGOs verschiedene Wege der Einflussnahme. Mit der neuen NGO-Richtlinie von 2011 haben neben internationalen NGOs auch lokale und regionale nichtstaatliche Organisationen die Möglichkeit, einen Konsultativ- oder Assoziativstatus mit der UNESCO einzugehen und dementsprechend ihre Interessen in den verschiedensten Organen der UNESCO einzubringen. Jedoch wird die Zusammenarbeit im Rahmen der UNESCO durch bestimmte Faktoren, wie der Finanzlage der UNESCO, eingeschränkt. Insbesondere im Arbeitsalltag der UNESCO zeigt sich, dass NGOs ihre zugesprochenen Einflussmöglichkeiten aufgrund der starken Rolle der Mitgliedstaaten nicht immer einlösen können. Die Bildungsinitiative Education for All verdeutlicht die herausragende Arbeit von NGOs, um internationale Zielvorgaben zu erreichen, sowie die unterstützende Rolle der UNESCO. Allerdings begründet sich der starke Einfluss der NGOs vor allem auf deren Eigeninitiative. Aufgrund ihrer begrenzten Ressourcen ist die UNESCO abhängig von ihren nichtstaatlichen Partnern. Nur wenn die UNESCO weiterhin auf eine verstärkte NGO-Partnerschaft setzt, können UNESCO-Programme auch langfristig erfolgreich umgesetzt werden. Die Avantgarde-Stellung der UNESCO bezüglich der NGO-Zusammenarbeit ist kein Selbstzweck, sondern sichert die Zukunft der UNESCO.:Abkürzungsverzeichnis II A) Einleitung 1 B) NGOs und deren Stellung im UN-System 2 C) Klassifizierung von NGOs im Rahmen der UNESCO 3 I. Definition von NGOs durch die UNESCO 3 II. Rechtliche Grundlage für die Einbeziehung von NGOs 4 III. Rechtlicher Status der NGOs: Zwei Kategorien der Zusammenarbeit 4 1. Konsultativstatus 5 2. Assoziativstatus 5 IV. Grundlegende Voraussetzungen an NGOs in offizieller UNESCO-Partnerschaft 5 D) NGOs und deren Zusammenarbeit mit der UNESCO 6 I. Geschichtliche Verbundenheit und stetige Vertiefung der Partnerschaft 6 II. Einflussmöglichkeiten für NGOs durch Institutionen der UNESCO 7 1. Internationale Konferenz der NGOs 7 2. NGO-UNESCO-Verbindungsausschuss 8 3. Gemeinsame Konsultationen bei spezifischen Themen 9 4. Ausschuss für Nichtstaatliche Partner des Exekutivrats 9 III. Konkrete Einflussmöglichkeiten laut NGO-Richtlinie 2011 10 IV. Die Bewertung der Einflussmöglichkeiten für die Zusammenarbeit 11 1. Errungenschaften der Zusammenarbeit 11 2. Potenziale der Zusammenarbeit 12 V. Zwischenergebnis 14 E) Die UNESCO-NGO-Partnerschaft am Beispiel der Initiative Education for All (EFA) 15 F) Fazit 17 Anhang I Literatur- und Quellenverzeichnis III

Social Capital and Open Innovation are important for organisational growth, as both of them influence Innovation, Learning and Job Satisfaction. The literature indicates that informal network measured as social capital and formal network measured as open innovation influences positively to organizational innovation performance, learning and job satisfaction. Most of the studies in this area have been carried out using univariate approaches, and only few dimensions of both Social Capital and Open Innovation have been considered. Current literature outlines the positive influence of Social Capital and Open Innovation on Learning, Innovation and Job Satisfaction. In this study, an attempt has been made to develop a multi-dimensional framework for Social Capital and Open Innovation, in order to better understand the nuances of Learning, Innovation and Job Satisfaction in an R&D setting. Another important factor influencing the R&D outcomes is Absorptive Capacity; it is the capacity of the organisation to identify and use external knowledge. The direct and moderating role of Absorptive Capacity has been examined. Both theoretical and conceptual models have been proposed, and a measurement scale in form of a questionnaire has been developed. Data was collected from 35 organisations across India operating in the field of defence R&D. The sample included Government-run R&D organisations, Public Sector Units (PSUs) and private firms, and total of 331 engineers/scientists responded to the survey. Data was analysed using statistical methods such as Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Common Method Variance (CMV), and Analysis of Variance (ANOVA). Reliability and validity of the proposed scales for the constructs have been verified using appropriate techniques, and further inferences have been drawn by using regression techniques and Structural Equation Modeling (SEM) to assess the proposed relationships. It has been found that both Social Capital and Open Innovation have positive influence on Learning, Innovation and Job Satisfaction. Further, it was found that Absorptive Capacity had a positive association with both Innovation and Learning. However, Absorptive Capacity did not moderate the relationship of Social Capital with both Innovation and Learning, but was found to moderate the relationship between Open Innovation and Innovation, for both outbound and inbound approaches of Open Innovation. Bonding Social Capital had a relatively stronger positive association with Learning, while Bridging Social Capital was found to have a stronger relationship with Innovation. In summary, networking factors Social Capital and Open Innovation have strong positive association with R&D outcomes measured as innovation performance, learning and job satisfaction.

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