M.Ed. (Psychology of Education) / The training of psychologists in South Africa is currently under scrutiny. A request from the South African Association for Psychology as well as the Professional Board for Psychologists is to broaden the terrain of psychological services. Therefore, new structures regarding registration have been discussed and will be implemented by the year 2004 (Professional Board of Psychology, minutes 15 September 1999). In South Africa the need far outweighs the supply: both in terms of psychologists and services available in the different communities. The cost to see a professional psychologist -is far greater than what the ordinary man in the street can afford (Kriegler, 1993; Richter, Griesel, Durrheim, Wilson, Surendorff and Asafo-Agyei, 1998). The crime rate in South Africa is one of the highest in the world (Grimbeek, 1998; van Niekerk, 1996). Millions of people, of whom a great percentage are children of school going age, have been traumatised by crime, poor housing, poverty and domestic violence. Unemployment plays an integral part in these problems. People are struggling to find work as well as to remain employed. Stress which is affecting all of us is a serious problem, and needs to be addressed by psychologists in all the realms of life. If we look at these problems that are currently part of our lives in South Africa, it becomes clear that more people with trained counselling skills are needed. The training of therapists and counselors is of great importance if we wish to place people in our communities to assist the vast number of those who experience problems in their lives.

This thesis aims to illuminate, through the lens of Murphy’s interpretation of Weber’s theory of social exclusion, contemporary challenges faced by the South African accounting profession pertaining to the shortage of professional accountants. In particular, increasing the throughput of students to the profession (Paper 1), member recruitment (Paper 2) and racial transformation of the profession (Paper 3) are considered. Paper 1 provides additional validity for the technique of biodata-based selection through the use thereof to differentiate between students in a dual medium university who will, or will not, complete their accounting education programmes in a society exhibiting tacit exclusionary closure. The models development suggested that education and language remains a tacit form of social exclusion of Blacks in the South African accounting profession. Paper 2 suggests that SAICA is the students’ preferred choice of professiona l accounting association, regardless of demographic group. The students appear to hold a collective view of the accounting profession. Consequently, in an environment characterized by the significant exclusionary closure achieved by a particular association, competing associations may need to look beyond marketing the attributes of the association to students and perhaps consider challenging the colonization of higher education by the dominant association. Competing associations, with their less onerous education requirements, should additionally consider promoting the alternate pathways to the profession they may offer to the Black students tacitly excluded from the dominant association, SAICA, on the basis of their inability to access to a quality education. An ideological challenge facing professional accounting associations in post-Apartheid South Africa, is racial transformation of the profession. Paper 3 explored the success or otherwise of the transformation projects implemented by SAICA through the lens of impression management and the use of voluntary disclosure. Given the disconnect between the slow pace of racial transformation achieved and the perceived ‘success’ of the profession transformation initiatives both in South Africa and abroad, it is suggested that the projects may have served more as a tool to manage the state’s impression of transformation, rather than achieving sufficient student outputs to redress the racial imbalances in the profession. Consequently, significant expansion and / or revision of these projects are encouraged.

This research is linked in the Research Line School Practices and Public Policies, in Education Post Graduation Program of Federal University of Santa Maria and it has as problem: Which are the meanings that young students of the Farroupilha Federal Institute Câmpus São Vicente do Sul assign to the High School Integrated to Professional Education? Starting this question we search to analyze the meanings that young people of the Farroupilha Federal Institute Câmpus São Vicente do Sul assign to the High School Integrated to Professional Education. As specific objectives: to contextualize Youth, Professional Education in Brazil and Integrated High School; to trace the profile of the students of the Integrated High School courses to Professional Education of the Federal Institute Farroupilha Câmpus São Vicente do Sul; to identify the conception and expectations of young students of the High School Integrated to Professional Education in the future; to identify the meaning of the High School Integrated to Professional Education for young students. In this work, we dialogued with Abramo (2005), Dayrell (2003), Fazenda (1992), Frigotto, Ciavatta and Ramos (2005); among others. This qualitative research uses the case study as a way to research and interviews as data collection instrument, that were organized in categories and analyzed in line with the research problem and the dialogue with the authors. Some results: the High School Integrated to Professional Education is understood by students as a way to bring together disciplines that might complement or than take two courses at the same time. The professionalization in this case appears as something else that might be useful in the future. / Esta Pesquisa situa-se na Linha de Pesquisa Práticas Escolares e Políticas Públicas do Curso de Mestrado em Educação da Universidade Federal de Santa Maria e tem como problema a seguinte questão: Quais os significados que os jovens estudantes do Instituto Federal Farroupilha Câmpus São Vicente do Sul atribuem ao Ensino Médio Integrado à Educação Profissional? A partir deste questionamento buscou-se analisar os significados que os jovens do Instituto Federal Farroupilha Câmpus São Vicente do Sul atribuem ao Ensino Médio Integrado à Educação Profissional. Especificamente, objetivou contextualizar Juventudes, Educação Profissional no Brasil e a modalidade Integrada desta ao Ensino Médio; traçar um perfil dos estudantes dos cursos de Ensino Médio Integrado à Educação Profissional do Instituto Federal Farroupilha Câmpus São Vicente do Sul; identificar a concepção e as expectativas dos jovens estudantes do Ensino Médio Integrado à Educação Profissional em relação ao futuro; identificar o significado do curso de Ensino Médio Integrado à Educação Profissional para os jovens estudantes. Neste trabalho dialogou-se com os autores Abramo (2005), Dayrell (2003), Fazenda (1992), Frigotto, Ciavatta e Ramos (2005); entre outros. Esta pesquisa qualitativa utilizou o estudo de caso como forma de investigação e entrevistas como instrumento de coleta de dados que após obtidos, foram organizados a partir de categorias para então serem analisados em consonância com o problema de pesquisa e o diálogo estabelecido com os autores. Entre os resultados, destaca-se que o ensino médio integrado à educação profissional é compreendido pelos estudantes como uma maneira de juntar disciplinas que possam se complementar ou então fazer dois cursos ao mesmo tempo. A profissionalização, neste caso aparece como algo a mais que poderá ser útil no futuro.

This dissertation is linked to the Line of Research School Practice and Public Policy, the Graduate Program in Education, UFSM. What was to investigate the conceptions and teaching practices of the Technical Course teachers in the Integrated Agricultural High School, Campus Araguatins? The study is qualitative, with methodological emphasis on semi-structured interview, which leverages a wealth of data, giving the opportunity to research a broad knowledge about the object of research. The survey was conducted with the part of the said course teachers. The theoretical and methodological references that supported this study were: Bardin (2004), Freire (1998), Nagle (1974), Sacristan (1995) Tardif (2005.2012), among others. The survey showed that the attitude of employees teachers in the context of their teaching practices, has been charged with interests in the acquisition and incorporation of knowledge necessary to the craft of being a teacher. It can be argued that the teachers surveyed are somewhat daring as they are always looking to improve their teaching practices to meet this educational context. / Esta dissertação de mestrado está vinculada à Linha de Pesquisa Práticas Escolares e Políticas Públicas, do Programa de Pós-Graduação em Educação, da UFSM. Buscou investigar Quais as concepções e práticas de docência dos professores do Curso Técnico em Agropecuária integrado ao Ensino Médio, no Campus Araguatins? O estudo tem natureza qualitativa, com ênfase metodológica na entrevista semi estruturada, que potencializa uma riqueza de dados, oportunizando ao pesquisador um amplo conhecimento sobre o objeto de pesquisa. A pesquisa foi realizada com parte dos professores do referido Curso. As referências teórico-metodológicas que sustentaram esse estudo foram: Bardin (2004), Freire (1998), Nagle (1974), Sacristán (1995) Tardif (2005,2012), entre outros. A pesquisa apontou que a postura dos docentes colaboradores, no contexto de suas práticas pedagógicas, vem carregada de interesses na aquisição e incorporação de saberes necessários ao ofício de ser professor. É possível afirmar que os professores pesquisados são de certa forma, ousados, pois estão sempre em busca de melhorar suas práticas pedagógicas para atender a este contexto de ensino.

This work is located in the Research Line "School Practice and Public Policy" of the Education Post Graduation Program of the Federal University of Santa Maria. By focusing on the National Program for Access to Technical Education and Employment (PRONATEC), it reflects the problem: Which are the impacts of PRONATEC in life and integration of young people into the labor market? . This scientific investigation had as general objective analyze the impacts of PRONATEC in life and integration of young people into the labor market. Specific objectives: To identify the profile of young people graduates of PRONATEC courses; To check the evaluation of young people in relation to courses offered by PRONATEC; To search the impact of PRONATEC in the lives of young people graduates of the program. The phenomenon was analyzed quantitative/qualitative by the analyze of 415 registration files of young people graduates of five Continuing Initial Training courses of PRONATEC in a System S institution of the city of Santa Maria RS. The registration files submitted information such as gender, marital status, ethnicity, educational level and occupational status of young people. Also an interview with 8 young people in which they discussed issues such as youth, education, labor, the strengths and weaknesses of the course and the PRONATEC contribution in the professional qualification. The theoretical analysis and data analysis were based on studies of authors such as Abramo (1997, 2005), Carrano (2010), Cassiolato and Garcia (2014), Corrochano (2008, 2013, 2014), Faleiros (2006), Gonzalez (2009), Leite (2003), Melucci (1997), Sposito and Carrano (2003), among others. Some findings: it was found that young people seek in the course of PRONATEC a possibility of rapid integration in the labor market; the importance of the certification, although this is not a guarantee of employment; the fact that training in these courses are still focused on the development of specific activities without developing in the young people the construction of critical thinking; and the necessity to offer courses that consider the needs of young people and the local economy. / Este trabalho situa-se na Linha de Pesquisa Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Ao enfocar o Programa Nacional de Acesso ao Ensino Técnico e Emprego (PRONATEC), debruça-se no problema: Quais os impactos efetivos do PRONATEC na vida e na inserção dos jovens no mercado de trabalho? . Esta investigação científica teve como objetivo geral analisar os impactos efetivos do PRONATEC na vida e na inserção dos jovens no mercado de trabalho. Foram objetivos específicos: Identificar o perfil dos jovens egressos dos cursos do PRONATEC; Verificar a avaliação dos jovens em relação aos cursos ofertados pelo PRONATEC; Buscar o impacto do PRONATEC na vida dos jovens egressos do programa. O fenômeno foi analisado quanti/qualitativamente através da análise de 415 fichas de matrícula de jovens egressos de cinco cursos de Formação Inicial Continuada do PRONATEC de uma instituição do Sistema S do município de Santa Maria RS. As fichas de matrícula apresentaram informações como sexo, estado civil, etnia, escolaridade e situação ocupacional dos jovens. Também foram realizadas entrevistas com 8 jovens, nas quais se discutiram questões como juventudes, educação, trabalho, os pontos fortes e os pontos fracos do curso do PRONATEC e a contribuição do curso em relação à qualificação profissional. O referencial teórico e a análise dos dados foram baseados em estudos de autores como Abramo (1997, 2005), Carrano (2010), Cassiolato e Garcia (2014), Corrochano (2008, 2013, 2014), Faleiros (2006), Gonzalez (2009), Leite (2003), Melucci (1997), Sposito e Carrano (2003), entre outros. Entre os achados, verificou-se que os jovens buscam no curso do PRONATEC uma possibilidade de rápida inserção no mercado de trabalho; a importância da certificação, ainda que esta não seja garantia de emprego; a constatação de que a formação nestes cursos permanecem voltadas ao desenvolvimento de atividades pontuais sem desenvolver no jovem a construção de um pensamento crítico; e a necessidade de ofertar cursos que considerem as demandas tanto dos jovens quanto da economia local.

[pt] Este trabalho contempla o estudo das propostas REENGE para o perfil de formação do engenheiro, analisando sua fundamentação diante das mudanças estruturais do setor elétrico brasileiro; e pesquisa as necessidades de formação do engenheiro eletricista na visão do mercado de trabalho do mesmo setor, através de pesquisa de campo. Baseado no confronto das opiniões assim levantadas, o trabalho estabelece um perfil de formação do engenheiro eletricista, informado pela visão de futuro da academia e pelas necessidades dos integrantes do mercado de trabalho, fornecendo subsídios para que as diversas instituições de ensino superior estabeleçam seus perfis de formação particulares, conforme estabelecem as Diretrizes Curriculares Nacionais do Curso de Engenharia. O perfil de formação indicado não se restringe a uma lista de conteúdos, e sim a uma abordagem diferente de transmissão de Saberes, onde um conjunto de conhecimentos, habilidades e atitudes necessários para as competências desejáveis é indicados. / [en] This work covers the studies of the REENGE proposals for knowledge background of an engineer background, analyzing its statements on the electric sector structural changes; and it focus the background needs for an electric engineer using the market view of the same sector, throughout field research. Based on the opinions check that came up, the work establishes a background profile for the electric engineer, formed by the academy future vision and the needs of the integrants of the labor market, giving support for many higher education institutions to establish its particular profile background, as the national Curriculum directions for the electric engineer course are established. The background profile indicated is not limited to a list of content, it is a different knowledge transference approach, in which knowledge, skills and attitudes for the necessary desired competence are indicated.

D.Ed. ( Educational Psychology) / The purpose of this study, and the planned contribution to research, is to design and develop a training module with the purpose of filling an existing gap in the field of the education of M.Ed. (Educational Psychology) students. Programme development has been applied in order to design and develop the training module in a formative and summative manner. The research paradigm of the study is of a qualitative nature. Qualitative research and the results thereof are expressed in words rather than in numbers. Methods of data collection that were used include questionnaires, observation and interviews. The data-analysis techniques of Miles and Huberman (1994) were used including data reduction, data display and conclusions. Interviews were transcribed and data-analysis was done by catagorising data into semantic units, presenting the results in the form of dendrograms. Questionnaires were integrated as a method of triangulation. A five-point scale was used to gauge students' perception of the training module. Sufficient provision was made for qualitative remarks by students. The framework for development of Thomas (1984), Rothman (1980) and Nel (1992), as well as the curricular requirements according to Kroger (1980) and Knowles (1984), was used in the development of this training programme.. This comprised. four phases, namely an analysis of the situation, followed by the design, development and evaluation of the course. The phases ran as follows: The analysis phase During the analysis phase, the current situation was analyzed regarding the training problem and the state of existing programmes. It was found that a need for training in bibliotherapy exists among educational psychologists. Educational psychologists receive no meaningful or adequate training with regard to bibliotherapy at any South African university ...

D.Ed. (Educational Psychology) / This study investigates the first year of education and training of students enrolled for. the M.Ed. degree in Educational Psychology with the view to describing and also explaining pertinent problems and processes of professional development, especially with regard to reflective practitioning and the role of experiential learning. The rationale for the investigation was involved from major policy documents which addresses the issue of knowledge and the novice practitioner in the dynamic and challenging milieu of reconstruction and development in South African education. The report of the study commences with a theory framework in which reflective practitioning, experiential learning and professional development are explicated. An important distinction in the literature review is the two main emphases in professional training, namely the normative professional curriculum and the dialectic professional curriculum. Both the theory of reflective practitioning and experiential learning are viewed as exponents of the dialectic curriculum in which contemporary theory of constructivism as view of learning is embedded. In this view a reflective practitioner is considered a lifelong self evaluative learner. In conjunction with the perspective of reflection in practice, experiential learning is viewed as potential knowledge. Rounding off the literature review, various models of reflective practitioning are included emphasising the role of the facilitator as guide and as leader. The theory framework is complemented by a chapter on the design of the field study, substantiating the choice of the format and methods of data collection and analyses with views from the body of knowledge on qualitative research. The field investigation is reported in the ensuing chapters presenting examples of data collection and analyses procedures.

M.Ed. (Tertiary and Adult Education) / The technical teacher often enters the teaching profession via industry. He/she comes to realise that, because he/she is professionally unqualified, the posibilities for the development of his/her career are extremely limited. since 1986 the College of Education of South Africa has made provision for these teachers by offering a course that enables them to gain admission to a Higher Diploma in Education. The study showed that the adult learner differs from the typical bridging course student. Among other things, the CESA bridging course student differs in respect of age and finality of vocational choice, and generally has no particular academic needs requiring academic support. The technical teacher as a bridging course student receives no academic support; neither is he/she offered any course to compensate for underachievement or educational deprivation. The connotation in the term bridging course leads to comparisons with traditional bridging courses, and a change of name for the existing course would be advisable. The bridging course covers the acquisition of additional techical qualifications, thus complying with the reguirements for admission to a Higher Diploma in Education (Technical) . The empirical investigation revealed that these teachers are to a large extent academically under-qualified, almost 74% of them have not been promoted at all, with only 8,2% being granted a single promotion to post level 2. From the research it appears that the bridging course student's course should be adapted in such a way that its completion will enable the teacher to complete both his/her technical and professional qualifications simultaneously. After the successful completion of the course a Teachers Diploma should be awarded.

D.Ed. (Adult Education) / A Programme for the professional development of Academic staff at Technikon SA. This research has been undertaken against the background of the contribution that the academic staff at Technikon SA can make in lowering the high drop-out rate of students, delivering high level manpower to the community and the effectiveness of this tertiary distance education institution. After an in-depth study of literature study it became evident that: It students dropping out in distance education is a complex matter and a great number of reasons exist why students do not successfully complete their studies: the responsibilities of lecturers have drastically in distance education; the professional role of distance education lecturers is undefined; professional development of Technikon SA academic staff is neglected; and lecturers have certain needs for professional development which must be identified and addressed. The problem addressed in this study has been to probe into the desirability and the nature of a programme for the professional development of Technikon SA lecturers. The objectives of this study are: It the literature exploration of the nature of and reasons for student drop-out and the professional role of distance education lecturers; the empirical identification and analysis of the developmental areas of Technikon SA lecturers; and to design a programme for the professional development of Technikon SA academic staff. The most important findings of this study are the following: Student drop-out rates can probably be reduced if the necessary student supporting structures are created and established within a distance education institution. Technikon SA as a tertiary distance education institution has developed rapidly over the past 14 years with the emphasis on scientific practice, co-operative education and training, technological practice and rendering of service to the community by delivering high level manpower. The professional role of Technikon SA lecturers comprises: teaching, research. community service and managerial tasks, For effective and efficient execution of these tasks, lecturers should have the necessary skills. There is a definite need for professional development amongst academic staff of distance education institutions which should be addressed by the institution. Empirical research. by means of a questionnaire. as to the importance and frequency of appearance of the tasks was launched amongst the full-time lecturers at Technikon SA and revealed that: lecturers regard teaching and managerial tasks as very important. while research and community service were regarded as not important: and more than 96% of programme for the staff in the form programmes. the group favours the design of a professional development of academic of shorter workshops and self study Findings of the empirical research together with the findings of the sources studied. result in the design of a programme for the professional development of academic staff. After taking various developmental conditions and possible restraining factors into consideration, the programme. based on the QDen systems approach, was developed in five phases. The most important conclusions drawn at the completion of this study are as follows: a definite need for the professional development of academic staff in distance education has been detected: job description of Technikon SA lecturers must be defined and outlined: Technikon SA must deliberately strive to create and establish a research cuIture: and a diplomatic approach towards professional development must be adopted in order to overcome resistance to change