Esta pesquisa discute a avaliação da pós-graduação no Brasil, analisando, de um lado, o sistema de avaliação da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) e, de outro, a opinião da comunidade científica sobre esse sistema, focando especificamente nos critérios e instrumentos utilizados para esse fim. Pretendeu-se, com esta abordagem, contribuir para o aprimoramento do sistema de avaliação nacional da pós-graduação, tornando a avaliação um processo pactuado entre a CAPES e os programas de pós-graduação no Brasil. Para isso, foram confrontados os procedimentos utilizados no sistema de avaliação expressos nos documentos da CAPES e documentos das áreas de avaliação, com as opiniões da comunidade acadêmica apresentadas em artigos de periódicos e monografias. Foram estabelecidos como referenciais teóricos da pesquisa os conceitos de campo científico de Bourdieu e o de avaliação de Dahler- Larsen. O corpus da pesquisa foi coletado em três fontes: documentos criados pela CAPES, que contextualizam a pós-graduação e sua avaliação (PNPG 2011-2020); os Documentos de área elaborados pelas 48 áreas de avaliação e as críticas da comunidade acadêmica publicados em artigos de periódicos científicos. O corpus foi analisado e sistematizado por meio do método de Análise de Conteúdo. A análise teve como fio condutor os seis quesitos de avaliação de programas de pós-graduação da CAPES: Proposta do programa, Corpo docente, Corpo discente, teses e dissertações, Produção intelectual, Inserção social, e Internacionalização, bem como a Avaliação como um todo. Buscou-se identificar os comentários positivos, os comentários negativos e as sugestões da comunidade acadêmica. O quesito Produção intelectual foi o que recebeu a maior quantidade de críticas, identificando-se, portanto, como o foco das dúvidas e comentários da comunidade acadêmica. Os quesitos Proposta do programa, Corpo docente, Corpo discente, teses e dissertações, Inserção social, e Internacionalização receberam menor quantidade de comentários. Os resultados mostram que a avaliação, como um todo, apesar das críticas, é reconhecida como necessária pela comunidade acadêmica. Como contribuição final, foram feitas sugestões para aprimorar a enunciação dos quesitos e critérios de avaliação, de forma a promover sua melhor compreensão e transparência. / This research discusses the graduate evaluation in Brazil, analyzing, on the one hand, the evaluation system of CAPES (Higher Education Personnel Training Coordination) and, on the other, the opinion of the scientific community about this system, specifically focusing on criteria and instruments used for this purpose. It was intended, with this approach, contribute to the improvement of the national evaluation system, in order to make evaluation a process agreed between CAPES and graduate programs in Brazil. For this, they were confronted the procedures used in evaluation system expressed in the Capes documents and documents of the evaluation areas, with the views of the academic community presented in journal papers and monographs. The concepts of scientific field (Bourdieu) and evaluation society (Dahler-Larsen) were used as theoretical background of this research. The corpus of the research was collected from three sources: the documents created by CAPES which contextualize the evaluation process (PNPG 2011-2020), the documents prepared by the 48 evaluation areas and criticisms of the academic community published in scientific journals. The corpus was analyzed and systematized through the method of Content Analysis. The analysis was to thread the six evaluation items of graduate programs of CAPES: Program proposal, Faculty, Students, Theses and dissertations, Intellectual production, Social insertion, and Internationalization. One tried to identify the positive comments, negative comments and suggestions of the academic community. The item Intellectual Production has received the highest amount of criticism, becoming therefore the focus of the questions and comments of the academic community. The items Program proposal, Faculty, Students, Theses and dissertations, Social insertion, and Internationalization received fewer comments. The results show that evaluation, despite criticism, is recognized as necessary by the academic community. As a final contribution, suggestions were made to enhance the formulation of the evaluation criteria in order to promote their better understanding and transparency.

Esta pesquisa discute a avaliação da pós-graduação no Brasil, analisando, de um lado, o sistema de avaliação da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) e, de outro, a opinião da comunidade científica sobre esse sistema, focando especificamente nos critérios e instrumentos utilizados para esse fim. Pretendeu-se, com esta abordagem, contribuir para o aprimoramento do sistema de avaliação nacional da pós-graduação, tornando a avaliação um processo pactuado entre a CAPES e os programas de pós-graduação no Brasil. Para isso, foram confrontados os procedimentos utilizados no sistema de avaliação expressos nos documentos da CAPES e documentos das áreas de avaliação, com as opiniões da comunidade acadêmica apresentadas em artigos de periódicos e monografias. Foram estabelecidos como referenciais teóricos da pesquisa os conceitos de campo científico de Bourdieu e o de avaliação de Dahler- Larsen. O corpus da pesquisa foi coletado em três fontes: documentos criados pela CAPES, que contextualizam a pós-graduação e sua avaliação (PNPG 2011-2020); os Documentos de área elaborados pelas 48 áreas de avaliação e as críticas da comunidade acadêmica publicados em artigos de periódicos científicos. O corpus foi analisado e sistematizado por meio do método de Análise de Conteúdo. A análise teve como fio condutor os seis quesitos de avaliação de programas de pós-graduação da CAPES: Proposta do programa, Corpo docente, Corpo discente, teses e dissertações, Produção intelectual, Inserção social, e Internacionalização, bem como a Avaliação como um todo. Buscou-se identificar os comentários positivos, os comentários negativos e as sugestões da comunidade acadêmica. O quesito Produção intelectual foi o que recebeu a maior quantidade de críticas, identificando-se, portanto, como o foco das dúvidas e comentários da comunidade acadêmica. Os quesitos Proposta do programa, Corpo docente, Corpo discente, teses e dissertações, Inserção social, e Internacionalização receberam menor quantidade de comentários. Os resultados mostram que a avaliação, como um todo, apesar das críticas, é reconhecida como necessária pela comunidade acadêmica. Como contribuição final, foram feitas sugestões para aprimorar a enunciação dos quesitos e critérios de avaliação, de forma a promover sua melhor compreensão e transparência. / This research discusses the graduate evaluation in Brazil, analyzing, on the one hand, the evaluation system of CAPES (Higher Education Personnel Training Coordination) and, on the other, the opinion of the scientific community about this system, specifically focusing on criteria and instruments used for this purpose. It was intended, with this approach, contribute to the improvement of the national evaluation system, in order to make evaluation a process agreed between CAPES and graduate programs in Brazil. For this, they were confronted the procedures used in evaluation system expressed in the Capes documents and documents of the evaluation areas, with the views of the academic community presented in journal papers and monographs. The concepts of scientific field (Bourdieu) and evaluation society (Dahler-Larsen) were used as theoretical background of this research. The corpus of the research was collected from three sources: the documents created by CAPES which contextualize the evaluation process (PNPG 2011-2020), the documents prepared by the 48 evaluation areas and criticisms of the academic community published in scientific journals. The corpus was analyzed and systematized through the method of Content Analysis. The analysis was to thread the six evaluation items of graduate programs of CAPES: Program proposal, Faculty, Students, Theses and dissertations, Intellectual production, Social insertion, and Internationalization. One tried to identify the positive comments, negative comments and suggestions of the academic community. The item Intellectual Production has received the highest amount of criticism, becoming therefore the focus of the questions and comments of the academic community. The items Program proposal, Faculty, Students, Theses and dissertations, Social insertion, and Internationalization received fewer comments. The results show that evaluation, despite criticism, is recognized as necessary by the academic community. As a final contribution, suggestions were made to enhance the formulation of the evaluation criteria in order to promote their better understanding and transparency.

Thesis (M.Tech.: Homoeopathy)-Dept. of Homoeopathy, Durban Institute of Technology, 2007 iv, 126 leaves / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes.

This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level. / Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement. / by Steven M. Urdegar. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

Despite widespread concern and many attempts to eradicate illiteracy, it persists. Part of the problem is that too little is known about the people for whom literacy programs are designed. Such programs may fail if they are designed by people who view their clientele as deficient. This perspective of deficiency is based on two assumptions: first, that literacy is a necessary pre-condition for success in life and second, that illiterate people are lacking in self-confidence, are unable to maintain employment, are poor, and are caught in a cycle of deprivation and under education. This study examines the characteristics and perceptions of illiterate men who have achieved varying degrees of financial and employment success but do not read beyond the grade-three level. The findings indicate that in spite of deficiencies in reading, illiterate individuals learn a number of coping techniques and manifest innumerable skills and achievements. Thus, a "deficiency" oriented intervention program that over-emphasizes the importance of literacy diminishes the observable accomplishments of the illiterate adult and may fail. Intervention programs designed for illiterate adults need to bolster the participants' sense of accomplishment and teach coping skills as well as literacy skills.

The purposes of this study were to design and to evaluate an online system designed to enhance communication skills and project tracking of computer software courses at Ball State University (BSU). Student Online Project Planning and Tracking System (SOPPTS) was designed and field tested to provide real-time feedback from faculty on student progress, offer online guidance for software project planning, produce tracking automation, and facilitate communication between faculty and students.SOPPTS technology was designed under the supervision of W. Zage and D. Zage, professors in the Computer Science Department at BSU.Participants in this study included six BSU undergraduate students, six BSU graduate students and seven BSU faculty members. Each participant was interviewed for one hour in an instructor's office in the BSU Computer Science Department. With the participants' permission, each interview was audio-taped and coded with a letter and number.Data evaluation consisted of narrative summaries of the interviews, an analysis of the evidence in terms of the research questions and the compilation of data to show both emerging themes and major trends.Analysis of the data showed that learning was definitely enhanced, and that faculty evaluations were also strongly enhanced. Participants recommended more SOPPTS applications, both industrial and academic. The emerging themes showed that faculty and students:1) Had more and easier access to information; students' work was better organized; student team spirit grew; students were more accurately evaluated by instructors;2) Had more efficient methods for report submission and record keeping; students interaction with teachers increased; students found SOPPTS better than email;3) Students and teachers could work from various locations, with greater access to record retrieval and submission of reports, so that documents submitted were available to all instead of getting lost;4) Students were motivated by the nature of online task assignment and tracking because of greater accountability; faculty members were happy to see students' project progress online; 5) Improved time and project management through greater awareness of milestones, deadlines and date/ time "stamping" of report submissions.Major trends show that improved access to information and communication facilitated learning, and that planning and tracking skills improved. / Department of Educational Leadership

Despite widespread concern and many attempts to eradicate illiteracy, it persists. Part of the problem is that too little is known about the people for whom literacy programs are designed. Such programs may fail if they are designed by people who view their clientele as deficient. This perspective of deficiency is based on two assumptions: first, that literacy is a necessary pre-condition for success in life and second, that illiterate people are lacking in self-confidence, are unable to maintain employment, are poor, and are caught in a cycle of deprivation and under education. This study examines the characteristics and perceptions of illiterate men who have achieved varying degrees of financial and employment success but do not read beyond the grade-three level. The findings indicate that in spite of deficiencies in reading, illiterate individuals learn a number of coping techniques and manifest innumerable skills and achievements. Thus, a "deficiency" oriented intervention program that over-emphasizes the importance of literacy diminishes the observable accomplishments of the illiterate adult and may fail. Intervention programs designed for illiterate adults need to bolster the participants' sense of accomplishment and teach coping skills as well as literacy skills. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Thesis (MEdPsych )--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Adequate literacy skills form the basis for learning and development. Unfortunately, a lack of adequate literacy skills is a world-wide tendency. Literacy in South Africa is part of this problem. The Department of Basic Education has, since 2000, been using the National Systemic Evaluation (NSE) to determine the level of learners' literacy skills. This evaluation takes place in grades 3 and 6 every alternate year. The latest evaluation indicated that the number of Intermediate Phase learners in South Africa who do not have the required literacy skills has increased over the last few years. The school where this research was undertaken also experiences problems with learners whose literacy skills are not up to standard. The results of the National Systemic Evaluation (NSE) of 2005 indicate that only 30% of the grade 6 learners in the school are able to read and write at the required age level. As a result, a large percentage of the learners' reading and writing skills can be compared to learners in the Foundation Phase. Teachers in the Intermediate Phase have indicated that they do not have sufficient knowledge and self-confidence to support learners whose literacy skills are comparable with those in the Foundation Phase. It is within this frame of reference that I developed a support programme for teachers who teach in the Intermediate Phase. The aim of the research was to evaluate the efficacy of the Literacy Support Programme (GOP) for the Intermediate Phase. The study will determine if the teachers' self-confidence, skills and strategies for literacy support have improved. Transformation of the learners' backlog cannot take place before their teachers' self-confidence to support them has improved dramatically. / AFRIKAANSE OPSOMMING: Voldoende geletterdheidsvaardighede vorm die basis van leer en ontwikkeling. Ongelukkig is 'n gebrek aan voldoende geletterdheidsvaardighede 'n wêreldwye tendens. Suid-Afrika ondervind ook hierdie probleem. Die Departement van Onderwys gebruik sedert 2000 die Nasionale Sistemiese Evaluering (NSE) om die vlak van leerders se geletterdheidsvaardighede te bepaal. Hierdie evaluering vind al om die ander jaar in graad 3 en 6 plaas. Die evaluering het getoon dat die aantal Intermediêre Fase-leerders in Suid-Afrikaanse skole wat nie oor voldoende geletterdheidsvaardighede beskik nie, die afgelope paar jaar toegeneem het. Die skool waar hierdie navorsing gedoen is ondervind ook probleme met leerders se geletterheidsvaardighede wat nie op standaard is nie. Die sistemiese evalueringsuitslae van 2005 het getoon dat slegs 30% van die Graad 6-leerders in dié skool volgens hul ouderdomsvlak kan lees en skryf. Gevolglik is daar 'n baie groot persentasie leerders wie se lees- en skryfvaardighede met leerders in die Grondslagfase (GF) vergelyk kan word. Die onderwysers in die Intermediêre Fase het aangedui dat hulle nie oor genoeg kennis of selfvertroue beskik om leerders te ondersteun wie se geletterdheidsvaardighede steeds met die van die Grondslagfase vergelyk kan word nie. Dit is binne hierdie verwysingsraamwerk dat ek 'n ondersteuningsprogram vir onderwysers van die Intermediêre Fase ontwikkel het. Die doel van die navorsingstudie was om die effektiwiteit van die Geletterdheidsondersteuningprogram (GOP) vir die Intermediêre Fase te evalueer. Die studie wil bepaal of die onderwysers se selfvertroue en vaardighede/strategieë vir geletterdheidsondersteuning in die Intermediêre Fase verbeter het. Transformasie van leerders se agterstande kan nie plaasvind alvorens die onderwysers nie oor genoeg selfvertroue beskik om hierdie leerders te ondersteun nie.

Com a expansão do sistema educacional, em especial do ensino superior no Brasil, intensificou-se a preocupação com a qualidade das instituições educacionais. A pesquisa sobre egressos (ex-alunos) é considerada um dos importantes meios para informar sobre a qualidade institucional e demonstrar os impactos gerados na sociedade. Apesar disso, é observado que as instituições brasileiras raramente utilizam os egressos como fonte de informações para os cursos, e quando captam informações, não as utilizam eficazmente para a melhoria da qualidade educacional. Nesse contexto, esta Tese tem como pergunta de pesquisa: Que indicadores podem subsidiar a avaliação, sob a perspectiva dos egressos, como ferramenta para o aperfeiçoamento dos Programas de Pós-Graduação Stricto Sensu? Para tanto, a pesquisa foi desenvolvida em duas etapas: (a) proposição teórica das dimensões e dos indicadores para Avaliação de Programas de Doutorado em Administração, sob a perspectiva dos egressos; e (b) aplicação desse conjunto de indicadores, junto a uma amostra de egressos, por intermédio de um e-survey, para Avaliação de um Programa de Doutorado em Administração. Os resultados propõem a classificação dos indicadores em três dimensões: (1) Avaliação das Repercussões (mensuração das mudanças ocorridas no nível individual em função de uma determinada intervenção educacional); (2) Avaliação do Relacionamento (análise do nível de participação, envolvimento e engajamento dos alunos e dos egressos na vida da Instituição/Programa) e (3) Avaliação da Qualidade dos Serviços (visão dos egressos sobre a estrutura e os serviços prestados pela Instituição/Programa de formação). A aplicação e validação do conjunto de indicadores, em uma amostra de 141 egressos, mostraram serem válidos e consistentes os instrumentos utilizados e as dimensões propostas, permitindo chegar a constatações com relação às repercussões, ao relacionamento e ao nível de qualidade do Programa de Doutorado avaliado. Nesse sentido, a principal contribuição desta pesquisa reside na proposição das dimensões e indicadores para avaliação de Programas de Doutorado em Administração, a partir da visão dos egressos, que podem ser ratificadas em futuras pesquisas, com replicação dessas dimensões e dos indicadores em Programas de diferentes instituições ou áreas / With the expansion of the educational system, especially higher education in Brazil, concerns about the quality of educational institutions were intensified. Research on graduates (alumni) is considered one of the main sources to inform about the educational quality and to demonstrate the impacts on society. Nevertheless, it is observed that Brazilian institutions rarely consider alumni as a source of information for their courses, and when these institutions capture information, they do not apply them effectively for improving the educational quality. In this context, this Thesis presents the following research question: What indicators can support the evaluation, from alumni\'s perspective, as a tool for improvement of Graduate Stricto Sensu Programs? Therefore, the study was conducted in two stages: (a) theoretical proposition of dimensions and indicators for evaluation of Doctoral Programs in Business Administration, according alumni\'s perspective; and (b) application of this set of indicators in a sample of graduates, through an e-survey, for evaluation of a Doctoral Program in Business Administration. The results suggest the classification of indicators in three dimensions: (1) Impact Evaluation (measurement of changes at the individual level in terms of a particular educational intervention); (2) Relationship Evaluation (analysis of the level of participation, involvement and engagement of students and graduates in the Institution/Program life) and (3) Services Quality Evaluation (the alumni insight into the structure and the services provided by the institution / training program). The application and validation of the set of indicators, in a sample of 141 graduates, showed that the tools used and the proposed dimensions are valid and consistent, allowing reach findings regarding the impact, the relationship and the quality level of the evaluated Doctoral Program. In this sense, the main contribution of this research is the proposition of dimensions and indicators for evaluation of Doctoral programs in Business Administration, from the alumni\'s perspective, which can be ratified in future researches, with replication of these dimensions and indicators in programs of different institutions or areas.

O comprometimento cada vez maior dos agentes públicos com o trato da segurança alimentar e da nutrição, enfatiza a questão da obrigatoriedade e da responsabilidade (accountability) do Estado perante a sua sociedade. A presença de metodologias de avaliação nos programas sociais frente a esses desafios, surge como principal indicador dessa responsabilidade. O que justifica a atitude de medir os resultados dessas ações na área de alimentação é a necessidade de uma revisão dos caminhos percorridos pelos programas públicos no Brasil, que carecem de uma permanente metodologia de avaliação de forma a sair da inércia do modelo atual onde se cria uma forte dependência de seus beneficiários. Amparado nestes argumentos, serão apresentados três programas de governo de esferas distintas que serão analisados sob o foco de um protocolo de 7 fases resultante das metodologias estudadas no decorrer deste trabalho. Embora se observe parcerias importantes com organismos internacionais, como ocaso do IFPRI (International Food Policy Research Institute) , o processo de avaliação de um programa público na área de nutrição, ainda caminha lentamente. Ora por barreiras políticas, ora por complexidade dos programas no seu processo de implementação e avaliação. O que se pretende abordar além da necessidade de inclusão da avaliação é a relevância que esses critérios trazem como forma de aprendizado para futuras intervenções públicas no setor, a exemplo do que vem ocorrendo no México, com o programa OPORTUNIDADES (ex-PROGRESA), considerado pelo IFPRI um exemplo de efetividade e eficiência no campo das políticas públicas em países emergentes. / The growing commitment of public agents to dealing with Food Security and Nutrition emphasizes the issue of State enforcement and accountability before its society. The presence of methodologies of evaluation in social programs facing such challenges arises as main indicator thereof responsibility. The attitude of measuring the results of such actions in the food area is justified by the demand for a review of the paths made by the public programs in Brazil, which need a constant methodology of evaluation so as to move out from the current model of inertia where a strong reliance on its benefits is established. Supported by such arguments, three distinct scopes of government programs will be presented and analyzed under the focus of a protocol with seven steps resulting from the methodologies studied along the present work. Although relevant covenants with international organisms may be observed - such as the IFPRI (International Food Policy Research Institute) - the evaluation process of a public program in the nutrition area still walks slowly, at times due to public barriers, at times due to the complexity of the programs in its implementation and evaluation process. What is intended here is to approach beyond the need of including evaluation, but too the relevance that such criteria bear as a way of learning for future public intentions in the sector, following the example of México that has an OPORTUNIDADES (ex-PROGRESA) program, considered by the IFPRI a model effectiveness and efficiency in the field of public politics in emerging countries.