Tennessee is experiencing a budget crisis related to the dollar amount per-pupil expended on kindergarten- through 12th-grade education when compared to other states. Public schools across America are operating in a time of increased expectations. Recent legislative initiatives at both the state and federal level have created new systems of testing and performance standards that will hold schools and teachers accountable for students' achievement. Given the rapid changes that are being made, many state policymakers have noted the importance of designing better financial schemes for public schools with sufficient resources to meet the demand for better education; however, funding and accountability are difficult when creating an alignment between the two. Issues surrounding the financing of public education are complicated. Whereas a quality education is universally understood to be an essential component of students' development and social mobility, the specific policies surrounding the allocation of funds to school districts in Tennessee are complex and based on formulas that are often only understood by experts. The purpose of this qualitative study was to explore the perceptions of various school directors and administrators in both small and large systems across the state as to the best way to fund kindergarten- through 12th-grade education in a more adequate and equitable manner. Data were collected through audio-taped interviews and transcribed for inductive analysis. The participants' perceptions about their level of satisfaction of the current Basic Education Program's (BEP) funding of kindergarten- through 12th-grade education in Tennessee were very favorable. Fewer than 90% of school district officials agreed that there should be an established set of criteria that define a standard of adequacy. Because some schools need more money than others do, participants said this inability to raise sufficient revenue must be addressed through state legislation. All 20 participants stated that equity and adequacy remained a problem in the BEP and each gave suggestions and identified some areas in which to begin correcting the discrepancies. All 20 participants said that they thought the BEP was a much better funding mechanism, overall, than the old Tennessee Foundation Program (TFP) for both large and small systems.

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.

Thesis (LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has become a pressing concern and needs special attention. This is so despite the advent of democracy in 1994, which brought legislative frameworks and other measures promoting access to quality education. This study seeks to highlight the importance of a radical paradigm shift in educational approach, from a single (access) to a dual system (access and delivery) in South Africa. The study examines adequacy of access to education, by evaluating the effectiveness of delivery. The study emphasizes that delivery should be strengthened in order to develop skills and capacity. The study also accentuates the need to strengthen legislative measures and compliance, in order to improve the delivery of quality education to the leaners. The domestic laws such as the Constitution of the Republic of South Africa, Skills Development Act, the South African Schools Act, Further Education and Training Act and the Continuing Education and Training Act, which all cover access and full delivery of quality education, will be examined. It is pertinent to point out that the delivery of quality education and skills development, can improve the employability of leaners and graduates, wherever they find themselves. Consequently, it is fundamentally important to increase interest in strengthening the implementation of the skills development legislation and policies, to drive the necessary change from access to delivery, in order to meet the developmental needs of the country. Lessons are drawn from China, Finland and Singapore, where policies and laws are utilized for the purpose of comparative studies. The rationale for such a comparative analysis is premised on the fact that these countries have very strong educational systems, which promotes the employability of learners, and also enables learners to become self-reliant and entrepreneurs. / National Institute for the Humanities and Social Sciences (NIHSS) and South African Humanities Deans Association (SAHUDA)

Thesis (MCur)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Nursing education, including the individual nurse educator, has a responsibility to society and to students for providing quality education, for maintaining the highest academic standards, for the proficient use of teaching strategies and for ensuring adequate support to learners. These standards were threatened at a particular college in the Western Cape which instigated this study. This study aimed at investigating the academic factors that influenced learning at a particular nursing college in the Western Cape. The objectives included the following possible factors that may have contributed towards the unsatisfactory, academic performances of students: • Nursing as a career choice; • Selection criteria; • Approaches to learning; • Motivation and learning; • Language barrier to learning; and • Factors affecting the learning environment. A non-experimental, descriptive research design was applied with a quantitative approach. The target population (N = 963) consisted of nursing students following the course leading to registration as a professional nurse, according to the South African Nursing Council’s regulation 425, as promulgated by the Nursing Act 50 of 1978, as amended (Nursing Act 33 of 2005). Probability, stratified sampling was used to select the sample of participants (n = 174). A structured questionnaire, consisting of predominantly closed questions, was used for the collection of data. Ethical approval was obtained from Stellenbosch University to conduct this study. Permission to conduct the research was also obtained beforehand from the management of the nursing college being studied, whilst prior informed consent was obtained from each participant. Reliability and validity of the study were assured by means of a pilot study and through the use of experts in nursing research, methodology and statistics. Data was collected and captured by the researcher personally. The data was analysed with the support of a statistician and was expressed as frequencies and in tables and histograms. Descriptive statistics and post-hoc analyses, including tests for statistical associations, were performed. The outcomes from this study showed that third year students (n = 49/23%) spent the most time studying, whilst first years (n = 74/43%) and second years (n = 40/23%) only spent 2.3 hours studying per day. Academic support classes, when offered, were always attended by (n = 64/37%) and most times by (n = 72/42%). The majority of the participants were able to cope with the workload most of the time (n = 107/61%), whilst (n = 51/30%) and (n = 6/3%) of the participants indicated coping seldom and never, respectively. A significant relationship between the ages of participants and being able to cope with the workload (Spearman p-value = 0.02) existed. Results indicated that (n = 83/48%) of the participants received support with language problems, whilst (n = 75/43%) indicated that they did not receive support with language problems. The Afrikaans speaking participants coped the best with the workload (mean score = 1.72), followed by the English speaking students (mean score = 1.68), and lastly the Isi- Xhosa speaking learners (mean score = 1.65). Recommendations made by participants included the following: • Strict adherence to the selection criteria, which should help decrease the attrition rate. • English as a subject / module during the first year was proposed. • The promotion of the proficiency in English, through interaction between English speaking learners and students with English as second language, should be encouraged. • Regular updates of the contents of the curriculum. • The importance of identifying ‘at risk’ students and pro-actively introducing a mentorship programme. • Information technology needed to be improved in many aspects, such as accessibility of Web based communication. Results from the open ended questions showed that participants regarded the teaching strategies as boring. Large classrooms were also mentioned as a problem. Smaller classes were requested to enable more interaction in the class. In conclusion, this study showed that specific academic factors were influencing learning at the nursing college being investigated in the Western Cape. Therefore, recommendations were made in this study, which, if implemented, should result in an improvement in the overall academic performances of students. / AFRIKAANSE OPSOMMING: Verpleegkundige onderrig, insluitende die individuele verpleegkundige opvoeder, het 'n verantwoordelikheid teenoor die samelewing en teenoor studente om kwaliteit onderrig te verskaf, om die hoogste akademiese standaarde te handhaaf, om die effektiewe gebruik van onderrigstrategieë te bied en om die begeleiding van leerders te verseker. Hierdie standarde was gedreig by ′n seker verpleeg kollege in die Wes Kaap en dus was die studie geinisieër. Hierdie studie het ten doel gehad om die akademiese faktore, wat moontlik leer by 'n bepaalde verpleegkollege in die Wes-Kaap beïnvloed, te ondersoek. Die doelwitte het faktore, wat moontlik die akademiese prestasie van studente kon beïnvloed het, ingesluit: • Verpleging as 'n loopbaankeuse; • Keuringskriteria; • Benaderings tot leer; • Motivering en leer; • Taalhindernis; en • Faktore wat die leeromgewing affekteer. 'n Nie-eksperimentele, beskrywende navorsingsontwerp is toegepas, deur van ′n kwantitatiewe benadering gebruik te maak. Die teikenbevolking (N = 963) het uit verpleegkunde studente bestaan wat die kursus gevolg het wat tot registrasie as 'n professionele verpleegkundige lei, in ooreenstemming met die Suid-Afrikaanse Raad op Verpleging se regulasie 425, soos gepromalgeer deur die aangepaste Wet op Verpleging 50 van 1978 (Wet op Verpleging 33 van 2005). Daar is van waarskynlikheid-gestratifiseerde steekproefneming gebruik gemaak om die deelnemers te kies (n = 174). 'n Gestruktureerde vraelys, bestaande uit hoofsaaklik geslote vrae, is vir die invordering van data gebruik. Etiese goedkeuring is vooraf van die Universiteit van Stellenbosch verkry om hierdie studie uit te voer. Toestemming om die navorsing te doen is ook vooraf vanaf die bestuur van die verpleegkollege wat ondersoek is verkry, terwyl elke deelnemer sy/haar ingeligte toestemming verleen het. Betroubaarheid en geldigheid is deur middel van 'n loodsstudie verseker, tesame met die gebruik van kundiges in verpleegnavorsing, metodologie en statistiek. Data is deur die navorser persoonlik versamel en vasgelê. Die data is met die hulp van ‘n statistikus ontleed en is as frekwensies en in tabelle en histogramme illustreer. Beskrywende statistiek en post-hoc analises, insluitende toetse vir statistiese assosiasies, is uitgevoer. Die bevindings uit hierdie studie het daarop gedui dat derdejaarstudente (n = 49/23%) die meeste tyd aan hul studies bestee het, terwyl die eerste- (n = 74/43%) en tweedejaarstudente (n = 40/23%) daagliks slegs 2.3 ure aan hul studies spandeer het. Waar akademiese ondersteuningsklasse aanbieding is, is dit altyd deur (n = 64/37%) bygewoon en die meeste kere deur (n = 72/42%). Die meerderheid van deelnemers was meestal in staat om die werkslading te hanteer (n = 107/61%), terwyl (n = 51/30%) en (n = 6/3%) van die deelnemers, onderskeidelik, aangedui het dat hulle selde of ooit die lading kon baasraak. 'n Beduidende verwantskap tussen die ouderdomme van die deelnemers en hul vermoë om met die werkslading te kon volhou (Spearman p-waarde = 0,02), het bestaan. Resultate het daarop gedui dat (n = 83/48%) van die deelnemers steun met taalprobleme ontvang het, terwyl (n = 75/43%) aangedui het dat hulle nie steun ontvang het nie. Die Afrikaanssprekende deelnemers het die werkslading die beste hanteer (gemiddelde telling = 1.72), gevolg deur die Engelssprekendes (gemiddelde telling = 1.68) en laastens die Isi-Xhosasprekende deelnemers (gemiddelde telling = 1.65). Aanbevelings deur deelnemers het die volgende ingesluit: • Die streng nakoming van die keuringskriteria behoort die afname in die uitvloeitempo te help bevorder. • Engels as 'n vak / module gedurende die eerste jaar is voorgestel. • Die bevordering van Engels as spreektaal, deur die interaksie tussen studente met Engels as Moedertaal en Engels as tweede taal, behoort aangemoedig te word. • Gereelde opdatering van die die kurrikuluminhoud. Die belangrikheid om "hoë risiko" studente te identifiseer en ’n pro-aktiewe mentorskapsprogram daar te stel. • Inligtingstegnologie behoort in baie aspekte verbeter te word, soos bv toeganklikheid tot Web-gebaseerde kommunikasie. Die resultate tov die oop vrae het getoon dat deelnemers die onderrigstrategieë as vervelig beskou het. Groot klaskamers is ook as 'n probleem geïdentifiseer. Daar was versoeke vir kleiner klasse, ten einde beter interaksie tussen leerders en dosente te bevorder. Ter afsluiting het die studie getoon dat spesifieke akademiese faktore leer by die Wes- Kaapse verpleegkollege, wat ondersoek is, beïnvloed het. Dus is aanbevelings in hierdie studie gemaak, wat, indien geïmplementeer, 'n verbetering in die algehele akademiese prestasie van studente behoort te help bewerkstellig.

A escola de tempo integral tem feito parte de discursos políticos, documentos e metas educacionais do país como uma possível (e promissora) proposta para o alcance de uma educação de qualidade. Considerando isso, este trabalho teve por objetivo analisar o Projeto Escola de Tempo Integral, criado pela Secretaria de Educação do Estado de São Paulo em 2005. Este Projeto incentivou a participação de escolas de tempo parcial da rede estadual de ensino que tivessem salas de aula em número suficiente para atendimento em período integral, além do interesse da comunidade escolar em aderir à iniciativa. Neste modelo, crianças e adolescentes do 1º ao 9º ano do ensino fundamental teriam a possibilidade de realizar atividades em período integral dentro da própria escola, cuja Matriz Curricular era composta por aulas comuns às escolas de tempo parcial e por oficinas, de diversas áreas temáticas, na Parte Diversificada do currículo. Tendo este Projeto como norteador, essa pesquisa buscou aprofundar questões referentes ao ensino fundamental em tempo integral e ao direito à educação de qualidade por meio de pesquisas documental e bibliográfica, com consulta e análise de documentos oficiais, bem como com a realização de pesquisa de campo, para conhecimento da dinâmica deste Projeto numa escola da rede estadual de São Paulo. Foram realizadas entrevistas com crianças, pais/responsáveis, professores, gestores e responsáveis pelo Projeto em nível central. Verificou-se que a escola pesquisada não passou por nenhuma reestruturação para o atendimento de crianças em período integral, não recebeu recursos financeiros diferenciados e as orientações para implementação do Projeto foram insuficientes, influenciando, negativamente, o clima escolar e o trabalho pedagógico. A participação da comunidade foi, praticamente, inexistente e a única prioridade pedagógica explícita, os resultados a serem alcançados nas provas do SARESP, visando atingir a meta do indicador de avaliação estadual de desempenho escolar dos alunos o IDESP. / The term full-time school has been part of political speeches, documents and educational goals in Brazil as a possible (and promising) proposal to achieve quality education. Taking this into consideration, this thesis had the purpose of analyzing the Full-Time School Project, devised by the Sao Paulo State Education Department in 2005. Such Project encouraged the participation of part-time schools from the state system which had sufficient classrooms to operate in full-time scheme, in addition to the interest of the school community in taking on the initiative. According to this model, children and teenagers from 1st through 9th grade of elementary/middle school would have the possibility of performing activities full time within the school, whose curriculum matrix consisted of the same classes taught in the part-time schools and workshops, from several subject areas, in the diversified portion of the curriculum. Taking this Project as a guiding element, my research sought to take an in-depth look into the issues concerning full-time elementary/middle school and the right to a quality education through documental and bibliographical review, consulting and analyzing official documents, as well as a field research, in order to get to know the dynamics of this Project in a school of the Sao Paulo state education system. Interviews were conducted with children, parents/guardians, teachers, managers and the officers in the charge of Project on the central level. I have found that the school being researched did not go through any restructuring process in order to serve the children in a full-time routine, did not get extra financial funds and guidance to implement the Project were insufficient. This adversely affected the school ambience and the pedagogical work. The involvement of the community was virtually non-existent and the only explicit pedagogical priority was the results that should be achieved in the SARESP (institutional assessment) tests, whose goal was to reach the score of state assessment of the students´ academic achievement IDESP.

Made available in DSpace on 2016-04-04T18:33:16Z (GMT). No. of bitstreams: 1 Mariangela Leocardio Jacomini.pdf: 2340500 bytes, checksum: 1724124109097fe87edba0d50021be20 (MD5) Previous issue date: 2014-02-24 / The present quantitative and qualitative approach research aims to investigate the Full Time School Program of the State of S?o Paulo, established by Resolution SE 89 published on December 9, 2005, focusing on the identification and analysis of existing challenges in the implementation and operation of Curriculum Workshops, from the program managers point of view. The researcher studied the deployment and implementation of curriculum workshops in schools that are part of the Full Time School Program, using research methods like bibliography survey, document analysis and application of mixed questionnaire. We investigated how the process of implementing the curriculum workshops in full-time schools occurred (considering the public policies of the state of S?o Paulo), the characteristics of curriculum workshops in FTEs, the infrastructure and the teaching resources needed for its implementation and the pedagogical, structural and operational challenges to the development of the workshops. The research was developed in four of the six schools included in the Program, in counties under the jurisdiction of the Regional Board of Education of S?o Jo?o da Boa Vista, having principals, vice-principals and teaching coordinators as subjects. We concluded that the Full Time School Program was implemented in public schools without previous preparation of the schools and their staff, causing the occurrence of makeshift solutions to the emanating challenges, among which stand out the absence, insufficiency or inadequacy of physical space and lack of trained teachers to administer them, which, according to the subjects, are obstacles that interfere with the quality of the offered education. We believe that curricular workshops represent a differential to the improvement of the education standard and to the integral formation of the student. However, there must be specific continuing education to teachers who work on them, and reforms must be made in school buildings, in order to create suitable spaces for the proper development of diversified activities proposed for the workshops. / A pesquisa, de abordagem quanti-qualitativa, teve como objetivo investigar o Programa Escola de Tempo Integral do Estado de S?o Paulo institu?do pela Resolu??o SE 89 publicada em 9 de dezembro de 2005, com foco na identifica??o e an?lise dos desafios existentes na implanta??o e funcionamento das Oficinas Curriculares, ? luz da percep??o dos gestores. A pesquisadora estudou a implanta??o e implementa??o das oficinas curriculares nas escolas que fazem parte do Programa Escola de Tempo Integral, tendo como m?todos o levantamento bibliogr?fico, a an?lise documental e a aplica??o de question?rio misto. Investigamos como se deu o processo de implementa??o das oficinas curriculares nas escolas de tempo integral (considerando as pol?ticas p?blicas do estado de S?o Paulo), quais as caracter?sticas das oficinas curriculares nas ETIs, qual a infraestrutura e os recursos pedag?gicos necess?rios para a sua realiza??o e quais os desafios relacionados aos campos pedag?gico, estrutural e operacional para o desenvolvimento das oficinas. A pesquisa se desenvolveu em quatro das seis escolas inclu?das no Programa, em munic?pios jurisdicionados ? Diretoria Regional de Ensino de S?o Jo?o da Boa Vista, tendo como sujeitos diretores, vice-diretores e professores coordenadores pedag?gicos. Conclu?mos que o Programa Escola de Tempo Integral foi implantado na rede p?blica estadual sem pr?via prepara??o das escolas e de suas equipes, fazendo com que se recorresse a solu??es improvisadas para os desafios que emanaram, dentre os quais se destacaram a inexist?ncia, insufici?ncia ou inadequa??o do espa?o f?sico e a falta de professores com forma??o e perfil adequados para ministr?-las, o que, segundo os gestores, sujeitos da pesquisa, s?o obst?culos que interferem na qualidade da educa??o oferecida. Acreditamos que as oficinas curriculares representam um diferencial para a melhoria da qualidade da educa??o e para a forma??o integral do aluno. No entanto, ? necess?rio que haja forma??o continuada espec?fica aos professores que nelas atuam e que sejam feitas reformas nos pr?dios escolares, a fim de criar espa?os pr?prios para o desenvolvimento adequado das atividades diversificadas propostas para as oficinas.

Nesta dissertação são analisados os desdobramentos das Leis Federais nº 11.114/05, que instituiu o início da obrigatoriedade do ensino fundamental aos seis anos de idade, e da Lei nº 11.274/06, que ampliou a duração do ensino fundamental para nove anos. O objetivo da pesquisa foi realizar um estudo sobre a implementação do ensino fundamental de nove anos em uma escola da rede municipal de São Bernardo do Campo, verificando a articulação da política educacional nacional, sua adequação em nível municipal e a sua efetivação no cotidiano escolar. Para tanto, foi realizada a observação em uma turma de 1º ano em uma escola da rede municipal, durante todo o ano letivo de 2010. O estudo contou, ainda, com a realização de entrevistas semi-estruturadas com os diversos segmentos da comunidade escolar: Secretária Municipal de Educação, diretora, professoras, membros do Conselho de Escola, pais e, em especial, com as crianças do primeiro ano do ensino fundamental de nove anos. As considerações apresentadas são baseadas nos dados obtidos na pesquisa de campo, em dados estatísticos, na análise dos documentos oficiais e no levantamento bibliográfico sobre o tema. A análise dos dados permitiu o levantamento de opiniões dos sujeitos da Pesquisa sobre diversos aspectos da implantação do ensino fundamental de nove anos e a comparação com as intenções anunciadas nos documentos oficiais, tendo como base três princípios educacionais: direito à educação, gestão democrática e qualidade do ensino. O estudo realizado permite afirmar que não houve aumento no número de matrículas no município pesquisado, que a comunidade escolar não participou de discussões referentes ao tema, sendo apenas informados sobre a mudança e que a política da Secretaria Municipal de Educação apareceu pouco na escola pesquisada, tendo-se a sensação que as escolas ficaram meio sem rumo, conduzindo o trabalho com os 1º anos de modo mais ou menos adequado, dependendo da sorte de haver profissionais mais ou menos qualificados para trabalhar com as crianças de seis anos. / In this thesis the developments of Federal Law nº 11.114/05, that instituted the beginning of the basic education at six years old and Federal Law nº 11.274/06, that expanded the basic education to nine years of duration, are analyzed. The aim of the research was to realize a study about the implementation of nine years basic education at a São Bernardo´s municipal school, checking the joint of national educational policy, the adequacy at municipal level and the effectuation at daily school. So, it was made an observation in a first year class of a municipal school, during all the year of 2010. The study also counted with semi structured interviews with the different school community segments: Secretary of Education, principal, teachers, member of School Concil, and especially the children of the first year class from the nine years basic education. The presented considerations are based on field research and statistic data, the official documents analysis and bibliography about the theme. The data analysis allowed getting the opinions from research participants about the different aspects of nine years basic education and comparing with the intentions annunciated at official documents, having as basis three educational principles: right of education, democratic management and education quality. The study allows to affirm that there was no matriculation´s grow in the researched city, that the school community didn´t participate in this theme discussions, being just informed about the changing and that the Municipal Secretary of Education policy almost didn´t shows at the researched school, having the feeling that schools was adrift, leading the work with the children in more or less appropriate way, depending of the luck of having more or less qualified professionals to work with six years old children.

Made available in DSpace on 2016-04-27T16:34:09Z (GMT). No. of bitstreams: 1 Francisca de Fatima Araujo Oliveira.pdf: 1727061 bytes, checksum: a76df3271aa47ba38109dc1e8aa91989 (MD5) Previous issue date: 2010-08-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aimed at analyzing the current education policies implemented in Mossoró RN as an expression of the Brazilian education reform which has been implemented since 1990, attempting to identify the changes that this policy has caused in Elementary School, with focus on the problem of school failure, using quantitative and qualitative data. Quantitative data collection was done through statistical surveys on the situation of elementary school in Brazil and in Mossoró between 1996 and 2008, the national database of the National Institute of Educational Studies and Research (INEP) and the Index of Educational Development (IDE), and the organs of the Executive Department of Education (GEED) of Mossoró. Qualitative data collection, regarding the education system, was done by analyzing documents from the municipal school system, particularly the Municipal Education Plan, the Municipal Law, Actions Plans and Goals and the Programs and Projects developed by GEED. In three public schools, qualitative data were collected through action plans and goals, and through semi-structured interviews with directors, supervisors and teachers. The data reveal that, in the schools surveyed, there are many difficulties to deliver a quality education and point to the existence of students in the 6th year who cannot read yet. The research showed that the Ayrton Senna Institute outlines strategies for the correction of flux, accelerated learning and for the reduction of failure and dropout in the Municipal System of Education of Mossoró as well. Despite the commitment and also the political proposals that blatantly attempt to improve the quality of education, this educational reform expresses the maintenance of an education system that ultimately results in the failure of those to whom increasingly higher levels of access to culture and to a critical view of society should be provided: students from lower classes, i.e. those who suffer the most dire consequences of a society based on class privilege / Este estudo analisa as políticas atuais de educação implementadas no município de Mossoró, RN, como uma das expressões da reforma da educação brasileira implementada a partir dos anos de 1990. Procura-se identificar as mudanças que tal política tem provocado no ensino fundamental, com foco no problema do fracasso escolar; utilizam-se dados quantitativos e qualitativos. A coleta quantitativa foi realizada em levantamentos estatísticos sobre a situação do ensino fundamental no Brasil e em Mossoró, no período entre 1996 e 2008, por meio da base de dados nacionais do Instituto Nacional de Estudos e Pesquisas Educacionais INEP e Índice de Desenvolvimento Educacional IDE, e dos órgãos da Gerência Executiva da Educação GEED, do município de Mossoró. A coleta qualitativa, no que se refere ao sistema de ensino, foi realizada por meio da análise de documentos do sistema municipal de ensino, especialmente, o Plano Municipal de Educação, a Legislação Municipal, os Planos de Ações e Metas e os Programas e Projetos desenvolvidos pela GEED. Nas três escolas municipais, os dados qualitativos foram obtidos do plano de ações e metas e por entrevistas semiestruturadas com diretores, supervisores e professores. Os dados revelaram que, nas escolas pesquisadas, existem muitas dificuldades para se ministrar ensino de qualidade e apontam para a existência de alunos no 6ª ano que ainda não sabem ler. A pesquisa revelou que o Instituto Ayrton Senna define as estratégias para a correção de fluxo, aceleração da aprendizagem, bem como para a redução da reprovação e da evasão escolar no Sistema Municipal de Ensino de Mossoró. Verifica-se que o fracasso da reforma educacional é expressão contraditória da sociedade administrada que opera nos limites determinados pelas relações sociais capitalistas. Os obstáculos à reforma estão associados à contradição imanente da sociedade administrada, fundada na contradição social entre forma e conteúdo, promessa e descumprimento, progresso e retrocesso, prescrição e frustração.

Nesta dissertação são analisados os desdobramentos das Leis Federais nº 11.114/05, que instituiu o início da obrigatoriedade do ensino fundamental aos seis anos de idade, e da Lei nº 11.274/06, que ampliou a duração do ensino fundamental para nove anos. O objetivo da pesquisa foi realizar um estudo sobre a implementação do ensino fundamental de nove anos em uma escola da rede municipal de São Bernardo do Campo, verificando a articulação da política educacional nacional, sua adequação em nível municipal e a sua efetivação no cotidiano escolar. Para tanto, foi realizada a observação em uma turma de 1º ano em uma escola da rede municipal, durante todo o ano letivo de 2010. O estudo contou, ainda, com a realização de entrevistas semi-estruturadas com os diversos segmentos da comunidade escolar: Secretária Municipal de Educação, diretora, professoras, membros do Conselho de Escola, pais e, em especial, com as crianças do primeiro ano do ensino fundamental de nove anos. As considerações apresentadas são baseadas nos dados obtidos na pesquisa de campo, em dados estatísticos, na análise dos documentos oficiais e no levantamento bibliográfico sobre o tema. A análise dos dados permitiu o levantamento de opiniões dos sujeitos da Pesquisa sobre diversos aspectos da implantação do ensino fundamental de nove anos e a comparação com as intenções anunciadas nos documentos oficiais, tendo como base três princípios educacionais: direito à educação, gestão democrática e qualidade do ensino. O estudo realizado permite afirmar que não houve aumento no número de matrículas no município pesquisado, que a comunidade escolar não participou de discussões referentes ao tema, sendo apenas informados sobre a mudança e que a política da Secretaria Municipal de Educação apareceu pouco na escola pesquisada, tendo-se a sensação que as escolas ficaram meio sem rumo, conduzindo o trabalho com os 1º anos de modo mais ou menos adequado, dependendo da sorte de haver profissionais mais ou menos qualificados para trabalhar com as crianças de seis anos. / In this thesis the developments of Federal Law nº 11.114/05, that instituted the beginning of the basic education at six years old and Federal Law nº 11.274/06, that expanded the basic education to nine years of duration, are analyzed. The aim of the research was to realize a study about the implementation of nine years basic education at a São Bernardo´s municipal school, checking the joint of national educational policy, the adequacy at municipal level and the effectuation at daily school. So, it was made an observation in a first year class of a municipal school, during all the year of 2010. The study also counted with semi structured interviews with the different school community segments: Secretary of Education, principal, teachers, member of School Concil, and especially the children of the first year class from the nine years basic education. The presented considerations are based on field research and statistic data, the official documents analysis and bibliography about the theme. The data analysis allowed getting the opinions from research participants about the different aspects of nine years basic education and comparing with the intentions annunciated at official documents, having as basis three educational principles: right of education, democratic management and education quality. The study allows to affirm that there was no matriculation´s grow in the researched city, that the school community didn´t participate in this theme discussions, being just informed about the changing and that the Municipal Secretary of Education policy almost didn´t shows at the researched school, having the feeling that schools was adrift, leading the work with the children in more or less appropriate way, depending of the luck of having more or less qualified professionals to work with six years old children.

Thesis (M. Dev.) -- University of Limpopo, 2016 / This mini dissertation seeks to articulate the issues and challenges being faced by the rural South Africa pertaining to the aspect of providing ample access to quality education. The structures, policies and programs of the flows of apartheid are therefore compered and contrasted to the post-apartheid (1994) structures, policies and programmes. It further argues that any impediment to the right is in contrast to the spirit and purport of the provisions of the Bill of Rights enshrined in the South African Constitution of 1996 which provides for this constitutional right. Although there was a radical transition in educational policies and programmes from apartheid to postapartheid, till to date there are still numerous challenges within the basic and higher educational sectors within and between institutions. This mini dissertation recommends that government should make education completely free from levels such as primary, tertiary and the postgraduate levels, and to use education as an investment tool. In this regard, government will be investing in youth to contribute in developing solutions to aid the rural masses. It recommends that education be made compulsory from grade 1 to grade 12.