Thesis (MBA)--Stellenbosch University, 2007. / ENGLISH ABSTRACT: In the face of increasing competition, Business Schools increasingly have to evaluate the quality of the service that they offer to current and prospective students. The most significant factor affecting an organisation's performance is the quality of its products and services in relation to the products and services of competitors. Measurement of service quality is a function of customer satisfaction, which in tum is based on a perception of how the service conforms to prior expectations thereof. A widely accepted method of quality assurance used in industry is ISO 9000 certification. For academic institutions the de facto method of providing confidence in the quality of the education they offer is through academic accreditation. The University of Stellenbosch Business School (USB) is unclear - in the light of its academic accreditations - of the benefits to be derived from implementing ISO standardisation within the organisation. The iso 9000 series is a set of quality standards, of which ISO 900 I: 2000 is one, which is primarily concerned with the quality management process. It deals with what the organisation does to enhance customer satisfaction by meeting customer and applicable regulatory requirements, and to continually improve the organisations performance in this regard. It is important to note that compliance with ISO standards is not intended to guarantee the quality of a product or service, it is however intended to provide confidence in the processes which produced or delivered the product or service. In evaluating the applicability of ISO 9000 in the service industry, it is concluded that there is little difference from how its standards and guidelines apply in manufacturing to how they apply in service industries. The USB is found to have implemented an extensive quality management system in order to attain various academic accreditations, most notably EQUIS accreditation. Thus from an academic perspective there would be little to gain from USB implementing ISO 9001: 2000, even though the standard is perfectly suited for academic environments. Where advantages would most likely be realised is in the peripheral business and support functions of the USB. / AFRIKAANSE OPSOMMING: In die aangesig van toenemende mededinging moet bestuurskole gereeld die kwaliteit van diens wat hulle aan huidige en voomemende studente bied, evalueer. Die mees veelseggende faktor in 'n organisasie se prestasie is hoe die kwaliteit van sy produkte en dienste vergelyk met die van sy mededingers. Die meet van die kwaliteit diens wat 'n organisasie lewer is 'n funksie van die tevredestelling van kliente, wat op sy beurt weer gebaseer is op insig tot die wyse waarop die diens ooreenstem met die oorspronklike verwagtinge daarvan. ISO 9000 sertifikasie word algemeen aanvaar in industrie as 'n betroubare maatstaf waarteen kwalitieit gemeet word. Vir akademiese instellings is die de facto metode om vertroue te wek in die kwaliteit van die opleiding wat hulle aanbied, deur middel van akademiese akkreditasie. Vir die Universiteit van Stellenbosch Bestuurskool (USB) is dit in die lig van hulle akademiese akkreditasie onduidelik wat die voordele verbonde aan die implementering van ISO standaardisering binne die organisasie sou wees. Die reeks ISO 9000 is 'n stel kwaliteitstandaarde, waarvan ISO 900 I: 2000 een is, en is hoofsaaklik gemoeid met die proses van kwaliteitsbestuur. Dit bemoei hom met die stappe wat 'n organisasie neem om klientebevrediging te bevorder deur die bereiking van die vereistes van beide sy kliente en die toepasbare voorskrifte. Dit is belangrik om daarop te let dat 'n onderworpenheid aan ISO standaarde geensins die bedoeling het om die kwaliteit van 'n produk of diens te waarborg nie - die oogmerk is egter om vertroue te wek in die prosesse wat die produk of diens veroorsaak of gelewer het. Deur die toepasbaarheid van ISO 9000 in die diensbedryfte evalueer, is dit vasgestel dat daar inderdaad min verskil is tussen die wyse waarop hierdie standaarde en riglyne van toepassing is in die vervaardigingsektor en hoe dit toegepas word in diensbedrywe. Dit is vasgestel dat USB 'n verreikende kwaliteitsbestuursisteem in werking het om verskeie akademiese akkreditasies te bekom, veral die EQUIS akkreditasie. Die gevolgtrekking is dat daar vanuit 'n akademiese oogpunt min rede is vir USB om ISO 900 I: 2000 te implementeer, selfs al is hierdie standaard goed van toepassing op 'n akademiese omgewing. Waar dit tot sy beste voordeel toegepas kan word, is in die omliggende sake- en ondersteuningsfunksies van USB.

Title: Implementation of drug prevention into the curriculum of the first primary schools in selected regions (comparative study) Author: Lenka Bořánková Department: Department of education Supervisor: PaedDr. Eva Marádová, CSc. Abstract: This thesis identifies and describes the approach and objectives set in the area of drug prevention in primary school. It characterizes preventive programs and methods used by individual teachers and indicates another possible strategies in this area. It describes the diversity of approaches to the prevention of substance used in two different regions is described and the main reasons for these differences are discussed. The differences are described and explained in the practical part of the thesis. Finally, the possible ways how to enrich and improve the quality of primary prevention programs in primary schools are listed. Key words: Primary prevention, drug prevention, school, teacher, preventive programs, targets prevention programs, evaluation of prevention programs, prevention of addictions, addictive substances

[pt] A política educacional brasileira tem propiciado a descentralização da educação entre as diferentes instâncias político-administrativas do Estado, e esta descentralização está sendo concretizada por meio de reformas em nível do sistema educacional e da escola. A descentralização administrativa, pedagógica e financeira da educação fundamental pública e a concessão de uma maior autonomia à escola trazem à tona o papel dos diretores de escola, responsáveis diretos pela condução da gestão escolar neste novo contexto. É nesse cenário que este estudo visa a contribuir para o conhecimento do perfil dos diretores da escola fundamental e dos estilos de gestão escolar prevalecentes no Brasil e no Estado do Rio de Janeiro, a partir de dados apresentados pelo Saeb 2001. Para tanto, a pesquisa levou em conta as principais contribuições da literatura nacional e internacional, atual sobre o tema, à luz das quais procurou compreender como os questionários do diretor e do professor do Saeb 2001 consideram esta literatura para captar as características dos diretores deste grau de ensino. A caracterização dos estilos de gestão e do perfil dos diretores dos alunos matriculados na 4ª série do Ensino Fundamental foi traçado com base nas informações coletadas por estes questionários, utilizando- se parcela da literatura educacional para abordar questões que se revelaram relevantes. / [en] Brazilian educational politics propitiates the decentralization of education among different political- administrative instances. This decentralization is being accomplished through reforms in the educational system and at school level. The administrative, pedagogic and financial decentralization in public fundamental education and the concession of greater autonomy to schools lead to a discussion about the role of directors, who are nowadays the persons directly responsible for school administration. In this new scenery the present study intends to contribute to the comprehension of the characteristics of fundamental school directors and of predominant administrative styles in Brasil and specifically in Rio de Janeiro state. The research is based on information presented in Saeb 2001. In order to achieve this objective the research considered the main contributions of current national and international literature about the subject. The aim was to understand how the director and the teacher questionnaires in Saeb 2001 take into consideration this literature in order to identify the characteristics of fundamental school directors. Part of educational literature was used to examine important aspects of the information collected through the questionnaires, leading to important conclusions about administrative styles and the characteristics of fourth grade directors.

Orientador: Hélia Sonia Raphael / Banca: Iraíde Marques de Freitas Barreiro / Banca: Luciana Maria giovanni / Banca: Mara Regina Lemes de Sordi / Banca: Nadia Aparecida de Souza / Resumo: Esta pesquisa investiga o cotidiano escolar de um grupo de dezenove professores, em uma escola do Ensino Fundamental II, da rede particular de ensino, no período de 2004 a 2006. Ao tomar como referência construtos teóricos na área da avaliação e da formação pedagógica, propostos a partir de 1980, o recorte investigado prioriza o agir avaliativo em sala de aula, no que se refere à formação teórica dos componentes do grupo e às práticas da Avaliação Formativa. Metodologicamente, caracteriza-se como investigação qualitativa, na modalidade da pesquisa-ação, razão pela qual acolhe o relato de interferências compartilhadas pela pesquisadora e pelo grupo, na busca de soluções para a melhoria do processo avaliativo no segmento de ensino estudado. A investigação é um desdobramento da pesquisa de mestrado, na qual, os dados, obtidos através de entrevistas, ao serem analisados, apontaram controvérsias e convergências entre o discurso e as práticas dos professores, fato que indicou a pertinência de se realizar uma intervenção. Como decorrência dos dados obtidos na pesquisa precedente acresceram-se outros, obtidos na fase de realização da presente pesquisa e provenientes da observação em sala de aula e da análise de documentos, dos quais foram retirados, para estudo, extratos relevantes, concebidos como totalidades parciais da teoria e da prática. Submetidos à análise, esse conjunto de dados evidenciou representações heterogêneas da realidade, que se constituem em uma rede de significados, na qual se destacam as resistências, as incongruências entre o discurso e a prática, e as representações de situações, marcadas ora pela reprodução ora pela construção de novos caminhos. / Abstract: This research focus on a school day-by-day life of a group formed by nineteen teachers, in a private elementary school level II, from 2004 to 2006. The observed clipping searches for the classroom evaluation act, which refers to the theoretical formation of the group members and their practices related to Formative Evaluation, taken as reference from theoretical constructs in evaluation and pedagogical formation that were proposed since 1980. Methodologically, the study is inserted in the field of qualitative research, action research model, reason why it accepts reports of interferences shared between the researcher and the group members, aiming to reach improvement of the evaluation process in the focused learning segment. This investigation is the development of master degree research, were the data gathered through interviews, when analyzed, have pointed to controversies and congruencies inside the teachers discourse and practices. This fact justified the relevance of having an intervention. To the previous data gathered in the former research fresh ones were added. They were obtained during the current research and also from classroom observation and document analysis. From them relevant extracts were taken to a deeper study, because they were conceived as theory partial totality and practice. Submitted to analysis, this set of data showed the heterogeneity of reality representation, which builds a meaning network, where resistances pop up, incongruence between discourse and practice and the representation of situations which are sometimes characterized by reproduction and sometimes by new ways. / Doutor

This study examined the nature of quality assurance frameworks in science education and the factors negatively affecting the quality of science education in the Johannesburg South district. The study explored the quality assurance practices, challenges that impede the attainment of quality science education in schools and the impact of quality assurance on the quality of science education. The Integrated Quality Management System, which encompasses whole-school evaluation, is the main policy used in secondary schools’ quality assurance system. A mixed methodology design was used in the research. The data collected was both qualitative and quantitative and was obtained from both primary and secondary sources. The qualitative data provided research opportunities which extended the type of information collected. It implied an interpretive or subjective approach with the focus being on how the respondents experienced and understood the quality assurance processes. Concurrent triangulation designs or convergent parallel design was used in order to develop a complete understanding of the research problem by obtaining different but complementary data for validation purposes and enhancing triangulation. Quantitative and qualitative data was collected at the same time and the findings were integrated in order to understand deeper the quality assurance mechanisms applied in science education. The use of multiple perspectives, theories and research methods resulted in rich information being gathered for analysis. The study revealed that quality assurance practices, ranging from Integrated Quality Management System, Whole-school Evaluation and Assessment Quality Assurance among others, had a positive influence on the quality of science education. The results indicated that quality assurance policies and mechanisms present were followed by schools and the district support helped to improve the quality of science education. The presence of quality assurance policies and mechanisms had a positive bearing on the quality of science education. The lack of infrastructural resources, non-availability of laboratory technicians, science educator work overload, parents’ non-involvement in academic support, poor learner subject selection criteria and non-rigorous quality assurance follow-up mechanisms were the main factors hindering the quality of science education. / Educational Studies / D. Phil. (Education)

The purpose of this study was to investigate the implementation of Whole School Evaluation (WSE) policy in the Libode District, Eastern Cape Province (ECP). The ECP consists of 23 districts with different learner performance levels. Libode is one of the districts in ECP with poor learner performance. The qualitative case study was used to examine the role of the stakeholders in implementing WSE policy. The empirical research was done through the semi-structured interviews with district and provincial education officials, open-ended interviews with School Management Teams (SMTs) and documents from sampled schools were analysed. The findings suggested that there was a concern in the implementation of WSE in secondary schools; they are not implementing the School Self-Evaluation (SSE). This suggested that there was a need for training schools on how to conduct SSE. The stakeholders were not conversant about the policy and inevitably not performing their roles as stipulated in the policy. This suggested clarity and redefining of roles of the stakeholders and capacity building. There were systemic barriers in the implementation of WSE policy. That implied provision of human and financial resources and accountability of the role players in monitoring and evaluating the implementation of the policy. In conclusion, the findings and recommendations in this study will provide valuable contribution to the implementation of WSE in Libode secondary schools. / Educational Leadership and Management / D. Ed. (Education Management)

MELO, Maria Noraelena Rabelo. Avaliação da aprendizagem no primeiro e segundo ciclos de formação: ruptura ou continuidade da avaliação tradicional. 2006. 181 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-03T14:31:16Z No. of bitstreams: 1 2006_DIS_MNRMELO.pdf: 11621989 bytes, checksum: e42286eb98f7453c374f1ef0f629dddd (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-10-10T14:16:07Z (GMT) No. of bitstreams: 1 2006_DIS_MNRMELO.pdf: 11621989 bytes, checksum: e42286eb98f7453c374f1ef0f629dddd (MD5) / Made available in DSpace on 2013-10-10T14:16:07Z (GMT). No. of bitstreams: 1 2006_DIS_MNRMELO.pdf: 11621989 bytes, checksum: e42286eb98f7453c374f1ef0f629dddd (MD5) Previous issue date: 2006 / This work is concerned with school evaluation and specifically the organization of education in cycles, implanted by the State Secretariat for Basic Education of Ceará in 1998, as a mechanism to revert the problem of academic failure, school abandonment and distortion of age/grades, in an effort to solve the old and serious phenomenon of school failure. This form of reorganizing the education al system demands a distinct concept of evaluation from that of simple measure and its restricted use of decisions to fail or approve the student. It demands a proper logic of the system in grades. Thus, we tried to analyze the results, in the practical evaluation by the teacher, of the changes introduced in the system of learning evaluation developed in the first and second Formation Cycles in the State of Ceará. The theoretical foundation was based on studies carried out by authors dealing with school evaluation from a sociological vision. A methodological procedure of a qualitative nature was adopted through a case study at a selected school in Fortaleza. For the collection of data, a documentary analysis was used, as well as a direct observation and interviews with the principal, the pedagogical coordinator, the supervisor, four teachers of the observed groups and two coordinators from the State Secretariat of Education of Ceará - SEDUC. The results show that the conditions offered to the schools and to the teachers caused almost no alteration in the practical evaluation by the teachers. The preoccupation with grades demonstrates that the changes proposed by the official agency, are not occurring. Thus, the present evaluation is not correct, but selecting and rejecting the students / O presente trabalho tem como foco a avaliação escolar na organização do ensino em ciclos, implantado pela Secretaria da Educação Básica do Estado do Ceará (1998), como mecanismo para reverter a problemática da repetência, abandono escolar e distorção idade/série, na tentativa de resolver o antigo e grave fenômeno do fracasso escolar. Essa forma de reorganizar o ensino supõe um conceito de avaliação distinto da simples medida e de sua utilização restrita a decisões de aprovação ou reprovação do aluno, lógica própria do sistema seriado. Dessa forma, busca-se analisar a repercussão, na prática avaliativa do professor, das mudanças introduzidas na sistemática de avaliação da aprendizagem desenvolvida no primeiro e segundo Ciclos de Formação na rede estadual de ensino. A abordagem teórica pautou-se nos estudos realizados por autores que tratam da avaliação escolar na perspectiva sociológica. Adotou-se um procedimento metodológico de natureza qualitativa, por meio do estudo de caso em uma escola da rede pública estadual localizada em Fortaleza. Para a coleta de dados utilizou-se análise documental, a observação direta e entrevistas semi-estruturadas realizadas com a diretora, a coordenadora pedagógica, a supervisora, quatro professoras das turmas observadas e com duas coordenadoras da SEDUC. Os resultados mostram que, dadas as condições oferecidas às escolas e aos professores, a prática avaliativa exercida pelas professoras pouco sofreu alteração em relação à mudança na função que a avaliação historicamente exerceu na escola. A permanência da centralidade na nota demonstra que as mudanças propostas pelo órgão oficial, quanto à concepção de avaliação, não estão ocorrendo. Dessa forma, a avaliação praticada, não está cumprindo o papel de formadora e de não seletiva e excludente

Theoretical-empirical work is focused on innovation education with using cooperative learning. The theme of labour is evaluation in cooperative learning and his specifics. The theoretical part is devoted to the description of cooperative learning, school rating and especially the evaluation of cooperative activities. The empirical part is a report from the action research of own lessons at the second level of elementary school, describes the transformation of teaching by introducing work in cooperative groups and monitors pupils' involvement in teaching in relation to the evaluation criteria. Part of the research is an analysis of pupils' self-image and a reflection of cooperative activities.

Um den Anforderungen an eine inklusive Gesellschaft und der Etablierung eines inklusiven Bildungssystems in Sachsen gerecht werden zu können, unterstützen seit dem Schuljahr 2016/2017 Inklusionsassistenten bereits bestehende schulische Inklusionsprozesse an sächsischen Schulen. Mit dieser Maßnahme sollen Schüler mit sonderpädagogischem Förderbedarf eine zusätzliche, individuell ausgerichtete Unterstützung erhalten. Die Professur für Allgemeine und Biopsychologie der Technischen Universität Chemnitz hatte die Aufgabe, das sächsische Vorhaben umfassend zu analysieren. Im Fokus stand insbesondere die inhaltliche Ausrichtung und deren Auswirkung auf die Ziele und Effektivität des Gesamtprogramms. Im vorliegenden Endbericht werden die zentralen Ergebnisse dieser fünfjährigen wissenschaftlichen Begleitung zusammenfassend dargestellt und Handlungsempfehlungen zur Weiterentwicklung des Einsatzes von Inklusionsassistenten an sächsischen Schulen abgeleitet. / To meet the requirements of an inclusive society and to establish an inclusive education system in Saxony, inclusion assistants have been supporting existing school inclusion processes in Saxonian schools since the 2016/17 school year. This project has aimed at providing pupils with special educational needs with additional, individually tailored support. It has been the task of our team (the team of General Psychology & Biopsychology at the Technical University of Chemnitz) to analyze the Saxonian project comprehensively. More specifically, the various contents and their impact on the objectives and effectiveness of the overall program have been investigated. Within this final report, the key results of this five-year scientific monitoring are summarized. Recommendations for further development of this and related programs are derived.

A number of educational reform initiatives are being introduced in South Africa to address the imbalances of the past. Schools with different backgrounds are expected to implement these reform initiatives. Due to their diverse contexts, schools approach, interpret and implement these initiatives differently. Consequently, these schools demonstrate different attitudes towards these initiatives. Whole-school evaluation is one of these reform initiatives. As a result of the changes taking place in the education system in South Africa, roles performed by all stakeholders in the education system have also been affected. Since the principal is fully responsible for the proper functioning of the school, this study explored his/her managerial role in whole-school evaluation, particularly within the context of disadvantaged schools/communities. It examines how educational changes impact on the roles of the principal, particularly the principal of a disadvantaged school. The study includes a literature review from local and international perspectives of whole-school evaluation, the managerial role of the principal and disadvantaged schools/communities. A qualitative investigation of the managerial role of the principal in whole-school evaluation in the context of disadvantaged schools in KwaZulu-Natal was conducted. Data were analysed, discussed and synthesised. The study revealed that whole-school evaluation is not fully being implemented. Shortage of supervisors in the province, lack of educator training, particularly of principals in whole-school evaluation and lack of support from the Department of Education, particularly District Offices, are regarded as the major factors that impede the proper implementation of whole-school evaluation. As a result principals are not certain about the roles they should play in whole-school evaluation. The study shows that findings and recommendations of the supervisors have not been addressed. This is attributed to the poor communication between the District Office and schools to address areas identified by schools in their improvement plans. What compounds the problem is that the role of the Circuit Office in whole-school evaluation is unclear. This has a bearing on the functioning of schools because the Circuit Office is closer to the schools and should, therefore, communicate with them regularly. Based on findings, recommendations for improving the role of the principal were proposed. / Educational Studies / D.Ed. (Education Management)