published_or_final_version / Education / Master / Master of Education

published_or_final_version / Language Studies / Master / Master of Arts

A presente pesquisa, de tipo qualitativo e exploratório, é um estudo de caso que enfoca a integração do saber e do fazer na formação do técnico de nível médio na Escola Técnica Federal de São Paulo nas décadas de 1970 e 1980. Esse tema tem como referencial a integração do saber pensar e do saber fazer e, portanto, a formação integral do ser humano - sua omnilateralidade - tendo o trabalho como princípio educativo, inclusive o trabalho escolar. Dessa forma, o estudo teve que se estender até a década atual, ano de 2007, uma vez que o ensino integrado na referida instituição perdurou de 1965 até 1999, quando a Escola Técnica Federal de São Paulo transformou-se em Centro Federal de Educação Tecnológica de São Paulo - CEFET-SP. Ocorre que o Decreto n.º 2.208/97 do presidente Fernando Henrique Cardoso proibiu o curso técnico integrado ao médio e o presidente Luiz Inácio Lula da Silva permitiu a volta dessa integração com o Decreto n.º 5.154/04. Com isso, tendo-se como parâmetro a importância do curso médio integrado, ou seja, cursos técnicos compostos por disciplinas propedêuticas aliadas às disciplinas técnicas, a pesquisa foi estendida até os dias atuais. Procurou-se entender a conjuntura em que foi criada a Escola Técnica Federal de São Paulo, isto é, o Estado de Segurança Nacional, o Projeto Brasil-Potência e o \"milagre econômico brasileiro\", numa relação quase direta com a demanda de técnicos para as multinacionais, cuja tecnologia moderna e padrão produtivo taylorista/fordista do capital demandavam técnicos para comporem, juntamente com os engenheiros, a \"gerência científica\". Foi destacada a Lei n.º 5.692/71 e sua profissionalização compulsória, valorizando os cursos técnicos de forma exagerada. Foram analisadas as causas da excelência da Escola Técnica Federal de São Paulo, o papel da classe média ocupando espaços públicos até profissionalizantes para sua ascensão social, a importância da função do técnico nas décadas de 1970/1980 e atualmente, assim como a função do técnico e do tecnólogo no padrão produtivo atual toyotista/taylorizado do capital. A investigação embasou-se, além de muitos documentos secundários, em várias entrevistas com engenheiros e técnicos de empresas particulares, com professores e funcionários administrativos do CEFET-SP, com alunos e exalunos do CEFET-SP e da Escola Técnica Federal de São Paulo, em depoimentos de professores e ex-professores, familiares de ex-professores, além de documentos primários da Escola Técnica Federal de São Paulo, como Livros de Registro de Matrículas, Registro de Diplomas e Relatórios de Gestão do Diretor de 2005 e 2006. A pesquisa resultou em opiniões muito favoráveis ao retorno do curso médio integrado, pela qualidade de ensino que oferece aos alunos, apontando, ainda, que a função do técnico de nível médio é ainda muito importante para as empresas e, se seu cargo como intermediário entre projeto e execução é desvalorizado, isso ocorre devido ao salário baixo, concorrência com estagiários, engenheiros e cursos concomitantes ou seqüenciais de qualidade inferior com a vigência do Decreto n.º 2.208/97. Vale registrar que o CEFET-SP é um dos últimos CEFETs do país que ainda não integrou o curso médio ao técnico. / This qualitative and exploratory research is a case study focusing on the integration between knowing and doing in the education of high school technicians at \"Escola Técnica Federal de São Paulo\" (Federal Technical School in São Paulo) in the 1970\'s and 1980\'s. The reference for this subject is the integration between knowing how to think and knowing how to do and, so, the integral education of the human being - his omnilaterality - considering work as the educational principle, including school work. Therefore, the study had to be brought as far as to the present decade, up to the year 2007, as the integrated education at such institution lasted from 1965 to 1999, when \"Escola Técnica Federal de São Paulo\" became \"Centro Federal de Educação Tecnológica de São Paulo\" (Federal Center of Technological Education in São Paulo) - CEFET-SP. According to Decree no. 2.208/97 by President Fernando Henrique Cardoso, the technical course and high school integration was forbidden, but President Luiz Inácio Lula da Silva allowed such integration by Decree no. 5.154/04. Thus, taking as a guideline the importance of the integrated high school course, that is, of the technical courses composed of propaedeutical subjects combined with technical subjects, this research was extended up to the present date. The circumstances under which \"Escola Técnica Federal de São Paulo\" was created were analyzed, such as the National Security State, the \"Projeto Brasil-Potência\" (Brazil-Potency Project) and the \"Brazilian economic miracle\", in an almost direct relationship with the demand for technicians in multinational companies, which modern technology and taylorist/fordist production pattern of the capital required technicians to constitute the \"scientific management\" together with engineers. Law no. 5.692/71 and its compulsory professionalization were pointed out, under which the technological courses were exaggeratedly regarded. The causes for the excellence of \"Escola Técnica Federal de São Paulo\" were examined, as well as the role of the middle class occupying public and professionalizing positions for its social ascension, the importance of technicians in the 1970\'s and 1980\'s and nowadays, besides the role of technicians and technologists in the present toyotist/taylorized production pattern of the capital. Besides being based on several side documents, the research was based on many interviews with engineers and technicians from private companies, with CEFET-SP teachers and employees and with students and alumni from CEFET-SP and \"Escola Técnica Federal de São Paulo\"; also on testimonies by teachers and former teachers, former teachers\' relatives, as well as on primary documents from the school, such as Enrollment and Diploma Registration Books and the Principal\'s Management Reports dated 2005-2006. The research resulted in very favorable opinions for the return of the integrated high school course, due to the quality of education offered to the students; it also pointed out that the role of the high school level technician is still of high importance to the companies and, if his linking job between project and execution is underestimated, it is due to low salaries, competition with trainees and engineers and concomitant or sequential courses of poorer quality after Decree no. 2.208/97 became effective. It is worth noticing that CEFET-SP is one of the last CEFETs around the country which has not integrated the high school level course to the technical course yet.

The purpose of the project is two-fold. First, to design a curriculum guideline for career and technical educators to teach the elements of business planning to a new population of graduates that need the material to manage their vocation successfully. Secondly, it can be used as a very practical way of integrating academic and occupational training program.

The purpose of this study was to determine the degree of importance of each of the curriculum competencies in the National Standards for Business Education (NBEA, 1995) for the successful performance of beginning secondary business teachers in Virginia as perceived by experienced and inexperienced business teachers. The standards consist of 102 competencies in the 11 subject areas of business education. The questionnaire used in the research study was an original survey instrument developed by the researcher after a review of the literature did not reveal an instrument that could be used with the NBEA document. The survey instrument was mailed to a sample of public high school business teachers in Virginia who were systematically selected from an available population. Results from the demographic question on the survey resulted in the identification of 161 experienced business teachers and 18 inexperienced business teachers. Means, standard deviations, and t-tests were used to describe the data. The competencies were rated with a five-point Likert scale. All competencies were rated as having either essential importance, above average importance, or average importance. Of the 102 competencies, experienced business teachers identified 11 as having essential importance, 86 as having more than average importance, and 5 as having average importance. Inexperienced business teachers rated 11 competencies as having essential importance, 87 as having more than average importance, and 4 as having average importance. When comparing the experienced and the inexperienced teachers' lists of rated competencies, 9 competencies rated as essential importance were the same for both groups, and 3 competencies rated as average were the same for both groups. When comparing the overall content areas, no significant differences existed between the perceptions of the experienced business teachers and the inexperienced business teachers. / Ph. D.

The overall aim of the study was to study the relevance of educational provision in KwaZulu-Natal. There have been no vocationally orientated alternatives available in the schools of this province. The poor performance of our matriculants results in wide-spread media coverage. A further consideration in the formulation of the aims of this study was the decline in the socio-economic development of this province. It was postulated that the problems of high youth unemployment were related to the perceived irrelevance of educational provision. A basic needs approach for human development was adopted as the theoretical foundation for the study. The aims included a comparative examination of a selection of international systems of education from high and low-income economies of the world. Primary analysis was vis-a-vis a historical, legal, socio-economic, and structure of education analytical framework .. The secondary analysis was visa- vis a framework that included trends, critical issues and anticipated future developments or reforms in education. The analytical framework was applied stringently through-out the study. Consequently the data reduction process was cyclical and on-going. Data gathering process was done by means of a process of document collection supplemented by interviews with stakeholders and educators. Two questionnaires were designed for implementation at a critical stage of the study .. These two surveys focused on critical areas of relevant education in the region. Data reduction took place systematically the context of Chapters 3, 4 and 5. The emerging themes were concluded in a final summarising chapter. The findings indicated that the problems of relevance in KwaZulu-Natal were linked to a fragmented historical past. The perpetuation of irrelevance in education was however, associated with neo-ideological considerations. The study suggested that the provincial education department did not have the capacity to provide relevant education. A decline has taken place in the standards of education in the public school sector. The strength of the private sector of this province was concluded to be a factor of relevance. Further research in human resources development was critical for the future development of the province. / Educational Studies / D. Ed. (Comparative Education)

This study addresses itself to several issues in relation to public education in the United States. First, it examines the basic social philosophies underlying the development of mass education in the United States. Secondly, it asks the question: what is the purpose of public education? Thirdly, it relates the development of public education to a dominant source of social change--industrialization, and examines the relationship between the structure and function of education in the 1800's and early 1900's, and the needs of the marketplace. Fourthly, it examines the relationship between the curricula of education in the 1980's and the needs of high technology in the marketplace.

D. Tech. (Business, Faculty of Management Sciences) Vaal University of Technology / The purpose of this study was to develop strategies to improve Technical and Vocational Education and Training (TVET) in Swaziland. It has been 68 years since the TVET education was introduced in the country, but it has slowly been coming forth, especially in providing for the needs of society and industry. For this reason, the researcher wanted to find out what could be delaying the progress of the TVET system by developing some strategies to improve this aspect of training. The fundamental research questions were based on the strategies that could be developed to improve the TVET system in Swaziland and the importance of ensuring pre-service and in-service training for special target groups. It was worth mentioning that since the TVET policy had been officially launched and implemented, different stakeholders who would be expected to fully support and understand what the policy entails would recognise its functions. The policy states that skills training should be introduced in the school system at the earlier years of starting the school system to create awareness and love for various skills at an early age. In addition, it is imperative that the country give priority to the TVET versus the academic education as it had been proved through the unemployment rate that the jobs are actually shrinking whilst the work in the market is in abundance. Hence, there was a need to strategise methods of successfully implementing the TVET policy in order to benefit the government’s efforts in the aims and objectives set in the policy The study aimed at examining the challenges faced by the country in implementing the policy so that it could effectively address the TVET education in the most positive and successful manner. The main findings form part of the important basis of the study by providing evidence of research phenomenon that it is anticipated to denote. The findings of the study were discussed according to the participants’ responses collected during focus group interviews and individual in-depth interviews. Further developments for TVET improvement of the study showed the findings portray that there is a need to improve resource efficiency strategy and the private sector/industry should provide support to TVET students, via internships, attachment of identified relevant training staff, sharing of equipment or the provision of training programmes.

A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand. Johannesburg, 1994 / In the light of deficits in the Black Education system, historically entrenched by the ruling political hegemony. Black education has been severely compromised in S.A. ln an attempt to redress the situation CEFSA, a non-governmental organisation, has set up a technical high school for adolescents, founded on the principles of Fcuersteins Instrumental Enrichment Programme. Five Instruments were taught in 1992. This study is an evaluation of the changes in the students over the year on dimensions of Cognitive Processes, Learning Styles, Creativity and Self-esteem. Changes were related to both the FIE programme, as well as to broader Mediated Learning Experience opportunities both within and outside the school. N = 114. Statistical procedures included a range of descriptive statistics, a stepwise regression and a principal components analysis. Results indicated that changes on the above dimensions occurred in both positive and negative directions. T-tests highlighted significant changes. Demographic variables were use to explain these changes in a stepwise regression procedure. Competence on Instruments were found to be significantly positively related to end of year academic results, irrespective of demographic variables. The Influences of the IE intervention were then discussed, both positive and negative in an attempt to gain understanding of future directions to be taken in teaching thinking skills within a rapidly changing socio-political context.

The purpose of this study was to determine the sustainability of professional development teacher utilization of the Science-in-CTE pedagogical model and science enhanced CTE lessons one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.