Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 93-96).

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017 / The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes were earmarked for the study, as its curriculum covers the workplace-based education (WBE) component. This study used purposive sampling to identify the sample size of 21, which comprised of two campus managers, six senior lecturers and thirteen WBE champions. Qualitative and quantitative approaches were employed in the study. The findings of this study reveal that the college management do not give necessary support to the implementers on the ground to carry out the WBE programme. It was also discovered that the college management seem not to understand their role in ensuring compliance with regard to the WBE implementation. It was evident that, there is a need not only to maintain strong ties with existing host employers, but also to ensure that new host employers are recruited to help address the shortage of them. It was evident from the findings that a number of respondents were not aware of the policies guiding the implementation of WBE. The results indicate that there is no regular training provided for implementers of WBE, such as the WBE champions. There is no clearness in the way the WBE budget is administered, and no proper planning of the budget (which is not administered on sites, but controlled centrally), and no workable plan in place to manage finances. The study recommends that there should be a clear vision for the implementation of WBE, and that vision should be clearly communicated to all role players to ensure effective implementation of the programme.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-10-20T21:14:30Z No. of bitstreams: 1 Vago, Rejane Maria de Araújo.pdf: 1747422 bytes, checksum: 9e4b8b7ddc53061dae1c3baba177b56b (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-10-20T21:22:16Z (GMT) No. of bitstreams: 1 Vago, Rejane Maria de Araújo.pdf: 1747422 bytes, checksum: 9e4b8b7ddc53061dae1c3baba177b56b (MD5) / Made available in DSpace on 2015-10-20T21:22:16Z (GMT). No. of bitstreams: 1 Vago, Rejane Maria de Araújo.pdf: 1747422 bytes, checksum: 9e4b8b7ddc53061dae1c3baba177b56b (MD5) / A Lei n º 11.892, de 29 de dezembro de 2008, instituiu a Rede Federal de Educação Profissional, Científica e Tecnológica e criou os Institutos Federais de Educação, Ciência e Tecnologia. Entre os preceitos apresentados, a referida Lei define que as ofertas educativas da Educação Profissional e Tecnológica devem se inserir em um projeto de desenvolvimento nacional, articulando-se com os arranjos produtivos, sociais e culturais locais, identificados no âmbito da atuação dos Institutos Federais. Nessa perspectiva, este trabalho busca analisar a oferta dos cursos técnicos presenciais, nas formas integrada, concomitante e subsequente, pelos 38 Institutos Federais brasileiros e sua relação com os Arranjos Produtivos Locais. Questiona-se neste trabalho como é definida a oferta dos diferentes dos cursos técnicos pelos Institutos Federais no Brasil, e se existe relação entre essa oferta e os Arranjos Produtivos Locais. Para atingir os objetivos foram mapeados os cursos ofertados por meio do SISTEC; e identificados os Arranjos Produtivos Locais, com base em estudo desenvolvido pelo Ministério do Desenvolvimento, Indústria e Comércio Exterior (MDIC). Foram também levantados dados sobre os critérios, estratégias e fontes de informação utilizadas para definição da oferta de cursos técnicos, bem como os diferentes atores sociais envolvidos nessa definição, através de questionários aplicados com os Pró-Reitores de Ensino, informantes-chave desta pesquisa. Trata-se de uma pesquisa exploratória e descritiva, de base predominantemente qualitativa e, complementarmente, utiliza-se de métodos quantitativos. Os resultados encontrados por meio do questionário, o qual foi respondido por 22 Institutos Federias, impõem uma reflexão sobre a importância do desenvolvimento de critérios mais claros e específicos para a definição dos cursos, resultante de um amplo processo de consulta à sociedade, baseado em análises sobre as condições geopolíticas, econômicas e sociais no âmbito de cada IF. Essa conclusão é também reforçada pelos resultados obtidos por meio da metodologia de correlação, ao revelar que a oferta de cursos técnicos presenciais de nível médio pelos 38 Institutos Federais atende a apenas 36% dos 667 APLs levantados. O conjunto destes resultados aponta para a existência de uma relação que precisa ser ainda melhor desenvolvida entre os cursos oferecidos e as características dos respectivos Arranjos Produtivos Locais. / The Technical Vocational Education and Training (TVET) was established by the Law No. 11.892 of December 29, 2008, which also created the Federal Vocational Education, Science and Technology Institutes (IF). Among its principles, this Law states that vocational and training education (VET) should be part of a national development project, linking up with the identified social and cultural production arrangements demands within the Federal Institutes (IF) framework. This paper analyzes the offering of in-person technical courses, in integrated, concurrent or subsequent format, by 38 (thirty eight) Brazilian Federal Institutes and its relationship with the Local Cultural, Social Productive Arrangements (APL). This research draws upon how the offering of in-person technical courses is defined by the Brazilian Federal Institutes, and if there is a relation between this offering and the social and cultural production arrangements within each Institute. This has been done by: identifying in-person technical courses offered by Brazilian Federal Institutes in the National Information on VET System (SISTEC); examining studies developed by the Ministry of Industrial and Commerce Development (MDIC) on local productive arrangements; and, through data upon criteria, strategy and source of information used for the definition of the offering of in-person technical courses, as well as data on the various social actors involved in that definition. Those data were collected by questionnaires applied to educational pro-rectors, considered key- informants to this research. The overall approach was exploratory and descriptive, mostly on qualitative basis, but also makes use of quantitative criteria. The findings obtained through the questionnaires applied and answered by 22 IF, highlight the relevance of developing clearer and more specific criteria for course definition, which should be a result of a wider process of public consultation as well as analyzed upon geopolitical, economic and social conditions within each Institute. This conclusion is inferred by the correlation methodology, which reveals that the offering of in-person technical secondary courses by the 38 (thirty eight) Federal Institutes covers about 36% of the 667 APL studied. It means that, to a certain extent, the Federal Institutes follow the rules for the course definition, but the relation between the offered courses and each APL feature is yet to be improved.

Made available in DSpace on 2014-12-17T14:34:41Z (GMT). No. of bitstreams: 1 PatriciaSM_DISSERT.pdf: 2102476 bytes, checksum: 576a6a57ecb7e7caa5ddda32af5b2d46 (MD5) Previous issue date: 2011-09-26 / The purpose of this dissertation is whether the demand for manpower trained in technical school for the sector of Oil and Gas (O&G) is in balance with the offer of that training in the Brazilian education system. The methodology used to obtain such information was based on School Census 2000 and 2008 where data were worked out in order to clarify the numbers of enrollments in secondary technical level demanded by the sector of O&G. The demand for manpower with that qualification as a data source was the 2010-2014 Business Plan Program for Mobilization of the National Oil and Natural Gas (PROMINP). This Program identified the future demand for manpower for the Sector of the O&G until 2014 where the occupational categories are mapped prerequisite training and experience. In order to better understand the object of this study was dome a review of the literature with regard to technical education in Brazil but also the importance of the education to economic growth and the peculiarities of the oil economy in different countries possessors of those mines, or that is, developed and underdeveloped countries. Analysis showed that enrollment in technical education in Brazil had a significant increase between the dates 2000 and 2008. It also don?t bring balance with the characteristic of the dynamics of the productive sectors of the economy mainly due to heating of the economy before the global growth especially in the Construction Industry as well as in the Oil and Natural Gas Engineering and a Naval account of the discovery of oil in the Pre-Salt. Another important aspect is that one of the major problems of qualification of manpower in Brazil is due to a bad quality of the student?s school and high school which makes difficult a good performance in office work and also this ability to learn new functions. The rapprochement between the supply of the education system and the demand for manpower with training mid-level technical support for the sector O&G showed that most technical courses demanded or had no enrollment in 2008, had few enrollment in 15 states with demand expect to occur and those enrollment were unevenly distributed among states. The analysis therefore signalize the needed of a public policy that enables the adequacy of the education system (Secondary Technical Education) to Sector of O&G in terms of enrollment and its distribution between the oil producing states and in relation to technical expertise offered / O objetivo desta disserta??o de mestrado ? verificar se a demanda de m?o-de-obra com forma??o no ensino m?dio t?cnico para o setor de Petr?leo e G?s (P&G) est? em conson?ncia com a oferta daquela forma??o no sistema educacional brasileiro. A metodologia aplicada para obter tal informa??o foi baseada no Censo Escolar 2000 e 2008, em que os dados foram trabalhados de maneira a explicitar o n?mero de matr?culas nos cursos de n?vel m?dio t?cnico, demandados pelo setor de P&G. A demanda de m?o-de-obra com aquela qualifica??o teve como fonte de dados o Plano de Neg?cios 2010-2014 do Programa de Mobiliza??o da Ind?stria Nacional de Petr?leo e G?s Natural (PROMINP). Este Programa identificou a demanda futura de m?o-de-obra para o setor de P&G at? 2014, onde as categorias ocupacionais mapeadas possuem pr?-requisitos de forma??o e experi?ncia. Com o intuito de entender melhor o objeto deste estudo foi feita uma revis?o de literatura no que diz respeito ao ensino t?cnico no Brasil, como tamb?m a import?ncia da educa??o para o crescimento econ?mico e as peculiaridades da economia do petr?leo nos diferentes pa?ses possuidores daquelas jazidas, ou seja, pa?ses subdesenvolvidos e desenvolvidos. As an?lises demonstraram que as matr?culas no ensino t?cnico no Brasil apresentaram um significativo aumento entre as datas de 2000 a 2008. Traz tamb?m como caracter?stica a desarmonia com a din?mica dos setores produtivos da economia, devido principalmente ao aquecimento da economia antes da crise mundial de 2008, e a retomada recente do crescimento notadamente no Setor de Constru??o Civil, bem como no setor de Petr?leo e G?s Natural e Engenharia Naval por conta da descoberta de petr?leo na camada Pr?-sal. Outro aspecto relevante ? que um dos grandes problemas da qualifica??o de m?o-de-obra no Brasil se deve a m? qualidade do ensino fundamental e m?dio, que dificulta para o futuro profissional um bom desempenho nas suas fun??es laborais e na capacidade de aprender novas fun??es. A aproxima??o entre a oferta no sistema educacional e a demanda de m?o-de-obra com a forma??o de n?vel m?dio t?cnico para o setor de P&G, demonstraram que a maioria dos cursos t?cnicos demandados n?o apresentava matr?culas em 2008, ou possu?am poucas matr?culas nos 15 estados com demanda prevista, e aquelas matr?culas estavam mal distribu?das entre os estados. A an?lise aponta para a necessidade de uma pol?tica p?blica que possibilite a adequa??o do sistema educacional (Ensino M?dio T?cnico) ao setor de P&G, tanto no que se refere ao n?mero de matr?culas e a sua distribui??o entre os estados produtores de petr?leo quanto no que se refere ? especialidade t?cnica oferecida

University of Macau / Faculty of Education

University of Macau / Faculty of Education