Dissertations / Theses: 'Education - Brazil - Law and legislation'

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Faraco, Bruno Pereira. "Transparência das informações públicas nos portais das instituições federais de educação profissional da região sul do Brasil." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1630.

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Considerando a necessidade de comunicação entre a administração pública e a sociedade e seus cidadãos, da maneira mais efetiva e transparente possível, o objetivo desta pesquisa foi analisar o conjunto de elementos de transparência das informações públicas apresentadas pelos gestores nos portais dos Institutos Federais da Região Sul do Brasil. Trata-se de uma pesquisa quantitativa e qualitativa, aplicada quanto à sua finalidade, e exploratória quanto ao seu objetivo. No intuito de explicar a problemática a partir dos referenciais teóricos publicados, foi utilizado omo procedimento a pesquisa bibliográfica e o posterior estudo de campo nos seis Institutos Federais da Região Sul do Brasil. Assim, o referencial teórico abordou aspectos sobre a transparência pública e conceitos de informação e comunicação no setor público, apresentando índices de mensuração de transparência pública. O levantamento de dados junto aos Institutos buscou mensurar nos portais o grau de transparência das informações apresentadas pelos gestores, aplicando instrumento de pesquisa que permitiu a obtenção de índice de transparência para 11 categorias de itens pesquisados, além de verificar a presença nos portais dos itens considerados obrigatórios pela Lei de Acesso à Informação. Em um segundo momento, buscou verificar, por meio de questionário, a percepção dos gestores dos Institutos sobre os aspectos que compõem o tema proposto, a fim de observar como acontece esse processo de comunicação entre os órgãos públicos e o cidadão. Os principais resultados obtidos enfatizam, de maneira geral, um baixo índice de divulgação das informações públicas, com menor média de divulgação para informações sobre responsabilidade social, ambiental e econômica, e maior média para as informações relacionadas aos dados gerais da instituição, desde sua estrutura administrativa até sua regulamentação. Também foi observado que nenhuma instituição pesquisada cumpre integralmente com as exigências da Lei de Acesso à Informação. Os resultados sobre a percepção do gestor demonstram uma tendência de divulgar as informações produzidas, mas fatores como a desorganização das informações nos portais, a falta de padronização na estrutura virtual e no tipo de linguagem utilizada, bem como a falta de mecanismos de participação e interação popular nos portais são determinantes no tocante aos problemas de acesso e de comunicação com o público em geral. Além disso, o pouco tempo de criação das instituições pesquisadas e do exercício do cargo de seus gestores também deve ser considerado como reflexo para os resultados encontrados. Dessa forma, a presente pesquisa realçou a importância do tema Transparência Pública e alcançou um resultado positivo para uma contribuição científica e social.
Considering the need of communication between public management and society and its citizens, in a way which is more effective and transparent, the aim of this research was to analyze the transparency of public information presented by the managers of the portals of southern Brazil’s Federal Institutes. It is a qualitative and quantitative research, applied as its purpose, and exploratory as its aim. In order to explain the issue from the theoretical frameworks published, it will be used as a procedure the bibliographic research and the further study field research in the six southern Brazil’s Federal Institutes. Therefore, the theoretical framework approaches aspects about public transparency, concepts of information and communication in the public sector, and it presents measurement indexes of public transparency. The data collection with the Institutes sought to measure – in the portals – the level of transparency of the information presented by the managers, applying a search tool which provided the transparency index of eleven categories of the researched items, besides verifying the presence of the required items by Access to Information Law. In the sequence, it sought to verify the Institutes managers’ perception of the aspects which composes the proposed theme, for the purpose of observing how the process of communication between public agencies and the citizen is happening. The main results obtained emphasize, in a general way, a low level of public information propagation, with a lower average of propagation to the information about social, environmental and economic responsibility, and a greater average to the information related to the institution’s general data – from its management structure to its ordinance. It was also observed that no institution which was researched fully comply with the demands of the Access of Information Law. The results about the manager perceptio demonstrate a tendency in publishing the produced information, however, elements such disorganization of information in the portals, lack of standardization of the virtual structure and type of language to use, and lack of procedures of popular participation and interaction in the portals are determiners to bring problems in the access and in the communication with the public. Besides, the short time of institutions’ creation and the short time of the managers assuming their functions must be considered as a reflex of the found results. Therewith, the present study highlighted the importance of Public Transparency theme and it reached a positive result to a scientific and social contribution.

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Scatola, Edm??ia Soares Pinto. "Reformas curriculares e os desafios da coordena????o de um curso de ci??ncias cont??beis diante da gest??o do projeto pol??tico pedag??gico." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2013. http://132.0.0.61:8080/tede/handle/tede/520.

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The Pedagogical Political Project is presented as an instrument of academic management, pointing alternative paths and establishing commitments in search of an IES identity and the course it offers. Therefore, the PPP is instituted from intentional actions with an explicit sense and a commitment defended collectively. This study was intended for knowing and analyzing the way of acting of a coordinator of an Accounting Sciences course facing the construction process of the Pedagogical Political project as a response to the curricular changes instituted, and therefore, to point out challenges, difficulties and progress originating from it. For this, a descriptive research was performed with a qualitative approach. The data were obtained from interviews and document analysis. A participative leadership style and democratic management of the coordination of the investigated course was observed, as well as the decentralization of the pedagogical management effort using strategies and actions looking for the involving everyone in the curricular decision making process. Actions such as the creation of deliberative instances, pedagogical meetings, meetings and other participative actions were detected. Delegating functions and implementing changes in the course indicate that the exercise of autonomy and participation are the most valued pillars by the coordination. Despite the intentions and the participative actions in the construction of the PPP, there are challenges to be overcome by the course coordination such as implementing a competence curriculum with a vision focused in the labour market not in the market, a vision still present in DCNs. The desired profile for the accountant currently demands reviewing the curricula theory and adopted methodologies for increasing the learning process and student development. It is concluded that a participative leadership style allows knowledge mobility, professional and interpersonal experiences that promote the engagement of everybody in the academic activities and results, motivating them to accept the challenges of the path towards the scientifical and technological formation of students. However, this pedagogical manager profile shall be related to a complex and systemic scientific paradigm and with a question and doubt pedagogy that allows the interaction and dialogue between disciplines and actors involved, transforming static and conservative academic spaces into dynamic, democratic and transforming spaces
O Projeto Pol??tico Pedag??gico apresenta-se como um instrumento de gest??o acad??mica que aponta caminhos alternativos e estabelece compromissos para a busca da identidade da IES e do curso que oferece. Assim, o PPP se institui a partir de a????es intencionais, com um sentido expl??cito e com um compromisso defendido coletivamente. Este estudo teve como objetivo conhecer e analisar o modo de atua????o do coordenador de um curso de ci??ncias cont??beis diante do processo de constru????o do Projeto Pol??tico Pedag??gico como resposta ??s mudan??as curriculares institu??das, e, assim evidenciar desafios, dificuldades e avan??os da?? decorrentes. Para tanto, realizou-se uma pesquisa descritiva com abordagem qualitativa. Os dados foram coletados por meio de entrevista e de an??lise documental. Constatou-se um estilo de lideran??a participativa e de gest??o democr??tica da coordena????o do curso investigado, bem como, o esfor??o pela descentraliza????o da gest??o pedag??gica com a utiliza????o de estrat??gias e a????es que buscam o envolvimento de todos nas tomadas de decis??es curriculares. Foram detectadas a????es como a cria????o de inst??ncias deliberativas, reuni??es pedag??gicas, encontros, e outras a????es participativas. A delega????o de fun????es e a implementa????o de mudan??as no curso indicam que o exerc??cio da autonomia e a participa????o s??o os pilares mais valorizados pela coordena????o. Apesar das inten????es e das a????es participativas na constru????o do PPP, existem desafios a serem superados pela coordena????o do curso tais como a implementa????o de um curr??culo por compet??ncias com uma vis??o focada no mundo do trabalho e n??o mercadol??gica, presente ainda nas DCNs. O perfil desejado para o contador na contemporaneidade exige a revis??o da teoria dos curr??culos e das metodologias adotadas para fomentar a aprendizagem e o desenvolvimento dos acad??micos. Conclui-se que um estilo de lideran??a participativa permite a mobiliza????o de saberes, de experi??ncias profissionais e interpessoais que promovem o envolvimento de todos nas atividades acad??micas e nos resultados motivando-os a aceitar os desafios da caminhada rumo ?? forma????o cientifica e tecnol??gica dos alunos. Entretanto, este perfil de gestor pedag??gico deve relacionar-se com um paradigma cient??fico complexo e sist??mico e com uma pedagogia da d??vida e da pergunta que permita a intera????o e o di??logo entre as disciplinas e os atores envolvidos, transformando espa??os acad??micos est??ticos e conservadores em din??micos, democr??ticos e transformadores

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Navarro, Ana Paula. "A Faculdade de Direito de São Paulo e as interferências imperiais no ensino Jurídico: uma edição de legislações de 1827 a 1879." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11112010-142221/.

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Esta dissertação de mestrado apresenta a edição de setenta e quatro documentos do século XIX referentes à administração da Academia de Sciencias Juridicas de São Paulo, atual Faculdade de Direito da Universidade de São Paulo. Com base na edição desta documentação, relatamos as interferências imperiais na Academia, desde a época de sua fundação em 1827 até 1879. Foram editadas legislações imperiais que revelam interferências do Governo, cujo objetivo era o controle do Curso Jurídico. Estas interferências regulavam, por um lado, vários aspectos do cotidiano acadêmico como a nomeação de professores, o conteúdo a ser lecionado, os cursos preparatórios e a resolução de dificuldades relacionadas à deficiência do ensino, à falta de professores, à indisciplina dos alunos e, por outro lado, anulavam e substituíam os estatutos da Faculdade quando havia um motivo conveniente ao Governo. O estudo dos aspectos históricos da fundação da Faculdade e das interferências imperiais revela que a Academia tinha por função manter a estrutura do Poder Monárquico, com a formação de bachareis alinhados à ideologia dominante.
This Masters dissertation is a presentation of seventy-four 19th Century documents referring to the management of the Academia de Sciencias Juridicas in São Paulo, now the University of São Paulo School of Law (Faculdade de Direito da Universidade de São Paulo). Based on the edition of these documents, we discuss imperial interference in the Academy, from its foundation in 1827, until 1879. Imperial legislation from this period shows interference from the government, whose aim was to control the Law Course (Curso Jurídico). On one hand, this interference served to regulate various aspects of academic life, such as the appointment of professors, course content, preparatory courses and resolution of problems related to inadequacies in teaching, absence of tutors and student discipline, and on the other hand, it served to annul and substitute the Schools own bylaws whenever the government considered it necessary. The study of the historic aspects of the Schools foundation and of imperial interference shows that the function of the Academy was to preserve the structure of Monarchical Power, by producing graduates aligned with the dominant ideology of the time.

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Müller, Kelli Cristina. "A formação da cidadania no cenário educacional brasileiro : avanço ou retrocesso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/15848.

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Este estudo pretende desenvolver de forma teórica, conceitual e histórica a questão da cidadania no cenário das diversas etapas da história da educação brasileira. Pretende também verificar como a idéia de cidadania tem passado do plano ideal para a realidade das práticas pedagógicas. Essas questões irão nortear este estudo, partindo da constatação de que a maioria da população brasileira não tem os direitos básicos assegurados para garantir uma vida digna, entre estes: educação, saúde, moradia, trabalho, lazer, ea inclusão e exclusão digital. O Estado Brasileiro avançou em termos político-jurídicos, em termos dos ideais proclamados da democracia, a exemplo da Constituição Federal (1988) e dos principais acordos e pactos internacionais de garantia e proteção aos direitos humanos de que é signatário; mas o modelo de gestão governamental fundamentado no neoliberalismo dificulta o fortalecimento da democracia e da cidadania, sendo esta entendida enquanto garantia dos direitos civis, políticos e sociais. É neste quadro de fragilidade do regime democrático e da cidadania, e por acreditarmos na educação enquanto instrumento de formação da cidadania e na escola como instituição social que trabalha com a socialização do conhecimento, formação de hábitos, valores e atitudes, que procuramos verificar qual a contribuição da escola para a formação da cidadania. Nesta direção, tomamos como referência a LDB/1996, devido à ênfase dada aos direitos do aluno, ao ensino cidadão, à gestão democrática e ao professor profissional, espera-se detectar se a cidadania proclamada nos textos da LDB (Leis de Diretrizes e Bases da Educação Nacional/1996); tem condições de se realizar nas práticas pedagógicas Foram realizadas análises documentais de conteúdo dos textos legais (leis) e documentos oficiais, com o propósito de verificar se os princípios defendidos encontravam amparo nas propostas de atendimento educacional apresentadas para formação da cidadania. As interpretações e considerações que emergem desta investigação se assentaram em referenciais teóricos apresentados por autores que estudam política de educação. Os resultados da investigação apontam alguns requerimentos necessários ao desenvolvimento de um projeto pedagógico nessa direção: apoio institucional e definição de política governamental; vivências de gestão democrática; projeto pedagógico orientado para a formação da cidadania, enquanto proposta global de escola; domínio dos conteúdos específicos dos direitos humanos e da cidadania por todos os atores da escola de forma a poder integrá-los aos conteúdos curriculares; prática pedagógica que respeite o aluno como sujeito produtor do conhecimento e a escola como espaço sistemático de exercício da cidadania. Concluindo, estes achados vêm confirmar a tese de que estes requerimentos contribuem para a construção de um projeto pedagógico. Nesta perspectiva, o educador é o elemento fundamental, a partir da sua decisão e da adesão ao projeto; o que requer uma formação profissional fundamentada nos conteúdos da cidadania democrática.
This study it intends to develop of theoretical, conceptual and historical form the question of the citizenship in the scene of the diverse stages of the history of the Brazilian education. It also intends to verify as the citizenship idea has passed of the ideal plan for the reality of practical the pedagogical ones. These questions will go to guide this study, leaving of the constatação of that the majority of the Brazilian population does not have the basic rights assured to guarantee a worthy life, between these: education, health, housing, work, leisure. The Brazilian State advanced in politician-legal terms, in terms of the proclaimed ideals of the democracy, the example of the Federal Constitution (1988) and of the main agreements and international pacts of guarantee and protection to the human rights of that he is signatory; but the model of governmental management based on the neoliberalismo makes it difficult the fortalecimento of the democracy and the citizenship, being this understood while guarantee of the civil laws, social politicians and. It is in this picture of fragility of the democratic system and the citizenship, and for believing the education while instrument of formation of the citizenship and the school as social institution that works with the socialization of the knowledge, formation of habits, values and attitudes, that we look for to verify which the contribution of the school for the formation of the citizenship In this direction, we take as reference the LDB/1996, due to emphasis given to the rights of the pupil, to education citizen, the democratic management and the professional professor, expects to detect if the citizenship proclaimed in the texts of the LDB (Laws of Lines of direction and Bases of the Nacional/1996 Education), has conditions of if carrying through in practical the pedagogical ones. Documentary analyses of content of the legal texts (laws) and official documents had been carried through, with the intention to verify if the defended principles found support in the presented proposals of educational attendance for formation of the citizenship. The interpretations and considerações that emerge of this inquiry if had seated in theoretical referenciais presented by authors who study education politics. The results of the inquiry point some necessary petitions to the development of a pedagogical project in this direction: institucional support and definition of governmental politics; experiences of democratic management; pedagogical project guided for the formation of the citizenship, while school proposal global; domain of the specific contents of the human rights and the citizenship for all the actors of the form school it to be able to integrate them it the curricular contents; practical pedagogical that respects the pupil as subject producer of the knowledge and the school as systematic space of exercise of the citizenship. Concluding, these findings come to confirm the thesis of that these petitions contribute for the construction of a pedagogical project. In this perspective, the educator is the basic element, from its decision and of the adhesion to the project; what he requires a professional formation based on the contents of the democratic citizenship.

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Koliski, José Luiz. "A qualificação profissional de encarcerados da colônia penal agroindustrial do Paraná." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1160.

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A presente pesquisa tem por objetivo analisar os limites e possibilidades da qualificação profissional para reinserção econômica e social de encarcerados, tomando como referência a Colônia Penal Agroindustrial do Paraná. Apoia-se nos fundamentos teóricos e metodológicos do Materialismo Histórico e Dialético, e utiliza como instrumento de coleta de dados a entrevista individual semiestruturada realizada com dezessete encarcerados participantes de atividades educativas e laborais. Os principais resultados apontam que o perfil socioeconômico da população carcerária, caracterizado pela baixa escolaridade, falta de qualificação profissional, e a ocupação de empregos precários, contribui para o ingresso na criminalidade e, consequentemente, o encarceramento. O segundo aspecto constatado foi o caráter contraditório da prisão em sua finalidade punitiva e ressocializadora, tendo por meta simultânea punir e reinserir o condenado à sociedade. Por fim a qualificação profissional, compreendida amplamente como uma relação social, articulando-se formação geral, profissional e prática, reduz-se a cursos curtos e aligeirados, prescindindo da escolaridade e da integração entre educação geral e profissional, sequer atendendo às demandas de mercado. As evidências apontadas permitem inferir que os programas de qualificação profissional são ineficientes e ineficazes na reinserção econômica e social dos encarcerados. O trabalho na prisão, de caráter produtivo e educativo, cumpre apenas a função produtiva, predatoriamente explorado por empresas privadas, significando para o encarcerado muito mais uma possibilidade de amenizar as condições carcerárias e de remição da pena, do que sua profissionalização.
This research aims to analyze the limits and possibilities of professional qualification for economic and social rehabilitation of prisoners, with reference to the Penal Colony Agroindustrial of Paraná. It builds on theoretical and methodological foundations of the Historical and Dialectical Materialism and uses as data collection tool semi-structured individual interviews conducted with seventeen imprisoned participants of educational and professional activities. The main results show that the socioeconomic profile of the prison population, characterized by low education, lack of professional qualification, and the occupation of precarious jobs, contributes to entry into the crime and hence incarceration. The second aspect was noted the contradictory nature of the arrest at his punitive and ressocializadora purpose, with the simultaneous goal punish and reinsert the condemned to society. Finally the qualification, widely understood as a social relation, articulating general education, professional and practical, reduce the short and streamlined courses, regardless of education and integration between general and vocational education, even taking into account the market demands. The evidence presented allow us to infer that vocational training programs are inefficient and ineffective in the economic and social rehabilitation of prisoners. Prison labor, productive and educational, only fulfills the productive function, predatory operated by private companies, meaning for the imprisoned very much a possibility to ease prison conditions and redemption pen, your professionalism.

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Myeki, Mfundo. "Dismissal law in the education sector." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1567.

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This treatise will therefore critically discuss fairness requirements in dismissal law within the context of the education sector from: i) the perspective of a dismissed employee; and ii) the perspective of an employer who wishes to dismiss employees fairly; and iii) the perspective of a deemed dismissal. It will be proper to flow this discussion from the premises of what should be considered procedural and substantive fairness in dismissals.

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Keyes, John Mark. "Judicial review of delegated legislation the rule of law and the law of rules." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/5029.

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Peszle, T. L. (Theresa L. ). "Language rights in Québec education : sources of law." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26751.

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This study first provides general background on the public education system of Quebec, and the Canadian and Quebec legal systems. Legal background information includes: the classification of Canadian laws; the Common Law and Civil Law traditions of law, and the definitions of sources of law of each tradition; Quebec's bijurisdictional legal system; the court system of Quebec; Constitutional sources of law; and, the role of the Judiciary in Canadian education.
This thesis is a documentary study of the sources of law which establish language of instruction rights in Quebec. Its purpose is to assist educators, students of education, and other lay persons of law to gain understanding of the legal bases upon which the Judiciary formulate decisions in matters of language of instruction. Common Law and Civil Law legislative and case law sources, which are applicable to Quebec, are identified and examined, and relevant sources presented.
In addition to providing a summary for Common Law sources, and for Civil Law sources, a chronological summary is given, which reveals six main periods in the development of language of instruction provisions in Quebec.
The conclusion is that the primary sources of law for language of instruction in Quebec are: s. 93 of the Constitution Act, 1867, and case law thereunder; and, the judicial interpretation and provisions of s. 23 of the Constitution Act, 1982. Future case law in Quebec may reveal s. 23 of the Canadian Charter of Rights and Freedoms, 1982 to be the most significant source of law for the preservation of minority English language instruction, institutions, and rights of management and control.

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Wang, Yan, and 王燕. "Paradigm shift of education governance in China: two compulsory education legislation episodes 1986 vs. 2006." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44352876.

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The thesis addresses the paradigm shift of education governance in China through a study of the policymaking process of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment. The research started with two broad initial research questions: how was the Compulsory Education Law made and amended? Why was the Law made and amended? Using ethnographic interviews and documentary analysis as the main research methods, more specific questions on the 1986 and 2006 legislation were later delved into as the research evolved in depth: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in the central decisions of the 1986 and 2006 legislation? What was the institutional rationale underpinning the 1986 and 2006 legislation? The data was collected through ethnographic interview with some forty informants involved in the policymaking process. The research findings were analyzed and presented on three levels. First, the findings were presented on the basis of narration analysis. Second, the policymaking process of the legislation was analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale. The analysis of the two legislation episodes identified that the political ideology, which shifted from efficiency-oriented economic well-being to equity-oriented social cohesion, steered the agenda-setting of the compulsory education legislation. The perceived value of education reflects the role that education plays in development, changing from economic value to social value. The institutional rationale essentially determines strategies by which compulsory education materializes, with a variance from governing by goal and mobilization to governing by accountability and regulation. In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” toward “social rationalism” over the twenty-year period from the mid-1980s to 2006.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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SHELL, PAUL RICHARD. "LOCAL IMPLEMENTATION AND INTERPRETATION OF ARIZONA BILINGUAL EDUCATION STATUTES AND POLICIES." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183787.

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The study investigated the degree of compliance of selected Arizona public school districts with a set of state statutes which placed a limit on the amount bilingual education services a district could provide to students. The existing literature on implementation and compliance suggested that several conditions might influence districts to implement programs of instruction which would be at variance with the state laws. The study used questionnaires to gather program data from 40 school districts in southeastern Arizona. These questionnaires were screened to determine those districts offering programs of instructions which exceeded the restrictions of state law. Six such districts were found. Interviews were conducted with program administrators in each district to determine the explanations for noncompliance. An interview was also obtained with an Arizona Department of Education official to determine the role of the state regarding the bilingual statutes. Information obtained from the interviews revealed that several of the programs had been established under federal pressure to provide equal educational opportunity to limited-English-proficient children. These programs had existed long before these state statutes were put into effect in 1981. Data also indicated that the state statutes lacked enforcement mechanisms. The state agency responsible for those programs received no mandate to monitor districts or to enforce state restrictions. Also, this agency was federally-funded with a primary loyalty to federal priorities to keep programs in operation and with a service rather than an enforcement orientation toward local districts. No enforcement of the restrictions found in the 1981 bilingual statutes took place. Furthermore, administrative regulations for the 1981 statutes were formulated which permitted programs of instruction exceeding state limitations to continue. In 1984 new bilingual statutes were put into effect which removed the restrictions of the old statutes. The new statutes are discussed from the historical perspective of the earlier statutes.

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Magone, Michael A. "Education law priorities and need a comparative analysis /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09262007-112630/.

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September, Jerome. "Children's rights and child labour: a comparative study of children's rights and child labour legislation in South Africa, Brazil and India." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9175.

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Includes bibliographical references.
This dissertation will, through the analysis of various pieces of legislation and taking account of the daily realities of children in South Africa, Brazil and India (IBSA), outline the progress made to reduce and eradicate the exploitation of children, through the elimination of child labour. These three countries are chosen because of the particular challenges they face, but also because as part of the IBSA group, they have committed themselves to working together in the advancement of key international matters, including issues of human rights and social justice. The India, Brazil and South Africa (IBSA) group has further recently been held up as a global example for the efforts made by nations in the elimination of the worst forms child labour. The ultimate goal is the total elimination of child labour. This dissertation will draw attention to the complexities and contradictions in policy and practice, with particular reference to concepts such as ‘Child Labour’ and the ‘Worst Forms of Child Labour’. This dissertation will compare [the experience of] childhood in these countries, and explore the risk factors that place particular children, and families, at risk of utilising child labour as a source of income.

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Vilarino, Marisa Alves. "Direito à educação: competência legislativa e limites à atuação da União - aspectos internos e internacionais." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/8814.

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The right to education until recently was limited to the analysis by the area scholars, especially by educators, and historians. Only recently become a subject of examination in the field of law. Thus, despite the importance of the subject, there are skill a little discussion about it, with problems in the interpretation and application of educational laws. The analysis of the Educational Law, the provisions governing the matter, in a systematic way, from the Federal Constitution, infra Laws, Ordinances and Resolutions of the Board of Education, to be understanding and development of this law. The allocation of constitutional powers legislative, materials or administrative, with regard to education, follows the federal pact, but the use of powers by the extreme absorbs almost completely the constitutional powers of other federal entities. While these great advances in the 1988 Constitution, including the competing powers is to achieve as much as possible the needed decentralization, that persists with regard to education, a tremendous power exercised by the Union, notably in the production of the laws. The examination of the constitutional texts, passing by the Constitution of the Empire, shows the origin of the centralization of power in the Union, centralizing tendency which remained throughout the Republic and not managed to rupture with of the Constitution of 1988. Not only the examination of constitutional texts but also of published laws by the Union and the rule of the Ministry of Education, agency of the Executive, reveal a history of invasion of power, which does not comply with the federal pact. Next to the invasion of powers by the Union, remains the omission of states and municipalities. It´s necessary a proper interpretation of the Constitution, using for both, the main existing methods of constitutional interpretation, to an effective implementation of the rule. The interpreter, as George BURDEAU, has thus a power equivalent to the authority which made the law. This statement is relevant, taking into account the number of interpreters, the approach made by Peter HÄBERLE of the education law. This research seeks to adduce evidence reflection on the origin and the influences received by the Brazilian educational law at the beginning of the independence of the country, showing the developments in constitutional texts and the importance of the text achieved in 1988, that trend has the right to education under international . Besides the necessary proposal for a redistribution of functions in the Brazilian Federation, with a new federative pact, is pressing the proper interpretation of constitutional text, and its up to the Union to establish the general law, and up to states and municipalities making rules more specific of their education systems in local and regional level
O direito à educação até há pouco tempo limitava-se à análise por estudiosos da área, notadamente pelos pedagogos, e por historiadores. Apenas recentemente passou a ser matéria de exame no campo do direito. Assim, não obstante a importância do tema, ainda há pouca reflexão acerca do assunto, ocorrendo problemas na interpretação e aplicação das normas educacionais. A análise do Direito Educacional, das disposições que regem a matéria, de modo sistemático, a partir da Constituição Federal, Leis Infraconstitucionais, Resoluções e Portarias do Conselho de Educação, importa para compreensão e desenvolvimento deste Direito. A atribuição de competências constitucionais legislativas e materiais ou administrativas, no tocante à educação, segue o pacto federativo; todavia, a utilização extrema das competências pela União absorve quase que por completo as competências constitucionais dos demais entes federados. Ainda que presentes grandes avanços na Constituição de 1988, inclusive, com as competências concorrentes, visando-se alcançar a tão necessária descentralização, persiste, no tocante à educação, um enorme poder exercido pela União, notadamente na produção legiferante. O exame dos textos constitucionais, passando pela Constituição do Império, demonstra a origem da centralização do poder na União, tendência centralizadora essa que se manteve por toda a República e que não conseguiu se romper com a Constituição Federal de 1988. Não apenas o exame dos textos constitucionais como também das legislações editadas pela União e das normas do Ministério da Educação, órgão do Poder Executivo, revelam um histórico de invasão de competências, o que não se coaduna com o pacto federativo. Ao lado da invasão de competências pela União, resta a omissão dos Estados e Municípios. É necessária uma interpretação adequada da Constituição Federal, utilizando-se, para tanto, dos principais métodos de interpretação constitucional existentes, com vistas a uma efetiva concretização da norma. O intérprete, como afirmou Georges BURDEAU , detém, assim, um poder equivalente ao da autoridade que fez a lei. Essa afirmação é relevante, levando-se em consideração a pluralidade de intérpretes, na abordagem feita por HÄBERLE , da norma educacional. A presente investigação busca aduzir elementos para reflexão sobre a origem e as influências recebidas pelo Direito Educacional Brasileiro no começo da independência do País, mostrando a evolução nos textos constitucionais e a importância alcançada no texto de 1988, que incorporou tendências do Direito à Educação do âmbito internacional. Além da necessária proposta de redistribuição de funções na Federação Brasileira, com um novo pacto federativo, é premente a adequada interpretação do texto constitucional, limitando-se a União a estabelecer as normas gerais, e cabendo aos Estados e Municípios a feitura das regras mais específicas dos respectivos sistemas de ensino, em nível regional e local

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Dike, Samuel Chisa. "Legislating security of supply of petroleum resources in Nigeria : current practice, new direction and lessons from Brazil, Norway and the UK." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=211108.

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Security of supply of petroleum is a serious challenge in Nigeria that seems to lack any known legal remedy. It is a paradox that Nigeria is experiencing inadequate supply of petroleum resources for domestic consumption despite the abundance of oil and gas reserves in the country. Past efforts in the search for solutions through which to address this challenge have largely been political, quick fixes and episodic in nature. This research aims to address this challenge by looking for a possible solution towards the direction of the law-Petroleum Act 1969, which fundamentally regulates the industry. This is because the Act has failed to significantly contribute to the availability, reliability, affordability and sustainability of petroleum operation in Nigeria, the factors of which Elkind collectively identifies as elements of ‘energy security'.The research will undertake a critical appraisal of the 1969 Act and this is with a view to evaluating why it has failed to make any significant contribution to the security of supply of petroleum for domestic purposes. In conducting this analysis, the elements of the Petroleum Acts of Brazil, Norway and the UK will be examined. The objective of this approach is to draw specific lessons which will enrich the recommendations to be made towards the reform of the 1969 Act. The research will, in addition, analyse the new Petroleum Industry Bill (PIB) 2012, to see if there are further improvements to or significant departures from the current provisions of the Act regarding the security of supply of petroleum resources. My argument is that the Act has not sufficiently contributed to security of supply and the PIB would make only minimal improvements. Therefore, further radical reform, which needs to build upon the lessons from other jurisdictions considered in this research, is required.

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Ribeiro, Ana Carolina Trindade. "Affirmative action outcomes: evidence from a law school in Brazil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-04092017-125250/.

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The main goal of affirmative action (AA) policies is to give opportunities otherwise nonexistent to minorities and underprivileged students. In this paper, I investigate whether the introduction of a college affirmative action policy enables AA beneficiaries to obtain a career in Law and to catch up with high scoring candidates who did not get admitted due to the policy (i.e., displaced candidates). To do so, I use a new dataset from UERJ admission office, a prominent public university in Rio de Janeiro, which was the first in Brazil to adopt a quota system for both black and public school students. I combine this dataset with the OAB exam passage records, equivalent to the American Bar exam. Preliminary results suggest that the quota policy improves OAB passage rates for beneficiaries. I find that lawyer certification for underprivileged students increases by 51 p.p., even though they underperform by 4.56 p.p when compared to displaced candidates. I also present evidence that displaced candidates do not experience any drop in their OAB exam passage rates due to the policy. Furthermore, I find that public school quota beneficiaries who score close to the admission cutoff present an increase in the probability of passing the OAB exam by up to 52 p.p.
O principal objetivo de políticas de ação afirmativa (AA) é dar oportunidades, em geral inexistentes, aos membros da sociedade menos privilegiados, em especial àqueles pertencentes a minorias. Neste trabalho, é feita uma análise acerca do impacto da política de cotas no curso de Direito da primeira universidade pública a adotar a política de cotas no Estado do Rio de Janeiro, a UERJ, de forma a estimar os efeitos da política após o ensino superior. Especificamente, o quanto a política impulsiona seus beneficiários e em que medida permite que estes se aproximem de candidatos que obtiveram pontuação alta no vestibular, mas não foram admitidos exclusivamente por causa da reserva de vagas. Adicionalmente, o impacto sobre estes últimos, que também são diretamente afetados. Para tanto, foram utilizados dados do processo de admissão do curso de Direito da Universidade do Estado do Rio de Janeiro (UERJ), considerado de alto prestígio, em conjunto com as listagens de aprovação no exame da Ordem dos Advogados do Brasil. Os resultados indicam que a política aumenta em 51p.p. a probabilidade de certificação dos candidatos que se beneficiam da política, apesar de os mesmos ainda apresentarem 4.56p.p. menos chance de certificação do que os candidatos displaced. Além disso, há evidências de que a política não afeta negativamente as chances de aprovação na OAB dos candidatos displaced que pontuaram pouco abaixo do corte de admissão na UERJ. Por outro lado, a política é capaz de aumentar a certificação dos alunos admitidos para vagas destinadas ao sistema de ensino público com pontuação próxima ao corte em até 52p.p.

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Dikranian, Harry. "The development of private education legislation in the province of Québec." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22579.

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One of the unique aspects of education in Quebec is a strong private sector. It is well rooted in the province's history and tradition. This study offers a preliminary examination into the historical development of policies in the area of private education in Quebec.
The first two pieces of legislation governing private schools provided subsidies of 100% at par with the public sector. These early laws were repealed and replaced by the Act respecting Private Education.
In August 1991, the government proposed a new and comprehensive piece of legislation. Following the first reading of this Bill a parliamentary commission was established to study the proposed law. Over 15 groups expressed their reactions in briefs to this commission. The Bill was harshly criticized by those opposed to public funding of private schools. It was also criticized by those in favor of the private sector. Given the negative reactions from groups opposed and groups in favor, government ministers decided that the Bill must be changed. (Abstract shortened by UMI.)

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Silverman, Elizabeth A. "Sex Education in California: The Disconnect between Legislation and Implementation." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/384.

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This thesis explores the fundamental disconnect between California’s image as a national champion of progressive youth sex education and the failure to implement and monitor the instruction of comprehensive sex education as outlined by sections 51930-51939 of the California Education Code.

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Pillay, Neelan. "Teachers’ knowledge of legislation and education law specifically and its influence on their practice." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43224.

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This study argues that education law is of paramount importance in order to be a successful teacher in our democracy where human rights of all stakeholders are protected and as such remains the responsibility of government to ensure that all new teachers are trained in the field of education law. This dissertation reports to the significance the participants attach to education law and to their attitudes and their practice in schools. It continues to answer the question whether knowing the legal rules is in fact changing the game on ground level. There are differing perspectives on the exact essence of education law; however, there seems to be consensus in the literature that the fundamental function of education law is to regulate the rights and obligations of the interested parties in order to make the school conducive for teaching and learning. The education law functionally contributes to the creation of harmonizing relationships and ensuring co-operation amongst all stakeholders. Education law therefore creates a clear framework for the professional role of teachers. The law defines the border of the playfield and actions at stake in the education sector. Education law as module in Higher Education programmes deals with issues that pertain directly to the teaching profession. These include inter alia governance, the Bill of Rights, instructions/regulations, limitations, application of legal principles and expectations regarding the teacher as an employee. It deals with legal applications and the legal balancing of human rights in educational practice. As a result, it is assumed that teachers may feel somewhat overwhelmed by the content of an education law module and its associated outcomes. This dissertation will therefore also deal with the ability of teachers to understand and apply the values that underpin the Constitution of the Republic of South Africa. Education should lead young citizens towards occupying their place in a democratic society based on human dignity, equality and freedom. The dissertation argues that insufficient knowledge of education law is impacting negatively on a culture of human rights application in our school system which results that the school system is unsuccessful and do not fulfil its obligations in a democracy. This may result in the DoBE being held accountable for not empowering teachers to develop our young citizens to fulfil their place in our democracy. In light of the impact of education law, this dissertation is essentially divided into three sections:  The first section provides an overview of the issues and challenges of teachers who have had no formal exposure to education law;  The second section focuses on the impact on teachers who have studied education law as part of their teaching qualification, and  The third section seeks to offer policy recommendations as remedy, inter alia to include education law as part of all teachers’ training curricula in South Africa. The legal remedies that this dissertation advocates is that Government should take on their legal responsibilities towards its employees without turning a blind eye on the value crisis in our country. Government is accountable to ensure that each teacher is skilled and have the competencies to apply legal principles and human rights to instil a culture of human rights that is conducive for teaching in our school system.
Dissertation (MEd)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
MEd
unrestricted

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Frantz, Courtney Siler. "An electronic storage and access system for special education legislation." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618425.

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In the field of education, instructional leaders must know the regulations governing the assessment, curriculum, and instruction of all students. An area of special concern is the regulations governing programs for students with disabilities. Although the average population of students with disabilities may represent less than 10% of the total student body, the school administrator is responsible for maintaining access to the most current regulations, for accurately interpreting, and effectively implementing federal and state mandates to ensure that the due process rights of the students with disabilities are upheld. Yet the laws and regulations governing special education programs are continually changing. Having immediate and accurate access to the most current regulations are critical problems for administrators of special education programs.;One means of providing the regulations is the computer. With the use of hypertext-based software, computers are presently and successfully being used in business and medicine for training and reference storage. Therefore, SpeciaLink was developed to serve as a prototypical system for the delivery of the regulations governing special education programs.;To evaluate SpeciaLink, an experiment was conducted to test the effectiveness and efficiency of manipulating and extracting the stored regulations. A controlled experiment involving the use of hypertext programming was conducted in Virginia school districts. The research project used a random sample of secondary school administrators from 15 school districts. The sample frame participants were given a survey to identify their knowledge of the Virginia Regulations Governing Special Education Programs for Children with Disabilities, 1994. For a trial period of two months, the experimental group was given the software, SpeciaLink, that allowed them to electronically access the regulations. After the trial, the entire sample frame was re-surveyed.;Following the pilot program, statistical interpretation of the results revealed that a hypertext-based system is an effective and efficient tool for manipulating and extracting information from the regulations governing special education programs. Because the hypertext-based software promises to be so useful in special education, future research should examine the possibilities of expanding the use of electronically storing local mandates and court litigation that pertain to special education programming.

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Johnson, Taylon M. "Autism Policy: State and National Legislation Analysis." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/278.

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This research thesis is a policy assessment of the factors that contribute to the current status in treating autism. The policy assessment begins with a description of the key components that that influence policy outcomes in regard to autism. After developing a policy model that outlines various components of issues and approaches to the policy has on Autism, the paper examines several issues with regard to Autism policy, including the lack of insurance coverage, state legislation, waiting lists, evidence vs. non evidence treatments, and the high price for treatments. The paper also examines current approaches to Autism, and potential solutions. Solution analysis on current policy alternatives is provided and, this suggests that increasing knowledge and awareness of the affects of autism on society needs further attention along with proper funding for early treatment.

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Bastion, Arlene. "The right of prisoners to education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27658.

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Punishment is an acknowledged method of enforcing the law. Forms of punishment may differ, but the main aims remain the same—first, to discourage transgression of the law, thus maintaining order in society. Second, it is hoped, by some at least, that prisoners will be reformed by or during their punishment. This dissertation raises questions about the status and legal rights of individuals who are subject to the dominant form of punishment in Canada—incarceration. The questions are: Can prisoners continue to be regarded as persons and right-holders during incarceration? Can prisoners, then, have a right to education? If so, should such a right be made a legal right? The answer one gives to these questions clearly has important bearings on the status of prisoners during their incarceration. It is argued that prisoners retain their status as persons while incarcerated, that they do have rights, in particular the right to education, and that such a right should be made a legal right. Justice dictates that only relevant differences or just cause can provide acceptable justification for withholding rights from prisoners. That punishment is being inflicted on certain persons does not offer/provide adequate grounds for denying their right to education. Indeed, a legal right to education is warranted to ensure their access to education. Thus, the first proposition is that apart from the loss of rights necessary to protect society and the prison, and in order to fulfil the criteria of punishment, prisoners continue to hold rights held by other persons, in particular the right to education. This position is defended by considering arguments that prisoners have a moral right to education. These are: 1. The Argument from Incarceration 2. The Argument from The Effects of Punishment 3. The Argument from Punishment of Persons 4. The Argument from Fraternal Obligation 5. The Argument from Social Effects 6. The Argument from Benefits to the Collective 7. The Argument from Equality The second proposition that this right ought to be made a legal right rests essentially on three premises: 1. That education can contribute to the successful achievement of the goals of incarceration. 2. However, education is not considered a priority. 3. As it now stands, there is no effective way to enforce and sustain education in prisons. With a legal right to education, prisoners would have some basis for objecting to inadequate educational facilities and opportunities. A legal right would safeguard fair treatment and ensure equal opportunities to education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Wilson, Douglas. "ROP instructors' perceptions of California Education Code section 44910." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/965.

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Popejoy, Amy Lynnette. "Digital and multimedia forensics justified| An appraisal on professional policy and legislation." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1598313.

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Recent progress in professional policy and legislation at the federal level in the field of forensic science constructs a transformation of new outcomes for future experts. An exploratory and descriptive qualitative methodology was used to critique and examine Digital and Multimedia Science (DMS) as a justified forensic discipline. Chapter I summarizes Recommendations 1, 2, and 10 of the National Academy of Sciences (NAS) Report 2009 regarding disparities and challenges facing the forensic science community. Chapter I also delivers the overall foundation and framework of this thesis, specifically how it relates to DMS. Chapter II expands on Recommendation 1: “The Promotion and Development of Forensic Science,” and focuses chronologically on professional policy and legislative advances through 2014. Chapter III addresses Recommendation 2: “The Standardization of Terminology in Reporting and Testimony,” and the issues of legal language and terminology, model laboratory reports, and expert testimony concerning DMS case law. Chapter IV analyzes Recommendation 10: “Insufficient Education and Training,” identifying legal awareness for the digital and multimedia examiner to understand the role of the expert witness, the attorney, the judge and the admission of forensic science evidence in litigation in our criminal justice system. Finally, Chapter V studies three DME specific laboratories at the Texas state, county, and city level, concentrating on current practice and procedure.

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Fisher, Jennifer Lynn. "A hermeneutics approach to studying agenda-setting the postwar education agenda (1945-1998) /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1760.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 165 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 144-155).

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Alazmi, Ayeshah Ahmed. "Education-Related Laws from the Perspective of Kuwaiti Official Influencers: An Exploratory Study." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82957.

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This study seeks to explore and describe education-related laws in Kuwait with respect to the broader context of educational law. Employing a methodical, qualitative approach, data were collected using semi-structured interviews with twelve Kuwaiti official influencers that included parliamentary members, ex-Minsters of Education, and directors of general education. Interviews were conducted to generate insights regarding the nature and extent of the existing education- related laws in Kuwait. In addition, the interviews delved into the process surrounding the formation and implementation of education-related laws, and the influences that can affect them. Lastly, data from the interviews identified areas for improvement in Kuwait's education-related law. During the interview process, measures were taken to ascertain the credibility and dependability of the results obtained. Data were analyzed and validated using thematic analysis for reduction and identification of essential themes. Five main themes emerged from the data analysis: (a) the characteristics of education-related laws; (b) the problems in forming education- related laws; (c) the obstacles hindering implementation of education-related laws; (d) the strong influence of actors on education-related laws; and (c) the need for more effective education- related laws. For each theme two sub-categories were also developed. The findings of this study demonstrate that education-related laws play a vital role in structuring, and the monitoring of, the educational system in Kuwait. Moreover, findings illustrate the absence of, and critical need for, an authority to evaluate existing education-related laws. In addition, the lack of stakeholder participation, or the influence of scientific research, in creating education policy became evident. The analysis of the research data determined that actors, both official and unofficial, affecting education-related laws included legislators, Ministers of Education, the judiciary, local and international professional association representatives, parents, and the media. Furthermore, there is evidence suggests that policymakers must become more aware of the important role stakeholders should play in the formation of education-related laws and the need for building capacity to develop, implement and evaluate education-related laws. In addition, findings show the need for new education- related laws to ensure that teacher, student, and parent rights are protected. Perhaps most importantly, this study reveals the necessity for the State to create a long-term strategic vision regarding education policy that is free from the whims of the Minister of Education, to provide continuity and stability in the growth of the Kuwaiti educational system.
Ph. D.

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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

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Citino, Adriana Gilioli. "Comeras o pão com o suor do seu rosto : participação da igreja catolica na elaboração da legislação trabalhista no Brasil." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285423.

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Orientador: Jose Ricardo Barbosa Gonçalves
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia
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Resumo: Tendo em vista a grande influência exercida pela Igreja Católica na formação do pensamento brasileiro, fizemos uma reflexão sobre esta influência para as relações sociais da produção no período que compreende a elaboração das primeiras leis que tratam da ¿questão social¿, ou seja, na passagem do trabalho escravo para assalariado. Como a primeira Constituição Brasileira a elaborar leis para o trabalho foi a de 1934, observamos a leitura dos deputados constituintes católicos da Liga Eleitoral Católica ¿ LEC, presentes nesta Constituinte, assim como, a expressão deste pensamento explicitada no Jornal O Legionário ligado à Arquidiocese de São Paulo, de propriedade de um grupo expressivo da Igreja Católica - os Congregados Marianos. Isto é, a interpretação de um grupo de católicos, basicamente, da classe média brasileira, sobre as propostas para as questões sociais contidas nas encíclicas papais ¿Rerum Novarum¿ (1871) e ¿Quadragésimo Anno¿ (1931), transferidas para as relações de trabalho no Brasil
Abstract: Not informed.
Mestrado
Mestre em História Econômica

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Daniel, Benjamin L. "No Child Left Behind and its communication effectiveness in diverse communities /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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O'Neal, Barbara Jean. "Title VII : sex discrimination in higher education /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10022007-144508/.

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Ndayi, Zoliswa B. "A legal analysis of legislation and policies on the right to basic education in the Eastern Cape, South Africa." University of the Western Cape, 2020. http://hdl.handle.net/11394/8133.

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Magister Legum - LLM
The right to a basic education is recognised as an essential right in international and regional law, with numerous instruments regulating it.1 There are soft laws, in the form of General Comment documents, which provide guidelines to interpreting this right.2 Among these instruments, for example, the International Covenant on Social, Economic and Cultural Rights (hereafter referred to as ‘the ICESCR’) and the African Charter on Human and People’s Rights (hereafter referred to as ‘the ACHPR’) implore member states to ensure that every child within their jurisdiction is able to gain access to education.3 The ICESCR acknowledges that basic education as a socio-economic right is realisable overtime, its full realisation dependent on the availability of state resources.4 Furthermore, the state is required to ensure that ‘scientific and technical knowledge’ is made accessible, thus incorporating modern teaching and learning methods.5 In addition, the state is called to ensure that the quality of their education is acceptable and of a similar standard in all of their public schools.6 Moreover, the Convention on the Rights of the Child (hereafter referred to as the ‘CRC) and the African Charter on the Rights and Welfare of the Child (hereafter referred to as the ‘ACRWC’) require the state to take measures that will encourage learners to attend school regularly and thus reduce the dropout rates.7 These instruments lay down normative standards, giving guidance on the content of the right to basic education, i.e. defining what availability, accessibility, acceptability, and the adaptability (4As) means within the broader context of the right to basic education. The right to a basic education, in theory is immediately realisable; however in practice, it can be argued that it is being treated like other socio-economic rights, subjected to the principle of progressive realisation.8 This right, unlike other socio-economic rights in South Africa, is sui generis, it has no internal qualifiers, meaning that it can only be limited in terms of a law of general application that is reasonable and justifiable in an open and democratic society founded on human dignity, freedom and equality.9As a party to most of the above instruments, the post-apartheid government of South Africa through its Constitution10, has entrenched the right to basic education under section 29(1)(a). Through this constitutional recognition, numerous legislation and policy documents have been enacted, which directly deal with the implementation of this right.11 Accordingly, the following selected legal instruments have been essential tools used to assist the relevant stakeholders with defining and implementing the right to a basic education , not just at the national level but also provincially.12 These instruments are the South African Schools Act,13 National Education Policy Act14 and the Employment of Educators Act,15 which are the main statutes on basic education. In addition, the Eastern Cape Schools Education Act,16 Promotion of Equality and Prevention of Unfair Discrimination Act,17 Children's Act,18 Criminal Law (Sexual Offences and Related Matters) Amendment Act,19 Criminal Procedure Act and the Refugees Act,20 which shall be discussed in detail in chapter 4 of the study When assessing the availability, accessibility, and the acceptability of basic education resources in the Eastern Cape (hereafter referred to as ‘the EC’), the province appears to be lagging when compared to some of the other provinces. For instance, the National Education Infrastructure Management System Report (hereafter referred to as ‘NEIMSR’) stated that out of the 5393 schools audited from the EC, 1945 of these schools had pits and 37 had no sanitation facilities21. In addition, 92.99% of the 5393 schools in the province do not have libraries and 4.21 % of the schools recorded have adequately resourced libraries.22 This is to be contrasted to 63.24% schools that have libraries in Gauteng.23 In addition, the illiteracy rate in the province is estimated at 10, 4% when compared to other provinces, which is against the background that the province has experienced a decline in learner enrolment over the last few years.

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Robertson, Richard G. Lugg Elizabeth T. "An analysis of the evolution of compulsory education and its potential impact on home schooling in Illinois." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064499.

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Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 17, 2006. Dissertation Committee: Elizabeth Lugg (chair), Diane Ashby, Paul Baker, Rand Burnette. Includes bibliographical references (leaves 83-85) and abstract. Also available in print.

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Príncipe, Carlos Eduardo. "Adoção do sistema de pluralidade sindical como forma de valorização e reconhecimento incondicional da liberdade sindical no Brasil." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21596.

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The present thesis aims to demonstrate that the Brazilian trade union system based on the single trade union principle is "frozen" in time and inconsistent with the plural trade union model which is recommended by democratic systems, and which has made full freedom of association real as a mainstay of the working class’s expression. Thus, through a bibliographical research, a historical retrospective was conducted of the birth and development of the Brazilian trade union movement up to the advent of the 1988 Federal Constitution, which marked the definitive break from the military dictatorship’s "years of lead", and consolidated the democratic regime in our country, but – upon a decision by the Constitutional Assembly – preserved the single trade union model, and did not opt for broad union freedom. Thus, a statistical view of unionization in Brazil – based on IBGE data - is provided, and a comparison is made with union costs. In parallel, the importance of the International Labor Organization and its main conventions is described with highlights on the trade union structure in other countries, which could serve as a paradigm for implementation of a plural trade union system. Then, a survey was conducted on the advances and retrocessions that occurred after the 1988 Constitution was enacted, both in the legislative and judicial fields, and the legal advances made under the recently enacted "Labor Reform" Law. The examination of this institutional scenario points to the conclusion that, in view of the democratic principles set forth in the Constitution, the adoption a plural trade union system imposes itself as way of valuing and unconditionally recognizing trade union freedom of association
A presente tese objetiva demonstrar que o sistema sindical brasileiro lastreado no princípio da unicidade sindical encontra-se “estacionado” no tempo em descompasso com o regime da pluralidade sindical preconizado pelos regimes democráticos e que concretizou de forma plena a liberdade sindical, enquanto esteio de manifestação da classe trabalhadora. Assim por meio de pesquisa bibliográfica fez-se inicialmente uma retrospectiva histórica do nascimento e crescimento do movimento sindical brasileiro até o advento da Constituição Federal de 1988, a qual cristaliza o rompimento definitivo com os “anos de chumbo” representados pela ditadura militar, ao consolidar o regime democrático em nosso país, porém, por vontade da Assembleia Constituinte manteve o regime de unicidade sindical ao invés de se optar pela liberdade sindical ampla. Efetuamos um levantamento do panorama estatístico da sindicalização no Brasil com dados do IBGE, fazendo-se um contraponto com as fontes de custeio dos sindicatos. De forma paralela descreve-se a importância da Organização Internacional de Trabalho e suas principais convenções, destacando-se a estrutura sindical em outros países que poderão servir de paradigma na implantação do sistema de pluralidade sindical. Na sequência, efetua-se um levantamento dos avanços e retrocessos havidos após a Constituição de 1988, tanto no campo legislativo, como no jurisdicional, e os avanços jurídicos propiciados pela recente Lei denominada “Reforma Trabalhista”. Com o desenhar deste cenário institucional, concluiu-se que diante dos princípios democráticos que imantam a Carta Magna, a adoção do sistema de pluralidade sindical se impõe como forma de valorização e reconhecimento incondicional da liberdade sindical

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Hill, Deena Clair Beckner Weldon. "Special education due process hearings involving students with autism." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5060.

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Stuelpe, Bonnie J. "A comparative analysis of the impact of public laws 209 and 390 on Indiana textbook rental programs." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720334.

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The purpose of the study was to analyze the impact of the financial assistance for textbooks and related instructional materials portion of Public Law No. 390 (1987) on textbook rental programs in public school corporations across Indiana. The results of the analysis were compared with data from the financial assistance program prescribed in Public Law No. 209 (1979). The Indiana Department of Education's Textbook Cost Survey was designed to collect financial information about textbook rental programs for the school years 1984-85 through 1986-87 when P.L. 209 was in effect. A questionnaire, modeled after the Textbook Cost Survey, was developed to collect similar information for the school year 1987-88 when P.L. 390 came into effect. This survey was sent to the 209 school corporation that had responded to the Department of Education survey. Percentage distributions and mean per pupil financial data were ascertained for the data obtained from the two instruments. Based on information gained from the study, a comparative analysis of the impact of Public Laws 209 and 390 on Indiana textbook rental programs was made.Data collected supported the following conclusions:1. Because Indiana law requires the adoption of some new textbooks each year, mean per pupil textbook rental billings will continue to increase annually, as mean per pupil textbook rental billings did from 1984-85 through 1987-88, the four years included in this study.2. The overall percentage of mean per pupil textbook rental billings collected each year from parent/guardians or emancipated minors will continue to decrease as did the overall percentage of mean per pupil textbook rental billings collected during the four years (1984-1988) included in the study.3.Because of the inclusion of standardized financial eligibility criteria and allocation of sufficient funding for total reimbursement of eligible financial assistance billings from individual school corporations, the financial assistance portion of P.L. 390 is an improvement over P.L. 209.4. Because of the specific delineation of textbook rental fee components eligible for financial assistance reimbursement under P.L. 390, implementation of the law brought about changes in the components some school corporations included in textbook rental billings.5. In an attempt to make up some of the difference between actual textbook rental billings and eligible financial assistance billings sent to the Department of Education for reimbursement, an increasing percentage of school corporations switched from annual recovery of 20 percent of textbook costs to annual recovery of 25 percent of costs after implementation of P.L. 390.6. School corporations who ask parent/guardians or emancipated minors approved for financial assistance to pay the difference between the actual amount of textbook rental billings and the amount of financial assistance reimbursement received from the state face a difficult public relations situation.7. The data from 1987-88 appear to indicate P.L. 390 has had a positive impact on the mean per pupil amounts of unpaid textbook rental billings pursued for collection.8. The mean per pupil costs for pursuing collection of unpaid textbook rental billings through small claims court or other collection methods are not truly representative of actual costs because personnel costs were frequently omitted.9. Textbook rental funds which are, theoretically, designed to be self-supporting cannot continuously absorb the loss of income resulting from exclusion of some components normally included in textbook rental billings from financial assistance reimbursement, exclusion of students qualifying after November 1 each year from financial assistance reimbursement, and reimbursement at a different percentage of costs than the percentage normally charged in textbook rental billings.10. After implementation of the financial assistance portion of P.L. 390, those school corporations who indicated expenditures for components normally included in textbook rental billings but excluded from financial assistance reimbursement would be paid from the general fund, or who indicated the general fund would be used to reimburse textbook rental funds for the losses of income incurred through implementation of P.L. 390 have provided only a temporary solution.

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Chávez, Hernani María De Los Ángeles, and Gonçalves Suzane Da Rocha Vieira. "Teacher training in Peru and Brazil: approaches and differences." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123969.

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In this article, a study that analyzes the legislation for teacher training in Peru and Brasil is presented. We aim to understand the approximations and differences between these educational systems for the formation of higher education teachers in both countries. The research developed was qualitative, performed through documentary analysis. We found that there is more detailed legislations on teacher training in Brasil when compared with Peru. In recent years, educational laws of both countries have been exhibiting alterations in regards to the new demands of modern society which is constantly changing as well. Furthermore, it is noticed that the educational laws in both countries address the orientations of educational policies which are being implemented in Latin America.
En este artículo, presentamos un estudio que analizó la legislación para formación docente de Perú y Brasil. Procuramos comprender las aproximaciones y diferencias de estos sistemas educacionales para la formación de profesores de educación superior en los dos países. La investigación desarrollada fue cualitativa, llevada a cabo a través del análisis de documentos. Verificamos que en el Brasil existe una legislación más detallada acerca de la formación docente, que las legislaciones educacionales de ambos países en los últimos años tienen cambios que son orientadas a las nuevas demandas de la sociedad moderna que está mudando constantemente y, sin embargo, percibimos que las leyes educacionales del Perú y del Brasil atiende a las orientaciones de políticas educacionales que vienen siendo implementadas en América Latina.
Neste artigo apresentamos um estudo que analisou a legislação para formação de professores do Peru e do Brasil. Procuramos compreender as aproximações e diferenças nos sistemas educacionais dos dois países para a formação de professores no ensino superior. A pesquisa desenvolvida foi qualitativa, realizada por meio da análise documental. Verificamos que no Brasil existe uma legislação mais detalhada acerca da formação docente, que as legislações educacionais de ambos países vêm nos últimos anos tendo alterações que são orientadas às novas demandas da sociedade moderna que está mudando constantemente, e ainda, percebemos que as leis educacionais do Peru e do Brasil atendem às orientações de políticas educacionais que vem sendo implementadas na América Latina.

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Robinett, Melinda Kathleen. "Special education due process hearings : state differences /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165959/.

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Adams, Anton John. "The education sector as an essential service." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1573.

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Because of the impact of teacher strikes on education there has been a call to declare the teacher‟s profession an essential service and thus prohibit them from striking. This call was made by the Democratic Alliance (DA). The Democratic Alliance arguments in their application to the Essential Services Committee was based on the fact that education in South Africa is in a crisis and the life-altering inconvenience this caused for children. The combined teacher unions in the Education Labour Relations Council (ELRC) expressed their concerns over the DA‟s call for education to be declared an Essential Service. The Bill of Rights grants every employee the fundamental right to strike. This is an absolute and should always be exercised under certain controlled conditions, as stipulated by the Labour Relations Act 66 of 1995. Convention 87 of the International Labour Organising (ILO) recognises the right of trade unions, as an organisation of workers set up to further and defend their interest (Article 10), to formulate their programs and organise their activities (Article 3); this means that unions have the right to negotiate with employers and to express their views on economic and social issues affecting the occupational interest of their members. This constitutes the position that the right to strike is one of the legitimate and indeed essential means available to workers for furthering and defending their occupational interest. Balanced against the right of every teacher to strike is the right of everyone to have a basic education as set out in section 29 of the Constitution. In terms of section 29(1)(a) everyone has a right, enforceable against the state, to basic education. This creates a strong positive right. Aspects of the right to education are found in human rights treaties and declarations. This right to education is contained in article 26 of the Universal Declaration of Human Rights (1948) which states that “everyone has the right to education”. The International Covenant of Economic, Social and Cultural v Rights of 1966 covers the right to education comprehensively, especially article 13 and 14. In 1989 the Convention on the Rights of the Child further confirmed this right. The right to a basic education is further enhanced by section 28(2) of the Constitution “(a) child‟s best interest is of paramount importance in every matter concerning the child”. It is significant to note that in 2007 the Constitutional Court elevated the “best interest” principle to a right. This implies that the best interest of the child would be the decisive factor in each matter that affects the child. In deciding to declare the teaching profession as an essential service constitutional rights must be balanced. These are the right to strike, the right to a basic education and the best interest of the child principle.

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Santos, Arthur Deucher Figueiredo. "Liberdade de expressão artística e a disposição sobre o corpo humano." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21327.

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Fundação São Paulo - FUNDASP
Two themes surround the purpose of this work: the freedom of artistic expression (or artistic freedom) and the disposition of the human body. Both are very problematic. What is proposed is the analysis of the dialogue between these two questions: how should freedom of artistic expression be applied when applied at the disposition of the human body? Does artistic freedom strengthen such provision by broadening the range of possibilities for doing so? In this sense, the fundamental problem to be discussed in this work is whether the infra-constitutional legal order, especially the art. 13 of the Civil Code, is up to the constitutional text to regulate such sensitive subject. In order to do so, I seek to understand the outlines of artistic freedom in the legal order, its application in the Federal Supreme Court, as well as the free development of the individual and the creation of his identity, in the context of corporal disposition. In this sense, the theoretical study of liberties in general, freedom of expression, freedom of artistic expression, the phenomenon of the constitutionalization of private law, existential subjective situations, personality rights, private autonomy and the fundamental rights. Thereby, I seek to provide an adequate answer to the problem proposed in this study and to verify the appropriateness or not of the infraconstitutional rule of artistic freedom applied to the corporal disposition
Dois temas cercam o objetivo deste trabalho: a liberdade de expressão artística (ou liberdade artística) e a disposição do corpo humano (ou direito ao próprio corpo). Ambos são, por si só, problemáticos. O que se propõe é a análise do diálogo entre essas duas questões: como se deve operar a liberdade de expressão artística quando aplicada à disposição do corpo humano? A liberdade artística potencializa referida disposição, ampliando o leque de possibilidades para fazê-lo? Nesse sentido, o problema fundamental a ser discutido neste trabalho é saber se o ordenamento jurídico infraconstitucional, em especial o art. 13 do Código Civil, encontra-se à altura do texto constitucional para regular tão sensível tema. Para tanto, procuro compreender os contornos da liberdade artística no ordenamento jurídico, sua aplicação no Supremo Tribunal Federal, bem como o livre desenvolvimento da pessoa humana e a criação de sua identidade, no contexto de disposição corporal. Nesse sentido, parto do estudo teórico das liberdades em geral, da liberdade de expressão, da liberdade de expressão artística, do fenômeno da constitucionalização do direito privado, das situações subjetivas existenciais, dos direitos da personalidade, da autonomia privada e da vinculação dos particulares a direitos fundamentais. Com isso, busco fornecer uma resposta adequada ao problema proposto neste trabalho e verificar a adequação ou não do regramento infraconstitucional da liberdade artística aplicada à disposição corporal

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Faker, Mogamat Salie. "Incapacity for poor work performance in the education sector." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020209.

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According to the latest Education Statistics Report published by the Department of Basic Education in March 2013, there were 12 680 829 learners and students in the basic education system in 2011, who attended 30 992 education institutions and were served by 441 128 educators. The vision of the Department of Basic Education is of a South Africa in which all our people have access to lifelong learning and education and training, which will, in turn, contribute towards improving the quality of life. Ultimately this will influence the building of a peaceful, prosperous and democratic South Africa. The emphasis is on excellence. Therefore maintaining high standards of performance and professionalism is a national imperative. However, this has not always been the case in terms of performance. For more than a decade we have witnessed dismal results in literacy and numeracy. This was accompanied by a low throughput rate. Despite the poor matric, literacy and numeracy results in South Africa as well as the low throughput rate, no teacher has been formally charged for poor performance in the last two decades. South Africa’s education budget is regarded as one of the highest in the developing world. Since 1993 the education budget has also grown substantially. South Africa’s education expenditure on education has grown from R30 billion in 1994/05 to R101 billion in 2007/08. Spending on education grew even further from R207 billion in 2012/13 to a projected R236 billion in 2014/15. Additional allocations of R18.8 billion over the medium term are accommodated, including equalisation of learner subsidies for no-fee schools and expanded access to grade R.6 Over the rest of the medium-term-expenditure framework (MTEF),7 spending on education, sport and culture will amount to R233 billion in 2013/14. The investment in education has not yet yielded the desired results and the outcome of education is not in keeping with the substantial input. This crisis in education is one of the major challenges facing Government, Administrators, educators, parents and children of today. According to Spaull,9 the South African government spends the equivalent of $1225 (R12440.26)10 per child on primary education, yet accomplishes less than the government of Kenya which spends only the equivalent of $258 (R2620.80)11 per child. Various reasons such as poverty, management, leadership, imbalances of the past, two unequal education systems, poor management, training and development, non-accountability, role of government and unions, have been identified for the poor state of our education system. However, what is noticeably absent and hardly mentioned in any of the position papers, is that not a single teacher has been held accountable and dismissed for incapacity for the poor performance in the education sector. Unfortunately, there is no record in any of the provincial education departments’ annual reports that a teacher has been dismissed or at least placed on a formal programme of incapacity for poor performance. Therefore, we have to ask the question: “Are we getting value for money?".

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Lane, Christopher K. "Measuring the equity of educational funding in New Jersey under the quality education act /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11543048.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).

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Ndayi, Zoliswa Beauty. "A legal analysis of legislation and policies on the right to basic education in the Eastern Cape, South Africa." University of the Western Cape, 2020. http://hdl.handle.net/11394/8129.

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Magister Legum - LLM
The right to a basic education is recognised as an essential right in international and regional law, with numerous instruments regulating it.1 There are soft laws, in the form of General Comment documents, which provide guidelines to interpreting this right.2 Among these instruments, for example, the International Covenant on Social, Economic and Cultural Rights (hereafter referred to as ‘the ICESCR’) and the African Charter on Human and People’s Rights (hereafter referred to as ‘the ACHPR’) implore member states to ensure that every child within their jurisdiction is able to gain access to education.3 The ICESCR acknowledges that basic education as a socio-economic right is realisable overtime, its full realisation dependent on the availability of state resources.

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Deng, Huiwen, and 邓汇文. "Understanding new governance in China: a casestudy of the 2006 revision of the compulsory education law of thePeople's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899739.

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This thesis examines the ways in which the role of the National People’s Congress (NPC) has evolved within the political system of the People’s Republic of China (PRC), as well as the implications for the formulation and deliberation of educational policy. This research reported herein compared the revision of the PRC’s Compulsory Education Law, which the National People’s Congress’ Standing Committee (NPCSC) adopted in 2006, with the Compulsory Education Law adopted in 1986, with special reference to the education finance issues underlying the country’s compulsory education provisions. Underlying this research is an attempt to identify and understand new governance emerging in China. The findings of a careful study of documents and data obtained from in-depth interviews suggest that the NPC played a qualitatively different role in the 2006 revision of the Compulsory Education Law than in the original. First, in this revision, where necessary, the NPCSC and its working committees provided a legal platform that was used for negotiation, bargaining, and compromise among ministries of the Central People’s Government and local people’s governments. Second, the NPC was used as a way to hold the latter accountable to the former on this particular issue. Third, through the platform provided by the NPCSC and its working committees, the NPC became a key actor in deliberating on, formulating, and monitoring the finance-related policies in the 2006 revision. In the aggregate, as this thesis argues, this constitutes a fundamentally different legal approach to formulating these policies. The emphasis is now placed on legally and mutually binding agreements between the Central and local people’s governments, and hence on the implementability (可操作性) of finance-related policies based on a clear division of responsibility among the parties concerned. This change in legal approach would render a different model of policy implementation and monitoring, with a relative tightening of control by both the State Council (SC) and the NPC over local administrations’ power to organize and administer China’s educational system. Based on the findings presented in Chapters five and six, this research refined a new institutional approach to depicting policy-making in contemporary China. As the Chinese polity becomes more complex, the dynamic relationship between the NPC and the SC must be redefined in light of changes in the distribution of decision-making power between the two. It is argued in this thesis that the NPC’s substantial involvement in the relationship between the Central and local people’s governments not only indicates changes in the dynamics of the institutional relationship among the central legislature and the Central and local people’s governments, but also reflects changes in the modality of governance adopted by the Chinese Communist Party. Finally, this thesis argues that regulation-oriented concept of governance, rather than a general concept of governance initially developed in the West, may offer a better understanding of new governance emerging in China.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Mpati, Lungisa. "Termination of employment contract by operation of law in the education sector: the constitutionality and validity of the deeming provisions." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1600.

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Fundamental to any contract of employment is the obligation that rests on an employee not to be absent from work without justification. Under the common law, if an employee did that, the employer would be entitled to dismiss him or her on notice. The International Labour Organization Convention (ILO) 158 of 1982 provides that the employer must have a reason for a dismissal and sets out broad categories or reasons for dismissals . Section 23 of the Constitution of the Republic of South Africa, 1996(Act 108 of 1998) provides that “Everyone has the right to fair labour practices”. Section 33 of the Constitution provides that “Everyone has the right to administrative action that is lawful, reasonable and procedurally fair. The Promotion of Administrative Justice Act 3 of 2000 (PAJA) is designed to give effect to just administrative action. Section 1 and 3 of the Labour Relations Act,1995(Act 66 of 1995)(LRA) require compliance with Article 7 and 8 of the ILO Convention 158 of 1982, when the employment of a worker has been terminated by his or her employer. The LRA protects employees against unfair dismissal. In the Department of Education, Section 14(1)(a) of the Employment of Educators Act, 1998 provides for the discharge of an educator in the event that he or she absents himself or herself from work for a period exceeding 14 consecutive days without the permission of the employer. A similar provision, Section 17(5)(a)(i) of the Public Service Act, 1994 provides for the discharge of an officer other than an educator who absents himself or herself from his or her official duties without the permission of the Head of Department for a period exceeding one calendar month. Section 14(2) of the Employment of Educators Act, 1998 and 17(5)(b) of the Public Service Act,1994 afford an employee who has been deemed discharged to show good cause why he or she should be reinstated. Against this background, the critical legal question is the constitutionality of the deeming provisions. The study will examine the validity of these provisions in relation to the ILO Conventions, Constitution, LRA and PAJA.

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劉璐. "中國大陸與巴西商業秘密法律保護制度之比較研究 =Comparative study on the legal system protecting trade secret between mainland China and Brazil." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3952161.

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Samuel, Rodrigo Carvalho. "Apontamentos sobre a tributação ambiental no Brasil." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21011.

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The present dissertation has two main objectives, namely: the analysis of the main parameters for the protection of the environment through the imposition of inductive norms grounded on the extrafiscal exercise of tax competences and, likewise, a study on the institution of contributions for economic intervention and its enforceability as a mechanism of insourcing environmental costs in potentially polluting economic activities. In this context, it will be sought to reconcile environmental taxation with limitations imposed by the legal order, as well as a comparative study of the Brazilian reality with the experience of comparative law
O presente trabalho possui dois principais objetivos, que são: a análise dos parâmetros basilares para a proteção do meio ambiente por meio da imposição de normas indutoras fundadas no exercício extrafiscal das competências tributárias e, outrossim, o estudo dos requisitos intrínsecos para a instituição de contribuições de intervenção no domínio econômico e sua aplicabilidade como ferramenta de internalização de custos ambientais em atividades econômicas potencialmente poluidoras. Neste contexto, buscar-se-á compatibilizar a imposição tributária ambiental com as limitações impostas pelo próprio ordenamento jurídico, assim como tecer um breve estudo comparativo da realidade brasileira com a experiência do direito comparado

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Hamilton, Arthur. "India and Intellectual Disability: An Intersectional Comparison of Disability Rights Law and Real Needs." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40282.

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Given its vast population, India has one of the highest absolute numbers of people with intellectual disability (PwIDs) in the world. Studies have placed the prevalence as high as 3.1% of children aged between 2 to 5 years and 5.2% of children aged between 6 to 9 years. India recently passed the Rights of Persons with Disabilities Act, 2016 (RPwD Act), to align itself with the United Nations Convention on the Rights of Persons with Disabilities. This thesis applied the complementary methods of the review of academic and grey literature, document analysis of the RPwD Act, and in-depth informant interviews to become the first full study on the extent to which the RPwD Act meets the needs of PwIDs. Drawing on the biopsychosocial model of disability and intersectional theory, the findings show that the RPwD Act only partially meets the needs of PwIDs. The RPwD Act does incorporate progressive elements such as affirmative action provisions in the labour market, measures to prevent unethical research on PwIDs, and steps toward inclusive education. However, the Act stipulates a disability certification process that remains mired in the medical model of disability and is mostly inaccessible in rural areas. It also continues the system of legal guardianship dating to the colonial era which deprives many PwIDs of legal capacity and leaves some of them confined to long-term institutions with highly inadequate levels of care. Other problems in the Act include inadequate provisions to provide privacy, reproductive rights and education, and protection from discrimination.

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Loliwe, Fezeka Sister. "Workplace discipline in the public education sector." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020091.

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Discipline is crucial in the provision of quality public service work. This is because most citizens are serviced through the public service work. Adhering to rules and orders, exercise of self control and the ability to put needs of others over one’s own needs are fundamental aspects of discipline. Every workplace has its own pieces of legislation that are used as a guide on expected conduct as well as a tool to deal with failure to adhere to the outlined pieces of legislation governing the conduct in the workplace. There are institutions in place that deal with the crafting of the pieces of legislation which clearly outline the manner in which both the employer and employee should conduct themselves as well as rights of both parties as they interact in the employment relationship. The existing pieces of legislation as well as their implementation and relevance in this era needs to be closely scrutinised and critique with proposals within the prescripts of legislation is necessary as some pieces of legislation seem to be conclusive, thereby undermining procedures followed when dealing with cases of misconduct. In any disciplinary process, the sanction should be in line with the process as it has unfolded and not be influenced by how a piece of legislation is crafted. The Public Service Act, Employment of Educators’ Act and the Labour Relations Act 66 of 1995 are key statutes in dealing with discipline in public education. Sanctions for misconduct are dependent on the gravity of the misconduct. In order to discipline educators, sections 17 and 18 of the Employment of Educators Act are used as guides on processes and procedures to be followed.

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Filgueiras, Vitor Araujo. "Explicando a desunião : a pulverização sindical no Brasil apos a promulgação da Constituição de 1988." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281664.

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Orientador: Angela Maria Carneiro Araujo
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-10T14:20:49Z (GMT). No. of bitstreams: 1 Filgueiras_VitorAraujo_M.pdf: 1185068 bytes, checksum: 60453c1659217179a4b135ee0faebd41 (MD5) Previous issue date: 2008
Resumo: A presente dissertação discute o aprofundamento da pulverização da organização sindical no Brasil após a promulgação da Constituição Federal de 1988. O objetivo principal do texto é apontar alguns elementos para a construção de uma explicação para tal pulverização ¿ que também chamarei de atomização ou fragmentação sindical, e significa o incremento do número de entidades com diminuição do quantum médio de trabalhadores associados e representados. Houve alterações e continuidades na legislação concernente à organização sindical na Constituição de 1988, concentradas no seu artigo 8o. Como já apontaram alguns autores, o novo quadro normativo estimulou o crescimento do número de sindicatos, especialmente pela implicação entre ¿monopólio de representação¿ e garantia de contribuições compulsórias para as entidades. Porém, a literatura subestimou as modificações introduzidas pela Carta Política, que deixaram abertas novas possibilidades de organização dos sindicatos. Creio que, além das questões legais, algumas mudanças no chamado ¿mundo do trabalho¿ e a permanência (ou radicalização) de aspectos da cultura sindical brasileira são fatores chaves para explicar o aprofundamento da fragmentação da organização sindical do país. Toda a discussão tem como base empírica os dados da Pesquisa Sindical do IBGE (2003), que abrange o universo dos sindicatos brasileiros existentes ao final do ano de 2001, sendo complementados por números fornecidos pelo Ministério do Trabalho e Emprego até o ano de 2005
Abstract: This dissertation discusses the further fragmentation of the trade union organization in Brazil after the promulgation of the Federal Constitution of 1988. The main objective of the text is pointing some elements for the construction of a former explanation for such fragmentation - which I also call as union atomization, and means increase in the number of entities with decrease in the average quantum of members and workers represented. There were continuities and changes in legislation concerning trade union in the Constitution of 1988, concentrated in its Article 8. As pointed out by some authors, the new regulatory framework stimulated growth in the number of unions, especially by implication between "monopoly of representation" and guarantee of compulsory contributions for the entities. However, the literature underestimated the changes, which left open new possibilities for union organization. I believe that, in addition to legal issues, some changes in the so-called "world of labor" and permanence (or radical) of aspects of Brazilian culture union are key factors to explain the further fragmentation of the union organization in the country. The entire discussion is based on empirical data from the Trade Union Research of the IBGE (2003), which covers the universe of the Brazilian unions existing at the end of 2001, as supplemented by figures provided by the Ministry of Labour and Employment by the year of 2005
Mestrado
Ciencia Politica
Mestre em Ciência Política

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Holm, Darryn. "Funding higher education and training in South Africa: a comparative study of tax incentive measures, in conjunction with a dedicated tax." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/59445.

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Higher education and training in South Africa in the post-Apartheid era has never been more volatile than it is currently, some two decades into democracy. Despite the many advances and achievements of higher education, the student protests of 2015 and 2016 have given expression to underlying fault-lines, including increasing student expectations and frustrations with regard to access and funding. This research was undertaken to document the underlying historical issues and models pertaining to funding within the higher education and training sector as well as the existing higher education and training taxation policies and incentives enacted in South Africa and selected international jurisdictions. This was done with a view to providing a framework for higher education and training tax policy formation in South Africa to assist in meeting its higher education and training “access and affordability” targets as set out in the National Plan on Higher Education and the Higher Education White Paper, while at the same time not hindering economic growth. A doctrinal research methodology was adopted in this study as it mainly analysed and interpreted legislation and policy documents and therefore the approach was qualitative in nature. An extensive literature survey was done in order to document the various internationally selected legislated higher education and training tax policies and incentives. The literature indicated that there are widespread funding perspectives and initiates, and that international tax policies enacted with the aim of ensuring that higher education and training is more accessible and affordable to the public, is stable and effective in certain jurisdictions. It is submitted that while a higher education dedicated tax may not be sufficiently effective in South Africa, a combination of broad-based tax incentives will help to promote the change to a more affordable and stable higher education funding system, whilst not preventing growth through sustainable development.

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SCHONEMAN, TRUDY ANNE. "RELATED SERVICE PROVISIONS OF PUBLIC LAW 94-142: ISSUES AND RULINGS (PL94-142)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188098.

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The difficulties in interpreting and implementing the related services required under the Education for All Handicapped Children Act of 1975 have generated many state and federal court cases, state and local administrative hearings, and federal policy letters. However, these court cases, hearings, and policy letters have resulted in some contradictory rulings pertaining to the provision of related services. The purpose of this study was to (1) examine the issues associated with the provision of related services, (2) determine how they have been resolved in these administrative and judicial procedures, and (3) more clearly delineate what related services must be provided by school districts. This study utilized a descriptive research design. Using a documentary analysis method, state and federal court cases, state administrative hearings, and federal policy letters were analyzed. The analysis was divided into two major sections: issue analysis and issue resolution. The issue analysis section included the background of both the subject and the issues, as well as the specific interpreting body. The issue resolution section included the rulings and the rationale for each division. Data from each court case, administrative hearing, and policy letter were recorded on an individual analysis form. Data from each individual analysis form were then recorded on a corresponding matrix specifically designed to display information in relation to each research question. As a result of this study, it was determined that two issues generated policy interpretations or rulings by the courts, state administrative hearings, and/or policy letters. The first issue pertained to the definition of related services and whether or not a specific service was a related service within the federal definitions. The second issue revolved around the determination of a student's need for a service or eligibility for a service. An analysis of the rulings indicated that school districts were required to provide the contested related service in 67% of the cases in this study. It was also determined that the interpreting bodies broadened the definition of related services by ruling school districts to provide services that were not named or defined in the federal regulations of Public Law 94.142.

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Dissertations / Theses on the topic 'Education - Brazil - Law and legislation'

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