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Dissertations / Theses on the topic 'Ministerial education'
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Ryland, Charlotte. "Ministerial Education in Colonial Massachusetts." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626132.
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Hammond, Priscilla Bray. "Wesleyan ministerial study programs' relationship to ministerial effectiveness of Wesleyan pastoral leaders." Thesis, Indiana Wesleyan University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129765.
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<p> This dissertation proposed a quantitative research design to determine if there was a relationship between Wesleyan ministerial education and ministerial effectiveness as measured by the Ministerial Effectiveness Inventory (MEI), an instrument validated in the Church of the Nazarene and United Methodist Church, and used in ministerial effectiveness studies throughout denominations in North America. A survey was sent to ordained senior/solo pastors in the North American Wesleyan Church who have been in service at their local church for at least three years. Participants were asked to take a self -rated MEI, and a sample of the members of their board completed the other-rated MEI. The Wesleyan Church has multiple programs of study that lead to ordination, including seminary, college/university, and adult education programs. Analysis of variance (ANOVA) found a statistically significant difference between the MEI scores of pastoral leaders who had completed adult education and those who completed college.</p>
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Vance, David. "Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/29097.
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This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 (â I cannot do at allâ ) to 10 (â Highly certain I can doâ ), participantsâ self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in â using and interpreting Scripture;â and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating studentsâ self-assessments into learner analysis and field education program evaluation.<br>Ph. D.
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Collins, W. Duane. "Proposed model for a southern European Assemblies of God undergraduate ministerial education program." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Montague, Alan John, and alan montague@rmit edu au. "Policy making and the Ministerial Review of Postcompulsory Education Pathways in Victoria 2000-2004." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20061115.101745.
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In January 2000 the Victorian government established a 'Ministerial Review of Postcompulsory Education Pathways in Victoria'. This explores the work of this Ministerial Review using an organisational discourse approach to the policy-making process. The study examines how the initial problem was represented that required policy intervention. I ask what the Brack's Victorian State Government defined, understood and represented the 'problem' to be regarding young people's participation in post-compulsory education. The research then focuses on establishing how the Ministerial Review set out to validate the initial representation of the problem. The research then concentrates on how the Ministerial Review came to develop its policy recommendations to address the policy problems it had identified. This involves establishing what solutions to the 'problem' were proposed by the Ministerial Review panel and why they were recommended as policies. Finally this study evaluates the value of the Ministerial Review process.
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Reekie, Carol S. "The theological college library : an investigation into its role in ministerial education and training." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/8020.
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Theological libraries have tended to be treated as a homogeneous group with no distinction being made between the different types. Little has been written about the libraries of UK Christian theological colleges that train men and women for ministry. The purpose of this research was to provide some understanding of the context in which they operate. In addition it sought to establish their effectiveness in meeting the ongoing needs of their user communities. Using three college libraries, a multi-method approach was employed in order to reveal the environment in which these libraries functioned. The study comprised reviewing college documentation, using a questionnaire survey and undertaking semi-structured interviews and focus group discussions. An analysis of the interview findings is presented, together with the data obtained from the questionnaire survey and focus groups. The main issues that emerged were those concerning the changes in the delivery of theological education and the implications of these for resource provision. The need of the denominational churches to increase their recruitment for ministry whilst simultaneously reducing costs was found to have been the main driving force for change within theological education. The research found that the introduction of flexible training pathways and the diverse range of students that were now recruited for training had little effect on the way in which the traditional library service was provided by the colleges. It was concluded that since academic learning is only one aspect of ministerial training, resource provision had been given insufficient consideration and funding. This had inhibited the growth and development of the library service and prevented the college libraries from satisfying the needs of their part-time users in particular. This study makes an important contribution to the knowledge of theological college librarianship by providing an understanding of the prevailing issues and concerns. Further areas of research have been identified and conclusions drawn which are of relevance to the theological college library sector.
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Shirley, Philip E. (Philip Elwood). "A Study of the Outcomes of Stress Management Training in Ministerial Programs of Higher Education." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330677/.
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This dissertation studies the outcomes that higher education courses and seminars in stress management have on the stress levels of pastors. It identifies stress level differences between a sample of pastors who have and who have not been trained in stress management. The instrument that was used to assess the levels of stress was the Maslach Burnout Inventory. The Inventory is a twenty-two item dual-rating instrument that measures the frequency and intensity of three aspects of the burnout syndrome: emotional exhaustion, depersonalization, and a lack of personal accomplishment. Demographic questions were used to determine the respondents' sex, age, education, and experience in the clergy. These questions were asked for descriptive purposes only. In addition, questions were asked that would determine whether or not the pastors had had stress management training.
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Bennett, Jim. "Proposed model for an Assemblies of God Middle East/North Africa undergraduate/graduate ministerial education program." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Park, Trevor. "Theological education and ministerial training for the ordained ministry of the Church of England 1800-1850." Thesis, n.p, 1990. http://ethos.bl.uk/.
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Jonas, Judith Ann. "Students' perceptions of ministry preparedness : an exploration of the impact of a competency-based education and training approach on ministerial training /." Free full text is available to ORU patrons only; click to view, 2009. http://proquest.umi.com/pqdweb?did=1856056311&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Pryce, Robin Mark. "The poetry of priesthood : a study of the contribution of poetry to the continuing ministerial education of clergy in the Church of England." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5772/.
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This thesis represents a qualitative empirical investigation into “What is the contribution of poetry in clergy continuing ministerial education (CME) in the Church of England?” offering a sustained theological reflection on my professional practice as Bishop’s Clergy CME Adviser. Taking an ethnographic approach within a practical theological framework, I studied four facilitated clergy groups reading pre-selected poems and reflecting on personal experience of ministry in response. Research reflexivity was ensured through multiple methods, including auto-ethnographic poetry. The research shows that the affective character of poetic form and language stimulates emotional response in the critical appreciation of practice, sustaining diverse interpretations simultaneously, benefiting collegial clergy reflective practice through corporate construction of meaning. The effectiveness of appropriate ground-rules for small groups is recognised. The impact of historical-critical approaches in clergy hermeneutical strategies for reading privileged texts is acknowledged. I conclude that in facilitated group settings selected poetry offers clergy a generative space for reflection on ministry, suggesting poetry as a trans-disciplinary resource in reflective practice requiring refinement of pedagogy to take account of literary characteristics and participant hermeneutical approaches, developing a more critical approach to the use of poetry in clergy CME and Continuing Professional Development (CPD) more generally.
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Komlósi, Péter Attila. "Dual aspects of ministerial training in late sixteenth century : Edinburgh's 'Tounis College' and the formation of ministers' early career with special regard to the Exercise'." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8174.
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This thesis examines the transformation of the clergy in the late sixteenth century Scotland in which ministerial training had a crucial role to play both in the academia and in the Kirk. In order to demonstrate this transformation attention will be focused on the training of ministers at the Town College, Edinburgh and then following the unfolding of their ecclesiastical career including the ‘exercise’. The foundation of the ‘Tounis College’ in Edinburgh is placed within the broader context of the expansion of higher education throughout Europe. A college project had been in the mind of the Edinburgh Town Council since 1561 and had been resurrected from time to time until its final realisation in 1583. The newly-erected college was headed by Robert Rollock, a young and ambitious scholar from St Andrews, who was first the Professor of Divinity and then the Principal. Under his leadership both as a theologian and a churchman the institution became a place of higher learning that shaped the development of the different Scottish professions in general and the transformation and the emergence of the protestant clergy as a new professional elite, in particular. This thesis also provides a detailed analysis on the early career patterns of the College’s ministerial graduates by examining a) their family background, especially those who came from clerical families b) their way into ministry in the Kirk including the “gap-years” spent in another professions or elsewhere upon graduation c) their dissemination through central Scotland. Particular attention is given to the role of the ‘exercise’, as one of the most important functions of the presbytery, in examining and admitting candidates to their charges as well as providing other presbytery members with further training in preaching and theology.
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Shakespeare, Karen. "Knowing, being and doing : the spiritual life development of Salvation Army officers." Thesis, Anglia Ruskin University, 2011. http://arro.anglia.ac.uk/211700/.
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This research is rooted in my professional practice at the newly established international Centre for Spiritual Life Development (CSLD) of The Salvation Army. It is designed to develop a foundation which can shape and enhance the policy and provision of the CSLD. It seeks to answer two questions: How do Salvation Army officers sustain and develop their personal spiritual life in the context of an activist, missional organisation? In what ways can the Centre for Spiritual life Development facilitate and support this process? The research methodology is qualitative, bringing responses to a written questionnaire and semi-structured interviews into mutual critical dialogue with the conceptual framework, which is drawn from the theology and history of evangelicalism and evangelical spirituality, and the theory of theological and vocational education. This has generated a rich description of spiritual life development in Salvation Army officers in the 21st century, leading to new understanding. The empirical research focused upon a particular constituency, delegates to the International College for Officers, thus facilitating understanding of the difference encountered in an organisation that has both global and local influences. It confirmed an expected diversity of understanding and practice in three major areas; definitions of, and practices leading to, spiritual life development; the means used by officers develop their spiritual lives; and the relationship between practice and the spiritual life. The work contributes to academic knowledge about The Salvation Army by locating the organisation, and Salvationist spirituality, within the framework of evangelicalism. A proposal to encourage a holistic understanding of spiritual life development using a process of reflection based upon the integration of, and interrelationships between, ‘knowing, being and doing’, offers a way forward that is applicable in a range of contexts. The evolution of my professional practice during the period of the research demonstrates that the foundations of new policy and practices are taking shape. It therefore contributes to the field of practical theology, as the integration and mutual critique of practice, spirituality and educational theory have led to new understanding and new practice.
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Girault, Bénédicte. "Mémoires d’un ministère : Une analyse secondaire de l’enquête orale du Service d’histoire de l’éducation (c.1950-c.2010)." Thesis, Cergy-Pontoise, 2018. http://www.theses.fr/2018CERG0942.
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De 1991 à 2014, le Service d’Histoire de l’Éducation a mené une enquête orale sur le ministère de l’Éducation nationale depuis la Libération. La perspective était double : cerner le processus de décision du ministère et patrimonialiser la mémoire des cadres de l’institution. De cette entreprise résultent 283 entretiens qui représentent plus de 1100 heures d’enregistrement. À partir de ce corpus, cette thèse explore l’hypothèse que les biais régulièrement décriés des archives orales peuvent devenir une féconde ressource pour les historiens. L’objet central de ce travail est donc la source elle-même, dont la déconstruction doit permettre de comprendre une forme de production mémorielle qui se présente comme au service de l’histoire et des historiens. Faire l’histoire de cette enquête revient d’abord à retracer celle d’un moment historiographique dans les années 1990, à partir de l’analyse critique du projet et des pratiques des enquêteurs. Le dispositif de l’enquête assigne les acteurs à une certaine fonction au sein de l’institution, à partir de laquelle est co-construite une histoire de l’Éducation nationale « d’en haut ». La question est alors de saisir comment, ministère après ministère, s’articulent expériences subjectives et histoire(s) collective(s), entre le temps de l'événement et le moment du témoignage, dans une dialectique continue avec l'histoire de l'éducation en train de s'écrire. Enfin, à l’instar des autres ministères, la période couverte par l’enquête est celle de la conquête de l’État par les administrateurs de profession issus de l’ENA. À l’Éducation nationale, les universitaires et les acteurs venus du terrain sont contraints de céder le pas. En identifiant ces mémoires concurrentielles et leurs dynamiques à partir des discours, des régimes de justification et des ordres de grandeur qui les singularisent, cette thèse entend finalement participer à l’analyse des écologies des professions dans le cadre d’un ministère<br>From 1991 to 2014, the French Service d’Histoire de l’Education conducted a large oral investigation into the activities of the Ministère de l’Education Nationale since the end of WWII. Its purpose was twofold: identifying the decision-making processes of the ministry’s officials, and creating an archive from the testimonies of the institution’s executives. From this endeavour came 283 interviews that make up more than 1100 hours of recordings. This doctoral thesis draws on this corpus to explore the hypothesis that the biases commonly attributed to oral archives can turn out to be fertile ground for historians. The recordings themselves therefore form the main object of this work: by deconstructing them, it should be possible to understand how this type of memory-based production may contribute to the writing of history, and be of use to historians. Tracing back the history of this survey first involves delving into the historiographical agenda of the 1990s through the critical analysis of the project and of the interviewers’ practices. The survey was thought out in such a way that its participants were assigned to a specific function in the institution, forming the basis for a top-down, yet collective writing of the Education Nationale’s history. The question is then to grasp how, one ministry after another, personal experiences and shared memory/ies come together between the time of the events and the time when people testified, contributing to a wider dialectic of the history of education as it was being written. Finally, like in the other ministries, the period the survey spans coincides with the domination of the State by professional administrators out of the National School of Administration (ENA), forcing the academics and the professionals within the Education Nationale to step down. By pinpointing these competing recollections and their dynamics through the study of the discourse, the means of justification, and the orders of worth that set them apart, this thesis aims to contribute to the analysis of the ecology of the professions within a ministry
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Zipernovszky, Hanna. ""...att forma ungdomen till religiösa, moraliska och nyttiga medborgare" : En studie av ungerska kyrkoarkiv som källmaterial för religionspedagogisk forskning." Doctoral thesis, Umeå University, Religious Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-377.
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<p>The subject of this dissertation is to examine whether parallels of the notations of the Swedish parish records regarding popular education could be tracked down in Hungarian church records, as well as to examine to what extent such records may be utilised as sources for the study of the churches’ role in this education. As it is shown in the study, there are remarks in the Hungarian church record about the levels of knowledge of parishioners. On that basis the dissertation also includes an analysis of these remarks and a comparison with the results of the Swedish notations of similar kind. </p><p>The structure of popular education in Sweden and Hungary from the Reformation to the beginning of the 19th century is reviewed.</p><p>The research is centred around a selection of church archives documents: registries of souls and protocols of bishops’ inspections. In the village of Kóka, which is the main object of analysis, the registry of souls analysed is dated 1794. The aim of the analysis is to point out the educational role of the Catholic clergy. Regarding the adult population the proportion of those who have been confirmed can be stated, and the proportion of men and women among them. As the sacraments are consecutive and based upon each other, there are obvious parallels with the data included in the contemporary Swedish Lutheran parish examination records.</p><p>A particular Hungarian book dating back to the first half of the 19th century has also been found in Kóka. It resembles in its structure the registry of souls, while its contents yields notes to reading and writing skills. As the church registry record comprises the complete adult population of the village, the level of knowledge of elementary skills according to age groups is analysed and also the differences in levels of knowledge between men and women. A comparison is made with the research findings based on the Swedish parish examination records. </p><p>The documents of the Hungarian church archives provide relatively many-folded but not – as the Swedish ones – continuous information. The study proves that the rich information of the Swedish parish examination records is unique, but also that the Hungarian records shed new light on the role of the clergy in popular education, providing a basis for international comparison.</p>
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Marthinus, Mercia. "Morele opvoeding aan leerders binne die konteks van plekke van veiligheid in Wes-Kaapland." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1589.
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Rellihan, Heather Emily. "Ad/ministering education gender, colonialism, and christianity in Belize and the Anglophone Caribbean /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8033.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Women's Studies Dept.. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Córdova, Piscoya Jenny Rocío. "Comunicación Educativa en Salud. Oficina de Comunicaciones del Ministerio de Salud." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2003. https://hdl.handle.net/20.500.12672/393.
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Recoge la experiencia de la labor realizada en la Oficina de Comunicaciones del Ministerio de Salud, los procedimientos y métodos utilizados en la ejecución de las diversas actividades, así como las limitaciones durante el desarrollo de las mismas. Se describen las políticas de comunicación del Ministerio de Salud, las cuales son la base para las actividades de información y educación dirigidas a la población. Se realiza una análisis de la problemática comunicacional,y se brindan algunas recomendaciones que contribuyan al logros de resultados positivos.<br>Tesis
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Nunes, Ricardo Ferreira. "Vitreorum Ministerium: o didatismo dos vitrais medievais, história e linguagem visual - os vitrais da Yorkminster." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-13122012-102204/.
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Este estudo pretende demonstrar a relação entre os meios visuais e a transmissão de conhecimento por meio da linguagem visual. A partir de uma análise feita em diversos vitrais existentes em Catedrais da Idade Média nota-se que a linguagem visual ocupou um papel especial no ensino do homem medievo. Serão estudadas as diversas figuras simbólicas existentes nos vitrais e como se tornaram instrumento para a transmissão de conceitos históricos, sociais e religiosos, no ambiente medieval das catedrais. Considera-se a história do período compreendido entre o final da Alta idade média e durante a Baixa idade média no que diz respeito ao ambiente religioso e sua importância na transmissão de conhecimento ao homem medieval. A história dos vitrais, sua origem, seus usos e como vieram a ser incorporados às construções das Catedrais Medievais, estudando um caso específico: Os Vitrais da Catedral de York um dos maiores acervos de vitrais em catedrais medievais. O propósito da pesquisa é relacionar elementos artísticos da arquitetura, no caso os vitrais, com o processo de transmissão de conhecimento no ambiente medieval, isto com o auxílio da História como interface principal. Objetiva-se também o estudo onomástico e toponímico do espaço da Catedral, importante para a compreensão do estudo dos vitrais como meio linguístico.<br>This study aims to demonstrate the relationship between visual media and transmission of knowledge through visual language. From an analysis of several existing windows in cathedrals of the Middle Ages is noted that the visual language has occupied a special role in the teaching of medieval man. Will be studied several existing symbolic figures in the windows and how to become an instrument for the transmission of historical concepts, social and religious environment of medieval cathedrals. This research analyzes the story of the period between the end of the High Middle Ages and during the Low Middle Ages with regard to the religious environment and its importance in the transmission of knowledge to the medieval man. The history of stained glass, its origin, its uses and how they came to be incorporated into the buildings of the Medieval Cathedrals, studying a specific case: \"The stained glass of York Minster\" one of the largest collections of stained glass in medieval Cathedrals. The purpose of the research is to relate the artistic elements of architecture, where the stained glass windows, with the process of transmission of knowledge in medieval environment with the aid of history as the main interface. It also aims to study the onomastic and toponymic space of the cathedral, important for understanding the study of stained glass as a medium language.
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Gamboa, Caycho Lelis, Escudero Aníbal Romero, and Yábar Manuel Suárez. "Propuesta de rediseño del proceso de la fase de preinversión del Programa Nacional de Infraestructura Educativa del Ministerio de Educación." Master's thesis, Universidad del Pacífico, 2017. http://hdl.handle.net/11354/1935.
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El presente trabajo de investigación tiene por objetivo proponer el rediseño del proceso de la fase de preinversión del Programa Nacional de Infraestructura Educativa (Pronied) del Ministerio de Educación. La gestión por procesos en la Administración Pública implica un enfoque guiado a satisfacer las demandas de los ciudadanos. En ese sentido, se ha considerado importante abordar nuestra investigación desde el análisis de un proceso en específico a cargo de la Unidad Gerencial de Estudios y Obras del Pronied y proponer su rediseño, lo que permitirá que sea más eficaz, y así, contribuir al cumplimiento de metas para la conformación de proyectos viables. Por ello, se plantea abordar el presente trabajo de acuerdo con la siguiente estructura.
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Davison, Anne. "What are the training and educational needs for the Church of England clergy ministering in a multi-faith society? : with particular reference to the Diocese of Chelmsford." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322243.
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Marques, Claudia Maria da Silva. "As competências crítico-emancipatórias e a formação dos trabalhadores de nível médio em enfermagem: focalizando as políticas ministeriais." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/7/7137/tde-23012008-113302/.
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É inegável a importância dos trabalhadores de nível técnico para a implementação do Sistema Único de Saúde. No entanto, há limites impostos para uma atuação crítica e transformadora desses trabalhadores em decorrência, entre outras, da fragmentação do processo de trabalho em saúde e das estratégias educativas utilizadas em sua formação. O Projeto de Profissionalização dos Trabalhadores da Área de Enfermagem foi criado pelo Ministério da Saúde com o objetivo principal de qualificar trabalhadores da enfermagem. Um perfil de competências foi construído e a análise deste, comparativamente ao proposto pelo Ministério da Educação, fez emergir a necessidade de aprofundar o estudo acerca do referencial estruturante da educação profissional, frente às necessidades de formação técnica em saúde. O presente estudo teve como objetivo conhecer o potencial crítico-emancipatório da noção de competência assumida pelos Ministérios da Educação e da Saúde, por meio de uma pesquisa descritiva e exploratória, na perspectiva qualitativa. Seu suporte teórico foi a Teoria de Intervenção Práxica da Enfermagem em Saúde Coletiva; o referencial de análise, a hermenêutica-crítica. A fonte de dados empíricos foi constituída por documentos reguladores da educação profissional técnica oriundos desses Ministérios, entre 1996 e 2006. Além disso, foram levantados os discursos de seus representantes, através de entrevista semi-estruturada. Os resultados mostraram visões de educação diferenciadas entre os dois Ministérios: o da Educação aponta as exigências do mercado como seus princípios norteadores; a noção de competência se apóia na perspectiva construtivista, enfatizando atributos pessoais em detrimento de sua dimensão social. O Ministério da Saúde aponta a educação profissional como instrumento da cidadania, devendo ser orientada pelo paradigma político assistencial do SUS; a noção de competência baseia-se na perspectiva crítico-emancipatória. Concluiu-se que a visão do Ministério da Educação aponta para uma formação que adapte o homem à sociedade. O Ministério da Saúde aponta seu potencial crítico e emancipador. Estas diferenças não foram identificadas nos discursos dos gestores, que se apresentaram centrados na noção de competência que mescla as duas visões<br>The technical level workers importance for the implementation of the Unified Health System is undeniable. However there are limits imposed for a transformative and critical performance due to, among other reasons, the fragmentation of the working health process and the educational strategies adopted in their qualification. The Nursing Workers Professionalization Project was created by the Ministry of Health with the main objective of qualifying the nursing workers. A competence profile was built together with its analysis, comparatively proposed by the Ministry of Education created the need to deepen the study about the structuring referential of professional education in face of the needs of technical qualification in health. The present study had as its goal to know the critical emancipatory process of the competence notion taken by the Ministries of Education and Health, via a descriptive and exploratory research, on the qualitative perspective. Its theoretical support was the Praxical Intervention Theory of Nursing in Public Health; the analysis referential, the critical-hermeneutics. The empiric data source was formed by regulating documents of technical professional education from the Ministries of Health and Education in 1996 and 2006. Besides that, their representatives speeches were also used through semi structured interviews. The results have showed differentiated education views from the two Ministries: the Ministry of Education shows the market demands as direction principles; the competence notion is supported on the constructivist perspective, emphasizing personal attributes to the detriment of its social dimension. The Ministry of Health points out the Professional education as an instrument of citizenship, to be oriented by the SUS political assistance paradigm; the competence notion is based on the critical-emancipatory perspective. we can conclude that the view of the Ministry of Education shows a qualification process that can adapt men to society. The Ministry of Health presents its critical and emancipating potential. These differences were not identified in the public managers speeches who had the competence notion of both views
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Rosales, León Raúl Fernando, and León Raúl Fernando Rosales. "Construyendo institucionalidad: cambio organizacional de la Oficina de Coordinación Regional del Ministerio de Educación y reinstitucionalización de la descentralización educativa: 2011 - 2014." Master's thesis, Universidad Nacional Mayor de San Marcos, 2016. http://cybertesis.unmsm.edu.pe/handle/cybertesis/6275.
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Analiza el cambio organizacional de la Oficina de Coordinación Regional (OCR) del Ministerio de Educación y la reinstitucionalización de la descentralización educativa entre los años 2011 y 2014 desde la teoría del nuevo institucionalismo sociológico.<br>Tesis
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Rosales, León Raúl Fernando. "Construyendo institucionalidad: cambio organizacional de la Oficina de Coordinación Regional del Ministerio de Educación y reinstitucionalización de la descentralización educativa: 2011 - 2014." Master's thesis, Universidad Nacional Mayor de San Marcos, 2016. https://hdl.handle.net/20.500.12672/6275.
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Analiza el cambio organizacional de la Oficina de Coordinación Regional (OCR) del Ministerio de Educación y la reinstitucionalización de la descentralización educativa entre los años 2011 y 2014 desde la teoría del nuevo institucionalismo sociológico.<br>Tesis
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Vargas, Dávila José Luis. "Agendación y formulación de la política de gestión educativa descentralizada en el sector Educación: actores, factores y dinámicas intervinientes entre 2011 - 2016." Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/17648.
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El presente estudio analiza las etapas de agendación y formulación de la política de
gestión educativa descentralizada, impulsada por el Ministerio de Educación desde
2011 al 2016, así como la manera como se abordó el desarrollo de capacidades de los
servidores públicos de las instancias de gestión del sector como condición para su
desarrollo. La pregunta central que aborda la investigación es ¿cuáles fueron y como
influyeron los actores, factores y dinámicas en el desarrollo de esta política? Utilizando
las herramientas de análisis de las políticas públicas y enfatizando el rasgo dinámico de
éstas, se constató que la gestión educativa descentralizada se estableció en la agenda
del Ministerio de Educación, en 2011, como resultado de una “ventana de
oportunidad”. Luego, continuó con el diseño e implementación de un conjunto de
primeras medidas hasta la conclusión de un debate interno, del Ministerio de
Educación, entre descentralistas y modernizadores, en 2013. Posteriormente, continuó
la modernización de la gestión descentralizada, lo que fortaleció capacidades
burocráticas, pero debilitó el diseño institucional que se estaba construyendo. La
explicación a este proceso puede encontrarse en los cambios en el contexto social e
institucional, la dinámica de las comunidades de política, y los enfoques de gestión
educativa y los medios que utilizaron los equipos ministeriales durante el periodo.<br>This study analyzes the formulation stages of the decentralized education
management policy, promoted by the Ministry of Education from 2011 to 2016, as well
as how civil servants belonging to the different management levels in the sector were
trained as a basis for its development. The main purpose of this research is to analyze
the actors, factors, and dynamics to which development of this policy was subject and their respective impact on it. By means of tools used to analyze public policies and
their dynamic features, it was verified that the decentralized education management
was set in the Ministry of education agenda in 2011 as a result of a “policy window.”
Afterwards, the Ministry of Education designed and implemented a group of first
measures until the end of an internal discussion between decentralizer's and
modernizer’s technocrats led by such a Ministry in 2013. Subsequently, it continued
modernizing the decentralized management, which strengthened bureaucratic skills,
but weakened the institutional design built so far. The explanation of this process may
be found in changes in the social and institutional context, dynamics of policy network,
and education management scopes, as well as the means used by the ministerial
teams within the respective period.<br>Tesis
26
Trefogli, Wong Guillermo Antonio. "¿Cómo funcionan las burocracias para mejorar sus políticas? : estudio de caso sobre el Ministerio de Educación y la política educativa peruana en el año 2016." Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/14530.
Full textAbstract:
Este documento presenta un estudio sobre el proceso de mejora de las políticas públicas.
Este se desarrolla a través de un estudio de caso de la experiencia del Ministerio de
Educación y la política educativa, en el año 2016. La relevancia de este tema de estudio
se sustenta en las siguientes razones: de un lado, en el mundo existe la necesidad de
conocer experiencias sobre cómo los Estados en países en desarrollo pueden mejorar el
desempeño de sus políticas, dada la situación de “atasco” en la que se encuentran, por la
normalización de políticas de pésima calidad (Andrews, 2017), mientras que, de otro lado,
en la ciencia política existe una demanda por estudios sobre el funcionamiento positivo
de las burocracias, particularmente cuando se la ubica, como campo de estudio, en el Perú
(Dargent, 2012).
El estudio concluye que las burocracias pueden emplear como estrategia, entre otras, el
fortalecimiento de sus sistemas de asesoramiento para mejorar sus políticas. Asimismo,
el estudio propone que, para ello, pueden servirse de dos elementos: el primero es buscar
que estas cuenten con un equipo independiente a las oficinas responsables de su diseño e
implementación, que tenga el rol de examinarlas e identificar problemas en sus diseños y
procesos de implementación (lo que permite mejorar el análisis sobre las políticas), y, el
segundo, es emplear los momentos de decisión sobre la asignación del presupuesto para
impulsar las decisiones de rediseño de las políticas en base a los problemas identificados
en ellas (lo que permite dar uso a los análisis generados).<br>This document presents a study of the process of public policy improvements. This
develops through a case of study of the experience of the Ministry of Education and the
education policy in 2016. The relevance of this topic relies on the following two reasons:
on the one hand, there is a need to learn about how developing countries can improve the
quality of their policies, given the normalization of low performance policies (Andrews,
2017), while, on the other hand, there is a demand for studies about the positive
functioning of bureaucracies, particularly if it entails increasing the theoretical knowledge
in the field in Peru (Dargent, 2012).
This study concludes that bureaucracies can strengthen their policy advisory system as a
strategy among others to improve policies. Moreover, the study proposes that there are
two elements that bureaucracies can apply to improve their advisory systems: first, a team
in charge of the examination of policies to identify problems in their designs and
implementation processes, that works independently from units in charge of the design
and implementation of policies; and the second, the moments where decisions of budget
allocation are taken, to trigger decisions regarding the redesign of policies.<br>Tesis
27
Alvites, Alvites Elena. "Decentralization and social rights: reflexions around the satisfaction of the right to education in the framework of the decentralization process." THĒMIS-Revista de Derecho, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/109505.
Full textAbstract:
Historically, fundamental rights have not been perceived in their totality with the same degree of enforceability. However, with the contributionsof both the doctrine and the jurisprudence, todayall fundamental rights, including those with social character, are considered to impose real obligations on the State.In this article, the author shows how the decentralization process has influenced in this phenomenon, with emphasis on the right to education, and presents an analysis regarding the actual situation of this right in our country based on the positive actions that are under the responsibility of the Ministry of Education and the decentralized organisms.<br>Históricamente, los derechos fundamentales no han sido percibidos en su totalidad con el mismogrado de exigibilidad. No obstante, con los aportesde la doctrina y la jurisprudencia, hoy se consideraque todos los derechos fundamentales, inclusive aquellos de carácter social, imponen obligaciones reales al Estado.En el presente artículo, la autora muestra cómo el proceso de descentralización ha influido en este fenómeno, con énfasis en el derecho a la educación, y plantea un análisis respecto de la situación actual de este derecho en nuestro país a partir de las acciones positivas a cargo del Ministerio de Educación y de los organismos descentralizados.
28
Bardales, Pereyra Gregory Pek. "El Programa Beca 18 como instrumento de igualdad de oportunidades e inclusión social para la realización de la vocación profesional : el caso de los becarios ingresantes a la Universidad San Ignacio de Loyola (USIL) en 2015." Master's thesis, Pontificia Universidad Católica del Perú, 2017. http://tesis.pucp.edu.pe/repositorio/handle/123456789/9523.
Full textAbstract:
¿Cuáles son los factores que permiten o impiden al Programa Beca 18 cumplir con el
ofrecimiento de oportunidades equitativas e inclusivas mediante las cuales los estudiantes
de los sectores pobres del país puedan realizar su vocación profesional? La respuesta a
esta interrogante nos permitirá conocer el grado de equidad e inclusión social del
programa Beca 18 en lo tocante a las oportunidades reales que tienen los beneficiarios
para estudiar una carrera profesional que guarde afinidad con su vocación y realizar de
este modo su expectativa vocacional, así como el acceso a la información durante el
proceso; todo ello con la finalidad de formular una propuesta de mejora a la estrategia
inclusiva del Programa.
La presente investigación se aboca al estudio de caso de los becarios ingresantes a la
Universidad San Ignacio de Loyola en 2015. La estrategia metodológica es mixta, pues
ha recogido evidencia tanto cuantitativa como cualitativa, a través de encuestas y
entrevistas aplicadas a los becarios de USIL, así como de la revisión de los documentos
institucionales del Pronabec.
Constatamos que el programa Beca 18 no logra generar oportunidades equitativas e
inclusivas para la elección de la carrera profesional y tiene dificultades para satisfacer la
realización de la expectativa vocacional del becario con la carrera profesional que está
estudiando; además, corroboramos las limitaciones en los servicios informativos, así
como el asesoramiento escaso e informal al becario.
Frente a todo ello, proponemos la implementación de un Sistema Especial de
Acreditación Vocacional (SEAVOCA) – BECA 18, por medio del cual el potencial
postulante a la beca acceda a toda la información de manera unificada y sistematizada, a
través de una herramienta interactiva de valoración diagnóstica que permita establecer el
grado de afinidad entre el perfil vocacional del becario, las carreras profesionales y las
IES que las ofertan, genrando ulteriormente una Constancia de Afinidad Vocacional del
Postulante.<br>Tesis
29
Cornejo, Huancas Lizardo. "Propuesta de mejora del procedimiento de contratación de bienes y servicios por licitaciones y concursos públicos, en la dirección de gestión de recursos educativos del Ministerio de Educación del Perú, 2017 - 2019." Master's thesis, Universidad Continental, 2018. http://repositorio.continental.edu.pe/handle/continental/4909.
Full textAbstract:
El presente Trabajo de Investigación brindará al Estado una propuesta de mejora para lograr que los procedimientos en la contratación de bienes y servicios a través de las Licitaciones y los Concursos Públicos, aplicados a la Dirección de Gestión de Recursos Educativos del Ministerio de Educación, sean más ágiles y dinámicos, de manera que éstos se desarrollen de forma eficiente, considerando tiempos, costos y gasto del presupuesto asignado. Para esto, la búsqueda y revisión de la información a través de otras investigaciones, así como, la lectura de las Leyes y las Normas vigentes, y una amplia búsqueda de bibliografía especializada, han servido de respaldo para el análisis de los procedimientos, ex antes del desarrollo de las etapas de: i) Programación y Actos Preparatorios; ii) Procesos de Selección; y, iii) Ejecución Contractual, a del Órgano Encargado de la Contrataciones, evidenciando de esta forma que los problemas que se vienen suscitando, se detectan en la formulación de las Especificaciones Técnicas (EE.TT) y los Términos de Referencia (TdR) a cargo de las áreas usuaria. Asimismo, y en la presente investigación, el análisis de los perfiles de los colaboradores vinculados a los procesos es una de las causas importantes, y que se han tomado en cuenta también para el análisis a profundidad, toda vez, que es considerado como el valor de la institución con responsabilidades y funciones, para lograr los objetivos programados. Es por esto, que a través de esta investigación aplicada se propone un mecanismo de mejora y de esta forma minimizar los riesgos en la implementación de todas sus etapas.
30
Requena, Cango Marcela. "Uso eficiente del material educativo distribuido por el Ministerio de Educación en las sesiones de aprendizaje de los docentes del Nivel Primaria de la I.E “Parcemón Saldarriaga Montejo”-¨Piura: plan de acción." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10924.
Full textAbstract:
El trabajo de investigación denominado “Uso eficiente del material educativo distribuido por el Ministerio de Educación de los docentes del Nivel Primaria de la I.E “Parcemón Saldarriaga Montejo”- Piura, resulta importante porque las alternativas de solución se centran en la mejora de los aprendizajes de los estudiantes, contribuyendo a aportar a la visión institucional, en la medida que los maestros mejoran sus prácticas rutinarias y usan estratégicamente los recursos complementado con el ejercicio de liderazgo pedagógico directivo a través de las acciones de monitoreo y acompañamiento para asegurar el uso eficiente de los materiales educativos. En este contexto, se plantea como objetivo general: Utilizar eficientemente el material educativo distribuido por el Ministerio de Educación a partir de mecanismos institucionales que fomenten su uso en los docentes del Nivel Primaria , siendo soporte teórico de este plan de acción, los aportes de Viviane Robinson, UNESCO, Ministerio de Educación, Antonio Bolivar, entre otros respecto a liderazgo, materiales educaivos y monitoreo y acompañamiento. La metodología utilizada de corte cualitativo, prioriza el uso de técnicas de recojo de información como grupos de discusión y entrevista focalizada, arribándose a la conclusión principal que el escaso uso de los materiales educativos del MINEDU por parte de los docentes, especialmente los materiales no textuales, reduce las posibilidades que el estudiante aprenda significativamente con experiencias interesantes y estimuladoras. Esto evidencia que la gestión escolar no se ha centrado suficientemente en el aprendizaje razón por la cual ese trabajo ha significado una oportunidad para dar una mirada reflexiva a la gestión que el directivo desarrolla en la escuela y más aún tener la formación para atender la problemática institucional, con propuestas colegiadas, factibles y sostenibles en pro de la mejora de los aprendizajes donde se ejerce el liderazgo pedagógico.<br>Trabajo académico
31
Huapaya, Capcha Yoselin Andrea. "Autoevaluación institucional desde el enfoque de la gestión de procesos del Ministerio de Educación (MINEDU) en la gestión de la convivencia escolar en la Institución Educativa Jesús Obrero distrito de Comas – 2019." Master's thesis, Universidad Nacional Mayor de San Marcos, 2020. https://hdl.handle.net/20.500.12672/14779.
Full textAbstract:
Determina la relación entre la autoevaluación institucional desde el enfoque de la gestión de procesos del
MINEDU en la gestión de la convivencia escolar en la Institución Educativa Jesús
Obrero del distrito de Comas, 2019. El tipo de investigación es correlacional, con
un diseño no experimental, transeccional, de campo, con una muestra poblacional
total de 998 personas, representando el 95% de la población total. La correlación
se encuentra en ,042 ocurre que ambas funcionan correctamente en la institución
de modo moderado, pero se deben profundizar esfuerzos en la aplicación de las
mismas. Se acepta la correlación general, la cual se basa en que la autoevaluación
institucional desde el enfoque de la gestión de procesos del MINEDU, se relaciona
significativamente con la gestión de la convivencia escolar en la Institución
Educativa Jesús Obrero del distrito de Comas, 2019.<br>Tesis
32
Castillo, Vigil Gabriela Lucía del. "Escenarios y desafíos en el diseño, implementación y evaluación de los compromisos de gestión escolar durante los años 2015 – 2017." Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/13473.
Full textAbstract:
La tesis aborda los ciclos de diseño, implementación y evaluación de los
compromisos de gestión escolar, como instrumento de política pública, entre los
años 2015-2017. Las aproximaciones académicas sobre gestión escolar en Latinoamérica y Perú son escasas. En Latinoamérica, el principal aporte se da en el marco del convenio Andrés Bello, que indica que los factores de eficacia escolar están relacionados a que las escuelas tengan por misión el logro de los aprendizajes,
a la participación de la comunidad educativa, al incentivo del debate pedagógico;
a un buen clima escolar y que los docentes se sientan comprometidos con la
institución educativa (Murillo, 2007). En Perú, destaca el estudio de factores asociados a calidad educativa de Liliana Miranda (2008), la comparación sobre gestión escolar en colegios públicos y privados (Miranda, 2008); el estudio sobre la implementación de los enfoques de autonomía e instrumentos de gestión escolar en un grupo de instituciones educativas (Cuglievan y Rojas, 2008) y el estudio sobre liderazgo directivo (Freire y Miranda, 2014). El objetivo de la investigación fue conocer las dinámicas de implementación de los compromisos de gestión escolar, como instrumento de política pública entre los años 2015- 2017 y los objetivos específicos fueron tres. El primero, orientado a describir las características de los compromisos de gestión escolar durante los años 2015-2017, el segundo encaminado a explicar su proceso de implementación por parte del Ministerio de Educación durante los años 2015- 2017 y el tercero, que buscó describir su proceso de evaluación durante el mismo período. La metodología del estudio fue cualitativa, y se usó dos técnicas de investigación. La primera que consistió en revisión documentaria, mediante la cual se analizó documentos normativos y técnicos asociados al desarrollo de los compromisos de gestión escolar. La segunda técnica fue entrevistas semiestructuradas a diecisiete funcionarios y especialistas del Ministerio de Educación que participaron del diseño, implementación y evaluación de los compromisos de gestión escolar entre el 2015-2017. La investigación aporta al vacío de conocimiento sobre implementación de instrumentos de políticas públicas de gestión escolar en Perú, tema sobre el que no existe bibliografía académica. El estudio concluye que los compromisos de gestión escolar fueron modificándose continuamente entre el 2015-2017. El Ministerio de Educación asumió la tarea de implementarlo, pese a que, de acuerdo a ley, su rol es de carácter normativo y no implementador. Finalmente, no se cuenta con reportes consolidados de avance en la implementación de los compromisos de gestión escolar, pues no se montó un aparato articulado que permitiera medirlos y cuando se intentó hacerlo en el 2017, no pudo culminarse<br>Tesis
33
Mendoza, Quintana Jackelyn Norka. "Casos de éxito del Programa Beca 18." Master's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/15673.
Full text
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Peng, Jianrong. "Manifestación de la expansión de capacidades de los becarios chinos en la educación superior: el caso de la Beca de Reciprocidad Perú – China 2016." Master's thesis, Pontificia Universidad Católica del Perú, 2019. http://tesis.pucp.edu.pe/repositorio/handle/123456789/13809.
Full textAbstract:
La educación superior es una fase de nivel más alto que promueve que las personas
tengan opiniones más profundas, más críticas y más razonables, así mismo dispongan
de más agencia y más libertad para decidir el modo de vida que valoran y tienen
razones para valorar. Desde este punto de vista, lograr la oportunidad de estudiar en
Perú a través de la Beca de Reciprocidad Perú - China no es el último fin para los
becarios chinos, sino un medio que permite que ellos puedan desarrollar sus
capacidades y expandir la libertad. De modo que el presente trabajo es una
investigación cualitativa que se enfoca en analizar de qué manera los estudios de
maestría que están haciendo gracias a la beca de Reciprocidad Perú - China 2016 han
ampliado y/o limitado las capacidades esenciales para la educación superior de los
becarios chinos en Perú.
La investigación se basa en la lista de capacidades esenciales para la educación de
Melanie Walker, entrevistando a 7 becarios chinos del programa. Resulta que la
mayoría de capacidades esenciales para la educación están expandiéndose, sin
embargo, algunas capacidades en algunos casos también están limitándose. Por último,
de acuerdo con los problemas descubiertos, se proponen algunas recomendaciones
para el mejoramiento del programa y la expansión de capacidades de los becarios
chinos.<br>Tesis
35
Torres, Patrícia. "Novas perspectivas para transformação de ambientes de trabalho em ambientes de aprendizagem: o caso EPISUS." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/9958.
Full textAbstract:
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Previous issue date: 2006-10-27<br>There is a consensus in acknowledgement that traditional human resource model for
education in the health field is one of the factors that impedes the attainment of the
objectives of SUS (Sistema Único de Saúde the Brazilian Public Health System).
Because of this, new education and professional qualification processes begin to
appear, with the necessity for viability strategies to inform and mobilize those who
need to be involved in the implementation of the changes, beginning with critical
reflection.
This paper is a circumstantiated and a analysis of an exploratory experiment and
construction of new curriculum structures.
The objective is to widen the debate over human resource development in the health
field through the description, analysis and reflection on the curriculum and learning
model used by EPISUS ((Programa de Treinamento em Epidemiologia Aplicada aos
Serviços do Sistema Único de Saúde SUS Traning Program) bringing out the
acknowledgement and systematization of concepts involved in the proposed
program.
This paper was written on the basis of document research, direct observation of
focus groups and student and graduate questionnaires.
The conclusions indicate that it is possible to base the development of health field
professionals on a paradigm built around the following aspects, demonstrated as
characteristics of the EPISUS proposal by the study.
- emancipation of the education process;
- acknowledgement of the dynamic of service contexts;
- incorporation of experience in the education process;
- recognition of the workplace as a learning environment;
- incorporation of basic skills in curriculum design.
The data show the importance of the construction of an educational process
intentionally designed to produce transforming agents by EPISUS; conferring on
them the due importance of the role of these professionals in widening the scope of
vigilance in the health field, taking as reference people and population needs, the
local management and social control in health.<br>Há um amplo consenso no reconhecimento de que o modelo tradicional de
formação de recursos humanos em saúde é um dos fatores que
comprometem o alcance dos objetivos do SUS (Sistema Único de Saúde).
Com isso, novos processos de formação e qualificação profissional começam a
surgir, sendo necessária para sua viabilização estratégias no sentido de sensibilizar
e mobilizar todos os que necessitam envolver-se na construção da mudança,
partindo de uma reflexão crítica.
O presente trabalho é uma descrição circunstanciada e uma análise apurada sobre
uma experiência de exploração e construção de novas estruturas para o currículo.
O objetivo é ampliar o debate sobre a formação de recursos humanos em saúde,
através da descrição, análise e reflexão em torno do currículo e do modelo de
aprendizagem em serviço do EPISUS (Programa de Treinamento em Epidemiologia
Aplicada aos Serviços do Sistema Único de Saúde), buscando o reconhecimento e a
sistematização dos conceitos envolvidos na proposta do programa.
Este estudo foi realizado por meio de pesquisa documental, observação direta de
grupos focais e de questionários junto aos alunos e egressos do programa.
As conclusões indicam que é possível fundamentar a formação de profissionais de
saúde num paradigma voltado para os seguintes aspectos, apontados pelo estudo
como característicos da proposta do EPISUS:
- emancipação do processo educativo;
- reconhecimento da dinâmica própria do contexto dos serviços;
- incorporação da experiência no processo formativo;
- reconhecimento do ambiente de trabalho como cenário de aprendizagem;
- incorporação de competências básicas no desenho curricular.
Ainda assim, os dados remetem à importância de que o EPISUS construa uma
proposta pedagógica voltada intencionalmente para a formação de agentes
transformadores, conferindo a devida importância ao papel desses profissionais na
ampliação do objeto e ação da vigilância em saúde, tomando como referência as
necessidades das pessoas e das populações, a gestão setorial e o controle social
em saúde.
36
Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.
Full textAbstract:
Diese Arbeit bietet eine solide theoretische Grundlage zu Philanthropie und religiös motivierten Spendenaktivitäten und deren Einfluss auf Wohltätigkeitstrends, Entwicklungszusammenarbeit und einer auf dem Gedanken der sozialen Gerechtigkeit beruhenden Philanthropie. Untersucht werden dafür die Strukturen religiös motivierte Spenden, für die in der islamischen Tradition die Begriffe „zakat“, „Waqf“ oder im Plural auch „awqaf-“ oder „Sadaqa“ verwendet werden, der christliche Begriff dafür lautet „tithes“ oder „ushour“. Aufbauend auf diesem theoretischen Rahmenwerk analysiert die qualitative und quantitative Feldstudie auf nationaler Ebene, wie die ägyptische Öffentlichkeit Philanthropie, soziale Gerechtigkeit, Menschenrechte, Spenden, Freiwilligenarbeit und andere Konzepte des zivilgesellschaftlichen Engagements wahrnimmt. Um eine umfassende und repräsentative Datengrundlage zu erhalten, wurden 2000 Haushalte, 200 zivilgesellschaftliche Organisationen erfasst, sowie Spender, Empfänger, religiöse Wohltäter und andere Akteure interviewt. Die so gewonnen Erkenntnisse lassen aussagekräftige Aufschlüsse über philanthropische Trends zu. Erstmals wird so auch eine finanzielle Einschätzung und Bewertung der Aktivitäten im lokalen Wohltätigkeitsbereich möglich, die sich auf mehr als eine Billion US-Dollar beziffern lassen. Die Erhebung weist nach, dass gemessen an den Pro-Kopf-Aufwendungen die privaten Spendenaktivitäten weitaus wichtiger sind als auswärtige wirtschaftliche Hilfe für Ägypten. Das wiederum lässt Rückschlüsse zu, welche Bedeutung lokale Wohltätigkeit erlangen kann, wenn sie richtig gesteuert wird und nicht wie bislang oft im Teufelskreis von ad-hoc-Spenden oder Hilfen von Privatperson an Privatperson gefangen ist. Die Studie stellt außerdem eine Verbindung her zwischen lokalen Wohltätigkeits-Mechanismen, die meist auf religiösen und kulturellen Werten beruhen, und modernen Strukturen, wie etwa Gemeinde-Stiftungen oder Gemeinde-„waqf“, innerhalb derer die Spenden eine nachhaltige Veränderung bewirken können. Daher bietet diese Arbeit also eine umfassende wissenschaftliche Grundlage, die nicht nur ein besseres Verständnis, sondern auch den nachhaltiger Aus- und Aufbau lokaler Wohltätigkeitsstrukturen in Ägypten ermöglicht. Zentral ist dabei vor allem die Rolle lokaler, individueller Spenden, die beispielsweise für Stiftungen auf der Gemeindeebene eingesetzt, wesentlich zu einer nachhaltigen Entwicklung beitragen könnten – und das nicht nur in Ägypten, sondern in der gesamten arabischen Region. Als konkretes Ergebnis dieser Arbeit, wurde ein innovatives Modell entwickelt, dass neben den wissenschaftlichen Daten das Konzept der „waqf“ berücksichtigt. Der Wissenschaftlerin und einem engagierten Vorstand ist es auf dieser Grundlage gelungen, die Waqfeyat al Maadi Community Foundation (WMCF) zu gründen, die nicht nur ein Modell für eine Bürgerstiftung ist, sondern auch das tradierte Konzept der „waqf“ als praktikable und verbürgte Wohlstätigkeitsstruktur sinnvoll weiterentwickelt.<br>This work provides a solid theoretical base on philanthropy, religious giving (Islamic zakat, ‘ushour, Waqf -plural: awqaf-, Sadaqa and Christian tithes or ‘ushour), and their implications on giving trends, development work, social justice philanthropy. The field study (quantitative and qualitative) that supports the theoretical framework reflects at a national level the Egyptian public’s perceptions on philanthropy, social justice, human rights, giving and volunteering and other concepts that determine the peoples’ civic engagement. The statistics cover 2000 households, 200 Civil Society Organizations distributed all over Egypt and interviews donors, recipients, religious people and other stakeholders. The numbers reflect philanthropic trends and for the first time provide a monetary estimate of local philanthropy of over USD 1 Billion annually. The survey proves that the per capita share of philanthropy outweighs the per capita share of foreign economic assistance to Egypt, which implies the significance of local giving if properly channeled, and not as it is actually consumed in the vicious circle of ad-hoc, person to person charity. In addition, the study relates local giving mechanisms derived from religion and culture to modern actual structures, like community foundations or community waqf that could bring about sustainable change in the communities. In sum, the work provides a comprehensive scientific base to help understand- and build on local philanthropy in Egypt. It explores the role that local individual giving could play in achieving sustainable development and building a new wave of community foundations not only in Egypt but in the Arab region at large. As a tangible result of this thesis, an innovative model that revives the concept of waqf and builds on the study’s results was created by the researcher and a dedicated board of trustees who succeeded in establishing Waqfeyat al Maadi Community Foundation (WMCF) that not only introduces the community foundation model to Egypt, but revives and modernizes the waqf as a practical authentic philanthropic structure.
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Wiggins, Robert W. "Significant mentoring relationships in ministerial education." Thesis, 1994. http://hdl.handle.net/1957/35685.
Full textAbstract:
The purpose of this study was to describe and explain significant mentor/protege
relationships in professional ministry education. Through an exploratory, naturalistic inquiry,
the mentoring phenomenon was studied inductively, culminating in a descriptive theory that
illuminated the variables and their interrelationships on the ministerial campus.
The multiple case study design accommodated ten mentoring pairs from three graduate
level seminaries in the Portland, Oregon, metropolitan area. Data were collected through
several in-depth interviews and a written questionnaire.
The findings indicated that the relationships were the product of three dimensions in a
dynamic, evolving interaction: interpersonal factors, intrapersonal factors, and contextual
factors. Additionally, each dimension brought a mix of variables which, when present, gave
rise to the formation, development, and outcomes of mentor/protege relationships.
Pre-existing personal factors were mediated by entry conditions, and further influenced
by aspects of the social and institutional setting. The relationships developed through a
uniform progression of five stages, with each stage moving through a transitional characteristic
making possible the formation of the next level of interaction. Common relationship qualities
were evident, as were mentoring functions which enhanced or enabled the achievement of
personal growth or ministerial competence.
Personal motives and selection criteria were significant in the formation and timing of
the relationships. Individual differences were acknowledged, but were tempered by the
commitment to one another and to the relationships.
The influence of significant others, as well as the institutional environment were
described. Benefits for students, faculty, and institutions were identified.<br>Graduation date: 1994
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Bedard, Robert Laurent. "Emerging models of ministerial training for pentecostal assemblies of Canada." Thesis, 2008. http://hdl.handle.net/10500/799.
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Mobarak, Abdelrahman Nahed Aaed. "Decentralized ministerial systems to enhance and sustain education quality : lessons learned from across borders, case studies from Indonesia, Colombia, and South Africa." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-12-4854.
Full textAbstract:
Decentralization is a prominent policy strategy for transferring power from an elite to grassroots actors or from the government to the private or nonprofit sectors. In many developing countries, decentralization has been the policy of choice for improving chronically low performing education systems.
This report examines decentralization in three developing countries; Colombia, Indonesia, and South Africa, which are seeking to address their longstanding educational problems. The case studies suggest that effective decentralization depends on creating a clear and measurable vision and a robust strategic plan to achieve it. The studies further revealed the importance of community participation in active school governance, which led to practical solutions to school financial and administrative problems.
This research is an attempt to pay attention to problems that could be raised during the journey of policy implementation, as well as to offer guidelines for effective, sustainable change. The discrepancy between policy and practice is a great dilemma, as Cohen said, particularly with the lack of sufficient experience in implementing the new political movements such as decentralization. This report seeks to identify the key components of an effective decentralization plan by tracing the successes and shortcomings of the three case studies. It concludes that a successful education system not only needs a clear vision and effective community participation but also an effective and practical organizational transformation to achieve progress in implementing decentralization. Changes in the educational hierarchy should occur at both the local level and the central level, and should entail more than just a change in the names of positions without changing the tasks themselves.<br>text
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Sawadogo, Marie Paule. "Conception d’un guide d’élaboration d’une épreuve de mathématiques dans une visée certificative pour la fin du cycle primaire au Burkina Faso." Thèse, 2015. http://hdl.handle.net/1866/13628.
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Gonzales, Cruz Santos. "Factores que favorecieron o limitaron la implementación de la buena práctica “Gestión en Tiempo Real” en la Unidad de Gestión Educativa Local - UGEL Ventanilla en el Distrito de Ventanilla de la Provincia Constitucional del Callao." Master's thesis, 2019. http://hdl.handle.net/20.500.12404/15833.
Full textAbstract:
El presente trabajo de investigación es un análisis de las capacidades y condiciones de una de la áreas (Área de Gestión Institucional) de la Unidad de Gestión Educativa Local - UGEL Ventanilla, referente a la prestación del servicio y orientación al ciudadano, en el marco de la Política Nacional de Modernización de la Gestión Pública. En ese sentido, se ha analizado los aspectos de gestión pública, capacidades de gestión de los directivos, del potencial humano, logístico y estrategias de articulación con otros sectores.
Esta tesis se fundamenta en un estudio de caso, mediante una investigación de orden cualitativo y se toman como unidades de análisis a los involucrados directamente en el proceso de intervención: funcionarios y técnicos de la UGEL Ventanilla; directores, docentes y personal administrativo de las instituciones educativas; asimismo, a los padres de familia. Para ello se ha realizado trabajo de campo y de gabinete. Entre las técnicas usadas para dicha investigación se recurrió a revisión documentaria, entrevistas y observaciones de campo.
Este trabajo se relaciona con el campo de la Gerencia Social, ya que nos permite identificar los actores sociales principalmente relacionados con la administración pública, específicamente en el sector educación; asimismo, tiene relevancia en las políticas o programas de gestión pública con la intención de proponer y promover sugerencias y recomendaciones para mejorar la atención y orientación al ciudadano de manera oportuna, eficiente, eficaz y de calidad, en los procesos administrativos y de mayor recurrencia.
Esta investigación se realizó en el distrito de Ventanilla, uno de los siete distritos más grandes de la Provincia Constitucional del Callao durante los años 2016 y 2017, específicamente en la Unidad de Gestión Educativa Local de Ventanilla, que depende de la Dirección de Educación del Callao.
Entre los hallazgos más importantes destacan: mejora en la calidad del servicio al ciudadano mediante una atención y orientación de manera oportuna y adecuada; reducción del tiempo en los procedimientos administrativos de mayor recurrencia; mayor cantidad de horas de los directores y docentes en sus instituciones educativas; trabajo en equipo, compromiso y buen clima laboral entre los servidores públicos de dicha institución. Asimismo, esta buena práctica, ocupó el primer lugar a nivel nacional en el concurso “20 en Gestión” organizado por el MINEDU el año 2016 y fue reconocida mediante resolución ministerial.<br>This research work presents an analysis of capacities and conditions of the Institutional Management Area from the Local Educational Management Unit – UGEL Ventanilla regarding the provision of service and orientation to the citizen, as a part of the National Policy for the Modernization of Public Management. In that sense, aspects such as public management, management skills of managers, human potential, logistics and articulation strategies with other sectors have been analyzed. This thesis is based on a case study, through qualitative research, and those directly involved in the intervention process are taken as units of analysis: officials and technicians from the UGEL Ventanilla, school’s principals and teachers, as well as parents. For this, fieldwork and cabinet work has been carried out. Among the techniques used for this research are documentary review, interviews and field observation. This research is related to Social Management since it allow us to identify the social actors mainly related to Public Administration, specifically in the Education sector; likewise, it has relevance in public management programs or public policies with the intention to propose and promote recommendations to improve the attention and orientation to citizens so it can be as efficient, effective and high quality as possible in the highly recurrent administrative process. This research has been conducted in Ventanilla, one of the biggest districts of the Constitutional Province of Callao, during 2016 and 2017, specifically in the Local Educational Management Unit – UGEL Ventanilla, dependent of the Regional Educational Management Office - Callao. Among the most important findings that stand out: improvement in the quality of service to the citizen through serve and guidance in a timely and appropriate manner; reduction of time in the administrative processes of greater recurrence; greater number of presence and work hours of directors and teachers in their educational institutions; teamwork, commitment and good working environment among the public servants of the UGEL. Also, this good practice, ranked first in the national competition "20 in Management" organized by the Ministry of Education (MINEDU) in 2016 and was recognized by ministerial resolution.<br>Tesis