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McKinney, Judith. "The Privatization of Special Education." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2387.
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This study, The Privatization of Special Education, addresses a shift in the provision of special education and related services to students with disabilities in the Commonwealth of Virginia. Students with disabilities are being publicly placed in private day and residential schools at public expense. In Virginia, 125 private schools are licensed by the Virginia Department of Education to serve students with Disabilities. The purpose of this study was to develop a profile of programs, services, and interventions offered in private education schools. This nonexperimental design study focused on a secondary data source: the Virginia Department of Education, Private Schools for Students With Disabilities 2010 Annual Survey. Completed surveys were returned by all 125 schools. Results indicated that the majority of private schools licensed to serve students with disabilities are day schools. Students with an Emotional Disability, Other Health Impairment, Specific Learning Disability, and Autism are the most frequently reported disability classifications. Schools tend to be run by corporations and report being accredited by the Virginia Association of Special Education Facilities. Schools offer varying curricula, programs, and services in a variety of settings. This comprehensive profile adds to the body of knowledge or private schools serving students with disabilities in the Commonwealth of Virginia.
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Antunes, Roberta Silva. "Diversity, markets and privatization in brazilian higher education." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/3327.
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Mestrado em Higher Education (Erasmus Mundus)Diversidade é um conceito positivamente apoiado pois acredita-se que ele aumente as possibilidades de escolha dos alunos, bem como das instituições no desenvolvimento do sistema de educação superior, especialmente em nações em desenvolvimento. É considerado um mecanismo chave pois faz a educação superior ser mais dinâmica e eficiente. O presente estudo analisa a diversidade no sistema de graduação brasileiro de educação superior baseando-se em dados relativos a 2005. Considera-se o fato de que este sistema possui uma participação significativa do sector privado com fins lucrativos, no qual os mecanismos de mercado exercem fortes influências e analisa até que ponto tais influências são similares (ou não) em relação aos sectores público e privado sem fins lucrativos. O estudo evidencia que o uso de mecanismos de diversidade é influenciado por diferentes razões, as quais dependem em grande parte da forma de financiamento de cada sector e geram resultados que devem ser monitorados a fim de irem ao encontro dos objectivos de desenvolvimento da sociedade. ABSTRACT: Diversity is a concept that is supported positively as it may enlarge students’ choice as well as institutions’ possibilities to develop a higher education system, especially in developing nations. It is considered a key mechanism as it makes higher education more dynamic and efficient. This study analyse diversity in Brazilian higher education system based on data relative to 2005. It takes into consideration the fact that this system has a significant participation of a private for-profit sector in which market mechanisms exert strong influences, and analyses to what extent these influences are similar (or not) in relation to public, not-for-profit and for-profit institutions. It evidences that the use of diversity mechanisms is influenced by different reasons that depend in great part on the funding of each sector and it results in outcomes that should be monitored in order to accomplish with society goals of development.
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Boone, Randall L. "Privatizing public education." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Boon, Rachel. "Faculty perceptions of privatization in public universities." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3373496.
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Thesis (Ph.D.)--Indiana University, Dept. of Education, Leadership and Policy Studies, 2009.Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3769. Adviser: Douglas M. Priest.
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Burns, Kyle Joseph. "Examinations and Privatization: Competition in the Japanese Education System." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297516.
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The simple Japanese saying, "the nail that sticks out gets hammered down," speaks an uncountable number of words about Japanese society and education. After the war, remodeling the education system was an important goal of both the Japanese government and the Occupation government alike. The result was an education system that highly resembled the Japanese military pre-war: highly focused on organization, egalitarianism, and "morality" rather than cognitive skills. For the last half century these characteristics have been hotly debated as either key features to the success of Japan's economy or reasons for Japan's economic troubles in the last two decades. Either way, the debates on what direction the education system should go now reveal much about the perceptions of social mobility in Japan. That is, should Japan continue to be a fairly egalitarian system based on "groupism?" Or should it follow the United States and give up egalitarianism for fostering individuality and competition? In this thesis I explain some of the common ways that social mobility has been discussed and analyzed in Japan. Then I analyze arguably Japan's most prestigious university, Tokyo University, and see what it says about the Japanese education system and social mobility in Japan as a whole.
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Wang, Li. "Privatization of Higher Education in China: The case of Beijing." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505794.
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Chan, Hoi-lei Holly. "The privatization of tertiary education in Hong Kong : issues, concerns and prospects /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294759.
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Gebremeskal, Tilahun Gidey. "role of privatization in higher education diversity: the ethiopian experience, The." Master's thesis, Universidade de Aveiro, 2009. http://hdl.handle.net/10773/3426.
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Mestrado em Ensino Superior (Erasmus Mundus)O sector privado, apesar de recente, está a tornar-se num sector com um papel cada vez mais relevante no sistema de ensino superior da Etiópia. Este estudo tem o objectivo de investigar o papel da privatização do ensino superior etíope, focando-se primordialmente na diversidade institucional e programática. Por isso, reunimos dados de vinte e quatro instituições de ensino superior públicas e de cinquenta e seis instituições de ensino superior privadas que conferem graus. De forma a conseguir-se uma melhor observação do papel do sector privado através das variáveis disponíveis, em cada ponto da análise foram feitas referências ao sector público. Os resultados indicaram que existiam diferentes padrões de distribuição regional entre os sectores público e privado, sendo o sector público motivado pela equidade regional e o sector privado pelo mercado disponível para os seus serviços. Também se chegou à conclusão de que existem diferenças entre os dois sectores em relação ao tipo de clientes que servem, tal como foi sugerido pelos padrões de inscrições nos diferentes tipos de ensino superior observados. Para além disso, foram observadas semelhanças entre os dois sectores em relação às inscrições dos estudantes em diferentes categorias disciplinares. Descobriu-se que as ferramentas de políticas examinadas neste estudo desencorajam a diversificação. De um modo geral o sector privado não está a contribuir de forma significativa para a diversidade do ensino superior, e mais concretamente para diversidade institucional. Por outro lado, o sector privado demonstrou uma predominância de comportamento de evitação de risco, que contribui negativamente para a diversidade de ensino superior. Deste modo, para que o sector privado contribua significantemente para a diversidade que a expansão do ensino superior exige, os responsáveis pelas definições de políticas necessitam de reconsiderar a sua abordagem em relação ao sector privado de ensino superior. ABSTRACT: The private sector, though young, is increasingly becoming an important sector in its role in the Ethiopian higher education system. This study has the purpose of investigating the role of privatization in the Ethiopian higher education focusing on program and institutional diversity. Thus, we have gathered data from twenty four public and fifty six degree offering private higher education institutions. In an attempt to see the role of the private sector in the variables at hand, at each point of analysis references were made to the public sector. Results indicated that different patterns of regional distribution existed between the public and the private sectors with the public sector driven by regional equity and the private counterpart by available market for its services. It was also found out that differences exist between the two sectors in relation to the clienteles they are serving as suggested by the enrolment patterns in the different modes of higher education deliveries observed. In addition, similarity was observed between the two sectors in relation to enrolments of students in different disciplinary categories. The policy tools examined in this study were found to discourage diversification. All in all the private sector is not significantly contributing to higher education diversity, particularly institutional diversity. On the other hand, the private sector has shown a prevalence of risk avoiding behaviour which negatively contributes to higher education diversity. This has been evident in the concentration of the private sector in certain types of disciplines. Thus, for the private sector to significantly contribute to diversity which higher education expansion demands, policy-makers need to reconsider their approach to the private higher education sector.
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Lindmark, Axel, and Marcus Karlsson. "Debating the Education Utopia : Ideational change in the Swedish debate about privatization of education between 2003 and 2011." Thesis, Högskolan Väst, Institutionen för ekonomi och it, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-4426.
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There is strong support among scholars that ideas are important in shaping public policy. The aim of this thesis is to investigate the ideas present in the Swedish debate about privatization of education between 2003 and 2011 during different governments, and if Sweden has undergone an ideational shift where ideas of privatization are becoming more accepted not just among politicians but also among a wider base of actors. Framing theory and the concept of counter framing are used to categorize these ideas. A mixed methods approach is used where frames are first defined based on previous research about privatization of education, then identified in newspaper articles from three major Swedish newspapers, then quantified according to whether they are used by proponents or opponents of privatization and finally analyzed to investigate their content. We found that there had indeed been a change in which frames were used as well as how they were used between the years analyzed. This indicates that there has been an ideational shift towards market oriented ideas in Sweden which could be attributed to the change in government as counter framing was more common for proponents of privatization during a social democratic government and more common for opponents during a center-right government, however further research is needed to determine the validity of this correlation.
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Li, Chi-yan. "Corporatisation of university as future strategy of reinventing higher education in Hong Kong /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31362370.
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Chan, Hoi-lei Holly, and 陳海妮. "The privatization of tertiary education in Hong Kong: issues, concerns and prospects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966433.
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Zeilenga, Jeffrey Robert. "Privatization of auxiliary services at public universities: Advantages and disadvantages." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186721.
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The study looked at the trends toward the privatization or contract management of auxiliary services such as college bookstores at four year public universities to determine the degree that self-operated or leased bookstores support the campus based on the level of service quality being provided to students, financial support to the institution, academic support to the campus and other factors. The use of the SERVQUAL (1991) instrument was effective in evaluating levels of consumer satisfaction in the bookstore industry. Student satisfaction with newly leased bookstores was significantly higher than with institutional bookstores. The change from one delivery method to another appeared to be the cause of the higher levels of satisfaction and not the lease operator. Staffing levels are lower with lease bookstores. There was no data, however, to support a decrease in service as a result of the staff reduction. Auxiliary service directors strongly believe that their institutional operations could be as competitive as the leased bookstore. Yet, leasing is occurring at a dramatic rate which suggests that there is a need to set clear goals and objectives and communicate the role of auxiliary services. Prices and product selection increased as a result of the bookstore being leased. This study shows that the retail prices in the bookstore increased significantly when the campus store leased its operation. Review of the data suggests that higher retail prices correlate to higher percentages of gross revenue given to the institution by the lease operator. Leased bookstores financially contribute more to the institution than self-operated bookstores. This study, however, found no evidence to support the belief that leasing is more beneficial than self-operation because the philosophy of senior level administration does not expect the institutional bookstore to generate a profit but rather "just break even." Academic involvement is low among all college bookstores. There was a loss of management control and less monitoring as a result of leasing. Complaints of unfair competition were reported to have occurred 15 percent more frequently at the institutional bookstore than the lease bookstore.
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Chan, Lai. "Marketization of higher education in China implications for national development /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501649.
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Lam, Ngar-kwan Anita. "Reform of higher education in Hong Kong strategies, issues and concerns /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31967541.
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Clark, Charles Edward. "Privatization of support services in public higher education institutions in the state of Florida." [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000040.
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Back, Donald Ray. "Neoliberalism, Academic Capitalism and Higher Education in Developing Countries: The Case of Iraqi Kurdistan." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73671.
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This study was undertaken to begin to understand better the emergence of academic capitalism in public higher education in less developed countries. How and why income-generating practices have appeared in public universities in less developed countries has not been well examined (Maldonado-Maldonado 2014, 201). I chose the Iraqi Kurdistan region as the locus for this study in part for convenience, but also because it is unique in having emerged after the Second Gulf War from an oppressive National Socialist ruling government overtly hostile to market-based economic activities (Republic of Iraq 1970, Article 28).
I found several instances of academic capitalist/income generating activities at Kurdish public universities. Consulting and language centers were in place well before the study began. Evening programs and parallel education emerged over the course of the inquiry as the economy in the region declined. I also elaborate on the specific relationship between the Kurdish Ministry of Higher Education and Scientific Research and the region's universities in developing and fostering different types of academic capitalism. Such cooperation is previously undescribed in the literature.
I used an academic capitalism theoretical framework to guide my inquiry. This model provides four observable characteristics of neoliberal educational reform on higher education: new circuits of knowledge, interstitial organizational emergence, intermediating organizations, and expanded managerial capacity (Slaughter and Rhoades 2004, 26).
I collected data through semi-structured interviews and document analysis. Following on similar approaches by Hackett (1990, 249) and Kleinman and Vallas (2007, 290), this study incorporated selective sampling of institutions which were likely to be engaged in academic capitalism, and included Ministry of Higher Education officials, as well as public university administrators and faculty members who were likely to have knowledge of these academic capitalism activities.Ph. D.
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Miller, Timothy W. "Philly-for-profit predicting the success of Edison Schools Inc. in Philadelphia /." Diss., Connect to the thesis, 2004. http://thesis.haverford.edu/73/01/2004MillerT.pdf.
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Tolofari, Sowaribi Victor. "The commodification of higher education in the welfare state of Sweden exploring the possibilities /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/485/.
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Goff, Sarah LeBlanc. "When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/911.
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This study examines the privatization movement in the post-Katrina New Orleans education system. Less than a month after Katrina, a well-financed charter school movement was moving swiftly through the ravaged city. Nationally, a network of right-wing think tanks and school choice advocates descended on New Orleans shortly after the storm. Locally, state legislators and local leaders pushed from the inside for reform in the way of charter schools. Aided by a state takeover of schools and federal and corporate financing, the "great experiment" had begun. This study strives to cut through the façade of the charter school movement, and to investigate and explain the real motivations of the expected outcomes of the privatizers. Finally, the current injustices caused by the experiment being conducted in New Orleans are reviewed as an extension of the historical racial inequities of the school system.
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Falzata, N. Maurizio. "Taking the public out of public education, the potential privatization of physical education as a result of discourse and Bill 160 in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36029.pdf.
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Strober, Rashida. "The Impact of Structural Adjustment on Health, Education and Employment: A Case Study on Sierra Leone." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/7115.
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Since their inception in African countries, structural adjustment has tended to cause more harm than help. This thesis aims to answer the question, in what ways have structural adjustment policies impacted Africa in general and Sierra Leone in particular? This question is highly relevant when it is considered that Africa is one of the poorest regions in the world and has experiences much conflict and suffering. In addition, much is known about the impact of structural adjustment in many African countries. However, little has been written on the impact of structural adjustment in Sierra Leone, especially in terms of the impact of structural adjustment on conflict. The hypothesis of this thesis is that the impact of structural adjustment policies has tended to increase poverty. Poverty has led to frustration and conflict in Africa in general and Sierra Leone in particular. In order to substantiate this hypothesis I have elected to focus on the years between 1960 and the late 1980s. The finding contained within this thesis show that structural adjustment policies may have led to a reduction of social services that include health, education and unemployment.
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陳黎 and Lai Chan. "Marketization of higher education in China: implications for national development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196221X.
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Diedericks, A. E. (Anton Ewald). "Die moontlike privatisering van enkele onderwysfunksies in sekondere onderwys in die Republiek van Suid-Afrika." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51714.
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Thesis (PhD)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: The South African system of education is in a transitional stage from a fragmented educational system with various departments to a more encompassing unitary one. The finances of the various departments were centrally controlled and managed. The objective of the new system of education is to be transparent, free, equal and democratic with only one umbrella department. Great expectations were raised among the South African public with regards to this new system. Nowadays many more learners are involved at schools without the provision of more monetary resources. In order to meet the public's expectations and live up to acceptable standards, alternative initiatives to generate funds must be investigated. During the first phase of this investigation research of the educational systems of relevant countries was undertaken. It was established that these countries implement various forms of privatisation to enable their educational systems to function at a high level. In all these countries adjustments were made to adapt to the local circumstances. In South Africa a new education legislation might be the impetus for further privatisation. Information about the implementation of privatisation in South African context was obtained by semi-structured interviews with numerous principals in the Cape Metropole. Additional data concerning the schools was obtained by means of a questionnaire. The qualitative research method was mainly used for the collection and interpretation of data. It became evident that total privatisation would not be the solution for the unique problems of the South African educational system. The system would be too expensive and not within financial reach of the average person. Privatisation in public schools with regards to all facets will be difficult to implement. It is, however, possible to privatise certain school structures and according to the interviews, this has already been initiated in numerous schools. To enable privatisation to function successfully, efficient expertise is essential. It is paramount that there should be meganisms of efficient control and management. The role of the principal has become vitally important with a shift of emphasis from educationalist to manager. The supportive role of the governing body of a school in the decision-making process and the management of the school has been increased by the education legislation. Based on international tendencies it seems that healthy business principles are the foundation of privatisation of selective school structures. Most of the interest groups are satisfied with the fact that they have more say and a greater involvement in the total educational system. The objective that will be achieved is a legitimate system that maintains high standards, is more affordable than the current system and learners who are equipped to fulfill their role as mature citizens.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwysstesel is in 'n oorgangstadium vanaf 'n gefragmenteerde stesel met verskillende departemente tot 'n meer omvattende, eenvormige stesel. Voorheen was die finansies sentraal beheer en bestuur. Die nuwe onderwysstelsel se doelwit is egter om 'n deursigtige, vrye en gelyke demokratiese stelsel daar te stel met slegs een oorkoepelende departement. By die Suid-Afrikaanse publiek is baie verwagtinge geskep rakende die nuwe stelsel. Baie meer leerders word deesdae· betrek by skole sonder dat meer finansiële hulpmiddels beskikbaar is. Om aan die verwagtinge van die publiek te voldoen en om standaarde te handhaaf moet alternatiewe inisiatiewe vir geldgenerering nou gevind word. Tydens die eerste fase van dié ondersoek is navorsing van relevante lande se onderwysstelsels onderneem. Daar is vasgestel dat hierdie lande vorme van privatisering toepas om hul onderwysstesels op 'n hoë vlak te laat funksioneer. By al die lande is aanpassings gedoen om privatisering by die plaaslike omstandighede te laat inskakel. Inligting oor die toepassing van privatisering in die Suid-Afrikaanse konteks is bekom deur semi-gestruktureerde onderhoude te voer met 'n aantal skoolhoofde van die Wes-Kaap. Addisionele data aangaande die skole is verkry deur die voltooiing van 'n vraelys. Die kwalitatiewe navorsingsmetode is hoofsaaklik gevolg by die insameling van data en die interpretasie daarvan. Dit was duidelik dat algehele privatisering nie 'n oplossing sal wees by die unieke probleme van die Suid-Afrikaanse onderwysstelsel nie. Dit sal die stelsel te duur maak en buite bereik van die gemiddelde persoon plaas. Privatisering van staatskole ten opsigte van alle funksis sal inderwaarheid moeilik bereik kan word. Privatisering van sommige skoolstrukture kan egter wel plaasvind, en is reeds geïmplementeer in talle skole, soos vasgestel uit die onderhoude. Om privatisering goed te laat funksioneer, is voldoende kundigheid sowel as meganismesvan kontrole en beheer onontbeerlik. Die prinsipaal se rol het baie belangrik geword, met 'n klemverskuiwing vanaf opvoedkundige na bestuurder. Die beheerliggame van skole se ondersteunende rol en die hulp wat hulle verleen by die bestuur- en besluitnemingsprosesseword ingevolge onderwyswetgewing aansienlik groter. Gegrond op internasionale tendense blyk dit dat gesonde sakebeginsels die onderbou van privatisering van sommige skoolstrukture is. Die meeste belangegroepe is tevrede met hul groter inspraak en betrokkenheid by die opvoedingstelsel in die geheel. Die doelwit wat bereik gaan word, is 'n stelsel wat legitimiteit het, goeie standaarde handhaaf, finansieel meer bekostigbaar is as die huidige stelsel, en leerders wat opgewasse is om hul rol as volwaardige landsburgers te vervul.
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Santos, Catarina de Almeida. "A expansão da educação superior rumo à expansão do capital: interfaces com a educação a distância." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25092009-163728/.
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Este trabalho objetiva investigar a implantação da educação superior na modalidade a distância no Brasil, sua expansão e planejamento, buscando compreender em que medida esse processo está em consonância com a expansão e reestruturação do setor produtivo capitalista. Para tanto, foi necessário historiar o contexto em que se deu essa implantação, sua difusão e ampliação em meio ao processo de expansão e globalização de bens duráveis e culturais, incluindo aí a tecnologia e a educação. Para entender esse processo, foi necessário recorrer a autores voltados para uma análise crítica e dialética, que encontra respaldo em autores como, Marx (1999), Gramsci (2000), Chauí (2003), Ianni (2003, 2003), Dias Sobrinho (2005), Dourado (2001, 2002) e Frigotto (1999). São analisados documentos de organismos multilaterais, como Banco Mundial, Organização das Nações Unidas para a Educação Ciência e Cultura e Organização para Cooperação do Desenvolvimento Econômico, os movimentos e articulçaões para a expasnão global da educação superior, como a Conferência Mundial sobre o Ensino Superior (1998) e a construção da Área Européia de Ensino Superior. Essa proposta busca trazer elementos que relacionem o discurso dos organismos multilaterais aos interesses de grandes grupos econômicos, amparados no discurso da importância da qualificação profissional e do desenvolvimento tecnológico como fatorchave para o desenvolvimento econômico. Esse discurso postula uma lógica que justifica a expansão da educação superior nos moldes da expansão global do capital, salienta o investimento técnico na formação de professores e implementa a Educação a Distância (EaD), instrumento que materializa o esforço dos órgãos multilaterais, governos e universidades em cumprir o processo de expansão capitalista. Diante de tal realidade, a informação e o conhecimento, travestidos de possibilidades democráticas, representam interesses voltados para o comércio internacional e privatização da educação. A expansão da EaD é uma realidade de fato, que se processa em interface com a expansão educacional e a expansão capitalista, entretanto, a solução para os limites e contradições dessa modalidade de educação está no investimento de parâmetros básicos de qualidade (Dourado, 2001), tarefa árdua destinada àqueles que pretendem romper com o tecnicismo presente na educação atual.This work aims to investigate the implementation of distance higher education in Brazil, its growing and planning, searching to understand how this process is in accordance with the articulations to the global expansion of higher education. In order to do so, it was necessary to examine the context in which the implementation, diffusion and growing occured in the process of expansion and globalization of cultural and durable goods, including among them technology and education.. To understand this process it was necesary to go through authors who make a ctitical and dialectical analysis as Marx (1999), Gramsci(2000), Chauí (2003), Ianni (2003, 2003), Dias Sobrinho (2005), Dourado (2001, 2002) and Frigotto (1999). Documents of multilateral onganizations are analysed such as the ones from the World Bank, the United Nations Organizations to Education, Science and Culture, and the Organizaton for Economic Co-Operation and Development, as well as the movements and articulations for superior education global expansion, as the World Conference on Higher Education (1998) and the construction of the European Area for Higher Education. This work searches to bring up elements which relate the multilateral organisms discourses to the interests of the big economical groups, supported by the discourse of the importance of professional qualification and the technological development as a key-factor to the economic development. This discourse presents a logic that justifies the expansion of higher education in the same manner of the expansion of the global capital, enphasises the technical investiment in the formation of teachers and implements the distance education, an instrument which materialise the effort of multilateral organizations, governments and universities to accomplish the process of capitalis expansion. The study carried out shows that this process happens in a contradictory way, through the restruturation of the Higher education institutions and through the apprehension of a certain culture of distance education. The expansion of distance education represents a reality which happens in interfaces with educational and capitalist expansions, however, the solution to the limitations and contradictions of this modality of education is in the investiment of basic quality standards and in the real guarantee of public support, a hard tast reserved to those who intend to breask up with the technicism present in actual education.
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Brandenburg, Torsten [Verfasser]. "Bridging the knowledge gap: internationalization and privatization of higher education in the State of Qatar and the Sultanate of Oman / Torsten Brandenburg." Mainz : Universitätsbibliothek Mainz, 2012. http://d-nb.info/1025406613/34.
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Lam, Ngar-kwan Anita, and 林雅坤. "Reform of higher education in Hong Kong: strategies, issues and concerns." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31967541.
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Dixon, John. "The reform of the Australian Public Service : commercialisation and its implications for public management education." Thesis, View thesis, 1995. http://handle.uws.edu.au:8081/1959.7/28738.
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Australia has been engaged on a comprehensive process of federal public service reform for more than 20 years. It began in the 1970s, when the long undisturbed Australian Public Service (APS) was confronted with a major review process and with a set of administrative law reforms. This was followed in the 1980s by the introduction of a set of ambitious administrative reforms, which drew strength from similar developments occurring overseas, notably in Britain, the United States, New Zealand and Canada. This created the setting for the commercialisation of the APS that began in the late 1980s, which itself created a further set of organisational and management imperatives for the APS. The articulation of the desired management competencies became a pressing priority to consolidate the administrative and commercialisation reforms and a broad consensus emerged. The next challenge was to determine how best to inculcate the desired APS management competencies. The overall conclusion drawn was that while the administrative and commercialisation reforms have moved the APS some way towards attaining the distinctive characteristics that well-performing public agencies should have, they have created a wide variety of challenges and threats yet to addressed adequately. Within an organisational and politico-administrative environment that leaves APS managers vulnerable, especially those in APS 'quasi-businesses', because they are expected to improve service delivery productivity, so as to reduce costs, while at the same time to enhance service quality. This management task requires them to confront a variety of these threats and challenges, which purveyors of public management education must help them address, if they are to meet their idiosyncratic learning needs. This requires the adoption of a learner-based, problem-centred approach to learning for, rather than about, public management.
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Sobhy, Ramadan Hania. "Education and the production of citizenship in the Late Mubarak era : privatization, discipline and the construction of the nation in Egyptian secondary schools." Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/13607/.
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Dixon, John. "The reform of the Australian Public Service : commercialisation and its implications for public management education /." View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030818.114628/index.html.
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Karaba, Robert G. "Making Sense of Freedom in Education: Three Elements of Neoliberal and Pragmatic Philosophical Frameworks." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1184089472.
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Manyaga, Lukani Amos. "Privatisation of technical services at the Welkom campus of Vista University." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49778.
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Thesis (MPA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: Public institutions require financial resources in order to deliver quality services to the community. The survival of each and every organisation primarily relies on the availability and proper management of financial resources in order to provide effective and efficient service to its clients. Section 195 (1) (b) of the Republic of South Africa Constitution Act, 1996 , Act 108 of 1996 compels public institutions to promote and implement mechanisms that will promote efficient , economic and effective use of resources. South African Public Universities derives larger part of their revenue from the government. The South African government finances South African Universities on the basis of student enrolments. Funding for South African universities and technikons has increased from 10% in the 1996/1997 financialyear to 14% in the 2000/2001 budget. Despite the increase in the financing of the education sector, there were also significant changes in student enrolments at South African universities (Kulati, 2000: 27). Students are leaving from historically black universities for historically white ones and many more are enrolling at technikons than at universities. There are a number of reasons attributed to the decrease in student enrolment in former black universities. Black universities are perceived to be of inferior status as compared to former white universities in terms of their quality and resources. It is expected that government subsidies to historically black universities might fall by 26% over the next three years because of the projected decline in student enrolments. Taking into consideration the enrolment linked subsidy, changed enrolment patterns have drastically affected subsidy allocations by the government to most historically black universities such as Vista University. According to Caruna et al.,(1998: 55), tertiary educational institutions are required, like business firms, to monitor and adapt to the continuous changed taking place in the political, economic, social and the technological environment. The affected institutions are compelled to adapt their service delivery mechanisms if they are to remain financially viable in the near future. It is for this reason that the researcher will explore the use of privatisation as an alternative strategy to service delivery. This study investigate the manner in which activities of the technical services department within Vista University Welkom Campus can be contracted out with an aim of improving cost efficiency within the University. The study developed a normative model which can be used as a guideline in the process of contracting out services and also explain how such model can applied in the process of contracting out activities of the technical services department. The study further identified the responsibilities of different role players who will in one way or another be affected by the contracting process within the University. The study concluded that for the contracting out process to be cost effective, the University have to adopt a seasonally priced contract which reduces activities of the service producer in winter and concentrate activities of the service producer in summer.
AFRIKAANSE OPSOMMING: Openbare instellings benodig finasiele hulpbronne om 'n gehalte diens aan die gemeenskap te lewer. Die voortbestaan van elke organisasie berus primer op die beskikbaarheid en behoorlike bestuur van finansiele hulpbronne om 'n effektiewe en doeltreffende diens aan kliente te lewer. Afdeling 195 (1) (b) van die Grondwet van die Republiek van Suid Afrika, 1996, Wet 108 van 1996, verplig publieke instellings om meganismes te implimenteer en bevorder wat doeltreffende, ekonomiese en effektiewe gebruik van hulpbronne verseker. Suid Afrikaanse openbare universiteite verkry die grootste gedeelte van hulle inkomste vanaf die regering. Hierdie finansiering geskied volgens die aantal geregistreerde studente by die onderskeie universiteite. Bevondsing vir Suid Afrikaanse universiteite en technikons het gestyg van 10% in die 1996/1997 finansiele jaar tot 14% in die 2000/2001 begroting. Ten spyte van die finansiering van die opvoedkundige sektor, was daar beduidende veranderinge in die studente getalle by Suid Afrikaanse universiteite (Financial Mail, 3l.03.2000). Studente verlaat historiese swart universiteite om by histories blanke universiteite in te skryf en meer studente skryf by technikons in as by universiteite. Daar is 'n aantal redes waaraan die afname van registrasies by histories swart universiteite toegeskryf kan word. Voormalige swart universiteite word as minderwaardig betreffende gehalte en hulpbronne beskou, in vergelyking met voormalige blanke universiteite. Die verwagting is dat staat subsidies aan historiese swart universiteite met so veel as 26% oor die volgende drie jaar kan daal, as gevolg van die geprojekteerde daling in studente getalle. Gegewe die feit dat subsidie gekoppel is aan studente registrasies, het die verandering in studente registrasie patrone 'n drastiese invloed op die subsidie toewysing op meeste historiese swart universiteite, waaronder Vista Universiteit resorteer. Volgens Caruna et al.,(1998:55), word daar van tersiere instellings (net soos van besigheidsfirmas), verwag om by die veranderende politieke, eknomiese, sosiale en tegnologiese omgewings aan te pas. Die instellings wat geraak word, gedwing om hul diensleweringsmeganisme aan te pas om finansieel lewensvatbaar te bly. Om hierdie rede gaan die navorser privatisering as alternatiewe strategie tot dienslewering ondersoek. Hierdie studie ondersoek maniere om aktiwiteite van die Tegniese Dienste Departement uit te kontrakteur met die uitsluitlike doel om koste effektiwiteit binne die Vista Universiteit te bewerkstelling. Die studie poog ook om 'n normatiewe model te formuleer en te implementeer om bogenoemde aktiwiteite te rugsteun. Die studie verduidelik ook hoe so 'n model die uitkontrakteur van Tegniese Dienste lewering kan assisteer en komplimenteer. Die studie identifiseer ook verskeie rolspelers wat deel sal vorm van die voorgestelde proses en wat ook direk en indirek deur die proses geraak en geaffekteer sal word. Die studie kom tot die slotsom dat die proses van uitkontraktering van Tegniese Dienste, kostebesparings binne die universiteit sal bewerkstellig. Die universiteit moet 'n stelsel implementeer wat seisoensgebonde is asook prysgebonde strukture daar stel wat die aspek van koste effektiwiteit sal aanspreek.
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Chicone, Sílvia Helena. "A participação das instituições não governamentais na gestão da escola pública: uma análise do Programa \"Nave-Mãe\" no município de Campinas-SP." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17082016-161044/.
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A presente pesquisa teve como objetivo investigar o Programa de Atendimento Especial à Educação Infantil (PAEEI) instituído no município de Campinas-SP a partir de 2007, com a criação dos CEIs Naves-Mães. Essas unidades educacionais pertencem à Secretaria Municipal de Educação, mas a sua gestão é realizada por instituições privadas sem fins lucrativos a partir de parcerias instituídas com o poder público municipal. Desde que o Programa foi lançado, a utilização do convênio como instrumento jurídico utilizado para a transferência de recursos às organizações da sociedade civil sem fins lucrativos tem sido a principal opção dos dirigentes locais para a ampliação do atendimento às crianças de zero a 5 anos. Procuramos compreender as características e as consequências do Programa para a oferta da educação infantil no município, à luz das recentes transformações no papel do Estado num contexto de ajustes neoliberais e utilizando-se da Terceira Via. Para subsidiar essa análise, além do levantamento teórico concernente ao tema da pesquisa, realizamos análise documental e entrevistas semi-estruturadas. Concluímos, entre outras coisas, que, intrínseco ao processo de privatização da educação infantil em Campinas, estão os baixos salários pagos aos profissionais que atuam nos CEIs Naves-Mães, as salas superlotadas e, principalmente, o interesse de algumas instituições em firmarem parceria com a PMC.This study is an attempt to investigate the Special Childhood Education Program (Programa de Atendimento Especial à Educação Infantil (PAEEI)) implemented in the municipality of Campinas-SP, Brazil, starting in 2007, through the creation of CEIs Motherships (CEIs Naves-mães). These educational units belong to the local educational authority (SME), but are managed by non-profit private institutions through partnerships developed in conjunction with the municipality. Since its inception, its utilization as a legal instrument used towards the transfer of resources to non-profit entities of civil society has been the main option available to local managers to amplify service to children ages 0 to 5. We seek to understand the characteristics and consequences of the Program to the offering of childhood education in the municipality, in light of the recent transformations in the role of the state in a context of neoliberal adjustments and reliance on the Third Sector. To substantiate our analysis, in addition to doing a literature review on the subject at hand, we have conducted documental analyses and semi-structured interviews. We find that the low wages paid to the professionals who work at the CEIs Motherships, the overcrowded classrooms, and, mainly, the interest of certain institutions in developing partnerships with the Campinas City Hall, among other things, are intrinsically related to the process of privatization of childhood education in the municipality of Campinas.
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Herzberg, Marcus L. "The Development of the Concepts of the Public School and the Private School in the United States." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1038861945.
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Alencar, Anderson Fernandes de. "Compartilhamento do conhecimento: desafios para a educação." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30012014-102711/.
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Esta tese é resultado do trabalho de pesquisa no intuito de refletir acerca dos desafios postos à educação pelos processos de mercantilização e democratização do conhecimento. A tese discute de que maneira o conhecimento, como bem imaterial, nasce livre, e vai se tornando uma mercadoria por meio do movimento de mercantilização, que tem atuado, com maior evidência, nas artes (música e cinema), no entretenimento (games), na tecnologia (softwares) e na ciência (literatura científica), por meio dos direitos autorais e das patentes, ilustrados por exemplos. Na contraposição à mercantilização, é apresentado um movimento pela democratização do acesso ao conhecimento, pautado na perspectiva do conhecimento como bem comum da humanidade, e destacado por meio de iniciativas, organizações e projetos. Também são apresentadas reflexões sobre o nascimento das universidades e a sua organização na Idade Média, a mercantilização da universidade e do conhecimento nela produzido, concluindo com as outras iniciativas emblemáticas, agora específicas do âmbito da educação. Como metodologia, em sendo uma tese bibliográfica, de revisão de literatura, foram realizados quatro anos de acompanhamento de três listas de discussão de e-mails, pesquisas na Internet e fichamentos de artigos e livros da área. O trabalho conclui que, com base na documentação levantada, há evidências para afirmar que uma disputa ideológica encontra-se em curso, e que a educação e a ciência estão sob risco de privatização, não em sua oferta, mas no processo de produção de novos conhecimentos a serem socializados com as novas gerações, que avança por meio da pesquisa científica. Propõe-se, por fim, uma Pedagogia do Compartilhamento que, pautada em uma educação emancipatória, não bancária, liberte o conhecimento oprimido, combata a privatização e a mercantilização dos bens públicos e eduque para a liberdade do conhecimento.This thesis is the result of a research project that aimed to reflect on the challenges posed to education by the processes of commodification and democratization of knowledge. It discusses how the knowledge, as an immaterial good, was born free, and becomes a commodity by the movement of commodification, which has been acting, more intensely, in the arts (music and film), entertainment (games), technology (software) and science (scientific literature) fields, as we can observe, for example, in copyright and patents issues. In contrast to commercialization, there is another ongoing movement to democratize access to knowledge, based on the perspective of knowledge as a common good of mankind, supported by key concepts such as social production, piracy, and highlighted through initiatives, organizations and projects. Reflections on the birth of universities and their organization in the Middle Ages, are also featured in this thesis, as well as the commodification of higher education and the knowledge it produces, closing with other flagship initiatives, now a specific educational field. Once it is a bibliographic thesis, the methodology applied includes literature reviews, four years of following-up three mailing lists of emails, internet researches, articles and books on the subject. Supported by the documents analysis, this paper concludes that there is a strong evidence to affirm that one ideological dispute is ongoing, that education and science are at risk of privatization, not regarding the way it is supplied, but regarding the knowledge that should be socialized among the new generations, which is a place that should belong to scientific research. Finally, this thesis proposes a Pedagogy of Sharing that, guided by an emancipatory education, non-banking shaped, is capable of releasing the \"oppressed knowledge\", fight the public privatization and commodification and educate towards freedom of knowledge.
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Sakashita, Cláudia Naomi. "Caracterização das formas de intervenção da fundação junto à universidade = problemas, dilemas e soluções." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251271.
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Orientador: Salvador Antonio Meireles SandovalDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente trabalho pretende explorar novas formas de atuação da sociedade para com a universidade, especificamente sob intervenção da Fundação de Desenvolvimento da UNICAMP, a FUNCAMP - instituída pela UNICAMP, é uma entidade de direito privado sem fins lucrativos, cuja finalidade é atender as demandas de pesquisa, ensino e extensão; através de gerenciamento de recursos financeiros de convênios e contratos firmados pela UNICAMP com diversas instituições. A investigação pretende entender como a UNICAMP atende a demanda das instituições externas que firmam parcerias em busca de serviços, cursos, pesquisas etc. O objetivo específico desta dissertação é levantar dados e subsídios que responda a pergunta: em que medida os contratos com intervenção da FUNCAMP levam ao "capitalismo acadêmico"? De que modo as ações praticadas avançam ou recuam no sentido de uma privatização ou de uma publicização da universidade? A amostra desse estudo se restringe aos contratos vigentes no ano de 2.005 e de 2.008, referente a seis faculdades e/ou institutos, divididos em duas diferentes áreas: humanas e engenharias. Foi possível constatar diferentes formas de abordagem nestas duas áreas, no que diz respeito aos motivos dos contratos, além de diferentes tipos das instituições e diferentes naturezas das mesmas, entre outros.
Abstract: This paper aims to explore new ways of acting in society towards the university, specifically under the interventions of the Fundação de Desenvolvimento da Unicamp, FUNCAMP, established by UNICAMP; it is a private non-profits entity of which purpose is to serve the demands of research, education and extension through financial resource management agreements and contracts signed by UNICAMP with several institutions. The research intends to understand how the UNICAMP serves the demand of external institutions that have signed partnerships in search of services, courses, research etc. The specific objective of this dissertation is to collect data and information that answer the question: How do the contracts with the intervention of FUNCAMP lead to "academic capitalism"? How do the actions go forward or move back to privatize the university or make it public? The sample of this study is about the established contracts between 2005 and 2008, relating to six colleges and / or institutes that were divided into two different areas: humanities and engineering. It was possible to verify different ways to approach, related to the reasons of the contracts and different types and nature of institutions, among others things.
Mestrado
Ciencias Sociais na Educação
Mestre em Educação
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Romero, Neto Francisco 1980. "Estudantes de pedagogia em uma instituição de ensino superior privada em transformação." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/322232.
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Orientador: Helena Maria Sant' Ana Sampaio AnderyDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta dissertação tem por objetivo compreender como o curso de Pedagogia bem como suas estudantes se inserem no contexto da expansão e mercantilização do ensino superior no Brasil. É neste quadro de grandes transformações e da expressiva presença dos cursos de Pedagogia no sistema ¿ tanto em termos de cursos ofertados como de ingressantes, matrículas e concluintes ¿ que se situa esta pesquisa. Trata-se aqui de buscar entender, no quadro maior de transformações do sistema de ensino superior, as mudanças pelas quais passa este curso no mercado de ensino superior de Sorocaba-SP e região e seus eventuais impactos na formação de suas estudantes. Para tanto uma pesquisa de campo foi realizada em uma instituição privada que em meio a muitos de seus cursos de graduação voltados ao mercado, possui um curso de Pedagogia que será extinto ao final de 2015. Nesta pesquisa, procuro traçar a trajetória desta instituição e conhecer melhor as estudantes: apresentar suas características socioeconômicas, motivações para ingressar e permanecer no curso de Pedagogia, suas inserções no mercado profissional e suas expectativas em relação ao futuro na carreira de professora
Abstract: This abstract aims to understand how the Pedagogy course as well as their students fit into the context of the expansion higher education in Brazil. In this framework of great transformation and the significant presence of Pedagogy course at system ¿ both in terms of courses offered, as the entrants, enrollment and graduates ¿ which lies on this search. It is about seeking to understand, in the bigger picture of the higher education system transformation, changes undergone by this course into the market of higher education in Sorocaba-SP, region and their possible impacts on training of their students. For both field research, has been conducted in a private institution that in many undergraduate courses geared to the market, has a Pedagogy course that will be extinct by the end of 2015. In this research, I seek to trace the history of this institution and to know better the students: show their socioeconomic characteristics, motivations to enter and remain in the Pedagogy course, their insertion in the professional market and the expectations for the future of career as teacher
Mestrado
Ciencias Sociais na Educação
Mestre em Educação
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Lima, Marcos Eduardo Gomes de. "A reforma da educação e a instituição do vestibular na ditadura militar brasileira: um caso de "revolução passiva"?" Pontifícia Universidade Católica de São Paulo, 2010. http://tede2.pucsp.br/handle/handle/2183.
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Previous issue date: 2010-10-15Centro Universitário Adventista
This dissertation aims to discuss the educational counter-reform imposed by the Military Regime (1964-1985), and the meaning of the privatization of education, especially on de College Education. The research was structured around the granting of the Decree 68.908/71, that held on the vestibular exam (similar to the American SAT exam), modifying its character of test or approval exam, turning into a qualifying contest of individualist and competitive character. Besides the educational counter-reform for the College Education, awarded by the Law 5.540/68, the Law 5.692/71, on Basic Education and the other legislative measures of the same historical period, was analyzed. The research sought to explore the reasons that led the National Constituent Assembly from 1988 to tacitly accept the Decree 68.908/71, considering this position as a case of Brazilian passive revolution in the context of political opening. In this perspective, the research seeks to discuss the consolidation and dissemination of referred model of vestibular exam in the institutions of Colleges Education in Brazil, and its economic, political and ideological linkages
Esta dissertação tem por objetivo discutir a contra-reforma educacional imposta pelo Regime Militar (1964-1985), e o significado da privatização do ensino, em especial sobre o Ensino Superior. A pesquisa estruturou-se em torno da outorga do Decreto 68.908/71, que dispunha sobre o exame vestibular, modificando seu caráter de prova ou exame aprobatório, transformando-o em um concurso classificatório, de caráter individualizante e competitivo. Além da contra-reforma educacional para o Ensino Superior, outorgada pela Lei 5.540/68, foi analisada a Lei 5.692/71, sobre a Educação Básica e outras medidas legislativas do mesmo período histórico. A pesquisa procurou aprofundar as razões que levaram a Assembléia Nacional Constituinte de 1988 a aceitar tacitamente o Decreto 68.908/71, entendendo-se esta posição como um caso de revolução passiva brasileira no contexto de abertura política. Nesta perspectiva, busca-se discutir a disseminação e consolidação do referido modelo de vestibular nas Instituições de Ensino Superior no Brasil, e seus nexos econômicos, políticos e ideológicos
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Costa, Filho Evandro Soares. "Expansão e democratização da educação superior: uma avaliação dos impactos do REUNI no curso de Serviço Social da UFPB." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9868.
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The current expansion process of higher education in Brazil occurs in accordance with contemporary changes identified in the production and valuation of capital articulated to the transnational political agenda which follows the productive restructuring and neoliberal policies. However, such expansion process gains strength with the Brazilian State Reform implemented in the 1990s, whose main goals were to redefine the government’s responsibilities in relation to social services, privatizations, and reducing public spending. The consequences of this Reform have had a major impact on the offering of social security services and also in the education field. Public universities have suffered not only with budget cuts, compromising their autonomy, but also with changes in their courses’ curricula to attend market demands. As an attempt to implement a new university model, former Brazilian president Lula creates, in 2007, the Program of Support for the Restructuring and Expansion of Federal Universities (REUNI, in Portuguese), as one of the policies to restructure public higher education in Brazil by providing more opportunities of access and permanence of students from less favored social classes, and as such, highlights the commitment with the democratization of public higher education. Taking these ideas into account, the aim of this work is to investigate the current process of expansion and democratization of higher education in Brazil, emphasizing the impacts of REUNI at Federal University of Paraiba (UFPB, in Portuguese), more specifically, in the undergraduate course of Social Service, by observing the gradual increasing number of enrolled students after REUNI. Our study can be defined as an ex-post facto focusing on the quanti-qualitative dimension, making use of historical and dialectical methods, taking into consideration the reality/possibility category for the object analysis. Regarding the technical procedures, we have decided to use bibliographic and documentary research by selecting sources and documents related to higher education area, the implementation of REUNI at UFPB, reports of the Information Technology Oversight Committee at UFPB, and also meeting records of Social Service teachers’ department, and of Human Sciences, Language and Arts Centre council which discussed the restructuring program. The data collection occurred between the months of June and July 2016. The current onrush in higher education intensifies, in a exponential way, its inclination to attend marked needs, based on a neoconservative wave in Brazilian higher education, incorporating the concept of enterprise rationality, uncompromised with the right to under-privileged people from our society have access to quality public education.
O atual processo de expansão da educação superior ocorre em consonância com as mudanças contemporâneas, identificadas na produção e na valoração do capital, as quais estão articuladas a uma agenda política transnacional mediada pelos ditames da reestruturação produtiva e do neoliberalismo. Todavia, esse processo ganha reforço com o advento da reforma administrativa do Estado brasileiro gerenciada nos anos 1990, que se apresenta com intuito de redefinir as funções do aparato estatal. Reforma-se, assim, o Estado com ênfase nas privatizações e mercantilizações dos serviços sociais, sendo desprezadas as conquistas de 1988 no terreno da seguridade social e das demais políticas, como a educação. Procedeu-se, pois, com o corte de verbas das universidades públicas, a formação das fundações de apoio, o estreitamento com o setor empresarial e a intensificação do ajuste do ensino às exigências do mercado. Como forma de consolidar um novo modelo de universidade, o governo Lula institui, no ano de 2007, o Programa de Apoio a Planos de Reestruturação e Expansão das Universidades (REUNI) que integra o conjunto das políticas de ampliação das oportunidades de acesso e da permanência a estudantes provenientes das classes sociais historicamente menos favorecidas, o que sinaliza um compromisso com aspectos concernentes à democratização do ensino superior público. A partir desses pressupostos, o estudo se propõe investigar o atual processo de expansão e democratização da educação superior, com ênfase nos impactos do REUNI no curso de graduação em Serviço Social da UFPB, tendo em vista os efeitos deflagrados pela maneira que ocorreu a ampliação do número de vagas discentes ofertadas no curso de Serviço Social a partir da adesão do Projeto REUNI-UFPB no ano de 2008. Trata-se de uma pesquisa de avaliação ex post, que privilegiará uma dimensão quanti-qualitativa. Para tanto, recorre-se ao método materialista histórico dialético, tomando como referência a categoria possibilidade-realidade para a análise do objeto. No tocante aos procedimentos técnicos, optou-se pela pesquisa bibliográfica e documental em torno de legislações concernentes à área da educação superior e do REUNI, do projeto de adesão da UFPB ao Programa, das atas de reuniões realizadas no Conselho do CCHLA e no Departamento de Serviço Social que tiveram como pauta de discussão o REUNI, dos relatórios de dados da Superintendência de Tecnologia da Informação da UFPB, dentre outros. A coleta de dados estendeu aos meses de junho/julho de 2016 sobre as fontes de consulta com lapso temporal de 2003-2014. Cabe, enfim, sublinhar que as atuais investidas no ensino superior intensificam, de forma exponencial, seus ajustes às exigências do mercado, amparada por uma guinada neoconservadora na educação superior no Brasil, nos moldes do ideário neoliberal e na racionalidade e lógica mercantil, descomprometidos com o direito à educação pública de qualidade e a acessibilidade às camadas populares da sociedade.
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Costa, Beatriz Aparecida da [UNESP]. "Programas de privatização na educação infantil: a atuação do Ministério Público e dos conselhos de controle social." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/180572.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Programas de privatização para oferta de educação infantil a partir de subvenção pública a instituições privadas lucrativas foram identificadas em cinco municípios do interior paulista até o ano de 2009 - Araras, Limeira, Sumaré, Hortolândia e Piracicaba – pela pesquisa “Estratégias municipais para a oferta da educação básica: análise de parcerias público-privadas no Estado de São Paulo” (ADRIÃO et al., 2009). Publicações do Grupo de Estudos e Pesquisas em Política Educacional – GREPPE, indicam que tal modalidade de privatização da educação infantil apresenta ressalvas quanto as condições de atendimento e ao panorama legal brasileiro. Sabendo que existe na sociedade brasileira instrumentos de controle social como os Conselhos Municipais ligados a educação que têm o poder de acompanhamento, proposição e atuação frente a administração pública e figura como o Ministério Público que é um órgão autônomo, independente e defensor da ordem jurídica e de direitos difusos e coletivos, este estudo tem a intenção de compreender e analisar de que forma o Ministério Público, os Conselhos de Acompanhamento e Controle Social do FUNDEB e os Conselhos Municipais de Educação vêm atuando em relação aos Programas Bolsa Creche, Programa Municipal de Educação Básica (PROEB) e Pró-Creche e suas diferentes problemáticas nos cinco municípios do interior do estado de São Paulo indicados em pesquisa anterior. Para isso, utiliza-se a abordagem qualitativa e instrumentos de coleta de dados como entrevista, pesquisa documental e levantamento bibliográfico. Os resultados do estudo demonstram que os Conselhos Municipais de Educação e os Conselhos de Acompanhamento e Controle Social do FUNDEB estão distantes das discussões envolvendo os programas de privatização da educação infantil municipal, sendo que somente uma gestão de um conselho posicionou-se e realizou ações em relação ao Programa municipal. Já no âmbito do Ministério Público vê-se que questões envolvendo os programas de subvenção as instituições privadas de educação infantil foram alvo de inquéritos civis e um Termo de Ajustamento de Conduta que tinha como objetivo a adequação dos serviços prestados pelas instituições contratadas e a absorção de tais matrículas pela rede municipal.
Privatization programs to offer children's education from public grants to private profit institutions were identified in five municipalities in Sao Paulo state until 2009 - Araras, Limeira, Sumare, Hortolandia and Piracicaba - by the research "Municipal strategies for the provision of early childhood education: an analysis of public-private partnerships in the State of Sao Paulo"(ADRIÃO et al., 2009). Publications of the Group of Studies for Research in Educational Policy - GREPPE, indicates that such modality of program compliance to children's education presents caveats regarding the offering conditions and the Brazilian legal perspective. Knowing that in Brazilian society exists instruments for social control such as Municipal Councils related to education which have the ability to follow up, propose and act towards the public administration and figures as the Public Prosecutor's Office, which is an autonomous, independent and legal defender of diffuse and collective rights, this study aims to identify and analyze the standings and performance of such institutions in the five municipalities that develop these programs. For this purpose, qualitative approach and data collection instruments such as personal interview, documentary research and bibliographic survey were used. From the survey and analysis of the data collected, it is noticed that the Municipal Councils of Education and the FUNDEB Monitoring and Social Control Councils are distant from the discussions involving the privatization programs of municipal early childhood education, being that only a single council administration took action regarding the municipal program. In the scope of the Public Prosecutor's Office, it is noticed that issues involving the granting programs of private childcare institutions were the subject of four civil investigations and a Conduct’s Term of Adjustment which had the objective of ensure the compliance of the services provided by the contracted institutions and the acceptance of such enrollments by the municipal network.
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LOCATELLI, Rita. "Education as a public and common good: Revisiting the role of the State in a context of growing marketization." Doctoral thesis, Università degli studi di Bergamo, 2017. http://hdl.handle.net/10446/77215.
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The global education landscape is undergoing significant changes. These are characterized by the greater involvement of non-state actors in educational policy and provision, as well as by the growing scale of for-profit education at all levels. Under the trends of education privatization lies the assumption that the private sector can provide better quality education and, when functioning as corporate or business organizations, be more efficient also in the management of the education system. Moreover, the education decision-making process is shifting from a national to a global level. Indeed, regional and global initiatives are increasingly influencing national policies and practices, encouraging the development of for-profit private education. These dynamics enhance the adoption of free-market logics, notably those of choice, economic competition and performance.
The spread of market approaches in the education sector poses important questions about both the organization of education systems and the purposes of education itself. Whether education is considered to be a public or private marketable good is related to two different interpretations of ‘education’ in education policy. This study aims to analyze the implications that growing for-profit private engagement in schooling has for the role of the State and for the democratic governance of education. It aims to examine complementary frameworks for the governance of education that may favor democratic participation and a humanistic approach while countering neoliberal influences in the sector.
Understanding education as a public good implies that States are responsible for protecting fundamental principles of equity, equality, social justice, and human rights, as well as regulating, financing and providing education, particularly at basic and compulsory levels. While reaffirming the primary responsibility of the State in the governance of education, understanding education as a common good also requires that the process of producing and benefitting from education is intrinsically shared. Overcoming the utilitarian tradition of “decomposable goods”, the notion of common goods suggests that education incorporates common understandings of its value, grounded in specific cultural and social backgrounds. This concept calls for the development, both at a national and at a global level, of political institutions that enable citizens to have greater voice in the decisions that affect their well-being.
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Casagrande, Ana Lara [UNESP]. "As parcerias entre o público e o privado na oferta da educação infantil em municípios médios paulistas." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/90172.
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casagrande_al_me_rcla.pdf: 1110101 bytes, checksum: 3b72a6f4af19bdddba2c91b0d8ab2503 (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa busca estudar as parcerias firmadas entre os municípios médios paulistas e instituições privadas para a oferta de educação infantil. Este estudo é parte integrante da pesquisa interinstitucional intitulada A oferta educacional na educação infantil: arranjos entre o público e o privado (BORGHI coord., 2010), financiada pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) e desenvolvida no âmbito do Grupo de Estudos e Pesquisas em Política Educacional (Greppe). Mais especificamente, a pesquisa faz uma análise descritiva, no conjunto dos municípios selecionados, considerando: o ano de início da primeira parceria; o tipo da instituição privada parceira; a justificativa para adoção e manutenção da parceria; o termo que regula as parcerias; o formato do subsídio do poder público às instituições parceiras; o ano de integração das instituições ao sistema de ensino; a faixa etária atendida pelas instituições privadas parceiras e a forma de contabilização das matrículas conveniadas no censo escolar. Para subsidiar as análises propostas, foi realizado um levantamento teórico sobre a reforma do Estado empreendida no Brasil na década de 1990 e o contexto político e econômico no qual se insere, bem como sobre a trajetória da educação infantil e do seu financiamento, passando por sua ligação com o assistencialismo até chegar a sua consolidação legal como um direito educacional. O conjunto dos municípios pesquisados se constituiu a partir dos municípios paulistas de médio porte (conforme classificação do IDGE) que firmaram tais parcerias até o ano de 2009, num total e 23 municípios aqui denominados com letras de A a X. Para compor o conjunto de municípios a serem estudados, foram utilizadas informações do banco de dados Parcerias público-privado, resultante da...
This research seeks to study the agreements between the average counties and private institutions for the provision of early childhood education. This study is part of the research between institutions entitled The educational provision in kindergarten: arrangements between public and private (Borghi coordinator, 2010), financed by the National Council for Scientific and Technological Development (CNPq) and developed within the Group Studies and Research in Educational Policy (Greppe). More specificalIy, the research is a descriptive analysis in all the cities selected, considering: the first year of partnership, the type of private partner institution, the justification for the adoption and maintenance of the partnership, the term governing partnerships; subsidy format of public power partner institutions, the year of integration of the institutions to the education system, the age served by private institutions and partner and de accounting form of the enrolIments covenanted in the school census. To support the proposed analyzes, we performed a theoretical survey on the state reform undertaken in Brazil in the 1990 and the political and economic context in which it operates, as well as on the trajectory of early childhood education and its financing, through its connection with welfare until their legal consolidation of education as a right. All the municipalities surveyed was formed from the mid-sized counties (according to the mGE classification) have entered into such partnerships by the year 2009, totaling 23 municipalities here and named with letters A to X. To compose the set of cities to be studied, we used information from the database Public-private partnerships, resulting from interinstitutional research Strategies for the Municipal Provision of Basic Education: analyzing public-private partnerships in the... (Complete abstract click electronic access below)
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LIMA, Tereza Cristina M. Pinheiro de. "O ensino suprerior de administração no Brasil e em Goiás: expansão, privatização e mercantilização no período de 1995-2006." Universidade Federal de Goiás, 2007. http://repositorio.bc.ufg.br/tede/handle/tde/1174.
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Previous issue date: 2007-07-30This research intends to examine the expansion of the undergraduate teaching in Administration, specifically in Brazil and Goias state, through the period of 1995-2006, which was marked by deep transformations in the political, economic and social structures of the country, starting from the mercantilism, privatization and inland of that education level. This project analyzes the expansion of the undergraduate teaching in the context of a Brazilian State Reformation. It takes the politics of undergraduate teaching expansion in Administration within the conjuncture of the transformations in the capitalist way of production in Brazil, exploring, inclusively, the orientations of the neoliberal politics divulged by the multilateral organisms. The implemented government politics represent the crowning of the neoliberal politics in Goias, with predominance for the private teaching (with public budgets), in which the logic is settled by the criteria of the market, of the competition, of the lowest investment and largest profit. The methodological course includes bibliographical research, official documents, state and national organisms websites, as well as websites in IES researched in Goiás, questionnaires and interviews with protagonists of this history. The researched universe included 47 courses of Administration created in the period of 1995 - 2006, which 18 courses are carried out in Goiania, 29 inside the state, 9 in public IES and 38 in private IES. The results of the research indicate a significant growth of the private undergraduate teaching, the narrow relationship of the expansion, privatization and the inland of the undergraduate teaching in Administration. It presents the expansion of the course with its multiple qualifications as market strategy in order to supply the labor market, to generate profits to the educational entrepreneurs, disfiguring the course of Administration. It still indicates that creating courses of Administration was an investment opportunity in the world of businesses, delineating the privatized expansion of the undergraduate teaching in the country and in Goias state
Esta pesquisa procura examinar a expansão do Ensino Superior de Administração, no Brasil e em Goiás, no período de 1995-2006, período marcado por profundas transformações nas estruturas política, econômica e social do país, a partir da mercantilização, da privatização e da interiorização desse nível de ensino. Este trabalho tem vinculação com a linha de pesquisa Estado e Política Educacional e analisa a expansão do ensino superior, no contexto da reforma do Estado brasileiro e respectivas políticas para a educação superior. Para tanto, toma as políticas de expansão do ensino superior de Administração na conjuntura das transformações do modo de produção capitalista, no Brasil, explorando, inclusive as orientações das políticas neoliberais propaladas pelos organismos multilaterais. As políticas governamentais implementadas representam o coroamento da política neoliberal em Goiás, com predominância para o ensino privado (com verbas públicas), onde a lógica se estabelece pelos critérios do mercado, da concorrência, do menor investimento e, maior lucro. O percurso metodológico inclui pesquisa bibliográfica, documentos oficiais, sites do organismos estaduais e nacionais, sites das IES pesquisadas em Goiás, questionários e entrevistas com os protagonistas desta história, diretores, mantenedores e professores.. O universo pesquisado incluiu, 47 cursos de Administração criados no período de 1995 2006, sendo 18 cursos em Goiânia e, 29, no interior do Estado, 9 em IES públicas e 38 em IES privadas. Os resultados da pesquisa indicam um crescimento significativo do ensino superior privado, a estreita relação da expansão, privatização, mercantilização e interiorização do Ensino Superior de Administração. Apresenta a expansão do curso de Administração, com suas múltiplas habilitações como estratégia mercadológica para atender ao mercado de trabalho, gerar lucratividade aos empresários da educação, desconfigurando o curso de Administração. Indica ainda, que criar cursos de Administração foi uma oportunidade de investimento no mundo dos negócios delineando-se a expansão privatizada do Ensino Superior no país e no estado de Goiás
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Vituri, Renée Coura Ivo. "Fundo de Financiamento Estudantil (Fies) para o ensino superior privado: acesso, processos e contradições." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9808.
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Previous issue date: 2014-11-04This present issue analyses and discusses over public policies on college education, manly of those, which access, includes and maintain the students on s level of college education loans, specifically FIES (Students Loans), object of this study. The main objective of this is to indicate the foremost effects on the expansion on the private college teaching education loans policies. It also identifies the mechanisms of students loans functions by searching the analyses of access, processes and contradictions of execution of the program over the policies for college education, in a context that the college expansion seems to be merchandised. It should be a concept to education as an attribute and universal right to men is now preterit to a mere product of consumption. The most important aspect was, as mention before, to identify the function mechanisms of FIES as a program on the college education policies. It is a simple qualitative explore search, which processes bibliographical data, analytic tool, reflexive-investigative and it also focus on documental analyses technique. The searching functions on quantitative and qualitative interactive manners by having the focus the following analyses categories: student financial student s loans to private college teaching education and the merchandising of college teaching education. After the analyses taken and discussed, we may say that FIES is an important public policy that should promote the access college education. Furthermore, spite being public, it was created for that, but it has been developed of private scenario, it means, on private college system which permits the private college institutions to use what in a sense should be public, but on the other hand it has been offered by the same public policy (the government). To conclude that that FIES the education system had the social acceptance reduced, and it is off an important right which should maintain certain and social human prerogatives to be put down on a basis level and treated as a tool of mere education merchandise as any other one
especificamente em relação ao ensino superior privado. Aborda-se, analisa-se e discute-se sobre as atuais políticas públicas direcionadas à educação no ensino superior, sobretudo àquelas que se referem ao acesso de alunos nesse nível de escolarização formal, prioritariamente sobre o Fundo de Financiamento Estudantil (Fies), objeto deste estudo. O objetivo principal foi o de identificar os mecanismos de funcionamento do Fies, em busca de analisar os princípios, as propostas, os processos e as contradições de execução do programa no rol de políticas para o ensino superior. É uma exploração de caráter qualitativo, de base bibliográfica, cuja ferramenta analítica centrou-se na técnica da análise documental. Procurou-se trabalhar as informações quantitativas e qualitativas de maneira interativa tendo como eixo orientador as seguintes categorias de análise: privatização e mercadorização do ensino superior. Com base nas análises empreendidas, foi possível verificar que o Fies é uma política pública importante na promoção do acesso ao ensino superior. Contudo, embora seja uma política pública, o programa originou-se, expandiu-se e vem se desenvolvendo em um cenário de privatização do ensino superior, possibilitando as instituições de ensino superior privadas usufruir de um espaço que deveria ser ocupado pelo Estado, mas que contraditoriamente tem desse mesmo Estado o apoio e a concessão para administrá-lo. Conclui-se, nesta pesquisa, que com o advento do Fies a educação de nível superior teve sua acepção e aceitação sociais reduzidas, visto que deslocou-se da esfera de um direito importante, que asseguraria certas prerrogativas humanas e sociais, para uma esfera de mercadoria, passível de ser adquirida no mercado como outra mercadoria qualquer
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ADORNO, Patrícia da Silva Fernandes. "A expansão das licenciaturas e da Educação Superior em Goiás: privatização, interiorização e estadualização (1997-2006)." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2051.
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Previous issue date: 2008-12-09This dissertation takes part of the research line State and Educational Policies and has as aim to understand the expansion of Higher Education, specially of majoring in teaching courses, in Goiás, in the context of Brazilian educational policies after Law 9394, from 1996 (Law of Guidelines and Basis of Brazilian Education). The research begins with the contextualization of political and educational reforms implemented by MEC (Ministry of Education in Brazil) which carried out several changes in the organization, structuring and working of Higher Education institutions and redefined their role in Brazil. The subject matter is approached by means of a documental research, reflections about public policies for Higher Education in Brazil supported by the analysis of theoretical works in the area and documents which allowed establishing a dialogue with the researched facts. The conclusion of this investigation leads to the difference between Goiás and other Brazilian States: the expansion of majoring in teaching for Basic Education courses occurred both by means of a state controlled university movement into inner lands, which brought higher education courses to a lot of cities in the State, and by means of the offer of courses by Goiás State University (Universidade Estadual de Goiás - UEG), a public institution founded in 1999. This University made it possible to establish many Higher Education courses all over the state and is also responsible for the highest number of majoring in teaching courses in Goiás
Esta dissertação integra a linha de pesquisa Estado e Políticas Educacionais e tem como objetivo compreender, no contexto das políticas educacionais no Brasil pós-aprovação da Lei de Diretrizes e Bases da Educação Nacional (LDB/96), a expansão da Educação Superior, especialmente das licenciaturas, em Goiás. A pesquisa parte de uma contextualização das políticas e reformas educacionais implementadas pelo MEC, que trouxeram mudanças na organização, na estrutura e no funcionamento das Instituições de Ensino Superior (IES) e redefiniram o papel do ensino universitário no Brasil. Aborda-se o objeto de estudo por meio de pesquisa documental associada a reflexões acerca das políticas públicas para a Educação Superior no Brasil, apoiada na análise da produção teórica da área e em fontes documentais, que permitiram estabelecer um diálogo com os dados pesquisados. A conclusão dessa investigação é de que, em Goiás, diferentemente de outras regiões do Brasil, a expansão da formação de professores para a Educação Básica ocorreu por meio dos movimentos de interiorização e estadualização da oferta e da intermediação de uma instituição pública, a Universidade Estadual de Goiás (UEG). Essa instituição foi criada em 1999 e possibilitou a criação de cursos em todo o interior do Estado, sendo a responsável pela oferta do maior número de cursos de licenciatura em Goiás
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Luke, Jeremy B. "Charter School Policies and Teachers’ Sensemaking of the Pressures to Recruit Students to Their Schools." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555601509085359.
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Silva, Márcia Schott Souza e. 1977. "Educação permanente em saúde : implementação da política no estado de São Paulo." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253964.
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Orientador: Maria Helena Salgado BagnatoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo trata aspectos da Política Nacional de Educação Permanente em Saúde. Objetivou-se compreender de que maneira as novas diretrizes estabelecidas pela Portaria Nº 1.996/GM/MS de 2007 estão sendo implementadas no estado de São Paulo. Além da análise documental foram realizadas entrevistas e aplicados questionários junto a integrantes de Departamentos Regionais de Saúde (DRS) de SP que são os atores que exercem função chave no processo de implementação da Política. O estudo constatou que as Comissões de Integração Ensino-Serviço previstas como substitutas dos Pólos de Educação Permanente em Saúde não estão consolidadas no estado e suas atribuições são desenvolvidas mais pelas instâncias próprias da gestão estadual da saúde em SP que são os Centros de Desenvolvimento e Qualificação para o SUS e seus Núcleos de Educação Permanente para o SUS existentes em cada DRS. Os Colegiados de Gestão Regional não são condutores da implementação da Política como previsto pela Portaria pois tratam das questões relativas a PNEPS muito mais via representantes indicados pelos gestores e que são assessorados pelos DRS(s) nas atividades relativas a Educação Permanente em Saúde como na construção e desenvolvimento dos PAREPS. Constatamos ainda que o financiamento da Política é de difícil execução mesmo com as novas diretrizes e que a participação do setor público é prevalente principalmente por parte da gestão da saúde e da formação sendo praticamente inexistente a participação da gestão da educação e dos serviços privados. Percebemos que as compreensões de EP dos sujeitos participantes tem concordância com a noção de educação permanente em saúde difundida pela OPAS e adotada pelo Ministério da Saúde. Por fim entendemos que as dificuldades para implementação das diretrizes da Política vão se inserir no contexto da constituição em curso das Redes de Atenção à Saúde e dos desafios de uma gestão regional
Abstract: This study deals with aspects of National Policy of Permanent Education in Health. The aim to understand how the new guidelines established by Ordinance No. 1,996/GM/MS 2007 are being implemented in the state of São Paulo in Brazil. In addition to the documentary analysis and interviews were held with questionnaires applied members of Regional Health Departments (RHD) of SP are the actors who play key role in the process of implementation of the policy. The study found that the Teaching-Service Integration Committees referred to as a substitute of Permanent Education in Health Póle are not consolidated in the state and their assignments are developed more by instances of the state of health in SP management that are the Centers of Development and Qualifying for the SUS and its Permanent Education Centers for the SUS exist in each RHD. The Regional Management Committees are not drivers of implementation politics as indicated by Ordinance for address NPPEH issues more via representatives appointed by managers and who are advised by the RHD in activities related to permanent education in health as in the construction and development of PAREPS. We note that the policy is difficult running even with the new guidelines and that the participation of the public sector is prevalent mainly on the part of health management and training being virtually non-existent participation of education and management of private services. We realize that the understandings of subjects ' EP participants have filleted with the concept of Permanent Education in Health (PEH) diffused by PAHO and adopted by the Ministry of Health. Finally we believe that the difficulties in implementation of the policy guidelines will be put in the context of the constitution in the course of Health Care Network and the challenges of regional management
Doutorado
Ensino e Práticas Culturais
Doutora em Educação
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Lima, Kellwin Augusto Leray de. "A atuação de grandes grupos educacionais no ensino superior privado: realidades e repercussões." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21046.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The theme about the paths taken by higher education and the subjects that inhabit it, arouses debates around the world involving, among other issues, pedagogical and management projects. The present research aims to: analyze the performance of large educational groups in Private Higher Education and its repercussions and impacts on Brazilian education. The main focus of the study is the historical privatization of this level of education and the current trend of private initiative in the formation of oligopolies, which control dozens of private higher education institutions (IESP), which has repercussions on the organizational reality of the process enrollment and academic training. These groups often use the force of their financial capital to interfere in legal norms of different natures. It should be noted that, as a result of the institutional purchase or merger process, the dynamics of the educational services offered are modified at the level of management and curricular proposals. In this context characterized by the presence of educational companies, one can observe the exponential expansion of vacancies in higher education and the decrease in the quality of the services provided. These developments result in a questionable educational panorama that justifies the urgent need to investigate the impacts of this process, the subjects involved, among other aspects. The methodological approach adopted is defined by the qualitative approach, adopting as procedures the bibliographic review and documentary analysis. The documents analyzed are: memoirs of meetings of a teaching union, annals of national events of educational sector entities, and reports of Parliamentary Inquiry Committees (CPIs) on higher education, as well as statements and balance sheets issued by companies to their shareholders and the financial market. The dissertation is structured in three chapters covering theoretical conceptual systematizations and results of the analyzes in order to meet the proposed objective
O tema sobre os caminhos percorridos pelo ensino superior e os sujeitos que o habitam, desperta debates no mundo inteiro envolvendo, dentre outras questões, projetos pedagógicos e de gestão. A presente pesquisa tem como objetivo: analisar a atuação de grandes grupos educacionais no Ensino Superior Privado e suas repercussões e impactos na educação brasileira. O enfoque principal do estudo situase na histórica privatização do referido nível de ensino e a atual tendência da iniciativa privada, na formação de oligopólios, que controlam dezenas de instituições de ensino superior privado (IESP), o que repercute na realidade organizacional do processo de matrículas e de formação acadêmica. Esses grupos muitas vezes utilizam-se da força de seu capital financeiro para interferir em normatizações legais de diferentes naturezas. Cabe ressaltar que, em decorrência do processo de compra ou fusão institucionais, a dinâmica dos serviços educacionais ofertados sofrem modificações a nível de gestão e propostas curriculares. Nesse contexto caracterizado pela presença das empresas educacionais, observa-se a expansão exponencial de vagas no ensino superior e a queda na qualidade dos serviços prestados. Esses desdobramentos resultam em um panorama educacional questionável que justifica a necessidade urgente de investigação dos impactos desse processo, os sujeitos envolvidos, dentre outros aspectos. O percurso metodológico adotado define-se pela abordagem qualitativa, adotando-se como procedimentos a revisão bibliográfica e análise documental. Os documentos analisados constituem-se em: memórias de encontros de um sindicato da categoria docente, anais de eventos nacionais de entidades do setor educacional, e relatórios de Comissões de Inquérito Parlamentar (CPIs) sobre o ensino superior, além de comunicados e balanços emitidos por empresas educacionais a seus acionistas e ao mercado financeiro. A dissertação está estruturada em três capítulos abrangendo sistematizações teórico conceituais e resultados das análises em atendimento ao objetivo proposto
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Casagrande, Ana Lara. "As parcerias entre o público e o privado na oferta da educação infantil em municípios médios paulistas /." Rio Claro : [s.n.], 2012. http://hdl.handle.net/11449/90172.
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Orientador: Raquel Fontes BorghiBanca: Regiane Helena Bertagna
Banca: Bianca Cristina Correa
Resumo: Esta pesquisa busca estudar as parcerias firmadas entre os municípios médios paulistas e instituições privadas para a oferta de educação infantil. Este estudo é parte integrante da pesquisa interinstitucional intitulada "A oferta educacional na educação infantil: arranjos entre o público e o privado" (BORGHI coord., 2010), financiada pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) e desenvolvida no âmbito do Grupo de Estudos e Pesquisas em Política Educacional (Greppe). Mais especificamente, a pesquisa faz uma análise descritiva, no conjunto dos municípios selecionados, considerando: o ano de início da primeira parceria; o tipo da instituição privada parceira; a justificativa para adoção e manutenção da parceria; o termo que regula as parcerias; o formato do subsídio do poder público às instituições parceiras; o ano de integração das instituições ao sistema de ensino; a faixa etária atendida pelas instituições privadas parceiras e a forma de contabilização das matrículas conveniadas no censo escolar. Para subsidiar as análises propostas, foi realizado um levantamento teórico sobre a reforma do Estado empreendida no Brasil na década de 1990 e o contexto político e econômico no qual se insere, bem como sobre a trajetória da educação infantil e do seu financiamento, passando por sua ligação com o assistencialismo até chegar a sua consolidação legal como um direito educacional. O conjunto dos municípios pesquisados se constituiu a partir dos municípios paulistas de médio porte (conforme classificação do IDGE) que firmaram tais parcerias até o ano de 2009, num total e 23 municípios aqui denominados com letras de "A" a "X". Para compor o conjunto de municípios a serem estudados, foram utilizadas informações do banco de dados "Parcerias público-privado", resultante da... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research seeks to study the agreements between the average counties and private institutions for the provision of early childhood education. This study is part of the research between institutions entitled "The educational provision in kindergarten: arrangements between public and private" (Borghi coordinator, 2010), financed by the National Council for Scientific and Technological Development (CNPq) and developed within the Group Studies and Research in Educational Policy (Greppe). More specificalIy, the research is a descriptive analysis in all the cities selected, considering: the first year of partnership, the type of private partner institution, the justification for the adoption and maintenance of the partnership, the term governing partnerships; subsidy format of public power partner institutions, the year of integration of the institutions to the education system, the age served by private institutions and partner and de accounting form of the enrolIments covenanted in the school census. To support the proposed analyzes, we performed a theoretical survey on the state reform undertaken in Brazil in the 1990 and the political and economic context in which it operates, as well as on the trajectory of early childhood education and its financing, through its connection with welfare until their legal consolidation of education as a right. All the municipalities surveyed was formed from the mid-sized counties (according to the mGE classification) have entered into such partnerships by the year 2009, totaling 23 municipalities here and named with letters "A" to "X". To compose the set of cities to be studied, we used information from the database "Public-private partnerships", resulting from interinstitutional research "Strategies for the Municipal Provision of Basic Education: analyzing public-private partnerships in the... (Complete abstract click electronic access below)
Mestre
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Santos, Aline Veiga dos. "A hegemonia do capital na rede de governança do Fundo de Financiamento Estudantil (Fies)." Universidade Católica de Brasília, 2017. https://bdtd.ucb.br:8443/jspui/handle/tede/2415.
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This study has as object of research the Student Financing Fund (Fies), which is an educational policy with broad social dimension that aimed to promote the democratization of access and permanence in higher education by benefiting economically disadvantaged students. However, after its redesign in 2010, has developed as a marketing policy, which promotes the privatization and financialization of higher education, and consolidates the conglomerates. The investigation of the governance network of the Fies is embedded in a complex network of articulation and power between State (political society), and entrepreneurs of education (private hegemony apparatus). Given this scenario, demarcated by several actors that constitute the Expanded State, this study opted to place a magnifying glass over the node of Kroton network. Thus, the general objective was to investigate the contradictions generated by the correlation of forces between the State and private apparatus in the Fies governance network and Kroton articulations within this arena to maintain its hegemony as the largest conglomerate of higher education in the world. This is a critical-descriptive documentary research, based on Theory of Extended State and the Method of Analysis of Social Networks, using the technique of documentary analysis. The approach used was qualitative and quantitative. Regarding the treatment of documentary sources, the qualitative data were analyzed according to Critical Discourse Analysis, and the quantitative and financial data were analyzed in the light of Descriptive Statistics. In view of the extensive collection of information collected, it was used a resource to visualize the Fies governance network and weave the speeches of the Chamber and the Federal Senate. Gephi - free software - was used to graphically signal this network of relationships. Alceste - paid software, version 4.8/2012 - was used to analyze the speeches of the politicians and the networks actors invited to participate in the public hearings that debated the Fies. It was found that Kroton, from its modus operandi and the articulations of its representatives, became the largest beneficiary of Fies, followed by other educational companies. To a large extent, the exorbitant profit margins are closely related to the high number of students beneficiaries of Fies, since a significant portion of revenues derived from the payment of fees is guaranteed. In just three years, 2014, 2015 and 2016, the federal government transferred over R$ 6.8 billion to the institution. Kroton's Board of Directors is composed of former minister, former secretary of education, former federal deputy, former vice governor, and presidents and directors of main representative associations of the educational sector (ABMES, ANUP, CRUB, FERESP, SEMESP). Kroton, through its organic intellectuals, seeks to maintain a close relationship with the politicians that represent education entrepreneurs in the National Congress. The intention is to form networks of cooperation to preserve its hegemony over the whole of society. Therefore, its allies employ strategies to reach consensus, seeking the support of the population and the politicians to their political, economic and ideological project. Fies has been corroborating with the formation of oligopolies by passing on a large amount of resources to the institutions private-market. Fies is an extremely complex policy, which printed contradictory interests to their social character to maintain the hegemony of the private-sector market and give impetus to the financialization of education.
Este estudo tem como objeto de investigação o Fundo de Financiamento Estudantil (Fies), que é uma política educacional com ampla dimensão social, que visa promover a democratização do acesso e a permanência no ensino superior ao beneficiar estudantes desfavorecidos economicamente. No entanto, após seu redesenho em 2010, desenvolveu-se como política mercadológica, indutora da privatização e financeirização do ensino superior e consolidadora dos conglomerados. A investigação da rede de governança do Fies se insere em uma complexa teia de articulação e poder entre Estado (sociedade política) e empresariado (aparelhos privados de hegemonia). Diante desse cenário, demarcado por vários atores que constituem o Estado Ampliado, este estudo optou por colocar uma lupa sobre o nó da rede Kroton. Destarte, o objetivo geral foi investigar as contradições geradas pela correlação de forças entre o Estado e os aparelhos privados na rede de governança do Fies e as articulações da Kroton, dentro desta arena, para consolidar sua hegemonia como o maior conglomerado do ensino superior do mundo. Trata-se de uma pesquisa documental crítico-descritiva, que se fundamentou na Teoria do Estado Ampliado e no Método da Análise de Redes Sociais, com o emprego da técnica de análise documental. A abordagem empregada foi qualitativa e quantitativa. Quanto ao tratamento das fontes documentais, os dados qualitativos foram analisados por meio da Análise Crítica do Discurso e os dados quantitativos e financeiros foram analisados à luz da Estatística Descritiva. Diante do extenso conjunto de informações coletadas, buscou-se um recurso que permitisse visualizar a rede de governança do Fies e tecer os discursos proferidos na Câmara e no Senado Federal. O Gephi – software livre – foi utilizado para sinalizar graficamente essa teia de relações. O Alceste – software pago, versão 4.8/2012 – foi utilizado para analisar os discursos dos políticos e das redes de atores convidadas para participar das audiências públicas que debateram o Fies. Constatou-se que a Kroton, a partir do seu modus operandi e das articulações de seus representantes, tornou-se a maior beneficiária do Fies, seguida das demais companhias educacionais. Em grande medida, as margens de lucro exorbitantes guardam estreita relação com o elevado número de estudantes beneficiários do Fies, posto que parcela expressiva das receitas derivadas do pagamento das mensalidades fica garantida. Em apenas três anos, 2014, 2015 e 2016, o governo federal repassou mais de R$ 6,8 bilhões para a instituição. Na composição do Conselho de Administração da Kroton, encontram-se ex-ministro, ex-secretário de educação, ex-deputado federal, ex-vice-governador, presidentes e diretores das principais associações representativas do setor educacional (ABMES, ANUP, CRUB, FERESP, SEMESP). A Kroton, por intermédio de seus intelectuais orgânicos, busca manter uma relação estreita com a bancada que representa os empresários da educação no Congresso Nacional. O intuito é formar redes de cooperação para conservar sua hegemonia sobre o conjunto da sociedade. Para tanto, seus aliados empregam estratégias para alcançar consensos, buscando o apoio da população e dos governantes para o seu projeto político, econômico e ideológico. Observa-se que o Fies tem corroborado com a formação dos oligopólios ao repassar um elevado aporte de recursos para as instituições privado-mercantis. O Fies é uma política extremamente complexa, que imprimiu interesses contraditórios ao seu caráter social para manter a hegemonia do setor privado-mercantil e dar impulso à financeirização da educação.
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Domiciano, Cassia Alessandra [UNESP]. "O programa Bolsa creche nos municípios paulistas de Piracicaba e Hortolândia: uma proposta para alocação de recursos estatais à educação privada ?" Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/90157.
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domiciano_ca_me_rcla.pdf: 2049855 bytes, checksum: 4ce6ad68cd47f371224245effa39b2cc (MD5)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Esta pesquisa, financiada pela Fundação de Amparo à Pesquisa do Estado de São Paulo (Fapesp), apresenta e analisa as principais características do formato de financiamento educacional ‘Bolsa Creche’ e as consequências de sua implantação para o atendimento à educação infantil pública nos municípios paulistas de Piracicaba e Hortolândia. Buscamos averiguar se este modelo correspondia a uma nova lógica de financiamento para a expansão de vagas na educação infantil ou se tratava de uma re-edição dos velhos convênios instituídos nesta área com entidades filantrópicas, comunitárias e ou confessionais. Apuramos ainda, as semelhanças e especificidades existentes no ‘desenho’ do Programa nos respectivos municípios. Para desenvolver e subsidiar estas análises, além do levantamento teórico concernente ao tema da pesquisa, buscamos junto aos representantes dos órgãos centrais das administrações públicas e dirigentes das escolas públicas e privadas que integraram o rol de estabelecimentos investigados durante a pesquisa, dados educacionais, financeiros e legais relacionados diretamente à implantação do ‘Bolsa Creche’, coletados por meio de entrevistas semi-estruturadas e consultas aos sites governamentais e ao Banco de Dados desenvolvido pelo Grupo de Estudos e Pesquisa em Política Educacional (Greppe) para a investigação: “Estratégias municipais para a oferta da educação básica: análise de parcerias público-privado no estado de São Paulo” financiada também pela Fapesp e coordenada pela Profa. Dra. Theresa Adrião, da qual esta dissertação é parte integrante. O período delimitado para análise correspondeu, para cada município, o ano imediatamente anterior ao início do Programa e os anos subsequentes, até 2006. O que significou o período de 2001 a 2006 para Piracicaba e 2004 a 2006, para Hortolândia. O ‘Bolsa Creche’ é um...
This research, financed by The State of São Paulo Research Foundation (FAPESP), presents and analyzes the main characteristics of the educational financial format of ‘Bolsa Creche’ and the consequences of its implementation in the public early childhood education in the São Paulo cities of Piracicaba and Hortolândia. We tried to inquire if such model corresponded to a new logic of financial for the vacancy expansion in the early childhood education or it was a reedition of the old accords instituted in this area with philanthropic organization, communitarian or confessional entities. Established yet, the similarities and peculiarities in the 'design' of the program in their municipalities. To develop and to subsidize these analyses, beyond the theoretical survey concerning to the subject of the research, we search representatives of central government and principals of public and private schools, that had integrated the list of establishments investigated during the research, educational, financial and legal data related directly to the implementation of ‘Bolsa Creche’, through semi-structured interviews and consultations with government sites and the database developed by the Group of Studies and Research in Educational Policy (Greppe) for research: “Municipal Strategies for offer the basic education: analysis of public-private partnerships in the state of São Paulo”, also financed for the Fapesp and coordinated by PhD Professor Theresa Adrião, from which this is part. The period defined for analysis corresponded, for each municipality, to the year immediately preceding the beginning of the Program and subsequent years, until 2006. What meant the period from 2000 to 2006 for Piracicaba and from 2004 to 2006, to Hortolândia. The 'Bolsa Creche' Program is a financial mechanism by which the municipalities that have adopted, transfer public resources... (Complete abstract click electronic access below)