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Fleet, Allison E. "Visions for peace, American educationists, the State Department and the creations of UNESCO." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0016/MQ54618.pdf.
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Bendrath, Eduard Angelo. "A Educação Não-Formal a partir dos relatórios da UNESCO /." Presidente Prudente, 2014. http://hdl.handle.net/11449/123334.
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Orientador: Alberto Albuquerque GomesBanca: Graziela Abdian Zambão
Banca: Célio da Cunha
Banca: Yoshie Ussami Ferrari Leite
Banca: Everraldo Santos Melazzo
Resumo: O presente estudo está vinculado à linha de pesquisa: "Políticas Públicas, Organização Escolar e Formação de Professores", do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Com a expansão de movimentos educativos paralelos ao sistema formal de ensino, as ações educacionais com foco nos processos de desenvolvimento humano e econômico tornaram-se importantes ferramentas para a resolução de problemas locais, o que encaminhou novas diretrizes nas construções de matrizes de educação não-formal ao redor do mundo. Tais pressupostos alinham-se às concepções políticas internacionais atualmente vigentes, na tentativa de adequar o crescimento econômico ao desenvolvimento social tomando como referência os modelos de acumulação do capital social e capital humano. O capital social surge como mecanismo de valorização da ação coletiva em prol do estabelecimento de laços de confiança e reciprocidade, ao mesmo tempo em que o capital humano favorece possibilidades de avanços individuais frente a novas demandas econômicas e sociais, ambos tendo a educação nãoformal como ponto de convergência para suas iniciativas. Dessa forma esse estudo tomou como parâmetro a análise de documentos da UNESCO em 31 países cujo objetivo foi verificar a relação estabelecida entre as políticas de educação não-formal e os princípios do desenvolvimento econômico e social com aporte às bases do capital social e humano...
Abstract: This study is related to the line of research: "Public Policy, School Organization and Teachers Training," of the Education Post-Graduate Program - Faculty of Sciences and Technology, Sao Paulo State University. With the expansion of educational movements parallel to the formal education system, educational activities focusing on the processes of human and economic development have become important tools for solving local problems, leading to new guidelines in the construction of arrays of non-formal education around the world. Such assumptions are in accordance with international political conceptions currently prevailing, in an attempt to match economic growth and social development with reference to social and human capital accumulation models. The social capital arises as an appreciation mechanism of collective action towards the establishment of trust and reciprocity relations, while the human capital favors individual advances opportunities with reference to new requirements of economic and social demands, both having non-formal education as a central point for their initiatives. Thus, this research aimed of the analysis of UNESCO documents in 31 countries verifying the relationship between non-formal education policies and economic and social development principles with the basis of social and human capital, as well as the direct interest of local governments and the involved international organizations...
Doutor
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Shchedrin, A. (Andrey). "The idea of global citizenship in the documents and publications of Unesco." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201310091774.
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The first half of the 20th century was filled with a lot of conflict situations all over the world. In order o keep international security and organize contact with the rest of the World, The United Nations was organized in October 1945. First years after the Second World War were very important in the way of making progress in peace setting and further conflicts preventing. Exactly in this period to fulfil these purposes such international organization as UNESCO was founded and The Universal Declaration of Human rights was signed. Whole Europe was recovering from the War consequences, and people, suffered from military actions, needed not only peace for their future, but also the understanding that in order to keep this peace — everybody should have joint vision on the further development of human civilization.
The present research emphasize the importance of UNESCO organization in delivering Global Citizenship ideas and promoting Global Citizenship Education in the after war period. The ideas of Global Citizenship were very wanted that time and they needed some agent who had to deliver them to people. UNESCO has become this agent and played great role in spreading basic ideas of Global Citizenship and Global Citizenship Education.
Evaluating the role of UNESCO in shaping of Global Consciousness in the minds of nations, I analyse UNESCO’s Courier publications as valuable source of the organization activities.
Research questions:
Why was it so necessary to take action in new course of Global Citizenship?
What was the role of UNESCO in moulding Global Citizenship attitudes in people’s minds?
What kind of Global Citizenship values did UNESCO promote during professional activity?
Research tasks:
Describe the role of UNESCO in Global Citizenship concept developing.
To identify the positions of UNESCO in the concept of Global Citizenship.
Evaluate the activities of UNESCO in Global Citizenship education.
The value of the present research consists of independent look at the concept of Global Citizenship during the time period when this concept needed to be set as a primary vision of a current societal structure. Through this research, the reader will be able to evaluate the methods of Global Citizenship concept implementation by UNESCO and track similarities in the modern approach of Global Citizenship concept studying not only in UNESCO but by any other author writing about the topic.
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Bendrath, Eduard Angelo [UNESP]. "A Educação Não-Formal a partir dos relatórios da UNESCO." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/123334.
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O presente estudo está vinculado à linha de pesquisa: Políticas Públicas, Organização Escolar e Formação de Professores, do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Com a expansão de movimentos educativos paralelos ao sistema formal de ensino, as ações educacionais com foco nos processos de desenvolvimento humano e econômico tornaram-se importantes ferramentas para a resolução de problemas locais, o que encaminhou novas diretrizes nas construções de matrizes de educação não-formal ao redor do mundo. Tais pressupostos alinham-se às concepções políticas internacionais atualmente vigentes, na tentativa de adequar o crescimento econômico ao desenvolvimento social tomando como referência os modelos de acumulação do capital social e capital humano. O capital social surge como mecanismo de valorização da ação coletiva em prol do estabelecimento de laços de confiança e reciprocidade, ao mesmo tempo em que o capital humano favorece possibilidades de avanços individuais frente a novas demandas econômicas e sociais, ambos tendo a educação nãoformal como ponto de convergência para suas iniciativas. Dessa forma esse estudo tomou como parâmetro a análise de documentos da UNESCO em 31 países cujo objetivo foi verificar a relação estabelecida entre as políticas de educação não-formal e os princípios do desenvolvimento econômico e social com aporte às bases do capital social e humano...
This study is related to the line of research: Public Policy, School Organization and Teachers Training, of the Education Post-Graduate Program - Faculty of Sciences and Technology, Sao Paulo State University. With the expansion of educational movements parallel to the formal education system, educational activities focusing on the processes of human and economic development have become important tools for solving local problems, leading to new guidelines in the construction of arrays of non-formal education around the world. Such assumptions are in accordance with international political conceptions currently prevailing, in an attempt to match economic growth and social development with reference to social and human capital accumulation models. The social capital arises as an appreciation mechanism of collective action towards the establishment of trust and reciprocity relations, while the human capital favors individual advances opportunities with reference to new requirements of economic and social demands, both having non-formal education as a central point for their initiatives. Thus, this research aimed of the analysis of UNESCO documents in 31 countries verifying the relationship between non-formal education policies and economic and social development principles with the basis of social and human capital, as well as the direct interest of local governments and the involved international organizations...
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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department Chairs: Seasoned & New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4151.
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The department chair position is the most critical role in a university. It is complex and filled with ambiguity. Seasoned and new department level leaders share journeys and strategies to address concerns/challenges/barriers for transitioning to leadership positions. Session offers potential/current academic leaders a forum to discuss challenges, strategies, and solutions.
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Cruz, Ana Cristina Juvenal da. "Antirracismo e educação: uma análise das diretrizes normativas da UNESCO." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2338.
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This dissertation intends to analyze the guiding principles and normative directives related to racism treatment in Education by United Nations Educational, Scientific and Cultural Organization UNESCO. Through a theoretical qualitative approach, the research verifies how the organization deals with uses and meanings of racial thematic in Education. In this way, the investigation aims to reflect critically upon different uses and meanings about the debate on racial relations, and to comprehend the education construction as an anti-racist policy performed by UNESCO. Therefore, UNESCO s official documents were analyzed using a historical perspective as a way to understand how the development of the debates produces normative instruments to the management of the racial issue. Since its beginning, UNESCO has published several documents and materials as an attempt to join countries and make them find out the universal peace. Moreover, its position about the theme became a key point to deal with the racial matter, seen as a problem to have peace. So, the education was a chosen option by it to win this obstacle. For this reason, it can be said that UNESCO proposes education as an anti-racist policy. The research focuses on a contemporary debate about racial relations, especially in aspects of racialized people production as an individual or group.
Esta tese objetiva analisar os princípios orientadores e as diretrizes normativas relativas ao tratamento do racismo em matéria de educação da Organização das Nações Unidas para a Educação a Ciência e a Cultura UNESCO. A investigação consiste em analisar o modo pelo qual a Organização atribui determinados usos e sentidos à temática racial. Constitui-se em uma abordagem qualitativa de cunho teórico no interior dos estudos sobre relações raciais e educação. Visa diagramar nos documentos os diferentes usos e sentidos do debate acerca da questão racial, tendo por objetivo identificar o processo de construção da educação como uma política antirracista empregada pela UNESCO. Isto foi feito através da análise em perspectiva histórica, dos documentos oficiais da UNESCO buscando identificar com o desenvolvimento dos debates que culminam em instrumentos normativos na gestão relativa à questão racial. Desde a sua constituição a UNESCO publicou documentos e materiais a fim de propiciar uma união intergovernamental entre países de modo a atingir uma paz universal . Essa inclinação da UNESCO frente ao tema se converteu desde logo, em conceitualizar e compreender a questão racial vista, então, como um obstáculo na busca da paz. A educação foi justamente o meio escolhido pela Organização para equacionar esse obstáculo. Neste sentido, pode-se dizer que a UNESCO institui a educação como uma política antirracista. Dar-se-á foco a partir do debate contemporâneo das relações raciais, especialmente no que se refere aos aspectos da produção racializada das diferentes populações, no que confere a dimensão plural e subjetiva da questão racial.
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Nygren, Thomas. "UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002." Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43766.
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In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.History Beyond Borders; Historia utan gräns
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Silva, Lenildes Ribeiro da. "O discurso moderno sobre educação, diversidade e tolerância = os documentos da UNESCO e a crítica de Marcuse." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251195.
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Orientador: Pedro Laudinor GoergenTese (Doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho objetiva analisar criticamente os conceitos de diversidade e tolerância, presentes nas propostas de políticas de educação no mundo, publicadas a partir de 1990. Busca-se pensar esses conceitos relacionados à estrutura da sociedade capitalista em processo de mundialização e globalização, focando, mediante análise teórico/histórica, seu sentido e relevância na contemporaneidade. Trata-se de uma pesquisa bibliográfica e de análise documental que, além da retomada histórica e filosófica dos conceitos, se propõe fazer uma análise de sua incidência nos relatórios e nos documentos mundiais sobre educação, publicados pela UNESCO. O texto se divide em três partes: na primeira, busca-se perfazer uma retomada histórica da defesa da tolerância no nascimento da modernidade, trazendo autores como Las casas, Locke, Voltaire e Stuart Mill. Esta retomada visa compreender os fundamentos filosóficos políticos e sociais que marcaram a defesa liberal da tolerância, identificando aproximações e distanciamentos desta defesa com o ressurgimento da necessidade do conceito de tolerância nos séculos XX e XXI; a segunda parte traz as reflexões críticas de Marcuse, relacionando os conceitos de diversidade e tolerância com as promessas de liberdade, autonomia, entre outras, na sociedade sem oposição. Marcuse interroga a tolerância de um ponto de vista crítico, ressaltando seu aspecto ideológico, afinado com uma sociedade opressora. O autor considera os limites, ambigüidades e contradições internas do conceito e relacionadas à sociedade em que se constitui, chegando a denunciar a tolerância pura como falsa e regressiva, porquanto não atenta para o intolerável para o progresso humano; sob o referencial de Marcuse, a terceira parte vem com a análise dos documentos que tratam da diversidade e tolerância a partir do contexto do pós-guerra. Mais especificamente, são abordados o relatório Educação: Um tesouro a descobrir, a Declaração sobre os princípios da tolerância e a Declaração sobre a diversidade cultural e ainda as discussões levantadas na Conferência sobre a tolerância na América Latina e no Caribe e a Conferência de Educação para a Tolerância em Lisboa. A partir dessa análise, o trabalho tematiza o esmaecimento do debate sobre a tolerância nos documentos da UNESCO e nas discussões a respeito da educação no mundo que sucedeu à efervescência da temática na década de 1990. Chega-se à conclusão de que, na tentativa de não ignorar as críticas realizadas e, ao mesmo tempo, sem abandonar a idéia de tolerância enquanto conceito matricial da UNESCO, preserva-se o conceito na forma de uma discussão menos enfática. Ameniza-se o debate a respeito da tolerância paulatina pela inserção de questões menos conflituosas como o respeito à diversidade, à proteção do patrimônio e à questão dos direitos humanos. Entende-se que a tolerância é um conceito ambíguo e contraditório, entretanto, não superado, permanecendo nos debates acadêmicos, nos documentos mundiais, nas práticas educativas e no senso comum, o que torna, todavia, necessária sua constante interrogação e crítica, desviandose de um sentido consensual e ideológico para um sentido crítico e progressivo.
Abstract: This paper aims to critically examine the concepts of diversity and tolerance, present in the proposed education policies in the world, published since 1990 and that influence educational policies. The aim is to think about these concepts related to the structure of capitalist society in the process of globalization, focusing upon theoretical/historical analysis their meaning and relevance in contemporary times. This is a bibliographic search and document analysis that, besides the resumption of the historical and philosophical concepts, proposes to make an analysis of its impact on global reports and documents on education published by UNESCO. The text is divided into three parts: the first, we try to make up a resume of the historical defense of tolerance in the birth of modernity, bringing authors such as Las Casas, Locke, Voltaire and Mill. This return is to understand the philosophical underpinnings of political and social changes that marked the liberal defense of tolerance, identifying similarities and differences of this defense with the resurgence of the concept of the need for tolerance in XX and XXI centuries; the second part presents the critical reflections of Marcuse, relating the concepts of diversity and tolerance with the promises of freedom, autonomy, among others, into society without opposition. Marcuse questioned the tolerance of a critical point of view, stressing its ideological aspect, in tune with an oppressive society. The author considers the limitations, ambiguities and internal contradictions of the concept and related to the society in which it is, coming to denounce as false and regressive the pure tolerance, because no attention to the intolerable to human progress; under the reference of Marcuse, the the third part comes with the analysis of documents dealing with diversity and tolerance from the post-war. More specifically are discussed the report Education: A Treasure Within, the Declaration on the principles of tolerance and the Declaration on cultural diversity and also the discussions raised at the Conference on tolerance in Latin America and the Caribbean and the Conference on Education for Tolerance in Lisbon. From this analysis, the paper deals fading debate over tolerance in UNESCO documents and discussions about education in the world that succeeded the effervescence of this issue in the 1990. We come to the conclusion that, in order not to ignore the criticisms made, at the same time, without abandoning the idea of tolerance as a concept matrix of UNESCO, preserves the concept in the form of a discussion less emphatic. Softens up the debate about tolerance by gradual insertion of fewer conflicting issues such as respect for diversity, protection of assets and the issue of human rights. It is understood that tolerance is an ambiguous and contradictory concept, however, not overcome, remaining in academic debate, documents in the world, educational practices and common sense, which makes, however, required his constant questioning and criticism, diverting is a consensual and ideological sense for a critical sense and progressive.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
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Paula, Luciane Miranda de. "As cátedras Unesco: análise de uma proposta para a cooperação ineternacional interuniversitária na América Latina." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/84/84131/tde-17122012-123853/.
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O estudo das relações entre cooperação internacional universitária e a produção e compartilhamento de conhecimento entre universidades da América Latina nos possibilita compreender o contexto das discussões e teorias sobre ensino superior contemporâneo. Com isso, o objetivo desta tese é analisar os fatores que contribuem para a relevância do programa de Cátedras Unesco em universidades da América Latina, proposto pela Unesco como um agente de fomento à cooperação internacional universitária com vistas a promover o progresso e o intercâmbio do conhecimento em países em desenvolvimento. Esta pesquisa tem como base o referencial teórico dos Estudos sobre Ensino Superior e Cooperação Internacional na América Latina existente na literatura, para compreender a natureza, o objeto, a estrutura e a dinâmica que se aplica ao programa Unitwin de Cátedras Unesco. Quanto ao tratamento metodológico, combinaram-se a análise documental e a pesquisa qualitativa, com entrevistas a dirigentes de Cátedras. Em primeiro lugar buscamos o referencial teórico da origem da Unesco, e as teorias e os modelos de cooperação internacional em organismos acadêmicos na América Latina. Na pesquisa qualitativa, foram analisados os indicadores de geração e compartilhamento de conhecimento entre as universidades em onde existem Cátedras na América Latina. Aplicou-se um questionário e foram feitas entrevistas com gestores das Cátedras nas universidades e na Unesco. Algumas instituições que possuem Cátedras e a Unesco foram visitadas. Os relatos foram analisados a partir do referencial teórico e os resultados deste estudo foram de grande valia para compreensão da influência dos grupos de pesquisa na produção do conhecimento este o elemento central de cooperação, e a influência de um organismo externo exercida sobre uma instituição altamente auto-referenciada como é o caso da universidade. Também pudemos constatar que a Instituição de Ensino Superior é um espaço primordial na formação de redes de produção e difusão de conhecimento na América Latina, e, portanto, um agente no processo de inovação tecnológica e social no mundo contemporâneo.The study of relationships between international university cooperation and the production and sharing of knowledge among Latin American universities allows us to understand the context of discussions and theories on the contemporary higher education system. Thus, the objective of this dissertation consists of analyzing the factors that contribute towards the importance of the UNESCO Chairs Program in Latin American universities, proposed by UNESCO as an agent for fostering international university cooperation aiming at promoting cultural development and exchange in emerging countries. This research is based on a theoretical referential of Studies on Higher Education and International Cooperation in Latin America found in literature, aimed at understanding the nature, object, structure and dynamics applied to the UNITWIN Program of UNESCO Chairs. As regards the methodological treatment, we combined our documentary analysis and qualitative research with our interviews conducted with chair holders. First we searched for the theoretical referential of UNESCOs origin and the theories and models of international cooperation in Latin American universities. As regards the qualitative research, we analyzed the indicators that create and share knowledge among the universities where there are Chairs in Latin America. We administered a questionnaire and interviewed chair holders both at universities and UNESCO. We visited UNESCO as well as some universities with Chairs. We analyzed the reports based on the theoretical referential, and the results of the study greatly contributed to understanding the influence of research groups in producing knowledge, which is the key element of cooperation and represents the influence wielded by an outside organization on a highly self-referenced institution like the university. We also observed another result, namely that higher education institutions have a crucial role in forming networks designed to produce and disseminate knowledge in Latin America, thus, taking on the role of agents in the process of social and technological innovation in our contemporary world.
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Kalinka, Claudia. "Die Einbeziehung der Nichtregierungsorganisationen in die Arbeit der UNESCO." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-129327.
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NGOs gelten als wichtige Akteure, um die Belange der Zivilgesellschaft auch auf internationaler Ebene zu repräsentieren. Die UNESCO hat ihr Potenzial bereits frühzeitig erkannt und bietet ihren Partner-NGOs verschiedene Wege der Einflussnahme. Mit der neuen NGO-Richtlinie von 2011 haben neben internationalen NGOs auch lokale und regionale nichtstaatliche Organisationen die Möglichkeit, einen Konsultativ- oder Assoziativstatus mit der UNESCO einzugehen und dementsprechend ihre Interessen in den verschiedensten Organen der UNESCO einzubringen. Jedoch wird die Zusammenarbeit im Rahmen der UNESCO durch bestimmte Faktoren, wie der Finanzlage der UNESCO, eingeschränkt. Insbesondere im Arbeitsalltag der UNESCO zeigt sich, dass NGOs ihre zugesprochenen Einflussmöglichkeiten aufgrund der starken Rolle der Mitgliedstaaten nicht immer einlösen können. Die Bildungsinitiative Education for All verdeutlicht die herausragende Arbeit von NGOs, um internationale Zielvorgaben zu erreichen, sowie die unterstützende Rolle der UNESCO. Allerdings begründet sich der starke Einfluss der NGOs vor allem auf deren Eigeninitiative. Aufgrund ihrer begrenzten Ressourcen ist die UNESCO abhängig von ihren nichtstaatlichen Partnern. Nur wenn die UNESCO weiterhin auf eine verstärkte NGO-Partnerschaft setzt, können UNESCO-Programme auch langfristig erfolgreich umgesetzt werden. Die Avantgarde-Stellung der UNESCO bezüglich der NGO-Zusammenarbeit ist kein Selbstzweck, sondern sichert die Zukunft der UNESCO.
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Motala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.
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Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010.This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.
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Kuriakose, Karikottuchira Gandhi. "Implications and application of the educational philosophy of Mahatma Gandhi to the United Nation's Literacy Program /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848339.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: Florence McCarthy. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 152-159).
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Smith, Martha Anne. "The organizational culture of the academic department: A case study of a Department of Biological Sciences." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618811.
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The purpose of this study was to examine theories of organizational culture typically applied to the university level of organization and their applicability to the academic department. Chaffee and Tierney's (1988) theory of organizational culture, dimensions of culture, and leadership strategies became the basis for a qualitative case study of a Department of Biological Sciences in a metropolitan university.;Interviews of current faculty members, current and former deans, and other administrators were conducted. Observations were made of faculty meetings and retreats and of departmental governance committee meetings. Extensive review of documents and correspondence covering more that twenty years provided additional data.;Interview and observation transcripts and documents were analyzed in terms of Chaffee and Tierney's (1988) concepts of the structural, environmental, and values dimensions of the department. Linear, adaptive, and interpretive strategies of faculty members and the department chair were identified.;The department was found to have what Clark (1972) refers to as strong organizational saga, or a sense of unique accomplishment which serves to maintain and perpetuate the integrity of the culture. Central to the value system of the Department of Biological Sciences is the shared sense that the department is unique in the degree to which faculty members work together cooperatively for the good of the department. These strong values were rooted in an earlier era when the department was experiencing growth and development of its research programs under adverse circumstances.;The primary usefulness of the results of this study go far beyond the particular findings for this individual academic department. Most important is the demonstration of the value of using this method of organizational analysis to understand the role of culture in shaping and perpetuating the organization. Administrators, department chairs, and faculty members can enhance their understanding of the departmental organization by applying concepts of organizational culture.;Further study and analysis are needed to evaluate disciplinary and institutional similarities and differences in departmental culture and to expand the existing theory to accommodate the variety of academic departments in colleges and universities.
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Oliveira, Nina Rosa Teixeira. "A UNESCO, o UNICEF e as políticas de educação infantil no Brasil." Faculdade de Educação, 2011. http://repositorio.ufba.br/ri/handle/ri/18423.
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Esta dissertação pretendeu estudar a correspondência existente entre as concepções e orientações da UNESCO (Organização das Nações Unidas para a Educação Ciência e Cultura) e do UNICEF (Fundo das Nações Unidas para a Infância) sobre a Educação Infantil e os princípios e objetivos constantes nas políticas públicas para a Educação Infantil Brasileira, formuladas a partir dos anos 90. O estudo se desenvolveu através de uma análise qualitativa, valendo-se do apoio da pesquisa documental e bibliográfica para estabelecer as possíveis relações entre as orientações das Organizações Multilaterais em estudo e as determinações encontradas na legislação nacional e em outros documentos de planejamento voltados para Educação Infantil. Inicialmente o estudo discute questões relacionadas à história da infância e do atendimento educacional à criança no Brasil. Logo após situa as políticas públicas nacionais da Educação, e em especial da Educação Infantil como parte das demandas requeridas pelo movimento das transformações sociais, econômicas, políticas e culturais desejadas para o setor educacional dos países em desenvolvimento pelo novo ordenamento internacional e analisa a repercussão da Reforma do Estado brasileiro na elaboração de políticas educacionais. Discute ainda, sobre o surgimento da UNESCO e do UNICEF, e os incentivos propostos em acordos internacionalmente firmados a partir de iniciativas desses organismos para a elaboração de políticas educacionais nos diversos países em desenvolvimento e, principalmente, no Brasil, em especial para a Educação Infantil. Os resultados alcançados mostram que, no contexto do estudo, o incentivo e condução das ações dessas agências neste sentido tenderam a revelar a influência de tais orientações nas políticas para a referida etapa da educação, principalmente, no que concerne à ênfase dada à promoção da equidade de oportunidades e à construção de políticas focalizadas na pobreza.
ABSTRACT The purpose of this work was to study the correspondence between the concepts and guidelines from UNESCO (United Nations Educational,Scientific and Cultural Organization) and the ones from UNICEF (United Nations Children'sFund) on Childhood Education and the principles and constant objectives in the public policies to Brazilian Childhood Education, started in the 90’s. The study was conducted through a qualitative analysis, supporting itself in documental and bibliographic research to establish the possible relations between the guidelines from the Multilateral Organizations analyzed and the determinations found in the national legislation and in other planning documents related to Childhood Education. First, this work focuses on issues related to the history of childhood and to the educational services to children in Brazil. It after concentrates on the national public policies of Education, particularly the Childhood Education policy as part of the required demands of the social, economic, political and cultural movement of transformations intended for the education sector of the developing countries by the new international order and analyzes the impact of Brazilian state Reform in elaboration of educational policies. It also focuses on the emergence of UNESCO and UNICEF, and the incentives announced in international agreements established to help the elaboration of educational policies in many developing countries and, especially, in Brazil, particularly to Childhood Education. The results show that, in the context of this work, the encouragement and the conduction of the actions by these agencies tended to reveal the influence of these policies inthe educational steps, mainly regarding the emphasis on promoting equal opportunities and creating policies focused on poverty.
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Over, David. "Establishing an education department in a unitary authority." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31006.
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This was a case study that looked at the way a new education department was set up in the new Peterborough unitary authority between 1996 and 1998. The aim was to investigate the way in which a new LEA was set up and identify the national and local influences that may have been influential in the decision making process. The research design was constructed to take into account that the case study involved an institution which was being set up over a period of two years. It would be chronologically based and a historical methodology would be the basis of research work. Within this framework, participant observation, interviews and documentary research would be the research tools used. This would also have the advantage that this approach made good use of the experience and skills of the researcher. A number of theoretical models were used in this case study. These included the rational actor model, bounded rationality, disjointed incrementalism, organisational process, bureaucratic politics model, Sabatier's political change model and Bachrach and Baratz's pluralist model. This range of models was adopted in the expectation that each had its own particular focus within the decision making process but taken together they could provide an over-lapping view. The new education department was set up at a time when there were concerns over the future economic situation of the UK. There was a national debate concerning what public services were needed and how best to provide them. The previous Conservative Government had reduced the powers of the local authorities and the new Labour government was to encourage local authorities to find the best way of providing services. For the new unitary authority, the challenge was to set up a new LEA which met local needs. However, this was a period of national political change and a new central government was formed in the middle of the setting up process. This was to cause the new LEA to re-plan to take into account expected strategic changes. The education department faced a number of challenges. There was local opposition to the setting up of a unitary authority. The city administration favoured policies which were to run counter to central government expectations. Few experienced education officers were available to the new LEA The main findings of the case study were: Central government was the single greatest influence in the setting up of the education department. Government legislation changed the role, responsibilities and structure of the new department. These changes over-stretched the new LEA, especially as central government did not provide a sufficient level of funding to the LEA. The DfEE was an important influence on the early development of the department. At first, the DfEE did not intervene and there was no guidance available to the new LEA. The city council and education department spent a year preparing to set up a new LEA and then found that it had to make significant changes on the election of a new government 12 months before the unitary authority was to be established. Local social and economic issues were ignored by the DfEE?s focus on national targets. These local problems had a significant affect on student achievement so the LEA never met government targets. The institutional culture of the city council was not supportive of the new LEA. This helped to create a shortage of able and experienced senior education officers. The education department received limited support from the local schools. Many schools had opposed unitary authority status and half of all secondary schools were grant maintained by 1996. In 1998 the education department was facing an overspend of nearly £1 million. Senior education officers resigned their posts and within a year the education department had to be re-organised.
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Jourabloo, Nazanin. "Stressors percieved as important by department chairs." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106531.
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The role of the department chairs is essential in higher education. Hence, determining the sources of their stressors as well as clarifying the ways these stressors impact their lives could be helpful in identifying solutions that make chairs more efficient both personally and professionally. A three-stage Delphi methodology was used for this study to explore the top stressors that department chairs (4 women, 16 men) across different disciplines at one Canadian university experience and the ways these stressors influence their personal and professional lives. The findings of the study revealed 18 categories of stressors. Among all these categories, the five with the highest level of agreement between department chairs were examined in detail. The top five stressors were: "Personal time for research", "Deadlines", "Task demands", "Time pressure", and "Centralization". These stressors were found to impact the chairs' personal and professional lives adversely. Awareness about stress factors that decrease the efficiency of chairs at work and their satisfaction at home can inform the planning and implementation of initiatives to counter the negative influence of the stressors on department chairs and the whole university as a system.Le rôle des chaises de département est essentiel dans education supérieur. Par conséquent, déterminant les sources de leurs facteurs de force aussi bien que clarifier les manières l'impact de ces facteurs de force leurs vies pourrait être utile dans l'identification des solutions qui rendent des chaises plus efficaces personnellement et professionnellement. Une méthodologie à trois étages de Delphes a été employée pour que cette étude explore les facteurs de force supérieurs que les chaises de département (4 femmes, 16 hommes) à travers différentes disciplines à une une expérience canadienne d'université et aux manières ces facteurs de force influencent leurs vies personnelles et professionnelles. Les résultats de l'étude ont indiqué 18 catégories des facteurs de force. Parmi toutes ces catégories, les cinq avec le de plus haut niveau de l'accord entre les chaises de département ont été examinés en détail. Les cinq facteurs de force principaux étaient : « Personnel heure pour recherche », la « pression de temps » de « dates-limites », la « tâche exige », et la « centralisation ». Ces facteurs de force se sont avérés pour effectuer les chaises personnelles et les vies professionnelles défavorablement. La conscience au sujet des facteurs d'effort qui diminuent l'efficacité des chaises au travail et à leur satisfaction à la maison peut informer la planification et l'exécution des initiatives pour parer l'influence négative des facteurs de force sur des chaises de département et de toute l'université comme système.
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Middendorf, B. Jan. "Evaluating department chairs' effectiveness using faculty ratings." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1353.
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Bohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs." Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.
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Capwell, Ellen M. "Local health department use of Ohio Department of Health Assistance to plan and implement community programs directed toward smoking control among women /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687115924146.
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Massaro, Anne V. "Exploring the learning paths of academic department chairs." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187014536.
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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Seasoned and New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4149.
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Bestolarides, Paul Andrew. "Attitudes of California Department of Corrections educators toward inmate learners." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2647.
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Purpose of the study. The purpose of this study was to examine the attitudes of correctional educators in the California Department of Corrections toward their inmate learners. Procedure. A total of 228 surveys were mailed out and 156 correctional educators from the 23 correctional institutions in operation as of January 1993 responded. A systematic sampling process for selecting the survey participants, based upon a percentage or like number of vocational and academic educators, was utilized. Eight research questions were analyzed by means of one- and two-way Multivariate (MANOVA) analyses, Univariate (ANOVA) analyses, Wilks' Lambda, frequency and percentage results derived from the survey instrument. Findings. The attitudes of correctional educators seriously impact the probability of educational success as defined by breaking the cycle of recidivism by providing training and instruction to inmate learners. The data indicated that a majority of the correctional educators possess a positive attitude toward their jobs as indicated by their desire to remain in their teaching or instructional position. The data also indicated positive attitudes toward the inmate learner, and generally showed sensitivity toward inmates with learning disabilities. The data showed no relationship between gender of educator or inmate learner, or the number of years spent by the educator in either the public or private educational system to correctional educators' attitudes toward inmate learners. Implications for future research, training and educational policy development in the correctional education setting are provided.
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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department and College Leadership: The Treasure of Challenges and Riches." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4150.
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Sadre-Haghighi, K. "Planning and budgetary control in the Iranian Department of Education." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356155.
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Whittaker, Terry McKinley. "Institutionalizing diversity and student success at the University of Delaware college by college, department by department /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 177 p, 2007. http://proquest.umi.com/pqdweb?did=1253509171&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Hutson, Hendy Dionne. "Compassion Fatigue in Emergency Department Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2984.
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Compassion fatigue (CF) is a problem seen within healthcare institutions worldwide, especially critical care units and emergency departments (EDs). The problem identified in this quality improvement (QI) project was CF, experienced by nurses in the ED. The effects of CF cross nurse-patient boundaries and negatively impact a patient's expectations of having a quality care experience. The Iowa model's evidence-based team approach was used to guide the development of the education initiative for nurses on recognizing, preventing, and identifying methods of coping with CF in the ED. The outcome products for the project included an extensive review of the literature, a curriculum plan to educate ED nurses on CF, and a pretest/posttest to validate ED nurses knowledge about CF. The content of the project was measured by 2 master's-level prepared education experts using a dichotomous scale. The format evaluated content material using total scores of 1 for content (not met) and total scores of 2 for content (met). The average score was 2, which demonstrated the objectives for the education initiative were identified and the goals were met. The content experts also conducted content validation of each of the 14 pretest/posttest items using a 4-point Likert scale ranging from 1 (not relevant) to 4 (highly relevant) that resulted in a content validation index of 1.00, showing that the test items were covered in the curriculum. Recommendations were made for item construction improvement and omission of the Iowa model from the curriculum plan and pretest/posttest. The project promotes social change through the facilitation of patient satisfaction, quality of patient care, and prevention of CF on nursing staff.
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Silva, Márcio Magalhães da [UNESP]. "A Sexualidade como tema pedagógico: análise das propostas do MEC e da UNESCO para inserção do tema nas escolas." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/90193.
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silva_mm_me_arafcl.pdf: 1174498 bytes, checksum: 398e7964fad5688344e2c9a2bdad2f7e (MD5)A educação sexual foi inserida oficialmente no currículo de todas as escolas brasileiras de ensino fundamental com a publicação dos Parâmetros Curriculares Nacionais (PCN), pelo Ministério da Educação (MEC), em 1997. Em 2010, a UNESCO publicou a Orientação Técnica Internacional sobre Educação em Sexualidade, recomendando a todos os países do mundo que abordem temas relacionados à sexualidade na educação escolar, propondo formas de realização dessa tarefa com crianças a partir dos cinco anos de idade, adolescentes e adultos de todas as idades. O presente trabalho faz, então, uma análise dessas propostas de acordo com a categoria totalidade do método materialista histórico-dialético e baseado na pedagogia histórico-crítica, visando identificar os interesses que a educação sexual na escola vem atender. O ponto de partida deste trabalho é o conjunto de informações extraídas das referidas propostas, bem como alguns aspectos do ideário pedagógico contemporâneo que as fundamentam e algumas informações históricas relacionadas à sexualidade e à educação sexual (real empírico). Para desvelar as mediações e contradições internas do fenômeno são adotados os pressupostos da pedagogia histórico-crítica referentes à sua concepção de desenvolvimento humano, conhecimento científico e funções da escola (mediação teórica). Por meio da relação entre os objetivos, métodos e conteúdos propostos pelos documentos analisados e a totalidade histórico-social, busca-se superar a apreensão aparente da educação sexual na escola e identificar os interesses relacionados a esse processo (real concreto). As informações coletadas permitem concluir que historicamente a educação sexual é proposta com a finalidade de controle social, o que se verifica também nas propostas analisadas...
Sexual education was inserted on scholar curriculum in Brazil by the publication of the National Curricular Parameters, by the Education Ministry (MEC, in Portuguese), in 1997. In 2010, UNESCO published the International Guidelines on Sexuality Education, recommending to all countries in the world to discuss themes related to sexuality in scholar education, proposing manners to perform this task with kids since five years old, teenagers and adults of all ages. So, this work consists in an analysis of these proposals according to the historical-dialectical materialism and based on historical-critical pedagogy, in order to identify the interests that sexual education at school comes to satisfy. The starting point of this work is the set of information extracted from the referred proposals, as well some aspects of the pedagogical contemporary ideary that provide their basis, and also some historical information about sexuality and sexual education (empirical reality). In order to unveiling the mediations and internal contradictions of the phenomenon are adopted the assumptions of historical-critical pedagogy referred to its human development conception, scientific knowledge and school functions (theoretical mediation). By the relation between the objectives, methods and contents proposed by the analysed documents and the historical-social totality, this work intends to overcome the apparent apprehension of sexual education at school and identify the interests related to this process (concrete reality). The collected information allows to conclude that historically sexual education is proposed in order to control society, what is also verified in the analysed proposals. By joining to the new pedagogy, the sexual education recommended by MEC and UNESCO omits scientific contents and emphasizes the empirical student interest in the educational process... (Completo abstract click electronic access below)
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Silva, Márcio Magalhães da. "A Sexualidade como tema pedagógico : análise das propostas do MEC e da UNESCO para inserção do tema nas escolas /." Araraquara : [s.n.], 2013. http://hdl.handle.net/11449/90193.
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Orientador: Lígia Márcia MartinsBanca: Ana Cláudia Bortolozzi Maia
Banca: Ângelo Antônio Abrantes
Resumo: A educação sexual foi inserida oficialmente no currículo de todas as escolas brasileiras de ensino fundamental com a publicação dos Parâmetros Curriculares Nacionais (PCN), pelo Ministério da Educação (MEC), em 1997. Em 2010, a UNESCO publicou a Orientação Técnica Internacional sobre Educação em Sexualidade, recomendando a todos os países do mundo que abordem temas relacionados à sexualidade na educação escolar, propondo formas de realização dessa tarefa com crianças a partir dos cinco anos de idade, adolescentes e adultos de todas as idades. O presente trabalho faz, então, uma análise dessas propostas de acordo com a categoria totalidade do método materialista histórico-dialético e baseado na pedagogia histórico-crítica, visando identificar os interesses que a educação sexual na escola vem atender. O ponto de partida deste trabalho é o conjunto de informações extraídas das referidas propostas, bem como alguns aspectos do ideário pedagógico contemporâneo que as fundamentam e algumas informações históricas relacionadas à sexualidade e à educação sexual (real empírico). Para desvelar as mediações e contradições internas do fenômeno são adotados os pressupostos da pedagogia histórico-crítica referentes à sua concepção de desenvolvimento humano, conhecimento científico e funções da escola (mediação teórica). Por meio da relação entre os objetivos, métodos e conteúdos propostos pelos documentos analisados e a totalidade histórico-social, busca-se superar a apreensão aparente da educação sexual na escola e identificar os interesses relacionados a esse processo (real concreto). As informações coletadas permitem concluir que historicamente a educação sexual é proposta com a finalidade de controle social, o que se verifica também nas propostas analisadas... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Sexual education was inserted on scholar curriculum in Brazil by the publication of the National Curricular Parameters, by the Education Ministry (MEC, in Portuguese), in 1997. In 2010, UNESCO published the International Guidelines on Sexuality Education, recommending to all countries in the world to discuss themes related to sexuality in scholar education, proposing manners to perform this task with kids since five years old, teenagers and adults of all ages. So, this work consists in an analysis of these proposals according to the historical-dialectical materialism and based on historical-critical pedagogy, in order to identify the interests that sexual education at school comes to satisfy. The starting point of this work is the set of information extracted from the referred proposals, as well some aspects of the pedagogical contemporary ideary that provide their basis, and also some historical information about sexuality and sexual education (empirical reality). In order to unveiling the mediations and internal contradictions of the phenomenon are adopted the assumptions of historical-critical pedagogy referred to its human development conception, scientific knowledge and school functions (theoretical mediation). By the relation between the objectives, methods and contents proposed by the analysed documents and the historical-social totality, this work intends to overcome the apparent apprehension of sexual education at school and identify the interests related to this process (concrete reality). The collected information allows to conclude that historically sexual education is proposed in order to control society, what is also verified in the analysed proposals. By joining to the new pedagogy, the sexual education recommended by MEC and UNESCO omits scientific contents and emphasizes the empirical student interest in the educational process... (Completo abstract click electronic access below)
Mestre
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Mogashoa, M. W. "The interface between politics and administration in the Limpopo Department of Education." Thesis, University of Limpopo (Turfloop Campus), 2006. http://hdl.handle.net/10386/1051.
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Thesis (MPA) --University of Limpopo, 2006The study conducted was based on the political and administrative interface in the Department of Education in Limpopo. This provincial Department has experienced challenges that originated from the offices of both the Executive Authority and the Accounting officer. This grey area in the Department had almost paralysed the whole system and it became imperative that it be studied in an attempt to find possible solutions. An extensive scientific body of knowledge from different scholars and their findings contributed to a new direction recommended for consideration. The findings presented have the capacity to hamstring any organisation. The findings reveal, among others, that: the complementary bureaucratic model is threatened by time, and its challenges are enormous; there is little knowledge among politicians and administrators regarding interface matters; administrators do not have a global picture regarding the result of unethical conduct; more research on interface matters needs to be done and results published for the public to be educated while politicians and administrators should be continuously trained; the fluidity of the interface needs continuous focus to avoid plunging the department into an untenable situation.
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黃慧妍 and Wai-yin Erica Wong. "A study of the recruitment and selection of assistant education officer in the Education Department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966664.
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Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.
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Wong, Wai-yin Erica. "A study of the recruitment and selection of assistant education officer in the Education Department." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%fFtoc%5Fpdf?B23295892.
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Arko-Achemfuor, Akwasi. "Accessing learner support services in a distance education context at UNISA Adult Basic Education Department." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.
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This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
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Hooper, Kate J. "Los Angeles School Police Department Arrest Diversion| A Process Evaluation." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638595.
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This thesis examines the Los Angeles School Police Department’s (LASPD) arrest diversion program currently used by the Los Angeles Unified School District (LAUSD). The diversion referral program offers an alternative to arrest and citation for LAUSD students between the ages of 13 and 17 who commit minor law violations on school grounds. The goal for this collaborative program is to offer a “non-punitive” enforcement model that supports strategic problem solving and addresses the behavioral, social, and emotional needs of students and their families. Using a mixed methods approach, combining interview and survey techniques, I assess whether the program was implemented according to intended protocol and procedures. Findings from the survey and interviews suggest a lack of consistency in the assessment of juveniles’ progress along with several obstacles preventing successful outcomes for participants. The majority of officers surveyed did not believe the arrest diversion program strengthened relationships between police and participants or police and the community. This process evaluation revealed barriers to successful implementation including a lack of communication between involved parties and lack of parental involvement and follow through by participants.
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Mitchell, Shayla Lois Marie. "A Historical Analysis of the Creation of a Cabinet-Level Department of Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/22.
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This dissertation uses historical analysis to understand the political and social conditions that allowed for the creation of a cabinet-level Department of Education when many congressional representatives, state governments, and citizens of the United States were ideologically against federal involvement in education. A cabinet-level Department of Education posed problems for the United States because nowhere in the nation’s Constitution is education mentioned, thus leaving education to be a function of the states according to the 10th Amendment. This dissertation looks at calls for a department of education leading up to and including the one initiated by Jimmy Carter. Conducting a historical analysis of the creation of a cabinet-level Department of Education allows for the analysis not only of educational policies but also of culture and society both outside of and within the political sphere. This study relies on documents from the Carter presidency, the National Education Association, the American Federation of Teachers, Congressional records, education polls, and the New York Times and Washington Post, as well as secondary sources related to the various calls for a creation of a cabinet-level Department of Education and policy pieces associated with the creation. The study concludes that while the legislation for the creation of a cabinet-level Department of Education was politically motivated, it would have been difficult to pass if the groundwork for federal involvement in education had not already been put in place through previous congressional legislation and court decisions. By easing public sentiment and creating a need for managerial and administrative reform these prior acts of Congress and the courts paved the way for a cabinet-level Department of Education.
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Scisco, Logan Michael. "Vanguard of the Right: The Department of Education Battle, 1978-1979." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1364.
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Satisfying a campaign pledge to the National Education Association (NEA), President Jimmy Carter pushed for a federal Department of Education in 1978 and 1979. In the ensuing legislative battle, Carter confronted opposition from states’ rights, social, and religious conservatives that were beginning to form the nucleus of the New Right in the Republican Party. Using divisive racial and religious issues, these conservatives tried, and failed, to thwart the Department of Education project. Congressional testimony, the Carter administration’s internal documents, and newspaper editorials illustrate that the Department of Education battle foreshadowed the Reagan Revolution of 1980.
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Tilot, Mistylee. "Identifying outcome based performance objectives for the Oneida Higher Education Department." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003tilotm.pdf.
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Bruce, Rebecca. "Barren River District Health Department Health Education/Risk Reduction Demonstration Projects." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2172.
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In July 1980, the Barren River District Health Department (BRDHD), serving eight counties (combined population approximately 204,000) in Southcentral Kentucky, was selected as a demonstration site under the auspices of the federal Health Education Risk Reduction (HERR) Program. With continued HERR funding for eight years, the BRDHD developed several successful health promotion projects. Major components of these projects include: 1) community health promotion, which serves to identify high -risk groups in the community and provide them with health education-health promotion services, 2) school health education which included the development of a preschool health education curriculum, 3) teacher education workshop, which instructs primary and secondary public school teachers in health education methods, 4) smoking cessation. and 5) a large industrial wellness program. This study reports on an eight year program evaluation of the HERR demonstration. Overall, the program evaluation suggests an increase in health knowledge and some attitude and behavior change for many of the participants ii BRDHD programs.
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Basopu, Price Mike. "Assessing challenges of corruption in the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/383.
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In the new dispensation, there are many challenges, especially concerning corruption. In this regard, the Eastern Cape is viewed as the most affected province, with the Department of Education identified as culprit number one engaging in corrupt activities. There are a number of contributing factors, as attributed in the study, but most prevalent among these is the vastness of the department, with fewer personnel and less capacity. Challenges of corruption in the Department of Education are perpetrated mainly by the civil servants. This study, researched the challenges of corruption in the Department of Education in the Eastern Cape, in particular by focusing on both the achievements and the limitations that have been experienced; and indeed, there are still numerous issues to be addressed and accomplished. The research, therefore, has been significant in that it touched on critical issues, such as, the public sector in general, which is corrupt. Misappropriation of public resources and corruption immersed the nation, as a whole, into a greater challenge rather than focusing on service delivery issues. There are situations, within the department, where the majority of senior officials, who may be in possession of valuable information, are always under suspension. In all the financial years the Department of Education existed, it always obtained disclaimer or adverse reports from the Office of Auditor-General (AG), despite numerous attempts and interventions by the AG‟s office and the Provincial Treasury to rectify the situation. There are also serious challenges of leadership crises in the Department of Education, both administratively and politically. During the research, that is, between the 2008 and 2010 financial years, there has been no permanent Head of Department; people were only acting in the capacity. vi Even those seconded from national education, could not finish the designated term, because of pressure mainly from the unions.
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Dua, Priya. "Desperately seeking mentors the impact of department-level and gender related characteristics on mentoring in graduate department of sociology /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4290.
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Thesis (M.A.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 12, 2006) Includes bibliographical references.
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Holzbaur, U. D. "Linking research education and education for sustainable development via projects." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/325.
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Published ArticleOne of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.
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Newell, Jeremiah. "The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027.
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In a post Race to the Top and No Child Left Behind environment, state education agencies (SEA’s) play an increasing role in influencing the policy and practices of schools and districts. Yet, the challenges of SEA’s are monumental. American students continue to be outperformed by their international peers. Schools and districts across America are struggling to make any headway on the persistent achievement gaps for poor and minority students. The system is in crisis, and the solutions are unknown. To meet this challenge of imagination, ingenuity, and learning, SEA’s must pivot from a predominantly compliance-oriented, highly bureaucratic culture to a more nimble learning-oriented culture. The central question is how can the SEA become a learning organization?
Drawing from research on enabling learning in organizations, developing effective teams, and promoting adult development, I argue that by developing an internal learning-oriented team that leads the organization’s efforts to learn and by engaging with statewide stakeholders- defined as educators, parents, business, community leaders, and students in the challenging of assumptions, the SEA will shift its orientation to learning. In this capstone, I describe my efforts at the Rhode Island Department of Education (RIDE) to support this pivot to a learning organization through the design and facilitation of a community-driven, design-thinking based strategic planning process that asks stakeholders to learn from each other, national experts, and RIDE staff and to parley that learning into a collaboratively defined statewide vision and strategy for public education. Furthermore, I describe RIDE’s efforts to learn from and enact this strategic plan.
Analysis of this capstone reveal three key insights: (1) taking the time to build broad-based support for a statewide educational strategy matters greatly to building legitimacy and long-term sustainability; (2) despite their traditional compliance-oriented roles, SEA’s can form nimble learning oriented teams that impel learning throughout the entire organization; and (3) SEA’s can best shift their role through a open dialogue of continuous improvement that happens both within the agency and across the state.
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Gustafsson, B. Eric. "Filosofi: en skola för frihet? : Om Unescos filosofiarbete och legitimitetsfrågan." Thesis, Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot humaniora och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58716.
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Detta arbete är en uppsats på avancerad nivå inom det utbildningsvetenskapliga fältet och undersöker hur skolämnet filosofi legitimeras utifrån Unesco:s filosofiarbete. Utgångspunkten är vad som kallas de didaktiska grundfrågorna – eller Vad?, Hur? och Varför? ett visst ämne studeras – och uppsatsen berör således även filosofididaktik i stor utsträckning. Det övergripande syftet med arbetet är att undersöka hur filosofiämnet legitimeras eller rättfärdigas, och mer specifikt hur Unesco rättfärdigar filosofiundervisning. Forskningsfrågorna för uppsatsen är: Hur ser Unescos svar på legitimitetsfrågan ut?, Hur argumenterar Unesco för svaret? och Vad får Unescos svar på legitimitetsfrågan för innebörd på filosofiundervisningen? Tillvägagångssättet för att kunna svara på dessa frågor har varit en beskrivning, tolkning och värdering av Unescos filosofiarbete. Studieobjektet är i första hand Unescos rapporter om filosofi. Unesco har under hela verksamhetens historia gjort undersökningar och släppt rapporter om filosofins ställning i världen och skolsystemen, och under 2000-talet har ett omfattande arbete gjorts i hopp om att öka filosofi och filosofins roll i utbildningsväsendet världen över. Unescos svar på legitimitetsfrågan blir enligt undersökningen att filosofiundervisning är ett redskap för att skapa fritänkande individer och en mer demokratisk värld. Detta svar på legitimitetsfrågan problematiseras avslutningsvis.
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Morgado, Cátia Alexandra Tenda. "A promoção de práticas de educação e formação para a sustentabilidade: o caso do Centro Unesco Aldeias das Ciências." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/19946.
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O presente relatório de estágio descreve as atividades desenvolvidas no decorrer de nove meses de estágio profissional, no âmbito do Mestrado em Gestão com especialização em Recursos Humanos, na Associação Centro UNESCO Aldeia das Ciências.
Este relatório tem como objetivo descrever detalhadamente as atividades desenvolvidas na instituição acolhedora, bem como apresentar um conjunto de sugestões e recomendações que permitam melhorar os processos e procedimentos.
No decorrer do estágio foram desenvolvidas diversas atividades, tendo as mesmas como foco a promoção da educação para a sustentabilidade em torno de três grandes áreas: exposições com tecnologias eco-eficientes (exposição Espaço Água, Energia Sustentável e Casa Sustentável) abertas à comunidade, angariação e reutilização de materiais recicláveis e atividades lúdico-pedagógicas em contexto escolar, como por exemplo: utilização de fornos solares, recolha de tampas, caricas e rolhas (Projeto “Bora lá).
A instituição através dos seus diversos projetos pretende passar a mensagem da importância no investimento na educação e formação para a sustentabilidade; Abstract: Promoting education and training practices for sustainability - The Case of the Centro UNESCO Aldeia das Ciências This internship report describes the activities developed during a nine-month internship, in the scope of the Master's Degree in Management with a specialization in Human Resources, at the Association of UNESCO Village Center of Sciences. The purpose of this report is to describe in detail the activities carried out at the hospitable institution, as well as to present a set of suggestions and recommendations to improve processes and procedures. During the internship, several activities were carried out, focusing on the promotion of education for sustainability around three major areas: exhibitions with eco-efficient technologies (exhibition on Water, Sustainable Energy and Sustainable House) open to the community, fundraising And re-use of recyclable materials and educational activities in a school context, such as: the use of solar ovens, the collection of lids, caricas and corks ("Bora lá" Project). The institution through its various projects intends to convey the message of importance in investing in education and training for sustainability.
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Polonio, Jeffery Nelson. "Assessing the effectiveness of the California Department of Correction vocational education programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1085.
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Wisdom, Vickie L. "Understanding the demands and constraints of department heads in higher education based on the perceptions of deans, faculty, and department heads." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4752.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 18, 2007) Vita. Includes bibliographical references.
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Hayward, Barbara Anne. "The role of the EFL department supervisor in an international college." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275900.
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Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization." Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.
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The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change.
Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances.
The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils.
Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations.
To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques.
The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department.
The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.
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Reid, Bryan John Spencer. "Implementing curriculum change within a state education department region : analysis and conceptualization." Access via Murdoch University Digital Theses Project, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.
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Guthrie, Nancy. "Discovering the Value of Public Relations Education in a Journalism Department Context." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/292208.
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