Suchergebnisse

A TV está presente em 95,7% dos lares brasileiros, mostrando ser um instrumento de comunicação de massa importante, diante da proposta do Governo Brasileiro de promover a inclusão social por meio de cursos, usando a TV Digital interativa. Por outro lado, um número excessivo de usuários poderia comprometer o funcionamento do sistema, tornando o problema não escalável. Durante o desenvolvimento deste trabalho foram discutidas as formas de viabilizar o Ensino a Distância, utilizando como tecnologia o Sistema Brasileiro de TV Digital. Neste artigo, como contribuição, são apresentadas uma arquitetura e um modelo de atendimento escaláveis.

Este estudio tuvo como objetivo plantear y discutir los datos sobre la integración de las actividades de salud cursos de enseñanza y de servicios que se ofrecen en la Universidad Federal de Bahía (UFBA), la presentación de las prácticas de los escenarios y las principales di cultades que existen en la relación entre la universidad y los servicios salud. Este fue un estudio cualitativo de carácter exploratorio descriptivo, mediante un cuestionario como herramienta de investigación aplicada a los coordinadores de los cursos de salud seleccionados. La selección fue leyendo el proyecto político pedagógico, se seleccionaron los siguientes cursos: enfermería, terapia física, terapia del habla, la medicina, nutrición, odontología y salud pública. Los resultados indicaron ocho tipos de actividades de integración docencia-servicio, 57 escenarios de práctica y las principales di cultades. Se concluyó que estos cursos están pegando a los cambios en la formación académica en la salud, en vista del gran número de unidades básicas de salud en el proceso de servicio de la enseñanza. Por lo tanto, se hace hincapié en que la UFBA incluye actividades en la atención de salud que permiten la integración en la educación en el proceso de la educación superior, aunque hay algunas di cultades en esta relación indicada por los coordinadores. ; is study aimed to raise and discuss the data about the integration of health courses teaching and service activities o ered at the Federal University of Bahia (UFBA), pre- senting scenarios practices and major di culties existing in the relationship between the university and the services of health. is was a qualitative study of descriptive explo- ratory character, using a questionnaire as a research tool applied to the coordinators of selected health courses. e selection was by reading the political pedagogical project, the following courses were selected: nursing, physical therapy, speech therapy, medicine, nu- trition, dentistry and public health. e results indicated eight types of teaching-service integration activities, 57 scenarios of practice and the main di culties. It was concluded that these courses are sticking to changes in academic training in health, in view of the large number of basic health units in the teaching service process. us, it emphasizes that the UFBA includes activities in health care that enable the integration-education in the higher education process, although there are some di culties in this relationship indicated by the coordinators. ; Esse estudo teve como objetivo levantar e discutir os dados acerca das atividades de integração ensino-serviço de cursos de saúde oferecidos na Universidade Federal da Bahia (UFBA), apresentando os cenários de práticas e as principais di culdades existentes na relação entre a uni- versidadeeosserviçosdesaúde.Tratou-sedeumapesquisaqualitativa,decaráterdescritivoexploratório,utilizando-seumquestionáriocomo instrumento de investigação aplicado aos coordenadores dos cursos de saúde selecionados. A seleção foi mediante a leitura do projeto político pedagógico, sendo selecionados os seguintes cursos: enfermagem, sioterapia, fonoaudiologia, medicina, nutrição, odontologia e saúde coletiva. Os resultados indicaram 8 tipos de atividades de integração ensino-serviço, 57 cenários de prática e as principais di culdades. Concluiu-se que esses cursos estão aderindo às mudanças na formação acadêmica em saúde, tendo em vista o grande número de unidades básicas de saúde que integram o processo de ensino serviço. Dessa forma, ressalta-se que a UFBA contempla atividades na área de saúde que viabilizam a integração-ensino no processo de formação superior, embora existam algumas di culdades nesta relação apontadas pelos coordenadores.

A avaliação pode processar-se sob a égide de duas distintas lógicas: a da classificação ou a da formação. A prevalência da primeira parece condenar os estudantes a desempenhos sofridos e sofríveis, conforme se constata nos resultados revelados por provas nacionais e internacionais. Afinal, apesar do discurso a propalar um exercício formativo, o que se nota, ainda, em termos de avaliação é a preocupação em separar o joio do trigo. A inquietação quanto às decorrências da avaliação classificatória, principalmente no que tange á motivação para a aprendizagem, orientou a delimitação do objetivo do presente estudo: mapear e analisar as implicações das concepções de avaliação vivenciadas ao longo de um curso de Licenciatura em Pedagogia relativamente à motivação da aprendizagem. A pesquisa quanti-qualitativa valeu-se de metodologia também hibrida, o estudo de caso. Os procedimentos de coleta utilizados foram: questionário e entrevista. Os dados foram analisados à luz da análise de conteúdo clássica. Os resultados parecem apontar relação entre avaliação classificatória, motivação extrínseca e abordagem superficial à aprendizagem, bem como entre avaliação formativa, motivação intrínseca e abordagem profunda à aprendizagem.

This article presents one component of a qualitative study that explored teaching and learning with and for youth from refugee backgrounds in Prince Edward Island (PEI) intermediate and high schools. Specifically, this article presents data and discussion regarding some of the challenges and professional development needs of teachers working with refugee youth. Findings from this study confirm that improvements are needed in services available to these students such as teacher training, resources, and school inclusive practices. Teachers also expressed the need for ongoing professional development related to areas such as teaching basic reading and working with students who have experienced trauma. Practical implications for policy and practice are discussed in relation to current research literature.Keywords: refugee youth, teaching, teacher training, language acquisition, inclusion ; Cet article présente une composante d'une étude qualitative qui s'est intéressée à l'enseignement et à l'apprentissage avec, et pour les jeunes à l'école intermédiaire ou secondaire appartenant à la population de réfugiés directs ou indirects sur l'Île-du-Prince-Édouard (Î.-P.-É.). Plus précisément, cet article présente des données et des discussions qui concernent certains des défis et des besoins au niveau du développement professionnel des enseignants travaillant avec des jeunes réfugiés. Les résultats de cette étude confirment que des améliorations sont nécessaires dans les services offerts à ces étudiants tels que la formation des enseignants, les ressources et les pratiques inclusives scolaires. Les enseignants ont également exprimé la nécessité d'un développement professionnel continu relatif à des domaines tels que l'enseignement des connaissances de base en lecture et le travail avec les élèves ayant subi un traumatisme. Les implications pratiques du point de vue politique et de la mise en pratique sont discutées en lien avec la littérature de recherche actuelle.Mots-clés: les jeunes réfugiés, l'enseignement, la formation ...

The Role of Management Development in Public Service Modernisation.
The eighties saw the development of certain dominant models of management, where the emphasis was on tightening up control systems and forcing through cost reduction programmes. Public management for the 1990's needs to go beyond the mechanistic model of "management by direction" and develop "management by design" as the dominant learning model. Designing the circumstances under which personal initiative and talent can flourish to produce a high level of performance, is the challenge now facing public management. Taking personal responsibility for the performance of the organisation raises a number of problematic issues such as leadership, cultural change, legitimacy of the pro-active public manager, and the significance of experiential learning in transformational management development.

The diagnosis of the Guinean educational system during the states general of education at the end of the 1980s showed the necessity of carrying out qualitative changes within itself. Since then, it has been subject to several reforms. The main objectives of the first one are the following: i) the restructuration of the system,ii) the improvement of the teaching and training quality;iii) the reinforcement of management, planning and educational administration capacities. Concerning the administration and the educational system management, it has been noticed that inspite of real recovery efforts, it remains a lot to do in order to reinforce the coordination and to make the decentralization more operational. Because, in spite of the putting in place of the decentralized structures, their autonomy as far as decision making is concerned has proven to be insufficient in addition to the lack of regular circulation of information, all of this constitute an obstacle to the good running of the system. From what preceeds, we can conclude by saying that the improvement of the guinean educational system just like the future of the school administrators in general and the institution heads in particular depends on a political decision which is in the hands of the educational authorities. They will be what they want them to be. ; Le diagnostic du système éducatif guinéen a montré ses dysfonctionnements et recommandé des réformes comme : i) la restructuration dudit système, ii) l'amélioration de la qualité de l'enseignement et de la formation ; iii) le renforcement des capacités de gestion, de planification et d'administration de l'éducation. S'agissant de l'administration et de la gestion du système éducatif, il a été constaté qu'il restait beaucoup à faire en vue de renforcer la coordination et de rendre plus opérationnelle la décentralisation. Car, malgré la mise en place des structures décentralisées, leur autonomie dans la prise de décision s'est avérée insuffisante en plus du manque de circuit régulier d'information, ...

The diagnosis of the Guinean educational system during the states general of education at the end of the 1980s showed the necessity of carrying out qualitative changes within itself. Since then, it has been subject to several reforms. The main objectives of the first one are the following: i) the restructuration of the system,ii) the improvement of the teaching and training quality;iii) the reinforcement of management, planning and educational administration capacities. Concerning the administration and the educational system management, it has been noticed that inspite of real recovery efforts, it remains a lot to do in order to reinforce the coordination and to make the decentralization more operational. Because, in spite of the putting in place of the decentralized structures, their autonomy as far as decision making is concerned has proven to be insufficient in addition to the lack of regular circulation of information, all of this constitute an obstacle to the good running of the system. From what preceeds, we can conclude by saying that the improvement of the guinean educational system just like the future of the school administrators in general and the institution heads in particular depends on a political decision which is in the hands of the educational authorities. They will be what they want them to be. ; Le diagnostic du système éducatif guinéen a montré ses dysfonctionnements et recommandé des réformes comme : i) la restructuration dudit système, ii) l'amélioration de la qualité de l'enseignement et de la formation ; iii) le renforcement des capacités de gestion, de planification et d'administration de l'éducation. S'agissant de l'administration et de la gestion du système éducatif, il a été constaté qu'il restait beaucoup à faire en vue de renforcer la coordination et de rendre plus opérationnelle la décentralisation. Car, malgré la mise en place des structures décentralisées, leur autonomie dans la prise de décision s'est avérée insuffisante en plus du manque de circuit régulier d'information, toutes choses qui sont une entrave au bon fonctionnement du système. Malgré les diverses formations, le niveau et la qualité de l'enseignement sont en baisse, les résultats aux examens ne sont pas toujours satisfaisants et que la crise de confiance qui couvait depuis longtemps entre les familles et l'école est en train de voir le jour. De ce qui précède, nous disons que l'amélioration du fonctionnement du système éducatif guinéen tout comme l'avenir des administrateurs scolaires en général et des chefs d'établissement en particulier dépendent d'une décision politique qui est entre les mains des autorités de l'Education. Ils seront ce qu'elles voudront qu'ils soient.

The diagnosis of the Guinean educational system during the states general of education at the end of the 1980s showed the necessity of carrying out qualitative changes within itself. Since then, it has been subject to several reforms. The main objectives of the first one are the following: i) the restructuration of the system,ii) the improvement of the teaching and training quality;iii) the reinforcement of management, planning and educational administration capacities. Concerning the administration and the educational system management, it has been noticed that inspite of real recovery efforts, it remains a lot to do in order to reinforce the coordination and to make the decentralization more operational. Because, in spite of the putting in place of the decentralized structures, their autonomy as far as decision making is concerned has proven to be insufficient in addition to the lack of regular circulation of information, all of this constitute an obstacle to the good running of the system. From what preceeds, we can conclude by saying that the improvement of the guinean educational system just like the future of the school administrators in general and the institution heads in particular depends on a political decision which is in the hands of the educational authorities. They will be what they want them to be. ; Le diagnostic du système éducatif guinéen a montré ses dysfonctionnements et recommandé des réformes comme : i) la restructuration dudit système, ii) l'amélioration de la qualité de l'enseignement et de la formation ; iii) le renforcement des capacités de gestion, de planification et d'administration de l'éducation. S'agissant de l'administration et de la gestion du système éducatif, il a été constaté qu'il restait beaucoup à faire en vue de renforcer la coordination et de rendre plus opérationnelle la décentralisation. Car, malgré la mise en place des structures décentralisées, leur autonomie dans la prise de décision s'est avérée insuffisante en plus du manque de circuit régulier d'information, ...

In a town of Tocantins, it was implanted an integrated unity of education and health assistance, product of a partnership between the town and a private college - the Health Space. The study proposes to characterize the users'profile concerning the sociodemographic and health variables found in the chart of the users of the Health Space from June 2012 to May 2014. It is a retrospective and descriptive study with a quantitative approach. It was concluded that the clientele was composed of 946 individuals, mainly: female, from 18 to 60 years old, with few years of school attendance and living in the urban area. In what concerns the 2,009 medical appointments, the absolute majority just showed up to one or two medical appointments. The main reasons given to the necessity of an appointment were the childcare segment and routine appointments, as well as requests for prescriptions, sick leaves and complementary exams, and to know the results of the exams. Among the symptoms, pain and fever were the most referred ones. About the medical diagnosis, it was noticed that virus diseases and hypertension were the most common ones. These pieces of information can base innovations in the attending system, learning program and in the implantation of multidisciplinary programs.

This study aims to collect relevant data regarding the experience of students who attended a postgraduate course in e-learning. The study explores the relationship between e-learning students' expectations and
their level of satisfaction in a Master degree program developed in 2010-2012. The purpose of the research is to
know the reasons behind students choice for an e-learning course, as well as characterize the levels of students
satisfaction in the e-learning post-graduate program, taking into account specific dimensions of the courses
which were considered as benchmarks for the quality of this type of online learning initiative, as well as the
levels of satisfaction towards each specific indicator identified in each dimension. It was also an aim of this
study to understand how these dimensions relate to one another. Assuming a quantitative methodology of data
collection and analysis, the study was based on student responses to two questionnaires applied at the beginning
and at the end of the course. Both constructs, expectations and satisfaction, were analyzed from a multidimensional perspective and nine dimensions were considered: course design; coordination; faculty and tutors;
curricular program; resources; learning methodologies; evaluation system; support services and technological
infrastructures. The results of this study suggest that online students present relatively high levels of satisfaction,
which points towards a positive learning experience. It is possible to note that there is a correlation between the
different dimensions studied, consequently leading to different improvement strategies. Ultimately, this
investigation aims to contribute to the promotion of quality and the success of e-learning initiatives in Higher
Education.

International audience ; La mise en oeuvre d'une politique RSE par une multinationale étrangère dans un pays émergent pose la question du rôle fondamental de cette politique et des intérêts véri-tables qu'elle défend. Cette étude exploratoire examine par quel processus, dans le cadre d'un projet d'exploitation d'une mine de nickel, une entreprise française met en oeuvre une politique RSE dans un pays émergent, l'Indonésie. Par sa volonté de gérer ses parties prenantes, l'entreprise s'inscrit dans un processus d'apprentissage organisationnel dans lequel les interactions entre individus sont multipliées. Les balbutiements de la concertation et les résistances encore fortes auquel elle se heurte tendraient à montrer que le chemin est encore loin pour atteindre l'objectif de l'apprentissage. Cette étude s'appuie principalement sur des données qualitatives mais également sur une recherche documentaire. Les résultats montrent que la mise en oeuvre de la politique RSE de l'entreprise dans un pays émergent suit un processus d'apprentissage constitué d'essais-erreurs. Abstract The implementation by a multinational of its social responsibility in an emerging country raises the question of the boundaries of the firm. In emerging countries, when a company is the only economic actor of an area, the links between local and corporate governance are all the most important as the action of the administration is weak. This study examines by which process a French company learns to implement its social responsibility in an emerging country, Indonesia. Thro their desire to provide an answer to the integration of the various levels of responsibility, corporations take part in an organizational learning process in which interactions between individuals are multiplied and coordinated. The beginnings of coordination tend to show that the path is still open to reach the learning objectives. This research is based mainly on qualitative data. The results of the study show that the implementation by a multinational of its social responsibility in an emerging country follows a learning process.

Every day, the accelerate technological development is changing the way we plan and operationalize the implementation of courses in educational institutions. To the pointed panorama should be added another group of factors which, nowadays, can't be unknown. This group of factors refers to the management of processes involving special and distance education –DE. This study, qualitative exploratory kind, has an objective analyze the dimensions of teaching methodology, assessment criteria and theoretical assumptions from which the Course of Specialized Educational Services-SES is structured. It was found that students who took the course, showed good performance in learning the content developed at the same time also identified situations in their professional field in which they could put intopractice the precepts studied regarding the practice of the SES. We conclude that we need to know all processes that involve learning through distance education so a good performance in the educational purposes can be achieved, setout in a given context. When it comes to teacher training, this care is even more important, since access to teachers who want to learn innovative teaching practices must be promoted.

International audience ; La mise en oeuvre d'une politique RSE par une multinationale étrangère dans un pays émergent pose la question du rôle fondamental de cette politique et des intérêts véri-tables qu'elle défend. Cette étude exploratoire examine par quel processus, dans le cadre d'un projet d'exploitation d'une mine de nickel, une entreprise française met en oeuvre une politique RSE dans un pays émergent, l'Indonésie. Par sa volonté de gérer ses parties prenantes, l'entreprise s'inscrit dans un processus d'apprentissage organisationnel dans lequel les interactions entre individus sont multipliées. Les balbutiements de la concertation et les résistances encore fortes auquel elle se heurte tendraient à montrer que le chemin est encore loin pour atteindre l'objectif de l'apprentissage. Cette étude s'appuie principalement sur des données qualitatives mais également sur une recherche documentaire. Les résultats montrent que la mise en oeuvre de la politique RSE de l'entreprise dans un pays émergent suit un processus d'apprentissage constitué d'essais-erreurs. Abstract The implementation by a multinational of its social responsibility in an emerging country raises the question of the boundaries of the firm. In emerging countries, when a company is the only economic actor of an area, the links between local and corporate governance are all the most important as the action of the administration is weak. This study examines by which process a French company learns to implement its social responsibility in an emerging country, Indonesia. Thro their desire to provide an answer to the integration of the various levels of responsibility, corporations take part in an organizational learning process in which interactions between individuals are multiplied and coordinated. The beginnings of coordination tend to show that the path is still open to reach the learning objectives. This research is based mainly on qualitative data. The results of the study show that the implementation by a multinational of its social ...

A number of research findings consistently reveal the need to apply a new analytical framework to public policy issues pertaining to the evolution of national agricultural extension systems (NAES). It is now compulsory for the member states of the European Union to have NAES, in order to provide farmers with the technical support required to comply with European regulations (eco-conditionality of grants, sanitary security, etc.). But extension services in European countries vary widely and are undergoing profound reorganization in a context of generalized disengagement of the state on a national scale. Policy-makers are consequently confronted with unexpected problems, primarily due to wide disparities in the level of efficacy of incentive agricultural extension policies (differences between countries but also between categories of farm within the same country). In this paper we re-examine these difficulties in light of advances in the service economy. This reveals several characteristics of intangible services that are essential for analysing the implications of the transformation of NAES, particularly: i) specific forms of interaction between service providers and beneficiaries, which constitute the service relationship; ii) the absence of a demand for services which is autonomous from the supply; and iii) associated with these services, the existence of cumulative effects – either positive (learning, knowledge bases) or negative (exclusions, technological lock-in) –, which must be analysed for both front- and back-office activities. In light of this, two problems stand out: i) errors due to a strictly financial and short-term evaluation of the effects of agricultural extension systems; and ii) the selective effects of agricultural extension service policies based exclusively on uniform support for the demand. These findings highlight the possibility of new approaches to the innovation trajectories of NAES. ; Un ensemble convergent d'observations fait ressortir la nécessité de disposer d'un cadre analytique ...