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Authors
Abstract(s)
A presente investigação, subordinada ao tema “Rede Educativa: Um Desafio para
a Gestão Pública nas Comunidades Intermunicipais-Estudo de Caso CIM Tâmega e
Sousa”, teve como objetivo central analisar a forma como a CIM-TS avalia e melhora a
qualidade da sua rede educativa e de formação profissional dentro do seu território, por
forma a ultrapassar o verdadeiro desafio da Gestão Educativa. Neste sentido, revelou-se
pertinente analisar os critérios utilizados para a avaliação e melhoria da rede educativa, a
forma de colaboração interinstitucional, as áreas de formação prioritárias e, por último, a
envolvência da comunidade local. Para tal, foi seguida uma metodologia assente no
modelo hipotético-dedutivo, recorrendo a um inquérito por entrevista a um ator-chave e
a oito inquéritos por questionário aplicados aos onze municípios constituintes da CIM TS. Finalizada a investigação, foi percetível que a rede educativa, no sentido lato, é
constituída por quatro pilares fundamentais, tais como: alunos, infraestruturas,
parceiros/instituições e docentes, e que o processo de avaliação e melhoria se encontra
em constante evolução, não estando ainda perfeitamente materializado. Verifica-se,
portanto, que existem critérios objetivos para a avaliação dos alunos quer no ensino
profissional, quer no ensino “normal”, através do PIICIE, e critérios subjetivos que se
prendem com os outros três pilares que compõem a própria rede.
Para tal, o estudo de diagnóstico de necessidades de qualificações e definição de
uma estratégia de apoio ao desenvolvimento do sistema educativo e formativo da região
do Tâmega e Sousa, promete contribuir para limitar os desafios da gestão pública,
mormente no que diz respeito à gestão do ensino em Portugal.
The present investigation, under the theme “Rede Educativa: Um Desafio para a Gestão Pública nas Comunidades Intermunicipais-Estudo de Caso CIM Tâmega e Sousa”, had the central objective of analyzing the way in which CIM-TS evaluates and improves the quality of its educational network and professional training within its territory, in order to overcome the real challenge of Educational Management. In this sense, it was pertinent to analyze the criteria used to evaluate and improve the educational network, the form of interinstitutional collaboration, the priority training areas and, finally, the involvement of the local community. To this end, a methodology based on the hypothetical-deductive model was followed, using an interview survey with a key actor and eight questionnaire surveys applied to the eleven municipalities of the CIM-TS. After completing the investigation, it was clear that the educational network, in the broadest sense, is made up of four fundamental pillars, such as: students, infrastructures, partners/institutions and teachers and that the evaluation and improvement process is constantly evolving, and is not still perfectly materialized. It appears, therefore, that there are objective criteria for evaluating students both in professional education and in “normal” education, through the PIICIE, and subjective criteria that relate to the other three pillars that make up the network itself. To sum up, the study of diagnosing qualification needs and defining a strategy to support the development of the educational and training system in the Tâmega e Sousa region promises to contribute to limiting the challenges of public management, especially with regard to the management of teaching in Portugal.
The present investigation, under the theme “Rede Educativa: Um Desafio para a Gestão Pública nas Comunidades Intermunicipais-Estudo de Caso CIM Tâmega e Sousa”, had the central objective of analyzing the way in which CIM-TS evaluates and improves the quality of its educational network and professional training within its territory, in order to overcome the real challenge of Educational Management. In this sense, it was pertinent to analyze the criteria used to evaluate and improve the educational network, the form of interinstitutional collaboration, the priority training areas and, finally, the involvement of the local community. To this end, a methodology based on the hypothetical-deductive model was followed, using an interview survey with a key actor and eight questionnaire surveys applied to the eleven municipalities of the CIM-TS. After completing the investigation, it was clear that the educational network, in the broadest sense, is made up of four fundamental pillars, such as: students, infrastructures, partners/institutions and teachers and that the evaluation and improvement process is constantly evolving, and is not still perfectly materialized. It appears, therefore, that there are objective criteria for evaluating students both in professional education and in “normal” education, through the PIICIE, and subjective criteria that relate to the other three pillars that make up the network itself. To sum up, the study of diagnosing qualification needs and defining a strategy to support the development of the educational and training system in the Tâmega e Sousa region promises to contribute to limiting the challenges of public management, especially with regard to the management of teaching in Portugal.
Description
Keywords
Comunidade intermunicipal Gestão pública Rede educativa Tâmega e Sousa Intermunicipal community Educational network Public management