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1
Aghdasi, F., und S. Kaye. „Community service projects and service learning - recommendations for the School of Electrical and Computer Systems Engineering, CUT“. Interim : Interdisciplinary Journal, Vol 4, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/431.
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Published ArticleThis article explores the possible opportunities in Community Service and Service Learning for the School of Electrical and Computer Systems Engineering at the Central University of Technology, Free State, and outlines the associated recommendations. The development of these activities, together with research and postgraduate expansion, are particularly significant in the context of the necessary transformations from a Technikon to a University of Technology and will enhance the relationship with the community that the University must serve. It offers to industry a channel to influence the content of training programmes and a supplementary source of research and development for their specific needs. It further highlights the role of tertiary institutions in skills development of public servants.
2
Draper, Rhonda Lee. „What are the benefits and challenges of large scale, arts based community partnership projects in an elementary school?“ Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54066.
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This study explored the benefits and challenges of a large-scale, arts-based, community partnership project with an elementary school. It was called the Canada Show/Symphony Orchestra (SO) experience. This project drew across the arts, integrated multiple disciplines and involved a high quality community partnership. A case study formed the inquiry of this thesis to study the significances for all involved.
Conceptually, this research was informed by my "artography" (Irwin & de Cosson, 2004), my concomitant position as an artist, researcher, teacher. Turning to constructivist traditions and informed by Dewey's (1938) philosophy of experience, a case study provided the means to systematically document the Canada Show/SO experience.
Data sources included 70 grade six student performers, three of their teachers and two administrators via questionnaires featuring nine open-ended questions during three stages: 1) at the end of the final dress rehearsal; 2) at the end of the final of six performances; 3) a month after the performances had taken place. Data was also gathered from our community partner, participants in a symphony orchestra. Their questionnaires were given at one stage only – at the end of the final of six performances. Additionally eight randomly selected students digitally recorded their experiences at all stages throughout the process. The final source of data was my own journal and digital recordings documenting throughout what was encountered as artist, researcher, teacher.
The findings from this study foreground the importance of arts-based interdisciplinary projects that develop multiple competencies. The majority of participants involved in this project stated that, in spite of challenges, it benefitted them socially and emotionally, helped them to develop arts-based competencies while teaching them about their Canadian history. Many participants found this large-scale, arts-based community partnership project to be transformational to them – their ideas about themselves, about others and about curriculum.Education, Faculty of (Okanagan)
Graduate
3
Hlophe, Nomalanga Nokuthula. „An investigation of the practices employed by an environmental community-based organization to successfully sustain its school based and community based projects (A case study)“. Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021252.
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Community-based organizations (CBOs) play a crucial role in sustainable development and hence it is important that they are promoted, guided and supported by state agencies and the private sector. The South African government encourages communities to establish co-operatives as a tool or strategy to address local social issues and risks and act accordingly. The purpose of this case study was to determine what aspects of the establishment and operation of a successful community-based environmental organization are producing sustained school and community projects. The study set out to investigate and audit the activities of a successful environmental CBO so as to determine how it has successfully sustained its school and community environmental projects. The reason for this investigation was to inform other CBOs and the state environmental agencies that support them on how to sustain their environmental activities in community and school contexts. The investigation was designed as an interpretive case study, which used document analysis, semi-structured interviews and observations to gather data. The gathered data was analyzed through inductive analysis to interpret and audit reported activities. Analytical memos were used to represent key themes in relation to the successful operations of the organization. Through auditing and reporting the activities in the analytical memos, analytical statements were developed. Those statements guided the discussion and informed the study‟s findings and recommendations. After investigating this CBO, it was concluded that, their success is a result of the establishment of a networking forum with different stakeholders and parties, community involvement in different projects, partnerships with local schools to develop and expand their curriculum practice, CBO networking locally and internationally and finally, their participation in annual and continuous environmental competitions/projects/programs. The insights gained and lessons learned will be used to advice and support community based co-operatives in environmental learning activities in school and community contexts as part of my ongoing work.
4
Medina, Martin. „A public safety high school internship program for Riverside Community College“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1976.
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The purpose of this thesis was to address the need to develop a public safety internship academy program for high school students and at risk youths who may have a desire to explore careers in public safety. Many students dream of pursuing a career in public safety but lack the knowledge or skills to realize their dream.
5
Westcot, Julia Ellen. „The September 11th tragedy: Effects and interventions in the school community“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2271.
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Nemeth, Emily Annette. „“Because I Live in this Community”: Literacy, Learning, and Participation in Critical Service-Learning Projects“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403520728.
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7
Shader, Michelle Elizabeth. „Creating community through communication: The case of East Desert Unified School District“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2692.
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East Desert Unified School District (EDUSD) serves many immigrant, migrant, and first generation students. The objective of this thesis is to identify the community processes and channels used that it serves. Organizationally, the interractions between the district and its communities will be studied from a systems perspective. Intercultural communication theories and organizational communication theories provide lenses for examining the communication processes occuring between the communbity and organization within the district, the parents resource service center alone with children and Family Services are grant supported and provide outreach services to community members.
8
Freestone, Keri Lynn. „Instant access: Developing a high school web site for staff, students, and community“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2303.
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This project describes the inception and development of a high school web site along with subsequent implementation issues, limitation, benefits, and recommendations visual design and learning principles and the history of hypermedia are also discussed, and a model is tendered for other schools to follow when constructing a web site.
9
Trent, Allen W. „Community : a collaborative action research project in an arts impact elementary school /“. The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623491133.
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10
Thomas, Kelly Burke. „AN ANALYSIS OF ALBERTA'S FIRST NATIONS, METIS, AND INUIT SCHOOL-COMMUNITY LEARNING ENVIRONMENT PROJECT“. The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-161011/.
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The First Nations, Métis, and Inuit School-Community Learning Environment Project was one of the programs through which the Aboriginal Branch of Alberta Education attempted to increase the academic success rate of First Nation, Métis, and Inuit students. Sixteen school jurisdictions in Alberta were asked to choose one school within their district on which to focus the resources offered by the Project. These resources included a large amount of money and print materials prepared by the Aboriginal Branch. The schools were asked to consult with the school community and area residents, including elders, to prepare strategies they believed would fulfill the goals of the First Nations, Métis, and Inuit School-Community Learning Environment Project. The first goal of the Project, and the one this quantitative study examines, was to increase the number of students who obtained the acceptable standard on the Provincial Achievement Tests. The Project was initiated in the 2003-2004 school year and ended in 2004-2005. This study compares the means of the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in the two years before the Project began, 2001-2002 and 2002-2003; two years during the Project, 2003-2004 and 2004-2005; and two years after the Project ended, 2005-2006 and 2006-2007. This study also compares the strategies each school used to achieve the goal of increasing the numbers of students attaining the acceptable standard on the Provincial Achievement Tests. In addition, 12 schools were purposefully quota sampled that were not part of the Project; the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in these schools were compared with the numbers of students who obtained the acceptable standard in schools that were part of the Project. Analysis of the results indicated that, generally speaking, the First Nations, Métis, and Inuit School-Community Learning Environment Project resulted in only nominal improvements in increasing the academic success of First Nation, Métis, and Inuit students attending schools that took part in the Project.
11
Lai, Pao-Yi. „Vocational education for the limited English proficient: A handbook for community college administrators“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1252.
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12
Goss, Emilie Alice, Julie Diane Orr und Barbara Anne Osburn. „IMPACTT: Involving more parents and community members together with teachers in support of education“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1369.
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Involving parents and community in education is vital to the success of academic excellence. It is essential that adults be involved in the education and socialization of their children for the next generation.
13
Price, Chelsea Marie. „Effects of Good Food: Local Project on Acceptance and Consumption of USDA Specialty Crops in Pre-School through High School Children in Southern Illinois“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1434.
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Previous studies have shown that hands-on cooking classes focusing on fruit and vegetables, nutritional value, and food safety have increased fruit and vegetable consumption in children. Some of the most nutrient rich fruits and vegetables are classified as United States Department of Agriculture specialty crops. USDA specialty crops are used only for consumption and offer a variety of important vitamins, minerals, and other nutrients. Thus, children who are not receiving the recommended servings of fruits and vegetables each day are not getting the proper nutrition. The design of this study is a prospective cohort of 69 day care participants. The intervention targeted many topics: meal preparation, nutrition education, food safety, food cost, and benefits of buying local foods. After one month in the program, participants showed no change in fruit and vegetable acceptance or fruit consumption. Participants showed a decrease in amount of vegetables eaten "yesterday" after participation in the study. Further research should be done in the area of cooking classes for children living in rural communities.
14
Hanneman, Linda Louise. „Increasing ESL student language production and altering the affective climate in a mountain community high school“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1280.
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Watts, Vanessa Blair. „Project PRIDE: Engaging High School Students in Reducing Teen Dating Violence in Their School“. Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1471880717.
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Daniels, Keynasia Kami. „Do educators value school social workers?“ CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2834.
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The purpose of this study is to examine educators' (teachers and school administrators) level of knowledge about the professional role of school social workers and the value that educators place on the functions carried out by social workers as pupil support personnel.
17
Rosmarin, Tessa. „Community-driven educational and training model for sustainable community development resulting in sosio-economic upliftment in the Western Soutpansberg“. Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1500.
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Thesis (MPhil (Sustainable Development Planning and Management))--Stellenbosch University, 2008.This thesis used the Logical Framework Approach to create a project proposal for the establishment of a community-driven educational and training model for sustainable community development based in the Western Soutpansberg in the Limpopo Province. The project aims to provide much-needed socio-economic upliftment to this area, which is characterized by many large poor local communities with relatively few employment opportunities. The proposed programme focuses on the formation of the Soutpansberg Centre for Sustainable Development. This Centre is intended to be a demonstration model for land and agrarian reform based on sustainable development principles, indigenous knowledge and appropriate technologies. It would serve as a working example of how the reform process could be accelerated thus making a significant impact particularly on the lives of the rural poor and landless in the surrounding area. The research that was undertaken for this proposal entailed assessing and building on available primary data and information. It was informed by existing documentation, research and interviews with key stakeholders. The intention is for this project to become a reality in the near future and therefore it was necessary to create a document that is both viable and practical taking into consideration and assessing the various elements involved in such a sustainable development initiative.
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Berg, Julie Marie. „Educator's perceptions of priority school nursing activities and influencing factors“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2341.
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The purpose of this study was to compare the relative priority rankings assigned by educators and practiontioners of activities performed by school nurses. It examines the factors that under lies the differences in priorities assigned.
19
Williams, Timothy A. „Project Bridge of Honor collaboration between the school, church and community to equip and empower youth for success in life /“. Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Diaz, Carolina. „A bridge to healthy behaviors by changing our home, school and community| A grant proposal project“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527696.
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The purpose of this project is to develop a school curriculum prevention program for elementary school students. The identifying school for implementation will be Garfield Elementary School. This prevention program aims to work with elementary school students by providing psycho-education on healthy behaviors and unhealthy behaviors. This project will consist of providing a social support group for students to feel safe when talking about any type of violence from home, school, and the community. The class will consist of providing different activities in order to provide the information to the students. Students will also be giving a pre-test and a post-test in order to evaluate their knowledge before and after treatment. The purpose of this prevention program is to decrease bullying, teen-dating violence, and school violence. As part of the goals and objectives to decrease maladaptive behaviors this program will focus teaching and increasing the level of healthy behaviors, which includes, asking for help, walking away, speaking up, and conflict resolution among others.
21
Rivas, Raul Hernan. „A web based Master calendar of events“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3000.
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Master Calendar of Events is a PHP/MS-SQL application that provides a user-friendly interface to display a listing of campus events via an Internet browser and was specifically designed to display events at the San Bernardino Community College District, Crafton Hills Community College, and San Bernardino Valley College. The application also provides an editor interface that allows designated users to add, edit, or delete events as well as manipulate logos or images.
22
Xali, Nomawethu. „Community participation in housing development : the Boystown informal settlement project“. Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1679.
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Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2005.One of the problems with development planning is a lack of community participation. This is due to the top-down approach that dominates development planning. To improve chances of sustainable development there is a need to shift from a top-down approach towards a bottom-up approach. The bottom-up approach promotes people-centred development. People-centred development focuses on people and enhances their capacity to influence the direction and implementation of the development process. Communities can only influence the development process through their participation. International bodies such as the United Nations and the World Bank support the concept of community participation in development planning. The South African policy framework also provides for community participation. The change agents should utilise this opportunity by sharing knowledge and by learning from the indigenous knowledge of the community. This knowledge exchange between the community and the change agents creates a platform for social learning, capacity building and empowerment. It is through this platform that sustainable development could be achieved. This kind of development process accommodates the building blocks of development. This study examines the level of community participation in a housing development project at the Boystown informal settlement. It was found that there is a lack of community participation in this project and that the project could be a success if there is a higher level of participation by the beneficiaries.
23
Curtin, Robert Patrick. „Public safety internship program at the Riverside Community College District“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1889.
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The focus of this study was to design, implement, and evaluate a community college based program that utilizes contextual teaching and learning methods that will prepare completers for careers in public safety.
24
Potberg, Conrad Alexander. „Factors contributing to school effectiveness in a disadvantaged community in the Western Cape : a case study“. Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1989.
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Thesis submitted in fulfilment of the requirements for the degree
DOCTOR OF EDUCATION
in the Faculty of Education and Social Sciences
at the
Cape Peninsula University of Technology
2014Educational inequality still exists in South Africa and permeates lower socio-economic communities. Improving the situation in schools serving poorer communities is essential. Intense interest in school effectiveness through research and policy could provide impetus for school improvement. The study aims to understand what makes a school effective within a disadvantaged community. To address school ineffectiveness, the study proposes a substantive theory developed from within a disadvantaged community. The study further focused on determining the effect of the social conditions on the effectiveness of the school. Disadvantaged communities are characterised in the study by aspects such as weak socio-economic conditions, poverty and high unemployment rates. The theoretical underpinnings of general systems theory (von Bertalanffy, 1950) and the theory of practice (Bourdieu, 1977) were used to conceptualise the study. The conceptual constructs of these theories were used as analytical tools in the study. The research study was based within an interpretive paradigm. The study made use of qualitative approaches as part of a case study research methodology. The case study is a high school in a poor community with black learners on the periphery of Cape Town. The sample used in the study included the school management team, school governing body, teachers, alumni and current Grade 12 learners. The data collection process involved interviews, both semi-structured and focus group interviews with the principal, the SMT, teachers and parents. Data was collected from learners by means of closed and open-ended questionnaires. The results of the research study have identified five critical factors that contribute to the effectiveness of the school in a disadvantaged community: effective leadership, cross-collaboration and communication, high expectations, effective teaching and development, and supportive learning field. The study further found that cross-field factors have a major influence on learners and schools in becoming effective. The cross-field factors refer to the influence of leadership and teachers on the learners. The study contributes to existing knowledge of school effectiveness, but particularly in the context of disadvantaged communities in the Western Cape. The substantive theory on school effectiveness was developed within a relevant context to address ineffectiveness. The study concludes with recommendations pertaining to leadership, collaboration, expectations, teaching, the learning environment and motivation of teachers. Recommendations were made to improve the practice of making schools effective in disadvantaged communities.
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Heddleson, Lucia. „TINKERING WITH EMERGING ADULTHOOD: BONDING FACULTY BEHAVIORS CULTIVATING LIFE PROJECTS FOR AT-RISK EMERGING ADULT STUDENTS“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1559751731605712.
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Toten, Deborah Ann. „Childhood overweight and childhood obesity in fifth graders at Granite Hill Elementary School“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2181.
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The purpose of this study was to determine if the students in the 5th grade class at Granite Hill Elementary were overweight or obese. The research questions included: (a) Does the Granite Hill Elementary School population mirror the world wide trend of increasing childhood overweight and childhood obesity, and (b) how does the Granite Hill Elementary School population compare to the International Obesity Task Force standards?
27
Johns, Kimberly Ann, und Charil Dignadice Macaraeg. „Program evaluation of Cal-SAFE: A program for pregnant and parenting teens“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2375.
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This program evaluated the effectiveness of the program interventions implemented during the 2002-2003 school year in the Riverside County Office of Education's Cal-SAFE pregnant and parenting minor program. Two researchers divided the twelve school sites, gathered data and formulated information to assess the effectiveness of the program on continuance or completion of high school after teen pregnancy.
28
Lopes, Rosana de Sousa Pereira. „Projeto pedagógico e currículo: percursos de construção e poder“. Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/9531.
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This research aims at analyzing how the school community recognizes the educational project and identifying how power relations are built on among members of the school community and educational project. These goals emerged from conducting field research in six schools of the state of Parana education involving teachers, students, parents, principals, teachers and staff. For the development of research, we adopted a qualitative approach, having as methodological parameter the content analysis. Seeking to achieve the proposed objectives and considering the evidence present in the information collected in the field, the research shows reflections on the pedagogical project, curriculum and collective construction, from power relations. We noticed that school communities express, through their beliefs, contributions, needs and achievements, a comprehension of teaching as a collective project and understand the school as a collective good; nevertheless, it should be emphasized that the concept of a collective expressed by the communities is permeated by ideologies, values and power relations which makes impossible recognize the pedagogical project as a tool and power of community yet. We still emphasize the fact that the educational project as a collective is not understood as a displacement process of power to the community, strategy for enhancement of people's right to decide about their lives
A pesquisa tem o objetivo analisar como a comunidade escolar reconhece o projeto pedagógico e identificar como são construídas as relações de poder entre os membros da comunidade escolar e o projeto pedagógico. Estes objetivos surgiram a partir da realização de uma pesquisa de campo em seis escolas da rede estadual de educação do Paraná, envolvendo professores, alunos, pais, diretores, pedagogos e funcionários. Para o desenvolvimento da pesquisa, adotamos a abordagem qualitativa, tendo como parâmetro metodológico a análise de conteúdo. Em busca de atingir os objetivos propostos e considerando os indícios presentes nas informações colhidas no campo, a pesquisa apresenta reflexões sobre o projeto pedagógico, construção coletiva e currículo, a partir das relações de poder. Constatou-se que as comunidades escolares expressam, por meio de suas crenças, contribuições, necessidades e conquistas, o entendimento de projeto pedagógico como construção coletiva e compreendem a escola como um bem coletivo; todavia, é necessário ressaltar que o conceito de construção coletiva expresso pelas comunidades está permeado de ideologias, valores e relações de poder que ainda não possibilitam reconhecer o projeto pedagógico como instrumento e poder da comunidade. Destaca-se, ainda, o fato de o projeto pedagógico como construção coletiva não ser entendido como processo de deslocamento do poder à comunidade, estratégia de valorização do direito do povo de decidir sobre suas vidas
29
Liabeuf, Amanda De Vries. „The impact of social disorganization and public school characteristics in explaining suspensions and expulsions“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2646.
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The purpose of this study is to examine if school or community characteristics correlate with suspensions and expulsions. The data examined in this study were drawn from Riverside County schools. The schools were examined to determine if school or social disorganization characteristics correlate with suspension and expulsion rates.
30
Thornton, Teresa E. „Human Dimensions of a School-Centered, Community-Based Environmental Monitoring Research (CBEMR) Project Focused on Private Drinking Water Wells in New England“. Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/ThorntonT2011.pdf.
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Celante, Liciana Gobbi. „A construção dos planos de desenvolvimento da unidade no projeto pedagogico de duas creches de Jundiai“. [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252757.
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Orientador: Vera Lucia Sabongi De RossiDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente trabalho constitui-se numa análise comparativa dos Planos de Desenvolvimento da Unidade e sua relação com os Projetos Políticos Pedagógicos de duas creches da rede pública de Jundiaí, uma localizada na área central e outra num bairro periférico da cidade. Nossa escolha pelo estudo em creches, se deu, pois esta esteve sempre em segundo plano, em detrimento do investimento, pesquisa e valorização de outras etapas da educação. A Constituição Federal de 1988 propõe a gestão democrática da escola pública como ícone de uma nova compreensão em torno da educação e das relações no interior da escola, gerando um movimento pela democracia, sendo a escola, o espaço privilegiado para maturação deste processo democrático. Assim, a possibilidade da gestão colegiada do projeto pedagógico é recente e pouco investigada, em especial no que se refere à educação infantil; portanto, esperamos que este trabalho possa ser fonte para os futuros pesquisadores da área; e contribua para a valorização e reconhecimento da importância desta etapa da educação básica. A pesquisa se estrutura, na análise dos planos escritos das duas creches, no seio da cultura escolar, mediados pela gestão democrática da escola, confrontados com os depoimentos coletados com os sujeitos envolvidos em seu processo de construção. Como fonte secundária nos valemos de autores como Raymond Williams, Viñao Frago, Ilma Veiga, Marília Spósito, entre outros, que permitem manter o diálogo com as fontes documentais. Nosso objetivo é o de confrontar o aspecto teórico: os planos; o aspecto legal: as deliberações impostas pela legislação, e o aspecto escolar: a dimensão da cultura da escola que permeia pensamentos e ações. Diante disto, algumas questões orientam a pesquisa: quais os limites e possibilidades da gestão colegiada nas creches? Até que ponto os profissionais entendem o processo democrático, e reconhecem a diferença entre participar e decidir? Qual a relação entre legislação e o trabalho coletivo inerente ao PPP? O movimento pela democratização deve ser compreendido enquanto um processo, que embora não esteja efetivamente concretizado, indica caminhos, e possibilidades. Este é enfim, um estudo que na mesma medida em que reconstrói a história da educação infantil, aponta os novos desafios colocados
Abstract: The present work is a comparative analysis of the Unit Development Plans (PDUs) and its relation to the Pedagogical Political Projects (PPPs) of two public nursery schools in Jundiaí. The first school is located at downtown and the second one at the rural area. This paper was focused on the nursery schools taking into consideration the low investment, research and valorization in that area in detriment of other steps of the Education. The Federal Constitution of 1988 recommends the democratic administration of the public school viewing a new comprehension of the education and the relations inside the School as a way to democracy, once the school is an excellent place to mature the democratic process. So, the possibility of the collegiate administration of the pedagogical project is recent and few investigated, especially the Childish Education. At first, this paper intends to be a source for new researchers in this area. Secondly, intends to valorize and recognize the importance of that step of the education. The research was structured in the analysis of the written plans of the two nursery schools, and at the cultural atmosphere of the schools, brought face to face to the fellows¿ interviews involved in the process. As a secondary source we make reference to writes as Raymond Williams, Viñao Frago, Ilma Veiga, Marília Spósito, among others, which allowed us to keep the dialog between the documents of this paper. Our purpose is to compare the theorical aspect, the plans, the proposals; the legal aspect, the deliberations imposed by the laws, and finally the dimension of the culture of the school, which permeates thoughts and actions. In view of that some questions guide our research: What are the limits and possibilities for the collegiate administration in the nursery schools? How can we measure if the professionals involved understand the democratic process? Do they know the difference between ¿take part¿ and ¿decide¿? Does the legislation compromise or not the possibilities of the collegiate work regarding to the PPP and the democratic administration? This democratization movement has to be understood as a process, in which although it isn¿t totally finished show us ways and possibilities. At the same time this paper reconstructs the history of the Childish Education, point us new challenges
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Mangoale, Nani Thereza. „Process evaluation of social development interventions of the Working for Water Programme in Mamathola and Great Letaba Projects“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2871.
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Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2009ENGLISH ABSTRACT: The purpose of this study was to conduct a process evaluation of the Working for Water Social Development interventions as determined in the Medium Term Strategic Plan for 2003-2007. The study focused on the two projects namely Great Letaba and Mamathola projects within the Tzaneen Management Area in Limpopo. The study focused on whether the recruitment and selection process, followed within Working for Water, fosters the employment of equity targets as determined in the Expanded Public Works Programme Guidelines and the Ministerial Determination for Special Public Works Programme. The study also evaluated the process followed in the implementation of HIV and AIDS programmes as a Social Development intervention. Lastly, the study evaluated the processes followed during the implementation of the Skills Development and Training programme within Working for Water. The theoretical background focused on the Social Development theories as well as evaluation theories. In addition the study used the Working for Water Norms and Standards, HIV and AIDS policy, Skills Development and Training Guidelines as the basis for the process evaluation. Data was collected from three Working for Water job categories namely, the Contractors, HIV and AIDS Peer Educators and Workers by means of questionnaires. The responses were analysed by using the Moonstats statistical software where findings revealed gaps in the planning, monitoring and evaluation processes of Social Development interventions. Furthermore, the study recommended that there be improvements in the implementation processes of Social Development interventions particularly in planning, monitoring and evaluation.
AFRIKAANSE OPSOMMING: Die doelstelling van hierdie studie was om die proses van die Werk vir Water se Sosiale OntwikkelingIntervensie te evalueer soos gestipuleer in die Middel termyn Strategiese plan vir 2003-2007. Hierdie studie het op twee projekte gefokus naamlik, die Groter Letaba en Mamathola projekte in die Tzaneen Bestuursarea in Limpopo. Die fokus van die studie was of die werwing en seleksieprosesse wat binne die Werk vir Water Program gevolg word, wel gelyke werksgeleenthede en kwotas bevorder soos uiteengesit in die riglyne vir Uitgebreide Openbare Werke Program en die Ministeriele Determinasie vir Spesiale Openbare WerkeProgam Die studie het ook die proses geevalueer wat gevolg was in die implementering van MIV en VIGS programme as ‘n Sosiale Ontwikkeling intervensie. Laastens, het die studie die prosesse ge evalueer wat gevolg was tydens die implementering van die Opleidingsen Vaardigheids Ontwikkelings program binne die raamwerk van die Werk vir Water Program. Die teoretiese agtergrond het gefokus op die Sosiale ontwikkelingsteorieë sowel as die evalueringsteoriee. Verder het die studie gebruik gemaak van die Werk vir Water Norms en Standaarde, MIV en VIGS beleid en Vaardigheidsontwikkeling en Opleidingsriglyne as basis vir die evaluasieproses. Data was dmv vraelyste ingewin vanuit drie Werk vir Water poskategorieë naamlik, die Kontrakteurs, MIV en VIGS Eweknie Opvoeders en Werkers. Die inligting was geanaliseer deur gebruik te maak van Moonstats Statistical Software. Die bevindings het leemtes uitgewys in die beplanning, monitering en evalueringsprosesse van die Sosiale Ontwikkelingsintervensies. Verder het die studie aanbeveel dat daar verbeteringe gemaak moet word in die implementeringsprosesse van Sosiale Ontwikkelingsintervensies. Klem moet veral gelế word op die gebiede van beplanning, monitering en evaluering.
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Nekwaya, Joel Hishi. „Assessing community participation in development planning and service delivery : a case study of the Omusati Regional Council“. Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1974.
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Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2007.Community participation is a concept adopted to ensure participation and give opportunities to communities to determine their own destination in terms of their needs. It is a means of empowering people by developing their skills and abilities to enable them to negotiate with the development delivery system and to equip them to make their own decisions in terms of their development needs and priorities. The aim of the study is to asses community participation in the development planning and service delivery system by the Omusati Regional Council. As a government institution at the grass root level, it has a task to deliver required basic services through development programmes and projects. Interviews and participatory observation, including project visits were the methods used to collect information on the implementation of community participation in the decision making processes, and project implementation by the Omusati Regional Council. The study is structured into six chapters. Chapter 1 deals with the general introduction, background to the study, the statement of the problem, the hypothesis, objective of the study, perceptions, research methodology, significance of the study and organisation of the study. Chapter 2 discusses the theory and philosophy of community participation. It conceptualizes the key terms of community participation in development planning, such as sustainable development, integrated development planning and projects, decentralised development and the building block of development integrated rural development, basic service delivery and indigenous knowledge systems. Chapter 3 highlights the policy framework on community participation in terms of international, national and regional development planning policy documents. Chapter 4 is concerned with the local context of study (Omusati Regional Council), while Chapter 5 presents the data results, interpretation and analysis. Chapter 6 reflects the conclusion and the way forward.
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Dalton, William T., Karen E. Schetzina, Deborah T. Pfortmiller, Deborah L. Slawson und William S. Frye. „Health Behaviors and Health-Related Quality of Life Among Middle School Children in Southern Appalachia: Data from the Winning with Wellness Project“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5104.
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Health-related quality of life (HRQoL) is linked to health status in a variety of conditions. Less is known about the relation between quality of life and modifiable health behaviors, especially among medically underserved populations.ObjectiveThe purpose of the current study was to examine HRQoL as it relates to physical activity, sedentary behavior, and eating patterns in youth residing in Southern Appalachia.MethodsThe Pediatric Quality of Life Inventory and questions on physical activity and eating behaviors was completed by 152 sixth grade students in a regional sample of schools participating in the Winning with Wellness child obesity prevention project.ResultsThe current study found higher physical activity levels and lower levels of screen time to be associated with reports of more positive HRQoL.ConclusionsA more comprehensive understanding of factors surrounding health behavior may hold implications for obesity prevention/intervention programs.
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Teixeira, Lucas André [UNESP]. „Análise dos projetos ambientais desenvolvidos em um bairro de Bauru (SP) sob a perspectiva educativa“. Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/90899.
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Partindo do pressuposto de que a educação ambiental é um processo educativo que objetiva a instrumentalização dos sujeitos para o enfrentamento das verdadeiras causas da crise sócio-ambiental, visando a emancipação das condições determinadas pelo modo de produção atual, agente determinante da crise sócio-ambiental a que está submetida a humanidade, este trabalho propõe-se analisar trabalhos que foram realizados em um bairro popular, objetivando identificar e compreender as diferentes abordagens filosófico-políticas que se expressam nas ações ambientais, ao passo em que pretendemos identificar os fatores indicativos de impactos qualitativos que essas ações proporcionaram na organização do ensino escolar e na comunidade, entendendo-as como espaço educativo. Por meio da análise dos Projetos Ambientais que envolveram a temática ambiental e que foram realizados por diversos segmentos da sociedade, tais como: Universidades, Poder Público, Organizações não-governamentais e Associação de Moradores, este trabalho pretende produzir conhecimentos que contribuam para o enfrentamento da problemática ambiental, buscando o aprofundamento da reflexão de alguns de seus princípios na perspectiva da educação ambiental crítica.
Assuming that environmental education is an educational process which aims at exploitation of the subjects to facing the real causes of social and environmental crisis, to the emancipation of the determined conditions by the current mode of production, a key agent of social and environmental crisis in that the humanity is the subject, this work proposes to examine works have done in a popular district. It aims to identify and understand the different philosophical and politics approaches, those are expressed in environmental actions, while we intend to identify the qualitative impacts those actions provided in the scholl daily and in the community, understanding them as educational spaces. Through the analysis of Environmental Projects those involved the environment thematic and have been done by some segments of society, such as: Universities, Public Authorities, Nongovernmental organizations and Associations of residents. This work intends to produce knowledge to help facing the environmental problem, seeking to deep the reflection of some of its principles under the critical environmental education.
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Teixeira, Lucas André. „Análise dos projetos ambientais desenvolvidos em um bairro de Bauru (SP) sob a perspectiva educativa /“. Bauru : [s.n.], 2009. http://hdl.handle.net/11449/90899.
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Resumo: Partindo do pressuposto de que a educação ambiental é um processo educativo que objetiva a instrumentalização dos sujeitos para o enfrentamento das verdadeiras causas da crise sócio-ambiental, visando a emancipação das condições determinadas pelo modo de produção atual, agente determinante da crise sócio-ambiental a que está submetida a humanidade, este trabalho propõe-se analisar trabalhos que foram realizados em um bairro popular, objetivando identificar e compreender as diferentes abordagens filosófico-políticas que se expressam nas ações ambientais, ao passo em que pretendemos identificar os fatores indicativos de impactos qualitativos que essas ações proporcionaram na organização do ensino escolar e na comunidade, entendendo-as como espaço educativo. Por meio da análise dos Projetos Ambientais que envolveram a temática ambiental e que foram realizados por diversos segmentos da sociedade, tais como: Universidades, Poder Público, Organizações não-governamentais e Associação de Moradores, este trabalho pretende produzir conhecimentos que contribuam para o enfrentamento da problemática ambiental, buscando o aprofundamento da reflexão de alguns de seus princípios na perspectiva da educação ambiental crítica.Abstract: Assuming that environmental education is an educational process which aims at exploitation of the subjects to facing the real causes of social and environmental crisis, to the emancipation of the determined conditions by the current mode of production, a key agent of social and environmental crisis in that the humanity is the subject, this work proposes to examine works have done in a popular district. It aims to identify and understand the different philosophical and politics approaches, those are expressed in environmental actions, while we intend to identify the qualitative impacts those actions provided in the scholl daily and in the community, understanding them as educational spaces. Through the analysis of Environmental Projects those involved the environment thematic and have been done by some segments of society, such as: Universities, Public Authorities, Nongovernmental organizations and Associations of residents. This work intends to produce knowledge to help facing the environmental problem, seeking to deep the reflection of some of its principles under the critical environmental education.
Orientador: Jandira Líria Biscalquini Talamoni
Coorientador: Marília Freitas de Campos Tozoni-Reis
Banca: Haydee Torres de Oliveira
Banca: Luciana Maria Lunardi Campos
Mestre
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Mokoena, Peter Mokhachane. „Exploration of effective management of healthy school environments in the Gert Sibande district / Peter Mokhachane Mokoena“. Thesis, North-West University, 2012. http://hdl.handle.net/10394/10465.
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The main aim of this study was to investigate how effective School Management Teams were in the management of healthy school environments in the Gert Sibande District. This was a qualitative study which employed two data collection strategies: face to face interviews and photographs. A literature review on this study revealed vital aspects, that a healthy school environment: can directly improve children’s health and effective learning; the school is strategically positioned to reach large numbers of the population to teach them to understand the importance of investing in health. Literature indicated collaboration and synergy as essential aspects, and policies as cornerstones that underpin the health promotion initiatives. Selection of sites was purposefully done as three of the four schools in this study were part of the Eco Schools programme. The study revealed that there was disconnect between the SMTs and committees that were involved in health promotion: in coordinating plans; and monitoring and evaluating the implementation of programmes. This therefore, means that there was no support for the committees from the SMT. It was also found that there were committees that: did not have plans; did not sit for meetings and the reluctance of the SMT to address these challenges compounded the situation and contributed to some committees being dysfunctional. The failure of the SMT to guide and provide leadership in their engagement with community members who provided assistance in terms of basic needs to learners indicated a need for the development of a cadre of leaders that are capable of working beyond the borders of schools. In all the committees that were interviewed, the Environmental Committee came up to be more effective and organized than others in three schools. The health committee was lacking in the area of training especially in the prevention of communicable diseases. The study provided recommendations to assist the SMT in their endeavors to promote healthy environments in their schools.MEd, Education Management, North-West University, Vaal Triangle Campus, 2012
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Cavas, Isabel de Oliveira Gonçalves. „A organização e o funcionamento do departamento do 1º ciclo do Colégio Salesianos Évora: possibilidades e desafios das culturas (colaborativas) na escola“. Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/13129.
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Com a curiosidade inicial de conhecer e compreender a organização e funcionamento
do Departamento do 1º Ciclo do Colégio Salesianos Évora, centramo-nos em aspectos sociais,
dinâmicas e acções dos respectivos docentes.
Adoptando a metodologia qualitativa, conjugámos análise documental, focus group e
entrevistas semiestruturadas.
Entendemos que o Projecto Educativo é orientador da acção, existindo um bom
conhecimento da visão, missão e objectivos nele plasmados. Percebemos que existe partilha
de responsabilidades e compreendemos que as funções de cada elemento são bem definidas.
Reconhecemos na Directora do 1º Ciclo um papel fundamental na gestão intermédia, nas
relações que estabelece com os outros membros e com as famílias. As práticas colaborativas
no Departamento e entre Departamentos, e as práticas da formação contínua pareceram-nos
relevantes no desenvolvimento organizacional.
Apontamos necessidades de espaços sociais, onde trabalho colaborativo, partilha de
experiências e dinâmicas interactivas sejam alicerces para a construção de projectos comuns e
espaços onde todos aprendam; The organization and functioning of the Department of the 1st Cycle of the Salesian
College of Évora – Possibilities and Challenges of the Cultures (collaborative) at School
Abstract:
With the initial curiosity to know and understand the organization and functioning of
the Department of the 1st Cycle of the Salesian College of Évora, we will get focused on the
social aspects, dynamic and actions of their teachers.
Adopting a qualitative methodology and documentary analysis have been conjugated,
focus group and semi-structured interviews as well.
We believe that the educational project is an advisory action, with a good knowledge
and vision of the mission and objectives explained. We realize that there is a shared
responsibility and we understand that the functions of each element are very well defined. We
recognize the Director person of the 1st Cycle a key role in intermediate management,
establishing relations with the other members and their families. Collaborative practices in the
Department and between other Departments and the practices of the continuous training
seemed relevant to us in the organizational development.
We have aim the needs of social spaces, where collaborative work, sharing of
experiences and interactive dynamic practices are foundations for the construction of common
projects and spaces where all learn.
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Bastani, Nava Corinne. „A project proposal for the formation of People’s Theatre : a community drama project for the moral development and empowerment of the youth in Hout Bay“. Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2149.
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Thesis (MPhil (School of Public Management and Planning))--University of Stellenbosch, 2007.In the present chaos surrounding society, youth are in dire need of tools that will enable them to navigate life’s tests and help them understand their role in building a new world civilisation. It is not enough though merely to hear and profess grand ideals, action needs to accompany words. Action happens when ethics and spiritual principles are integrated at a deep level and become part of an individual’s character. The following mini thesis is a project proposal for the formation of a Drama Workshop called People’s Theatre. People’s Theatre aims to help youth become of service to humanity through the internalization of morals and through the realization of their spiritual identity and their oneness with the entire human race. The project proposal begins with an explanation of why the project is being implemented on a local level and where it fits in on a global level. The project utilises three component parts that are seen as necessary if the project is to be sustainable. There are dramatic, moral education and service component parts to the project. The dramatic component will focus particularly on the ZIPoPo method which has been chosen due to it being a powerful medium of expression as well as its focus on positive decision making and moral development. Following this, the project proposal goes into detail concerning the necessary steps needed to be taken in order to practically implement the project and make it a success. The format follows a typical project proposal format. Another factor that was decided upon in order to help make the project more sustainable was that the project would be divided into three main phases. These phases are talked about throughout the proposal. There is also an analysis about why certain activities were chosen and how to take advantage of any opportunities that may arise and lead to the further success of the project. Particular attention was paid to how to make the project truly sustainable and participatory and in this way enable it to succeed. Empowerment begins by teaching people how to walk their own path to development. The following project proposal provides a detailed plan on how to help youth to do just that.
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Pulido, Monica Victoria. „Exploring the values, the attitudes, and the experiences of Mexican-Americans toward education“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2279.
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Jackson, Mona M. „Competency-based computer applications for secondary schools and community colleges“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1048.
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Mikati, Nadine. „The Effect of Project ProHEART- Promoting Healthy Eating and Activity using Robot-assisted Training- on Healthy Eating Habits and Physical Activity in School-Aged Children“. FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2620.
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The objective of this study was to determine the effectiveness of a 6 week afterschool nutrition and physical activity intervention administered by a registered dietitian with the help of a humanoid robot targeting elementary school aged children aged 6-12 years. The study was conducted across four Young Men’s Christian’s Association (YMCA) sites in Miami-Dade County, Florida (N= 114, Mean age: 8.16 ±1.57 years) using a pretest-posttest quasi-experimental design via randomly assigned intervention (two sites; n=63) and comparison groups (two sites; n=51). The validated Coordinated Approach to Child Health (CATCH) kids club questionnaire and the validated Previous Day Physical Activity Recall (PDPAR) were used to assess nutrition and physical activity knowledge, attitudes/beliefs and behavior change. The Inbody 230 instrument (Biospace, California) was used to calculate body composition and weight. Body Mass Index (BMI) percentiles and associated BMI z-scores for age and gender were calculated based on the Center for Disease Control and Prevention (CDC) growth charts. Data measures were collected at baseline (week 0) and one-week post intervention (week 7). Statistical analysis included independent t-test, paired t-test, chi-squared test, Wilcoxon signed ranks test and logistic regression. Results indicated that nutrition knowledge score significantly increased from 67.43% ±21.03 to 81.31% ±18.47 in the intervention group (p
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Dube, Nobayethi. „Evaluating community participation in development projects“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2139.
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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009.Community participation is a concept that is frequently mentioned in community development. Practitioners in development believe that in order for projects to succeed, communities need to actively take part in designing, implementing and shaping the projects that affect them. The aim of this thesis is to evaluate community participation by measuring quantitative and qualitative indicators of participation. It is important to note that there are no universal indicators of participation. The thesis presents three projects as case studies. In order to measure participation in the three cases, the quantitative and qualitative indicators of participation of Oakley et al. are reviewed. The indicators are applied across all three cases and the analysis indicates whether they were high, low or absent. It is also important to note that to measure participation effectively requires one to spend lengthy periods at the project site and this proved to be a challenge, as will be shown in the thesis. The thesis also demonstrates that to a large extent community participation is contextual. Of the three projects, two were rural projects and one an urban project. The two rural projects, Mongoaneng Development Forum and TsweloPele Women‟s Co-operative, were initiated by members of the community and aimed at addressing issues of poverty. The urban project, Motherwell Youth Development Forum, was specifically targeting young people with the aim of providing them with skills. Key findings include the fact that each of the cases was highly diverse, and furthermore, when measuring these cases, a common thread was that not all participation indicators were present at any given stage. Another key finding is that co-operation amongst project members tends to yield positive results and the reverse yields negative results. Another finding relates to the sustainability of the projects, pointing to the fact that even though two of the cases were doing well, their sustainability was questionable.
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Westbrook, Jane (Juanita Jane). „State Funding for Community Education Projects“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501099/.
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The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.
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Boulogne, Fleur Anne. „Building sustainable communities through participation : analysing the transition from participatory planning to implementation in the case of the Grabouw Sustainable Development Initiative“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4273.
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Thesis ((MPhil (Sustainable Development, Planning and Management))--University of Stellenbosch, 2010.ENGLISH ABTRACT: Through the development of sustainable communities, a transformation process can be incited towards a more sustainable way of life. An important prerequisite of this transformation process is behavioural change. This thesis is based on the supposition that participation can contribute to behavioural change. Behaviour which supports the functioning of sustainable systems, is essential in the long term success of sustainable communities. To sustain this behaviour and create a sense of ownership, participatory processes need to encompass the initial phases of development (planning) as well as the implementation and management phase (governance). To secure the participatory involvement in the implementation phase anchor points need to be created in the planning phase, which enable participation of community members in the implementation phase. By means of a case study this thesis has analysed the role of participation in the pilot project in Grabouw, a medium-sized town in the Western Cape, South Africa. The key objective was to establish whether and in what manner, the participatory planning process anticipated the involvement of community members in the implementation phase. Research shows that in some occasions, participation is defined as an instrument to effectively manage contingencies and facilitate the implementation of government decisions. However, the case studies of Grabouw and Porto Alegre, illustrate that community participation can also be organised in such a way that it enables community members to be involved in a meaningful way in decision-making processes, enabling them to shape their own environment. Defined this way active participation is not merely an instrument but an integral part of a complex system encompassing opportunities for social learning. Active participation can incite a process of „conscientization‟ and empowerment, stimulating people to become aware of sustainable challenges and adapt their behaviour accordingly. This viewpoint on participation is in line with the multi-dimensional nature of sustainable development and based on the need to facilitate a continuous evolving learning system. Furthermore it supports the notion that sustainable development is not a fixed objective but a moving target. Within this perspective sustainable communities need to be flexible entities able to evolve in accordance with increased understanding of the complex interrelated issues of sustainable development.
AFRIKAANSE OPSOMMING: ‟n Transformasieproses, gerig op ‟n meer volhoubare lewenswyse, kan deur die ontwikkeling van volhoubare gemeenskappe aangemoedig word. ‟n Belangrike voorvereiste vir so ‟n transformasieproses is gedragsverandering. Gedragsverandering is nie ‟n individuele oefening nie, maar is stewig veranker in sosiale prosesse en word daardeur beïnvloed. Om gedragsverandering op groter skaal te stimuleer, is dit nodig dat individue as katalisators van gedragsverandering optree. Deelname speel ‟n vername rol om volhoubare gemeenskappe as platforms vir volhoubare gedragsverandering op te stel. Die bestaande verskeidenheid tussen die verskillende vlakke van deelname bemoeilik die opstel van een duidelik omlynde definisie van deelname. Die regering en ander gemeenskapsrolspelers het die waarde van deelname besef en dit het algemene gebruik geword om lede van die gemeenskap by die beplanning en/of beheer van volhoubare stedelike ontwikkeling te betrek. Kompleksiteit-teorie bied ‟n waardevolle perspektief in die strewe na dieper verstandhouding rondom die geleenthede en beperkinge van deelname. Hierdie verhandeling het deur middel van ‟n gevallestudie die rol van deelname in die loodsprojek op Grabouw, ‟n medium-grootte dorp in Wes-Kaapland, geanaliseer. Die navorsing wat vir dié verhandeling gedoen is, het deel uitgemaak van ‟n evaluasiestudie wat deur die Ontwikkelingsbank van Suider Afrika bekend gestel is en deur die Omgewingsevaluasie-eenheid aan die Universiteit van Kaapstad (UK) uitgevoer is. Die navorsing het getoon dat in sommige gevalle deelname gedefinieer word as ‟n instrument om omstandighede doeltreffend te beheer en die toepassing van regeringsbesluite af te glad. Die gevallestudies van Grabouw en Porto Allegre wys egter daarop dat deelname ook op so ‟n manier georganiseer kan word dat dit lede van die gemeenskap in staat stel om op betekenisvolle wyse by besluitnemingsprosesse betrokke te raak en sodoende hulle eie omgewing rangskik. Aktiewe deelname wat so gedefinieer word, is nie ‟n instrument nie, maar ‟n integrale deel van ‟n komplekse stelsel wat geleenthede vir sosiale leer omsluit. Aktiewe deelname kan ‟n proses van „gewetensprikkeling‟ en bemagtiging aanmoedig, wat mense stimuleer om bewus te word van volhoubare uitdagings en hulle gedrag dienooreenkomstig aan te pas. Hierdie siening oor deelname is in lyn met die multi-dimensionele aard van volhoubare ontwikkeling en gebaseer op die behoefte om ‟n voortdurende ontwikkelende leerstelsel te fasiliteer. Voorts ondersteun dit die denkwyse dat volhoubare ontwikkeling nie ‟n vasgeankerde doelwit is nie, maar wel ‟n bewegende teiken. Binne hierdie perspektief behoort volhoubare gemeenskappe buigsame entiteite te wees wat daar toe in staat is om met toenemende insig van die komplekse verbandhoudende aangeleenthede rondom volhoubare ontwikkeling, te groei.
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Holmes, Vaughan. „A critical analysis of the Gqunube Green Ecovillage Project /“. Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019/549.
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Songpaisan, Yupin. „Community oral health care projects in Thailand“. Malmö, Sweden : Dept. of Cariology, Faculty of Odontology, Lund University, 1994. http://books.google.com/books?id=ZAxqAAAAMAAJ.
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Wingi, Hereuwar Walipe, und n/a. „A review and analysis of Secondary Schools Community Extension Project (SSCEP)“. University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061110.163118.
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Mgijima-Msindwana, Mirriam Miranda Nomso. „Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho“. University of the Western Cape, 1991. http://hdl.handle.net/11394/8434.
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Philosophiae Doctor - PhDBetween 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
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Allibay, Bankole. „Critical examination of community participation in development projects“. Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/25856/.
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This research examined the role of community participation in development projects in Tanzania to gain a deeper understanding of its role in the development process and propose a good practice model towards attaining community participation in practice. The research focused on two case studies in Tanzania's Lindi region: the International Oil Company (IOC) LNG JV project in Lindi Rural and Lindi Municipal Districts and the Tanzania Social Action Fund (TASAF) in Lindi Rural District. The objectives were: to critically review literature towards establishing trends and nexus between development and participation; to explore the nature of participation in the IOC LNG JV and the TASAF projects and the roles of select NGOs towards attaining participation on case study projects; to critically examine community understanding of participation; to analyse the community participation components of the Tanzanian Village Land Act of 1999. National Economic Policy of 2004, Tanzanian Vision 2025, Environmental Management Act 2004 and the Petroleum Act of 2015 and the corporate sustainability policy of the IOC LNG JV companies; and to propose a good practice model on community participation for social performance practitioners, government policy makers and development project investors towards attaining participation in social sustainability practice. The study was carried out using a mixed method epistemological approach for data gathering and data analyses. The study used survey tools such as interviews, focus group discussions, key informant engagements and content analyses. In total, 536 persons were surveyed using quantitative surveys tools. 32 institutional and key informant engagements were also conducted for communities and government institutions. The main findings from the research are: participatory policy development is essential to community participation and community participation enhance project buy-in and success. Consequently, this research recommends citizenship engagement and citizenship education to attain greater community participation. The research also recommends that development projects should insist on direct consultation with stakeholders affected by projects, particularly at the community level. As a contribution to practice, this research proposed a tool-kit for greater understanding of the concept of participation for practitioners. The tool-kit is designed to help practitioners gain deeper understanding of participation as it relates to policy development, corporate social responsibilities and social performance in practice. The model looks at the goal of participation, rationale for participation, the mode, timing, and how to evaluate the performance of participation in development projects. This model provides guidance and clarification between social performance and corporate social responsibilities and further explains how participation applies to these two concepts differently.