Dissertations / Theses on the topic 'Adult education Victoria Planning'
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Curlewis, Margaret Judith, and meg curlewis@gmail com. "The Values that you hold: Encountering Change in an Adult Community Education Program in Victoria." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.142645.
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This thesis research reports on the Adult Community Education (ACE) sector in the Australian State of Victoria. Although it concentrates on Moreland Adult Education Assoc. (MAE) as a case study, it places MAE in the wider context of ACE in the local area of the Northern Metropolitan region of Melbourne. Although periodically referred to as the 'fourth educational sector' and funded by the same government departments as mainstream post-secondary sectors, ACE has always had a low profile and quasi-educational status due to the extreme variety of its venues, courses and locations, making it difficult to define and market as an entity. This study uses a range of qualitative methodologies suited to historical, educational research to provide a framework based around the initial guiding questions: 'Is ACE becoming TAFE?' and 'Who uses ACE and Why?' MAE was used as a case study because it was created by its local community in 1982 after which it expanded and developed from one-to-one pairs of volunteer tutors and literacy students to being a nationally Registered Training Organisation delivering accredited courses up to Diploma level. This expansion placed great strain on the infrastructure and personnel of the organisation, particularly during the main period of this research (1994 to 2004). Beginning with a review of the ACE sector, the thesis then describes the northern region of the Melbourne suburbs by using the data gained from a survey questionnaire. Further narrowing the research focus, the thesis analyses the development of the organisation over the ten year study period. The second half of the thesis emphasises the people of MAE through 18 interviews by analysing their opinions, life-experiences and perceptions of change to create a sense of their connectedness to the local community and MAE. The primary aims of this thesis are to document an example of the development of an ACE centre and how it managed change during a ten year period. It records a sense of how and why people engaged in the sector and some of their lived-experiences and their responses to changes. Data analysis results in three sets of findings and propositions in the categories of sectoral, organisational and personal. These key findings involve a range of externally applied pressures being brought to bear on both ACE and MAE. This is counteracted by individual resistance to change, creating a tension which threatens MAE's long-term sustainability.
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Serumola, Patrick Abednico. "Improving performance in higher education." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Bruno, Frank Alan. "The needs maze : how adult educators assess needs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001185.
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The purpose of this descriptive study, "The Needs Maze: How Adult Educators Assess Needs," was to identify the relationship between Adult Basic Education (ABE) planners' theory (espoused) and what practitioners really did or did not do (theory-in-use) in assessing needs. The study examined the extent to which particular patterns, theories or models of needs assessment in adult education were actually used by practitioners in planning adult education programs. This study employed a predominately descriptive research design. The purpose of this study was to investigate how adult education practitioners conducted needs assessment. Among the questions that this study addressed were the following: What models of needs assessment are available for educators to consider? Do program planners use these models in planning programs? What do educators actually do in practice when they conduct a needs assessment? What can those who are facing the maze of needs learn from adult education planners who have gone through the process of conducting needs assessment for their particular programs?Since few studies have focused on how adult education planners really did needs assessment, the lack of sufficient information on what practitioners really did or did not do in the name of needs assessment left a large gap in our understanding of "theory-in-action" with respect to needs assessing. When adult educators talked about needs, they seemed to mean different things. Needs assessment appeared to have multiple meanings and modes of implementation. Needs assessments were conducted in a variety of ways. As a result of this ambiguity and diversity ofpractice, there were few studies conducted to discover ways practitioners conducted needs assessment. Since there existed a gap between what was known about needs assessment and what practitioners did, this study helped to uncover data that could narrow the gap in understanding how practitioners really used needs assessment and possibly can help practitioners chart a course between theory and practice that would make the use of needs assessment of value to them.The general methodology of this study was to survey through questionnaire, 83 Indiana Adult Basic Education (ABE) planners about the connection between their espoused theory and their "theory-in-use" (Argyis & Schon, 1974). Data was collected through the use of a questionnaire, 5 interviews, and 5 document reviews. The researcher had the ABE directors identify theories, principles, assumptions and beliefs from prominent adult education models that they might have encountered previous in doing their own assessing. They identified actual models and techniques/activities they used. The researcher then followed up with a structured interview with 5 respondents to check the validity of the survey findings and gain added clarity and motivation for why they did needs assessment in a particular way. During the interview session the researcher asked to examine a local needs assessment document to see if the methodology or techniques described by the participants were found in the documentation as evidence of their practice.A general picture which emerged from the study was that ABE directors surveyed had inadequate training in needs assessment. On the whole they understood needs assessment techniques; but there was a gap in what they perceived they were doing and what they were actually doing. As a rule, very little relationship between theory and practice existed. Respondents most frequently used techniques which were general and common to many of the models. They avoided techniques which required in-depth study of existing social systems or which put them into contact with learner populations. Respondents preferred techniques which could be done by a single person. Respondents did not generally use a single model for needs assessments, but chose different models in different situations or developed their own models. Needs assessment was found to be a maze through which educators wandered while planning programs.Department of Educational Leadership
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Blyth, Andrew, and mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.
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This research examines the usefulness of the Curriculum and Standards Framework as the basis for school music education in Victoria. The thesis consists of a folio of four short research tasks and a Dissertation that examine the question in different ways.
The first of the short research tasks uses document and discourse analysis to examine and critique the philosophies of music education and aesthetic education that inform the Curriculum and Standards Framework. The same techniques are used in the second research task to trace the adoption and dissemination of the philosophy of music education as aesthetic education in a range of curriculum documents from around Australia. These two tasks show how centralised curriculum development often produces abstract and impractical goals and strategies.
Research tasks three and four use interview and participant observation with teachers based in one Melbourne secondary school to illuminate the highly contextual nature of teaching practice. The theoretical formulations of learning presented in Victorian curriculum materials and policy documents is contrasted with the practical approaches that teachers take in developing educational programmes. These tasks show how school education is always developed in relation to students and resources and not according to abstract standards.
The Dissertation reports on a major research project with thirty-two experienced music teachers working in the northern metropolitan region of Melbourne. Interviews with both primary and secondary teachers sought to determine the extent to which the Curriculum and Standards Framework had impacted upon their classroom teaching practice. The research was guided by Grounded Theory (Glaser and Strauss 1967) principles and it showed that the Framework and the associated process of centralising curriculum production failed to deliver any measurable gains or changes in music education in schools.
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Hassel, William C. "Teach it again Using multiple intelligences in adult christian education /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Budak, Dilek. "Program planning and adult education : extension professionals' attitudes and practice at Ohio State University extension /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948807588904.
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Umar, Abdurrahman. "The planning of radio for adult education among the Pastoral Fulani : a reconstructionist approach." Thesis, Aberystwyth University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267766.
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Beare, Sophie. "Differences in content generating and planning processes of adult L1 and L2 proficient writers." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/8515.
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Recent research into writing process of second language writers has produced a range of different conclusions: the composing process is different in the second language (L2) than first language (L1) writing (Silva, 1993); the writing strategies are similar in both L1 and L2 writing (Matsumoto, 1995); adult L2 writers are less effective in their L2 than L1 academic writing (Silva, 1993). In the review of literature, Silva's studies reveal that L2 composing is more difficult and less effective than L1 composing (Silva, 1993, 1992). Yet other studies, German (1994) and Matsumoto (1995) suggest that writers transfer their writing strategies from L1 to L2 provided they possess L2 grammatical proficiency (Berman, 1994). The object of the study was to explore content generating and planning processes in proficient L2 writers. Eight participants took part in this study; each participant was proficient in two languages: English and Spanish and proficient in academic writing in both languages (according to the writing test given). The participants' first and second languages were either English or Spanish and they had either studied beyond secondary level in both languages or worked in both languages where academic writing was required. The researcher collected data through individual interviews, participant observation and think-aloud protocols during writing, and the writing samples. A profile of each participant, addressing his/her content-generating and planning in writing, was developed. Moreover the study used Bereiter and Scardamalia's model to explain the process. Similarities not differences between L1 and L2 composing processes were found. The only difference between L1 and L2 content generating and planning was evident in content generating: English writers generated more utterances during think-aloud sessions than Spanish writers in both L1 and L2. It has not provided enough support for the point of view that L1 composing process is different than L2 composing for adult L1 and L 2 proficient writers. In addition, the study has found similarities between L1 and L2 strategies used during the writing sessions.
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Hendricks, Susan M. "Contextual and individual factors and the use of influencing tactics in adult eduction program planning." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1172470.
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Understanding the political nature of adult education program planning is important for practitioners and researchers. This multivariate study clarified the relationships between contextual factors (nature of the power relationship and degree of situational conflict), individual planner's characteristics (perceived problem solving effectiveness, years of experience program planning), and the use of different power and influencing tactics in adult education program planning. Based on theoretical models specified by Cervero and Wilson (1994) and later Yang (1996), the Problem Solving Inventory (Heppner, 1988) and the Power and Influencing Tactics Scale (Yang, 1996) provided instrumentation.A sample of 245 graduate students and faculty in Adult and/or Continuing Education programs completed the informed consent and all the self-report study instruments. Participants were middle-aged (M = 40.84), female (65.1%), and white (82.0%). Most held master's degrees (50.8%) or bachelor's degrees (41.1%) and worked in a public organization (57.1%) of moderate size. Most participants reported low conflict situations and strong perceived problem solving ability.Two significant canonical correlations were initially identified, though only the first held practical importance. In the first canonical correlation (Rc = 0.524; Rc ² = 0.275; p>0.01), high conflict was the singular meaningful predictor variable and there were several moderately strong criterion variables: high counteracting, low reasoning, and low consulting. This canonical correlation was named "When reasoning and consulting fail: counteracting in the face of conflict." Furthermore, in consensual planning situations, reasoning and consulting were favored, while counteracting was not. Three of the hypotheses that were generated to specifically test different uses of influencing tactics under different individual and contextual conditions were partially accepted. Being an early attempt to characterize complex constructs quantitatively, this study suggests that further work is needed to identify and measure the factors that are most critical. Future qualitative research should clarify the nature of power and conflict, and focus on describing the actual use of different influencing tactics in the field. Quantitative research should focus on reliability of instruments and theoretical model clarification with a broader range of adult education program planners.Department of Educational Leadership
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Kish, Deborah Lynn Rose. "Understanding excellence through an examination of shared vision, leadership behaviors, strategic planning, and the use of data at three award-winning two-year institutions." Thesis, National American University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117693.
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This study explored the interplay of a community college’s vision, its leaders’ behaviors, strategic planning, and the use of data that contributed to an organizational culture that led to the improvement of student success. The researcher used a grounded theory approach to delve into the relationships and connections between these four institutional characteristics at three award-winning institutions: Bunker Hill Community College, El Paso Community College, and Guilford Technical Community College. The overall goal of the study was to develop a grounded theory regarding organizational success factors necessary to improve student success. The researcher visited each college for a two-day site visit, conducted twenty-three interviews of college leadership, faculty, and staff along with a document review of select publically available documents. The study yielded five findings leading to a grounded theory of five organizational characteristics that promote improving student success in the two-year institution. At all three award-winning colleges, there was a shared vision built upon a collective, unwavering commitment to student success along with frequent and consistent communication on student success. All three award-winning colleges believed their participation in Achieving the Dream which is focused on increasing student success was a key factor and pivotal point in propelling these colleges forward in their student success initiatives. The three award-winning colleges took action to effectuate the desired future. The college’s cultures invited innovation and supported initiatives resulting in engaged employees. All three award-winning colleges understood the importance and transformational power of being accountable to themselves and to others. The colleges were growing in their use of data, were courageous in reviewing data, and cultivated a continuous improvement mindset. Finally, each college had a firm belief in understanding that people, passionate and purposeful, are the institution’s greatest asset.
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McKinney, Shaune LaSheane. "Implementing Assistive Technology through Program Planning." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1448.
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Special education (SPED) service providers in the military are often underprepared to use the needed assistive technology (AT) in the classroom. This concurrent mixed-method study sought to explore the attitudes, skills, and quality indicators of assistive technology (QIAT) among 19 currently employed military SPED certified multidisciplinary team members. The conceptual framework of this study was based on the professional learning community model, which holds that the team members work collaboratively to educate the families it serves. All team members completed a quantitative QIAT survey and open-ended questionnaire, and individual qualitative interviews were conducted with a subsample of 8 volunteer staff. QIAT survey data were descriptively analyzed, while questionnaire data were transcribed, open coded, and thematically analyzed. All data were triangulated and member checking and peer debriefing were used to strengthen validity and credibility of the findings. Survey data revealed teachers' willingness to utilize AT in the classroom, although qualitative data suggested that the multidisciplinary team lacked the knowledge to consistently and confidently utilize AT within their classes daily. Additional emergent themes included collaboration, viable resources, unifying guidelines, AT support, training, and guidance. Administrators at the local site can use these findings as guidance in the development of in-service and district AT trainings and support. Through consistent usage of these interventions, the military community can impact positive change in the lived experiences of SPED service providers and the families that it serves.
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Phillips, Virginia B. "What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?" Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3739.
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Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver CPE is through educational conferences. While adult education theories and frameworks offer developmental and operational guidance and advice, there is little practice data to understand what meeting planning professionals actually do as they implement adult education conferences in practice. The purpose of this study was to identify the elements that practicing meeting planning professionals in associations utilize in CPE conference planning and which elements are considered the most important. This study accessed a senior group of association planners who held credentials offered by meeting planning industry associations. In all, 40 participants with a cumulative 784 years of experience participated in eight, online focus group discussions. Utilizing a constructivist orientation, the study employed grounded theory to identify 23 specific elements which were divided into three overarching categories: CPE-related, business-related, and venue. When compared with the cited theoretical models, six of these 23 elements were strongly supported, eight elements were supported, and nine elements were not supported. Only two elements in the cited literature did not appear in the research group-derived list. The three most important elements that emerged were goals and objectives, budget, and venue. A model to describe these findings is offered. This project studied actual practice to understand it better in light of the literature of adult education program planning models. The subject pool was very narrow and the results of this research cannot be generalized. The findings, while partially represented in the literature, fit no single previous model. The most important implications of this study may be to provide insight into adult education in CPE association conference application and suggest areas for future research.
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Schiff, Jamie Rzeznik. "Co-planning and Co-teaching in an Early Childhood Licensure Program." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437057902.
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Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.
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Huyse, Huib. "Workplace and organisational learning in development aid : a case study of a Belgian development agency." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7058/.
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This thesis investigates workplace and organisational learning over the period 2000-2010 in a Belgian development agency (VVOB), involved in the implementation of educational development projects. It explores some of the structural causes of the perceived learning deficit at the project and the agency-wide level, and links it with similar findings in other development agencies. For the project level, two case studies in Zimbabwe (ZimPATH and St2eep) were selected in which the project's management invested significantly in team learning. These practices were put against the learning support activities that the head office was catering for. The study follows a qualitative case-study design inspired by phronetic-based research (Flyvbjerg, 2001), and utilises a mixed method approach to data collection involving a variety of research instruments. The author of the thesis worked in different positions in the field and in the head office (1997-2007). An improved version of the concept of learning patterns (Sterck, 2004) is introduced to gain insights in the tenacity of learning practices. It is derived from an in-depth analysis of the underlying characteristics of the formal and informal learning activities. Important drivers of the observed learning patterns are argued to be axiological in nature. These result in strongly diverging views about why learning should happen, what should be learned, and how learning should be organised. These views are captured and analysed through a newly constructed concept, the learning support framework. The findings for project level learning are multiple and point at the importance of both intra-organisational and external factors. The working environment of the two case study projects was characterised by internal (micro-political) and external (institutional and socio-economic) sources of pressure that seriously complicated learning processes. However, evidence is provided that both project teams managed to develop powerful learning processes. The ‘situated' learning patterns of ZimPATH and St2eep shared a view of learning as a strategy to deal with the complexity of work. Knowledge was regarded as a process, with a focus on knowledge creation and the use of local knowledge. Both projects integrated learning in their daily practice via the extensive use of social learning practices and by creating conducive conditions for implicit learning. The bulk of these practices was going under the radar in the head office. It treated implicit learning rather passively and it hardly addressed the structural factors hindering such learning. As a consequence, teams without skills and insights into workplace learning were largely left on their own. The analysis of agency-wide learning in VVOB confirms research that indicates that ‘tacit knowledge does not travel easily' (Gertler, 2003, p.84). The strong bias towards vertical learning processes, ICT-solutions and the codification of knowledge created a bureaucratic learning pattern. It did not stop VVOB from entering into a profound crisis. A severe institutional emergency, triggered by external pressure of back donors and institutional partners in the years 2005 and 2006, together with changes in the management brought the momentum for change. The resulting improvements in learning at the field level were, however, not replicated for agency-wide learning. This is linked in the thesis with a lack of ‘institutional proximity' (Gertler, 2003). Initiatives introducing changes in existing learning practices are deemed to face fierce resistance unless they take into account crucial internal factors (such as the configuration of views, interests and history with regard to knowledge and learning), and various external causes of pressure. An alternative 3 step approach is proposed. In conclusion, unless development agencies and back-donors become more responsive towards the challenges of sharing tacit knowledge across organisational, institutional, cultural and power divides, projects like ZimPATH and St2eep are likely to remain pockets of innovation.
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Langeveldt, Faith. "Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85618.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The purpose of the current study was to determine how the recognition of prior learning (RPL) process at the University of the Western Cape prepares mature adult students to be successful. These mature adult students gain knowledge, skills and attitudes through an alternative manner, which is acknowledged by the University of the Western Cape (UWC). During the portfolio development course, these mature adults students are expected to reflect on their prior knowledge in order to identify, formulate and document their prior learning according to the specification of the institute. This process stimulates cognitive competencies, introduces them to the formal education discourse, and improves their academic language skills. An interpretive research method was used to collect data. The qualitative data which was collected stems from a self-administered questionnaire, semi-structured individual interviews and also the textual data in the portfolios of the mature adult students who participated in this study. All interviews were recorded on a tape recorder with the consent of the respondents and were transcribed verbatim. Content analysis was used to analyse the data. The results and findings of the study indicate that a holistic approach is followed at UWC to develop the mature RPL students academically. All role players at UWC are involved including their top management. The implementation of RPL at the institute is a top priority where the mature adult students are given the opportunity to develop to their full potential. Support systems are also available to improve the academic performances of these adult students. The results indicated that these students are committed to their studies, are motivated to be successful at the higher education institute, and with the support of the mentors they progress academically.
AFRIKAANSE OPSOMMING: Die doel van die studie was om te bepaal hoe die erkenning van voorafleer (EVL)-proses by die Universiteit van Wes-Kaapland (UWK) die ouer volwasse student voorberei om suksesvol te wees. Hierdie volwassenes se kennis, vaardighede en houdings wat op 'n alternatiewe manier opgedoen is (hulle voorafleer) word deur die UWK erken. Die ouer volwassenes word deur middel van reflektering in die portefeulje-ontwikkelingskursus die geleentheid gebied om hulle voorafleer te identifiseer, te formuleer en te dokumenteer volgens die spesifikasies van die instelling. Algaande word hulle kognitiewe vaardighede gestimuleer, hulle maak kennis met die formele opvoedingsdiskoers, en verbeter hulle akademiese taalvaardighede. 'n Interpretatiewe navorsingsbenadering is gebruik om data in te samel. Die kwalitatiewe data wat ingesamel is, spruit voort uit 'n self-geadministreerde vraelys, semigestruktureerde individuele onderhoude, asook die tekstuele data in die portefeuljes van die volwasse studente wat aan die studie deelgeneem het. Alle onderhoude is met die toestemming van die respondente met 'n digitale opnemer opgeneem en woordeliks getranskribeer. Data-analisering het deur middel van inhoudsanalise plaasgevind. Die bevindinge van die studie dui daarop dat 'n holistiese benadering by die UWK gevolg word om die ouer EVL-studente akademies voor te berei. Alle rolspelers by die UWK word betrek, met inbegrip van hulle topbestuur. Die toepassing en implementering van EVL is 'n topprioriteit by die instelling waar ouer volwasse studente die geleentheid gebied word om tot hulle volle potensiaal te ontwikkel. Ondersteuningstelsels wat akademiese vooruitgang van volwasse ouer studente bevorder, is ook beskikbaar. Die studie het aangedui dat ouer volwasse studente is ook verbind tot hulle studies, is gemotiveer om sukses aan die hoëronderwysinstelling te behaal, en met behulp van die mentors toon hulle akademiese vordering.
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Isacsson, Katrina. "A Bridge to Nowhere: Experiences of the Transition from High School to Adult Life for Young Adults with Intellectual Disabilities in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39867.
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The foremost aim of this study is inherent in my primary research question which asks
how the families of adult children with intellectual disabilities understand and experience the transition that takes place when their children age out of high school. In order to achieve this goal, I turned to the families themselves and asked participants to recount their lived experiences during this important transition. Throughout my data collection and subsequent analysis, I relied on methods common to interpretative phenomenology to guide my process and ensure its viability. To this end, I have conducted a phenomenological analysis of participant narratives and
provide a comprehensive portrayal of how parents experience and understand the transition that takes place when their adult children with intellectual disabilities age out of school. I have strived to embed this study within the framework of the existing literature and policy pertaining to this transition. I have enhanced this research with an original content analysis of news articles pertaining to the post-school lives of adults with intellectual disabilities. Finally, I undertook interviews with community and government representatives. When taken together, these elements illustrate how difficult it is for the parents of young adults with intellectual disabilities to replace the services and supports that they lose when their adult children age out of high school in Ontario.
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Chan, Tak-Yuen. "Adult and continuing education practitioners in Hong Kong : a study of their values on lifelong learning policies and programme planning practices." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/1278/.
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Snyder, Eric C. "Implementation of Educational Program for Nurses to Improve Knowledge and Use of Discharge Planning Best Practices." Otterbein University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1429530002.
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Douglas, Hillary F. "Voices of individuals with disabilities in art museum programming| A person-centered approach." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1589571.
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This study documents an experience in which a small group of cognitively and developmentally disabled adults expressed their personal goals and views related to art museum visits. A review of literature related to disability studies, museum access and inclusive programs, art therapy, and person-centered thinking provide background and context. Case study and qualitative interviews are used as methodologies to support an investigation of the use of person-centered thinking in the implementation of art museum programming for the study participants. Person-centered thinking is considered and assessed as an approach to structuring meaningful collaborations between visitors with disabilities and art museums. Data collected in the forms of visual and written response, observation, and documentation of interviews inform the findings, discussion, and analysis of the study’s research goals. The resulting case study may be used by museums to structure visits with similar groups. This study contributes to a growing body of knowledge pertaining to how museums can best collaborate with disabled populations to create inclusive programs.
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Whatley, Steve Lynn. "Social processes of a professional licensing board deciding to establish mandatory continuing professional education." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1132802891.
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Roberts, Jason Paul. "Comparing the Pedagogical Thinking of More Successful and Less Successful Adult ESL Instructors Using Stimulated Recall." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2424.
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This paper reports a study that examined the pedagogical knowledge (knowledge and beliefs related to the act of teaching) of two more successful and two less successful adult ESL instructors during planning teaching and post teaching reflection. The verbal reports of their teaching were compared to previous studies (Gatbonton, 2000, 2008; Mullock, 2006) that used stimulated recall to categorize adult ESL instructors' pedagogical thoughts during their instruction. The comparison showed that the previous categories were inadequate to cover the data. Additional codes were added in order to codify all the data after which patterns and themes emerged that overarched the previous categories. The five pattern themes among the four participants included academic focus, comprehension, engagement, language management, and student centered. The two more successful teachers each had one specific pattern theme whose fundamental focus was on student learning. These themes dominated the more successful teachers' pedagogical foci while the other four themes were subservient to that dominant theme. Like the more successful teachers all five pattern themes were present in the planning and reflection of the less successful teachers. However, the protocols of the less successful Adult ESL teachers did not exhibit a central theme or pedagogical focus that orchestrated and directed the movement of their pedagogical thoughts among the remaining pattern themes. This lack of a dominant theme meant that the pedagogical foci of these teachers moved from one theme to another without a consistent orientation toward a central goal. The conflicted or divided nature of the pedagogical thinking of these less successful teachers may contribute to the reduction in the learning of students in their classes.
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Tyson, Helen Claire. "An exploration of the transition planning experiences of young people with additional educational needs in a mainstream context, as they consider their post-16 plans (Volume 1) &, A series of professional practice reports (Volume 2)." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3063/.
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There has been much consideration given to supporting the post-16 transition needs of young people with learning difficulties and complex needs who have been educated within special school settings, but limited attention paid to those within mainstream schools. This study explores the transition planning and support experiences of four young people with identified additional educational needs, attending a mainstream comprehensive secondary school as they approach their transition into further education or work-based training. It also explores the views of their SENCO, Connexions Personal Advisor and a teacher in order to illuminate professional perspectives. The impact of the framework for transition support outlined in the SEN Code of Practice (DfES, 2001) on the support delivered and the resulting experiences of young people constitute a further area of enquiry. Within an integrating conceptual framework derived from Bronfenbrenner's (1979 & 2001) ecological systems theory and bioecological model, qualitative data derived from semi-structured interviews were analysed and interpreted using thematic analysis (Braun & Clarke, 2006). Within Bronfenbrenner's (2001) 'person, process, context and time' model, a range of factors that independently and in combination influenced the transition planning and support experiences, were indentified. The research highlights how these factors interact with one another, and how the complex interactions within and between systems further mediate the young person's experiences. The research also draws attention to a difference between espoused theory and theory in practice (Argyris & Schön, 1974), in regard to transition support and planning provided in the school.
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Jackmond, Gregory. "The Palm Springs adult school home page: A presence on the world wide web." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1552.
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Phelps, Shannon. "Understanding and Promoting Parent-Child Sexual Health Communication." UKnowledge, 2017. https://uknowledge.uky.edu/edsc_etds/31.
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Parent-child sexual health communication (PCSHC) can have a positive impact on adolescents’ sexual health choices, outcomes, and capabilities for communicating with others about sexual health. Many parents are hesitant and feel unprepared for and uncomfortable with communicating about sexual health with their children. Other parental factors as well as child factors can impact the quality, frequency, coverage, and effectiveness of PCSHC. Some adolescent sexual health outcomes have improved, however, teen birth rates in the United States are elevated compared to other developed countries and half of all sexually transmitted infection (STI) diagnoses are made to adolescents and emerging adults. This emphasizes the importance of PCSHC as a protective factor for children and opportunity for them to develop understanding and skills for good sexual health decision-making. While challenging to recruit and retain participants, parent sex education programming designed to promote PCSHC can instill a sense of parental necessity and responsibility, and equip parents with knowledge and skills to confidently and successfully engage their children.
The theory of planned behavior (TPB) provided the framework for this mixed methods study designed to learn more about PCSHC, differences in PCSHC based on gender of children, parental beliefs about PCSHC, intentions for and actual engagement in PCSHC. Included in the literature review for this study is a systematic review of literature focused on parent education programming designed to improve PCSHC. Parents of children in grades 4 – 11 completed a pencil/paper or an electronic Qualtrics baseline survey containing questions about their perceptions of and engagement in PCSHC. The quantitative data collection instrument included items measuring TPB constructs of behavioral, normative, and control beliefs, intentions for and actual engagement in PCSHC and condom use instruction delivery, communication openness, communication ability, sexual health topics discussed with children, and respondents’ demographics Many of the respondents (N = 205) were residents of the program target community, Winchester/Clark County, Kentucky, and were eligible to participate in parent programming, as were all residents that were parents of children in grades 4 – 11. The program, I’ll Have a Side of Sex Education, was designed as a six-week series of 50 minute lunch time sessions with the intention to improve parents’ sense of comfort, confidence, and skills in communicating with their children in general, and particularly about sexual health. Of the 205 parents who completed the baseline survey, 50 enrolled in and attended some or all of one of five offerings of the six-week parent education series and were invited to complete a post-program and six-week follow up surveys. Post-program data were collected with a paper- pencil survey and six-week follow up data were collected with a Qualtrics survey.
The systematic review of parent sex education literature provided insight into components of programming related to successful program delivery and positive parental outcomes. The systematic analysis of the baseline data including examining PCSHC factors from the parental perspective and how these related to the gender of children and determining the usefulness of the TPB constructs for understanding PCSHC Results of Chi-square tests of mean differences showed a significant difference in parents actually providing their children with instructions for correct condom usage, χ2(2, N = 203) = 6.96, p = 0.03, and MANOVA results revealed the degree to which parents address certain sexual health topics with their children related to the gender of their children. Results of logistic regression showed behavioral beliefs having the greatest predictive power of parents’ intentions to give condom use instructions (p < 0.01) and actual delivery of condom use instructions (p = 0.04) and engagement in PCSHC, generally (p = 0.03).
The current study contributes to the greater body of literature addressing parental and child factors related the promotion, delivery, and effectiveness of PCSHC and parent education programming designed to improve the quality, frequency, and impact of PCSHC. Its findings expand our understanding of how gender of children and parental beliefs relate to PCSHC and lend themselves to the consideration of the greater social influences impacting parents’ ability and motivation to engage their children in communication about sexual health. Differences in communication based on gender of children signal to a double standard in the messaging about sexual health and behaviors related to gender and these discrepancies leave adolescents and emerging adults, both males and females, vulnerable at worst to poor sexual health choices and outcomes and at least to being undereducated about sexual health topics. Although these findings give little support for the overall TPB model contributing to the understanding of parental intentions and behavior related PCSHC, the relationship between behavioral beliefs informed by attitudes about the value of PCSHC and parental intentions and behaviors does provide insight to health promoters and educators. Assessing parental attitudes toward PCSHC and tailoring messages and educational opportunities that may improve these attitudes and motivate parents to engage in and seek support for effective PCSHC holds promise. The piloting of a parent education program adapted from a previously evaluated parent sex education programming and the summative evaluation offered by participants gives support for efforts on the part of health promotion and education professionals to invest time, energy, and resources into program design and delivery and recruitment and retention of parents.
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Johnson, Daniel P. "The nature of the knowledge acquisition process trainers use to achieve content expertise." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/77.
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Barton-Verdi, Michele A. "THE DEVELOPMENT OF A SYSTEMATIC DISCHARGE PLANNING PROCESS FOR THE CARE OF COPD PATIENTS IN A SMALL URBAN COMMUNITY HOSPITAL." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623883152504604.
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Jooste-Mokgethi, Osma Thandiwe. "Demand-driven programme provisioning at a public FET College in the Western Cape : case study of the West Coast FET College." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80178.
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Thesis (MPA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The Democratic South African government inaugurated in 1994 identified the need for intermediate skills that are required to contribute to the growth of the economy and to reduce the high unemployment rate. Further Education and Training Colleges (FETC) were established after 1994 by merging the former 152 technical colleges into 50 FETCs. The function of these FETCs was to offer intermediate skills to the youth, women, and employed and unemployed South Africans. The South African government introduced a number of strategies, Acts and policies to support the colleges and to implement demand-driven intermediate skills programmes which would close the skills gap and improve the growth of the economy. These policies seek to ensure that skills offered at colleges are aligned to the needs of industry and to make sure that the college programmes will be in demand in the work place. The study presented is aimed at investigating this alignment by evaluating how apprentices in the final stage of their vocational training perform and meet the demands at their work places. A number of strategies used by different countries to support and develop their education systems are discussed. The discussion is directed at considering how vocational education ensures a positive contribution to skills development and what its impact is on the growth of the economy. This study provides a comprehensive policy and legislative framework which governs and supports the higher education institutions and the FETCs. The study was designed to determine whether welding apprentices from the College are, according to the work place staff and management and stakeholder bodies, appropriately equipped with vocational skills and knowledge to execute their duties at the work place. The evaluation and analysis of the data extracted from the responses of the interviews and questionnaires are presented and discussed. The results enabled the researcher to conclude that the evaluation of apprentice performance at the work place provides significant insight into the question of how vocational training and knowledge at the WCFETC meet the demands at the work place. Conclusions are drawn and recommendations are made.
AFRIKAANSE OPSOMMING: Die demokratiese Suid-Afrikaanse Regering, wat in 1994 ingehuldig is, het die behoefte aan intermediêre vaardighede om die groei van die ekonomie en die van die hoë werkloosheidssyfer te verlig, geïdentifiseer. Verdere Onderwys en Opleiding Kolleges (VOOKS) is na 1994 totstand gebring deur die samesmelting van 152 voormalige Tegniese kolleges tot 50 VOOKS. Die funksie van die Verdere Onderwys en Opleiding Kolleges was om intermediêre vaardighede aan die jeug, vrouens en Suid-Afrikaners in diens of werkloos, te verskaf. Die Suid-Afrikaanse Regering het ´n aantal strategieë, wette en beleidsrigtings aangeneem om die kolleges te ondersteun en om die aanvraag-gedrewe intermediêre vaardigheidsprogramme te implementeer wat dan die vaardigheidsgaping sou vernou en die groei van die ekonomie sou bevorder. Hierdie beleidsrigting beoog om te verseker dat vaardighede wat by die Kolleges aangebied word, belyn is met die industrie as ook om te verseker dat die kollege programme benodig word in die werksplek. Die studie is gemik daarop om hierdie belyning te ondersoek en te evalueer hoe vakleerlinge in die laaste stadium van hulle ambagsopleiding vaar, en voldoen aan die eise van die werksplek. ´n Aantal strategieë wat deur verskillende lande gebruik word, om hulle eie opvoedingsstelsels te ontwikkel, word bespreek. Die bespreking verwys na hoe ambagsopvoeding ´n toevoeging tot vaardigheidsontwikkeling kan verseker en wat die impak daarvan op die groei van die ekonomie het. ´n Alomvattende beleid en ´n wetsraamwerk, wat Hoër OpvoedingsInstansies en die Verdere Onderwys en Opleiding Kolleges beheer en ondersteun, word verskaf. Die studie is ontwerp om te bepaal of die sweis vakleerlinge van die kollege, volgens die werksplek personeel en -bestuur en belanghebbende liggame, toepaslik toegerus en bevoeg is met ambagsvaardighede en kennis om die pligte van die werksplek uit te voer. Die evaluering en analise van die data, afgelei van die terugvoering van die onderhoude en vraelyste, word weergegee en voledig bespreek. Die resultate stel die navorser in staat om tot die gevolgtrekking te kom dat die evaluering van vakleerling-werksverrigting by die werksplek merkbare insig tot die vraag hoe ambagsopleiding en kennis by die Weskus VOOK aan die eise van die werksplek voldoen. Gevolgtrekkings en aanbevelings word aangebied.
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Beutel, Lisa Mason. "Follow Her Lead: Understanding the Leadership Behaviors of Women Executives." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1355424220.
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Jakobsson, Erik. "Mot en ny vuxenutbildningspolitik? : Regional utveckling som policy och praktik." Doctoral thesis, Linköping : Institutionen för beteendevetenskap, Linköpings universitet, 2007. http://www.bibl.liu.se/liupubl/disp/disp2007/ibv115s.pdf.
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Fogo, Wendy Renee. "University Disaster Preparedness: A Network Approach." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213399877.
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Bailey-Iddrisu, Vannetta L. "Women of African Descent: Persistence in Completing A Doctorate." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.
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This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.
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Sadowske, Pamela Sue. "Toward futuristic program planning in adult education." 1991. http://catalog.hathitrust.org/api/volumes/oclc/24708772.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1991.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Rodríguez, Alberto. "The development of a teacher education curriculum in adult education at Interamerican University /." 1995. http://ponce.inter.edu/cai/tesis/arodriguez-index.html.
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Sloane-Seale, Atlanta. "Program planners’ practical knowledge." Thesis, 1994. http://hdl.handle.net/2429/7035.
Full textAbstract:
The adult education literature offers little analysis and
understanding of the practical knowledge of the program planning
process planners hold and use. Rather, a comprehensive review of
theoretical sources revealed the widespread use of the academic
model, informed by Tyler’s rationale, which has yielded a linear
model of planning and a technical view of planners. By contrast,
the theoretical sources on practical knowledge and on curriculum
and teachers’ thinking pointed to the use of an experiential model,
informed by Schwab’s theoretical concepts, which has presented
planning as deliberative, and planners as creators and possessors
of knowledge.
The purposes of the study were to: gain an understanding of
the kinds of practical knowledge planners in a university
continuing education unit find useful and relevant to their
decision making in program planning; acquire a greater
understanding of the planning process from their perspective; and
develop categories for interpreting these understandings. The
research was guided by an interpretive perspective and qualitative
methods.
The study was conducted in two phases. A pilot and a follow
up study. In total, a purposive sample of six planners, two males
and four females, none of whom had pursued graduate study in adult
education, working in the same institution, were interviewed.
It was concluded that practical knowledge, which informs
planning practice, consists of three kinds of knowledge:
declarative, procedural, and conditional which stand in dialectical
relationship to one another; and that planning practice requires
that planners have and use all three kinds of knowledge. Further,
planning is indeterminate and contingent on the context and
planners’ knowledge. These planners’ practical knowledge
incorporates a framework of concepts, rules and routines or
strategies, beliefs, values, principles, and metaphors of practice.
This framework has implications for planners’ criteria of valid and
reliable knowledge, informal and formal planning strategies, the
ideological character of knowledge, and ethics of practice. As
well, these planners use a combination of planning approaches which
are directly related to the nature of the planning context and
their own capabilities. The contextual and problematic nature of
planning is made explicit. The study challenges the prevailing
assumptions associated with a traditional view of planning.
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Senekal, Wilhelmina Johanna. "Kurrikulumontwerpbeginsels vir 'n brugkursus vir volwassenes." Thesis, 2012. http://hdl.handle.net/10210/7335.
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D.Ed.The training and development opportunities available in Human Resources in a country play an important role regarding the growth and progress of such a country and its people. The parameters wherein training and development is conducted determine to a large extend the direction the country takes towards the efficient productivity of individuals. In South Africa, in the past, the political system of apartheid, which created unequal opportunities between different races, played a major adverse role in the education and training facilities of its employable population. As a result common education standards became a victim of political expediency, and the school system created a forum of unequal education. After research conducted by the Human Sciences Research Council in 1980 to investigate the education system in South Africa it was concluded that it is impossible to implement a system focussed on equal quality education overnight. It is not until after the first multi-cultural election in the history of South Africa in 1994 that this situation started changing. The National Qualifications Framework and The South African Qualifications Authority was established. That brought about major change in the education and training system in the country, and it also shifted the emphasis to lifelong learning. It became apparent that for the quickest beneficial results a program of adult education had to be initiated to work hand in hand with the more gradual development of equal education at undergraduate levels. The shift that needs to be made from the traditional school system to the training of adults is however a difficult one. Adult education is not yet established in South Africa.
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HICKS, BASHA VIANNE. "ENVIRONMENTAL PERCEPTION STUDIES OF ANDEAN PEASANTS FOR EDUCATIONAL AND DEVELOPMENT PLANNING (VENEZUELA, SOUTH AMERICA, NATURAL RESOURCES MANAGEMENT)." 1986. https://scholarworks.umass.edu/dissertations/AAI8612047.
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Environmental perception data contributes significantly to planning and design decisions. This research samples a broad range of environmental perception variables that explore the cognitive, affective and behavioral dimensions of human relationships to the environment. These relationships are held in the mind and are reflected by evolving knowledge, attitudes, fears and expectations. Although mental images and response to the environment vary among individuals, a distinctive local character may be discerned. The goal of this research is to analyze environmental perceptions and behavior in order to identify planning and design considerations to aid regional hydro-electric development. Three critical microwatersheds of the Guanare-Masparro hydro-electric project in the Venezuelan Andes were selected as test sites. A random sampling of dwellings yielded 318 interviews. The survey instrument was administered by a team of six trained Venezuelan forestry students and the project director. Survey information was organized into the following nine categories of variables: demographic, economic, agricultural economic, agricultural, agricultural knowledge and perception, environmental knowledge and behavior, environmental perception, social and psycho-cultural. Analysis of the data focuses on four main research issues: (1) a self-defined needs analysis of inhabitants which reveals expectations for development; (2) environmental perception data concerning fauna, forest, soils, climate, and water; (3) the interrelationship of environmental quality perception and objectively measured environmental conditions; and (4) development and educational guidelines that incorporate the needs and perception of learners.
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CHEN, YU-SHU, and 陳玉樹. "A study on the extended district planning of adult vocational education in Taipei." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/39011486368615562943.
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Skowron, Jeffrey John. "A self -instructional behavior care planning training for geriatric nursing staff." 2000. https://scholarworks.umass.edu/dissertations/AAI9978554.
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Despite evidence of the effectiveness of applied behavior analysis (ABA) for treating behavior problems in elderly nursing home residents, staff responsible for the development of behavioral care plans may have little knowledge of ABA. Providing nursing staff with in-service training during working hours can be overly disruptive to the functioning of the nursing unit, and paying for nurses to attend training outside of regularly scheduled hours is cost-prohibitive to many geriatric care facilities. To examine a more cost effective alternative to traditional in-service training, a self-instructional training program was implemented with six nursing staff. A multiple baseline across subjects design was used to examine the effects of the training program on subjects' ability to identify information important for the development of behavioral interventions, their general knowledge of behavior management, their self-reported attitudes towards elderly nursing home residents, and the frequency and type of their interactions with the residents of their unit. Findings revealed no practically significant changes in any of the dependent measures as a result of the self-instructional training program. The results indicated ways in which the training program could be improved.
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Herod, Lori-Kyle D. "Online curriculum deliberation by adult literacy stakeholders : a case study." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232571&T=F.
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Romoser, Matthew Ryan Elam. "Improving the road scanning behavior of older drivers through the use of situation -based learning strategies." 2008. https://scholarworks.umass.edu/dissertations/AAI3337011.
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Older drivers are over-represented in angled crashes when compared with younger experienced drivers. Past research primarily points to age-related cognitive and physical decline, which can impede older drivers' ability to monitor their driving environment efficiently and decrease their ability to maintain adequate situational awareness. Despite compensatory behaviors such as driving less, driving more slowly or avoiding driving in inclement conditions, there is evidence that in some cases these drivers may be under-compensating, as older drivers are still involved in more angled crashes than any other category. Of particular concern are intersections in which other vehicles can approach from the side. Two experiments described here investigate whether tailored feedback based on a driver's own unsafe behaviors and active, situation-based training in a simulator can change drivers' attitudes about their own abilities, raise their awareness of the crash risks for older drivers and lead to long-term improvements of driving behavior such as increased side-to-side scanning while negotiating intersections. Experiment 1 investigated whether customized feedback tailored to the individual's specific unsafe driving behaviors in a simulator can successfully alter an older driver's perceptions of his driving skills. Experiment 2 compared how effectively customized feedback about a driver's specific unsafe driving behaviors on the open road followed by active situation-based training in a simulator can improve road scanning and head turning behavior when compared with lecture-style training. The results from Experiment 1 demonstrated that letting drivers make errors in a simulator and then providing customized feedback was successful in changing older drivers' perception of their ability, making them more willing to change driving behavior. The results from Experiment 2 indicated that capturing drivers' errors on the road, providing customized feedback, and then adding active training in a simulator increased side-to-side scanning in intersections by nearly 100% in both post-training simulator and field drives. A second group, which received passive classroom-style training, demonstrated no significant improvement. In summary, compared with passive training programs, error capture, feedback, and active situation-based practice in a simulated environment is a much more effective strategy for raising awareness and increasing the road scanning behavior of older drivers.
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Van, der Watt Heinrich Collen. "'n Kurrikulum vir beroepsgesondheid en veiligheidsopleiding." Thesis, 2012. http://hdl.handle.net/10210/6054.
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M.Ed.The building and construction industry is currently hampered by an unacceptably high number of incidents (accidents) which occur in the industry yearly. This results in huge financial and labour losses. Training of workers in occupational health and safety could address some of the causes of these incidents (accidents). In order to provide relevant and effective training for this industry their training needs regarding occupational health and safety training need to be determined. Based on these needs guidelines could be set to ensure the development of applicable training. In this study the needs of the building and construction industry is determined from which the researcher provides guidelines for curriculum development. The first chapter provides an introductory orientation to the study and provides an overview of incidents (accidents) in the building and construction industry. Chapter two is devoted to a literature study of occupational health and safety. Chapter three consists of a literature study with the aim to provide parameters for the empirical research component in the study. In chapter four the empirical data, collected by means of qualitative research, is analysed. Chapter five relates the findings of the study to the theory of curriculum development. In conclusion chapter six consists of conclusions and recommended guidelines for the development of an occupational health and safety curriculum for the building and construction industry, which forms the product of this study. The value of this study is that the guidelines provided are the result of empirical qualitative research conducted with various role-players in the building and construction industry. Therefore the results are the perceptions and opinions of the role-players in the industry and not the direct assumptions of the researcher.
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Samwell, Helena Catharina. "Leerfasilitering van volwassene-leerders in groepverband : 'n selfdoenmodule vir leerbegeleiers." Thesis, 2014. http://hdl.handle.net/10210/10913.
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M.Ed. (Tertiary and Adult Education)Tertiary institutions experience a big influx of adult learners which increases the demand for capable adult educators. A need was identified to train or refresh adult educators in teaching techniques suitable for adult learners. Group methods have been identified as an effective teaching method to use in adult education as it provides the adult learner with the opportunity to use his/her experience and to be selfdirective in his/her studies. Selfstudy modules has been selected as an appropriate training method for adult educators as it is regarded as a cost-effective method to develop adult educators by means of distance education. A study of literature and descriptive research were conducted to determine the structure and requirements of a selfstudy unit as well as the essentials of group work. The information obtained was used to construct a selfstudy module dealing with the facilitating of adult learning by means of group methods. The following issues were addressed in the selfstudy module: 1) The use of group methods in the teaching-learning situation. 2) The essence of group methods and cooperative learning. 3) The characteristics of adult learners and their learning orientation towards learning. 4) Planning of group work by the adult educator. 5) The roll of the educator during group work. 6) Evaluating the group process, group efforts and individual achievements. Each of these topics was succeeded by an assignment to assist the adult educator to work through the module systematically and to evaluate his/her progress at regular intervals. On completion of the module he/she should be more equipped to fulfill his/her role as facilitator of group discussion.
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Karel, Keleco Joyce Naledi. "Challenges faced by adult learners in curriculum implementation in the Mafikeng District / Joyce Keleco Naledi Karel." Thesis, 2006. http://hdl.handle.net/10394/11468.
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The purpose of this study was to determine the challenges faced by adult
learners in relation to the school curriculum in the Mafikeng District.
This research was conducted on how adult learners are experiencing
financial problems, accommodation, long distance, family concerns and
the irrelevance of curriculum. A questionnaires and interviews found out
that there are many learners who drop out due to the challenges that
they face. Most adult learners are unemployed and as a result they are
unable to pay for their fees. They have numerous problems at home that
include pregnancy and looking after children.M.Ed. (Adult Education) North-West University, Mafikeng Campus, 2006
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Salvesen, Matthew Sven. "Integrated learning spaces in adult education : a case of KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/5125.
Full textAbstract:
In February 2010, finance minister Pravin Gordhan said:
"None of us can rest or sleep peacefully until every South African can say:
I can see a better future, I can find a job. I can learn a skill. Hard work will enable me and my family to have shelter and food. If my children work hard at school and college, they will have a better future and a thousand opportunities. Our people want action on jobs, growth and poverty. We must build a new common purpose so that we can use all of our talents, skills and resources to tackle our economic and social challenges.” (Minister of Finance Pravin Gordhan, Budget Speech, 17 February 2010) Education is an essential component of the reconstruction, development and transformation of the South African Society. Due to past governmental policies, a huge gap in the level of education between adults has developed. These people need to be given the skills so that they can reintegrate into their respective communities, becoming active citizens partaking fully in the South African economy. Therefore it is aimed to provide a centre that promotes vocational skills development in the adult sector of the population. It is aimed to promote social reintegration of people through skills development, and aim to enliven previously neglected communities and be a catalyst for community revitalisation, as the centre grows the human resource potential of the respective community. Hence, the aim of this research is to investigate what architectural elements and design factors combine best to promote the most effective educational environments for the adult teaching and learning processes. It will consist of both primary and secondary sources, while conclusions will be drawn from precedent and case studies, but a balance between primary and secondary research is needed in order to create a workable, imaginative and sound architectural solution for the design of an adult education and vocational skills centre.Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2010.
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Townsend, Robert A. "Adult community education as sites for the development of social capital in a culturally diverse society." Thesis, 2009. https://vuir.vu.edu.au/15476/.
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This research investigates the roles that adult community education (ACE) providers and programs play in the development of social and cultural networks for people from culturally and linguistically diverse (CALD) backgrounds in a regional community context. Within the milieu of the Shire of Campaspe, a rural area in northern Victoria, there has emerged the issue of ‘new’ social diversity due to recent decades of internal population mobility and international migration to regional areas. Australian regional communities like Campaspe are growing and diversifying within a complex framework of ecological, economic, historical, social and human factors. This thesis explores the main themes emerging from this one regional context where adult education plays a role in facilitating social capital development for people from diverse cultural backgrounds. It shows individuals from a range of cultural backgrounds utilise adult education as a space to explore their own social and cultural isolation. Migration experiences, gender, life-stage and length of residence in Australia, all influenced the ACE experiences of the individuals who participated in the research. ACE organisations were able, in limited ways to respond to the needs of local adult learners but the providers also experienced difficulty in adapting to the complex individual needs of local people.
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"Opleidingsprogramme vir volwasseneleerders: ‘n selfdoenmodule vir leerbegeleiers." Thesis, 2012. http://hdl.handle.net/10210/5999.
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M.Ed.The adult in today's society, is increasingly aware of his/her shortcomings regarding existing training skills and knowledge structures, as well as the need to supplement or refresh in order to keep up with demands. Conventional training methods alone cannot supply in the demand for competent educators to train the increasing number of adult learners, with their unique needs and approach to learning. The purpose of the study is the design of a self-study module as a possible training method for adult educators, as it is regarded as a cost-effective method to develop these educators by means of distance education and due to its availability regardless of their socio-economic background of the prospective educators. A study of literature and descriptive research was conducted to determine the structure and requirements of a selfstudy module. Relevant models of training program design were also studied. The information obtained was used to develop a selfstudy module dealing with the designing of training programs for adult learners, based on the Wheeler/KrUger model (1979). The following issues were addressed in the selfstudy module: A situation analysis, the planning of learning experiences for these adult learners, the setting of goals and objectives, the selection of teaching and learning opportunities, the development of teaching strategies, and evaluation of the training program. The selfstudy module is preceded by a short pretest for the prospective adult ducator. Each topic is succeeded by a selftest to assist the adult educator in determining his/her progress. On completion of the module he/she should be equipped to design a training program for adult learners. Although the designed module has not been tested, the conclusion could be made that selfstudy modules as a teaching method could supply in the demand for educators of adults. Self study modules seem specially appropriate in the South African setting with its geographically scattered society and varying academic and economic backgrounds.
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Shubane, Letlhabile Monica. "The feminist classroom: women's action in the reinvention of adult learning spaces." Thesis, 2017. https://hdl.handle.net/10539/24114.
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Thesis is submitted in partial fulfilment for the degree of Master of Architecture (Professional) to the Faculty of Engineering and the Built Environment, School of Architecture and Planning at the University of the Witwatersrand, Johannesburg, 2017My focus is on working women in post democracy education and training programmes. Due to societal gender roles, rights for women, in both education and opportunity, should materialise in adult education systems. In order for women to be exposed to work opportunities as well as to maintain the domestic and child-rearing roles they play in society, these systems and spaces must be reinvented. I hope to defi ne indigenous feminist theories, and then to manifest these in the creation of learning spaces. Th rough deconstructing the hugely diverse lived experiences of women in their social roles, I will question educational subject matter, women’s representation as learners, workplace roles, domestic and child-rearing roles, and fi nally challenge the idea of the widely accepted school and classroom model as a centralised institution. Alternative practices of learning and knowing possibly have great impact on transformation for women. Th e ties between education and work lead me to choose factories as my site of interest. Th e site of Jeppestown is appropriate because it is where the light industrial practices about which I am talking, continue to exist. With this thesis I aim to propose an alternative model for working- women as students and educators. I aim to reinvent the systems and spaces in which women learn and in which contextualised feminist theories are manifested.
XL2018
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Pieterse, Cornelius Johannes. "'n Gekombineerde kontak-/afstandsonderwysprogram vir volwassene-leerders in die elektrisiënsambag." Thesis, 2012. http://hdl.handle.net/10210/7328.
Full textAbstract:
D.Ed.The question arises whether the present system of apprentice education in the Republic of South Africa is in pace with the current technological development or whether the present system is in pace with the changing educational needs and demands of learners. It is important to mention that no provision is made for accreditation of learner experience during screening tests, to determine whether the learner has the necessary admission qualification to be appointed as apprentice. The possibility of combining distance education with contact education in order to provide support (contact) to the learner, should be investigated. The question proceeding from the previous one is whether the emphasis should not fall on the mastering of a number of selective skills rather than the completion of the prescribed number of weeks of practical education. Besides, the present system is so complex that practical instruction is not possible at more than one institution. From the above, it is concluded that the present education system for tradesmen (is not sensitive enough with regard to) does not comply with the unique needs and problems of adult learners. There are mainly two groups of learners in the electrical trade that are handicapped to pass the final electrician trade test due to the present training system. The first group consists of persons who want to change their profession because they have become redundant or have reached a point of saturation in terms of stimulation or promotion in their particular profession. People who want to start their own business and who consequently want to receive training to make a success of it can also be classified in this group. These two groups of learners are respectively referred to as vocational changing and vocational facilitating learners. The second group of learners became educators due to a shortage of educators, without the necessary trade qualification. They do have a professional teaching qualification but they lack the practical experience especially with regard to the electrical trade. This group is referred to as the instructional learners. If the former group of learners can receive a trade qualification it can change their role of job hunters to job creators and improve their chances of getting fixed posts. The instructional group will, by obtaining a trade qualification, improve their professional qualifications and thus secure their posts. The first-mentioned learners reveal the same needs and problems with study as experienced by adult learners. Consequently, they give up their studies because traditional education at technical colleges and Technisa is mainly reserved, especially with regard to their needs and demands to the instructional-learner situation. This reservation can mainly be attributed to the fact that they do not get the opportunity to study at their own pace and that their study experience (mainly with regard to the electrical trade) is not taken into account, nor accredited in terms of subjects or modules already passed during the training situation. Different aspects are identified in the present electrician education system in the Republic of South Africa which indicate that the present education system should be reconsidered and where possible adapted to accommodate the first-mentioned groups. It thus seems possible to address these aspects by combining contact instruction at technical colleges and distance instruction at Technisa in order to promote the quality of training of especially the adult learner. Such components include a modular instructional system which can, together with a study guide, accompany the learner step by step through the electrical trade so that (s)he knows exactly what is expected of him/her. It also includes the component of reduced contact time. Communication is improved and the learner gets the opportunity to discuss problems. The study experience of the learner, especially concerning the electrical trade, can be-compiled by means of a portfolio. It is arranged in such a way that it indicates similarities and shortcomings in terms of the prescribed electrical trade criteria as contained in the National Qualifications Framework. On account of this portfolio, the learner can be referred to further training, or further job experience via the process of accreditation. Consequently, to enable the vocational changing, vocational facilitating and the instructional groups of learners to qualify as electrician trade persons, a combined contact and distance education programme is proposed for the purpose of this study. The guidelines to the framework of such an education programme include the following: a modular training system, a study guide, decreased contact time, a portfolio and accreditation procedure.
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Shiun, Shiun-Jiun, and 徐勳君. "The Study of Adult Educator''s Self-Supervision Checklist About System Planning ability:A Case of Extension Education Center in Colleges and Universities." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/75814815950308973738.
Full textAbstract:
碩士國立中正大學
成人及繼續教育所
95
The Study of Adult Educator''s Self-Supervision Checklist About System Planning ability:A Case of Extension Education Center in Colleges and Universities Abstract Adviser: Dr.Hui-Chuan, Wei Researcher: Shiun-Jiun,Shiun The propose of this study is to check the content of system planning ability of the adult education program planner . In order to accomplish this purpose , the method- ology need in this studyies mainly a questionnaire survey. the researcher practice to check the system planning ability in colleges and universities of extension education center.About three mainly constructions, 9 minor constructions and 44 behavioral items. To discuss the correlation between variables and three mainly constructions、 9 minor constructions content. The data were analyzed by using descriptive statistics，One-Way ANOVA，and Person''s correlation analysis to understand the system planning ability. Results of the study include the following: 1. Self-supervision''s the content of system planning ability is between at times and always. 2. Mainly constructions of system planning ability in turn are “administration”、 “plan”、“evaluation”. 3.Minor constructions of the system planning ability in turn are “activity resource”、“whole thinking”、“promotioning”、“activity strategy”、“marketing situation analysis”、“programs assessment and feasibility ”、“reflecting evaluation ”、“internal process analysis ”、“to cohere the view”. 4.There are difference degrss among in personal variables to respondent the system planning ability.Especially，“training condition”has influenced the system planning ability. 5. There are difference degrss among in situation variables to respondent the system planning ability.Especially，“situation scale”has influence the system planning ability.But，“situation position”has no influenced the system planning ability. 6. Mainly constructions of system planning ability have high and middle positive correlation. The study provides the following suggestions: 1.A large amount 、diversified and continue of the system planning ability ''s program planning need to be provided. 2.The system planning ability of adult education should train 9 improtant constructions ，which are：“activity resource”、“whole thinking”、“promotioning”、“activity strategy”、“marketing situation analysis”、“programs assessment and feasibility ”、“reflecting evaluation ”、“internal process analysis ”、“to cohere the view”.And according to the difference condition to add ability''s training. 3.According to adult educator program planning ability training course to arrangement their practical situation and awareness important of the system planning ability. 4.To strengthen the system planning ability with external connection，to increase the training and learning the system planning ability opportunity. 5.Beside the 9 important abilities，practical adult educator''s system planning ability opinion should be discusss to promote adult education ''s value.