Dissertations / Theses on the topic 'Drop out rates'

The overarching aim of this study was to evaluate the Internal Quantitative Efficiency (IQE) of the Postgraduate Diploma students at Libyan Universities. More specifically, the research sought to: compare different Libyan Universities according to the indicators of the Internal Quantitative Efficiency of Postgraduate Diploma students, examine the reasons behind failure of postgraduate diploma students, examine the reasons behind dropout of postgraduate diploma students, and to diagnose the reality of the Internal Quantitative Efficiency of Postgraduate students at Libyan universities. By addressing these aims and objectives the researcher hoped to be able to discover where strengths and weaknesses lie, and to help in building a foundation for future research in this area. A mixture of both quantitative and qualitative methods was considered appropriate to meet the needs of the research. Cohorts flow and statistical analysis of data from final examination result forms collected from universities were conducted which examined the numbers of registered students in each grade who: are required to repeat courses, fail in examinations and are assumed to repeat the same grade next year, drop out during the cycle, when compared to the number of those who complete their studies. Further, the study provides an examination of the reasons and causes for failure and repetition. A questionnaire was used to collect primary data for the study in order to gain information about those students who fail in exam and who repeat another academic year. Semi-structured interviews were also conducted with both students that fail and drop out, in order to supplement and enhance the data obtained from the questionnaire. Using latent content analysis, responses from interviews were analysed. Findings reveal that there variations in the drop out rates between Libyan universities. The drop out rate was highest at Al-Arab Medical University and the lowest at Garyounis University. The drop out rate at Al-Arab Medical University was 32%., while it was 28% at Omar Al-Mokhtar University, 26% AI- Tahadi University, and 24% at Garyounis University. Various factors affect students failure and dropout from postgraduate studies at Libyan universities and can be summed in four factors, which, when ordered according to their strength of effect can be seen to be educational, individual, social, and economic factors respectively. The poor quality of the Internal Quantitative Efficiency is related to the problems of repetition and drop out. Recommendations conducting more studies in this important area in all Libyan universities in order to evaluate the external efficiency of all postgraduate studies in Libyan universities and to estimate the financial wastage which may result from failure and drop out at the Libyan universities.

The transition to high school has been identified by researchers as a pivotal point in students' lives. The addition of a Freshman Academy in some schools has targeted the 9th grade year to ease students' transition to high school and increase the likelihood of academic success. One purpose of this study is to compare student outcomes of schools that have implemented a Freshman Academy with schools that have not. Student outcomes are defined for this study to include graduation rates, attendance rates, instances of out-of-school suspensions, and instances of expulsions. The second purpose of this study is to compare student outcomes before and after implementation of a Freshman Academy. Two research questions were analyzed to determine the impact of the implementation of the Freshman Academy on student outcomes. A 2-way chi square analysis of variance was used for each research question. There was a significant difference in the instances of out-of-school suspensions for schools that have a Freshman Academy and schools that do not. Instances of out-of-school suspensions were higher in schools with a Freshman Academy. No significant difference was found between graduation rates, attendance rates, or instances of expulsions for schools that have a Freshman Academy and schools that do not. There was a significant difference in instances of out-of-school suspensions before and after implementation of Freshman Academy. The instances of out-of-school suspensions decreased after the implementation of Freshman Academy. No significant difference was found in graduation rates, attendance rates, or instances of expulsions before and after implementation of Freshman Academy.

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O caso de gestão estudado analisa a implementação do Programa de Correção de Fluxo Escolar - Projeto Avançar (PA) em uma escola estadual localizada no município de Manaus, vinculada à Secretaria Estadual de Educação (SEDUC/AM) e acompanhada pela Coordenadoria Distrital 02. Os objetivos definidos para esta investigação buscam verificar as dificuldades da equipe gestora em reduzir os índices de abandono nas turmas do PA. Para isso, utilizou-se a pesquisa qualitativa, por meio de um estudo de caso. Além da análise documental, foram usados como instrumentos de coleta de dados um questionário para 16 alunos do projeto e uma entrevista semiestruturada com a gestora, a pedagoga da escola, a supervisora do distrito que acompanha o projeto na escola e nove professores que atuam no PA. No referencial, foi abordado o Projeto Avançar enquanto política de enfrentamento ao fracasso escolar e também as causas e consequências do abandono escolar. A discussão dos resultados levou em consideração a visão dos diversos atores que participam do Projeto. A análise dos dados permitiu a identificação de alguns avanços e algumas dificuldades no processo de implementação do PA como ausência de capacitação para gestores, pedagogos e professores para atuar com maior efetividade nas ações do projeto; dificuldade dos docentes no trabalho com projetos interdisciplinares; ausência de reuniões para discutir as dificuldades de realização do PA; infrequência e apatia dos alunos; e ausência da família no acompanhamento escolar do filho. Com base nos resultados dessa análise, foi elaborado um Plano de Ação Educacional com propostas que ajudarão a equipe gestora a desenvolver as ações do Projeto Avançar de forma adequada na escola, a fim de que os objetivos sejam alcançados.
The management case under study deals with the implementation of the Program for the Correction of Fluxo Escolar - Projeto Avançar (PA) at a state school in the city of Manaus, tied to the State Secretaria of Education (SEDUC/AM) and overseen by the 2nd District Coordenadoria. The goals set for this investigation check team's difficulties in reducing drop out rates in the classes within the PA. For this, was used a qualitative research, through a case study. Besides analysis of documents, were used as instruments of data collection a questionnaire for 16 students within the project and a semi-structured interview with the manager, the school pedagogue, the district supervisor that oversees the project at the school and nine teachers who work with the PA. In the referencial, the PA was discussed as a policy to face school failure and also the causes and consequences of dropping out. The discussion of the results took into account the point of view of the several actors that participated in the project. Analysis of the data made it possible to identify some advances and some difficulties regarding the PA's implementation process as a lack of training for managers, pedagogues and teachers to more effectively perform the actions of the project; teachers' difficulty in working with interdisciplinary projects; lack of meetings to discuss the difficulties in carrying out the PA; infrequent attendance and apathy from the students; and families failing to monitor their children's performance at school. With the results of this analysis, a Plano de Ação Educacional was created containing proposals that will help the managing team to adequately develop the actions of the PA at school, in order to achieve the goals.

Abstract Improving the academic success and graduation rates of African-American males has been a major focus of both scholars and practitioners in the United States. Locally, African-American males at an urban Title 1 school were experiencing the lowest grade point averages, American College Test scores, and graduation rates in the district. In response to these academic declines, this study focused on the tenets of Bechtol's sports participation theory, which holds that students who play sports experience greater academic achievement and adult success in life. The purpose of this study was to examine the relationship between total hours of high school athletics participation and earned GPAs for African-American male students at the school under study for 1 academic year and across each term (4) of the school year. A correlational research design was used to identify if a relationship existed between hours of sports participation and the GPAs of African-American male student-athletes from the 2012 ' 2013 school year (N = 36). The results of the 5 Pearson correlation analyses indicated no statistically significant relationship between the total hours African-American male student-athletes spent participating in sports and their GPAs. The sample size was a limitation of the study design, therefore it was recommended to conduct the investigation with a larger sample size. The results of the study prompted the design of a professional development program for local administrators, faculty, and staff called Championing Higher Achievement Matriculation, Preparation, and Success for Student Athletes (CHAMPS). The CHAMPS program prepares school personnel to more effectively mentor, coach, tutor, and teach African-American male student-athletes. The program can improve the quality of education that can serve as the stimulus for social change through improved educational outcomes for African-American male student athletes.

Thesis (PhD (Education )--University of Stellenbosch, 2008.
352 leaves, preliminary pages xxiii and numbered pages 1-329. Includes bibliography and a list of figures.
ENGLISH ABSTRACT: The South African school system is increasingly producing students who do not make the grade in higher education. Universities are concerned about the quality of the students who register as first-years at higher education institutions. The findings of various studies have clearly shown that more and more students are inadequately prepared and therefore not ready for higher education. In South Africa the problems resulting from the gap between school and university have been exacerbated by the inequalities that exist in the secondary school system, and which are still part of the legacy of apartheid. Within the context of learners’increasing unpreparedness for university studies, their difficult transition from school to university and the concomitant high drop-out figures in higher education, this study investigated the extent to which universities – with Stellenbosch University as a case in point – can contribute towards preparing students for university studies from as early as school level, and thus facilitate their transition from school to university. Taking this research question into account, the researcher investigated the extent to which specific variables played a part both in the pre-university phase and after admission. In addition, the study also focused on the extent to which students’ school background (previously disadvantaged privileged school) influences students’ preparedness, and to what extent academic standards (amongst others final examination results)are related to success in the first year at university. The research design was a case study of black newcomer first-year students who participated in a Stellenbosch University bursary project (the Merit Bursary project) in their Grade 12 year. The data generation consisted of two phases, namely a quantitative approach in the pre-university phase and a qualitative approach, after admission, in the transitional phase. The research findings have revealed that the inequalities in the South African schooling system influence the transition from school to university. The classification of schools (previously disadvantaged or privileged school) plays a crucial role in students’ preparedness and how they handle the transition from school to university. There are various academic, social, emotional, cultural and financial factors that impact on this transition. However, the factors are interdependent – no one factor can be regarded as being more important than another. Universities must adopt a holistic approach to the transition that newcomer students are required to make. It was concluded in the study that universities have a responsibility to ensure that the diminishing pool of potential students in higher education be expanded. Universities should also ontribute towards preparing prospective students more effectively so that the transition process will be less challenging. It is believed that this will also improve the throughput rate. In this regard the study proposes a theoretical framework for a pre university intervention.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skoolstelsel lewer toenemend studente wat nie die mas in hoër onderwys opkom nie en universiteite is bekommerd oor die kwaliteit van die studente wat as eerstejaars aan hoëronderwysinstellings registreer. Uit die bevindinge van verskeie studies het dit geblyk dat studente toenemend nie voldoende voorbereid en gereed is vir hoër onderwys nie. In die Suid-Afrikaanse konteks word die gaping tussen skool en universiteit vergroot deur ongelykhede in die sekondêre skoolstelsel as gevolg van die land se apartheidsgeskiedenis. In die konteks van leerders se toenemende onvoorbereidheid vir universiteitstudie, die moeilike oorgang van skool na universiteit en die gepaardgaande hoe uitvalsyfers in hoër onderwys, het hierdie studie ondersoek ingestel na die mate waarin universiteite - met die Universiteit Stellenbosch as spesifieke geval - reeds op skoolvlak ’n rol kan speel om voornemende studente beter vir universiteitstudie voor te berei en sodoende die oorgang van skool na universiteit te vergemaklik. Met die navorsingsingsvraag in ag genome, het die navorser die mate waarin spesifieke veranderlikes ’n rol speel in die pre-universitêre fase asook die fase na toetrede tot universiteit, ondersoek. In samehang hiermee, het die studie ook gefokus op die invloed van skoolagtergrond (voorheen benadeelde of bevoorregte skole) op die voorbereidheid van studente en die mate waarin akademiese maatstawwe op skool (onder meer eindeksamenresultate) verband hou met sukses in die eerste universiteitsjaar. Die navorsingsontwerp was ’n gevallestudie van swart nuwelingeerstejaarstudente wat in hulle graad 12-jaar aan ’n beursprojek (die Verdienstelikheidsbeursprojek) van die Universiteit Stellenbosch deelgeneem het. Die data-generering het uit twee fases bestaan, naamlik ’n kwantitatiewe benadering in die pre-universitêre fase en ’n kwalitatiewe benadering na toetrede in die oorgangsfase. Die ondersoek het gevind dat die ongelykhede in die Suid-Afrikaanse skoolstelsel die oorgang van skool na universiteit beinvloed. Skoolklassifikasie (voorheen benadeelde of bevoorregte skole) speel ’n bepalende rol in die voorbereidheid van studente en ook in die wyse waarop studente die oorgang hanteer. Daar is ’n verskeidenheid akademiese, sosiale, emosionele, kulturele en finansiële faktore wat ’n rol speel in die oorgang van skool na universiteit. Die faktore is egter interafhanklik van aard – geen een kan uitgesonder word as belangriker as die ander nie. Universiteite moet die oorgang van nuwelingstudente holisties benader. Hierdie ondersoek kom verder tot die slotsom dat dit ook die verantwoordelikheid van universiteite is om te sorg dat die krimpende poel potensiele studente vir hoër onderwys vergroot en beter voorbereide studente toegelaat word om sodoende die oorgangsproses te vergemaklik en deurvloeikoerse te verhoog. In die lig hiervan stel die studie ’n teoretiese raamwerk vir ’n pre-universitêre intervensie voor.

Although graduation rates are increasing in Georgia and in the United States, high school dropouts remain an issue of significant concern. Much of the focus of research in this area has been on describing the characteristics of dropouts rather than on developing effective interventions. Moreover, emerging research shows that potential dropouts can be identified with confidence as early as the sixth grade. High school is the time in which dropouts are typically identified and interventions begun, but the seeds of dropping out are often planted well before ninth grade. This study is about school administrators’ perceptions of drop-out factors in three urban high schools. The research design lies within the qualitative spectrum. Data were gathered from semi-structured, open-ended interviews conducted with selected participants. Results showed there were no significant differences in the perception of high school principals as to the importance of specific intervention factors affecting student dropout rates. The participants agreed that instructional coaches, after-school and Saturday school programs and the use of data to target content needs of specific students were the common themes of support to students at-risk of not completing high school requirements.

In the past two decades much research in the field of Mathematics in Education has dealt with boy- girl differences. In the 1960's sex differences in mathematical achievement played an important role in research. The results of more recent and better controlled studies seem to indicate that overall boy-girl differences in mathematical achievement are probably negligible at the Primary stage and exist at the Secondary stage principally in areas involving spatial visualization and problem solving.

It seems as if there is a continued problem with mathematical performances nationally. The rate, at which FET (Further Education and Training) phase learner s discontinue Mathematics as a result of poor mathematical performances, is of great concern. This research study determined how academic self-confidence could have an influence on learners’ abilities to perform in Mathematics. The literature review confirmed that there could be a link between academic self-confidence and mathematical performance. Consequently, the researcher wanted to establish if the same could be found at a school where the emphasis is very much on mathematical achievement. The school is based in Northern Johannesburg (D10) in Gauteng, South Africa. By applying an explanatory mixed method approach (quantitative, followed by qualitative methods), the researcher identified a clear link between this school’s learners’ abilities to perform in Mathematics and their academic self-confidence. Amongst others, positive links were also identified between the learner s’ comprehension of Mathematics, their problem- solving skills as well as educator assistance, which in turn influence their academic self - confidence and consequently al so their performance s. A cycle of mathematical influences was identified that demonstrated that the influence i s not only working one way, but that a cycle forms; academic self-confidence influences the learner’s ability to perform in mathematics and mathematical performance s al so influence academic self - confidence, causing a continuous cycle of influence.
MEd (Learner Support), North-West University, Vaal Triangle Campus, 2013

The private and social returns to education literature share the same conclusion: that education is beneficial for both the individual and society. However, the theoretical underpinnings are flawed as the literature does not account for the main feature that leads to the acquisition of education: the private demand for education. An understanding of the factors that motivate the individual to invest in education would lead to a deeper insight as to why both private and social returns to education exist, and would provide a clearer framework on which to base the government funding of education. This thesis provides a first attempt at filling this gap by introducing a method of estimating the returns to government investment in education, which is labelled the ‘labour market drop-out rate approach’. The approach focuses on the social return to education, not in terms of graduate earnings, but in terms of the interaction of the graduate with the economy. The approach introduces a measure of expertise utilisation, based on the premise that there is no social return to an individual acquiring education if he or she does not utilise the acquired knowledge base on entering the labour market. The approach is tested using the labour market for marine scientists in South Africa as a case study. In this case the private demand for education is found to be heavily influenced by the provision of student bursaries from the National Research Foundation, with a resulting estimate of the social return to a degree in marine science being a mere 20% to 25%. Owing to this, a new approach to government investment in marine science is introduced, that of graduate contribution schemes. Of broader significance is the ease of application of this approach, it may be adopted to analyse any funding programme in which a government may decide to invest. As such, the labour market drop-out rate provides an extension to the returns to education literature through its theoretical dealings of the private demand for education, as well as a practical tool which government agencies can use to evaluate the efficacy of any government funding of education.

The purpose of this study was to identify the experiences, attitudes, and successes of a group of high achieving African American female students that impact their on-time high school graduation. On-time graduates are described as students who complete high school in four years. High achieving African-American female students completing high school on time identified factors related to family, school, and community as essential in their success. Several underlying factors are within the three themes that studies show can be used as a way to pilot programs, deter drop-outs from leaving school early, and cohesively work in communities across the United States. A qualitative approach was used to analyze a selected group of high achieving African American females' perceptions to their success in high school. The research questions were: 1. What school factors do a group of high achieving African-American female students perceive as attributing to their on-time graduation from high school with honors and advanced diplomas? 2. What family influences do these high achieving females perceive as attributes to graduating on-time with honors and advanced diplomas? 3. What community influences do these high achieving African American females' perceive as contributors to on-time graduation with honors and advanced diplomas? Twenty-four high achieving African American females' from one high school were eligible to participate in the study. Eight students participated in the study, which included open-ended interview questions and a sentence completion questionnaire. All interview questions were centered on the support provided by the school, community, or family. The results of the study showed parents; specifically the mothers of the participants had the greatest impact on the high achieving African American females' performance in high school. The teachers of the high achieving African American female students were supportive and caring. The community recognition that the high achieving African American females received was a motivating factor to varying degrees. The high achieving African American female participants, in the study, all possessed intrinsic motivation and work ethic to be academically successful.
Ed. D.

Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciado em Criminologia
O presente estudo designado “Abandono Escolar Precoce: políticas públicas de educação para a prevenção e combate” aborda a problemática do Abandono Escolar Precoce em Portugal numa ótica de prevenção e combate do processo e de redução da taxa de abandono escolar precoce através das políticas educativas criadas para facilitar e promover tal redução. Através de metodologias qualitativas e quantitativas, nomeadamente com o apoio da análise documental das políticas públicas educativas existentes e com a análise estatística de informação disponibilizada na web das taxas de abandono escolar precoce ocorridas num período compreendido entre 2000-2018, pretendemos compreender de que forma as medidas e as estratégias aplicadas estão a contribuir para a redução do abandono escolar precoce e em que ponto de situação Portugal se situa face às diretrizes da União Europeia em âmbito de redução da taxa de abandono escolar precoce para 10.6%. Neste estudo estão em campo de análise os Territórios Educativos de Intervenção Prioritária (TEIP), o Quadro de Referência Estratégica Nacional (QREN), a Estratégia Europa 2020, Programa Operacional Capital Humano (POCH) e o Programa Nacional de Promoção do Sucesso Escolar (PNPSE).
The current study named “Early school drop out: public educational policies of prevention and combat ” addresses the problem of early school drop outs in Portugal in a perspective of prevention and combat of this process and of reduction of school drop out through educational policies created to facilitate and promote such reduction. Using qualitative and quantitive methods, namely with the support of documental analysis of existing educational public policies and with statistical analysis of information available in the web of these drop out rates, occurred between 20002018, we mean to understand in what way the applied measures and strategies are contributing to the reduction of early school drop out and in which situation Portugal is regarding European Union’s guidelines to reduce this drop out rate to 10.6%. In this study are being analised the Territórios Educativos de Intervenção Prioritária (TEIP), the Quadro de Referência Estratégica Nacional (QREN), the Estratégia Europa 2020, Programa Operacional Capital Humano (POCH) and the Programa Nacional de Promoção do Sucesso Escolar (PNPSE).
N/A

Magister Public Health - MPH
An urgent need to rapidly increase the size and capacity of the health workforce to manage the health system in Namibia motivated the development of a Bachelor of Nursing Science degree which has been offered at a distance since 1997 at the University of Namibia. The programme is delivered from the University’s Central and Northern Campuses, enabling qualified nurses to develop management and educator capacity while continuing to work;throughput has however been low and slow. Since student support is posited as a vital ingredient of distance education success, this study sought to understand how students experienced the support services offered by the University of Namibia’s distance education unit – the Centre for External Studies. The study explored students’ experiences and perceptions of administrative, social and academic support services provided by the University. The research design was qualitative, and exploratory, using focus groups and interviews for data collection. The sample comprised of forty Bachelor of Nursing Science students enrolled on both campuses between 2005 –2011 as well as seven staff involved in student support services. Documents and interviews of envisioned support services from the Centre for External Studies served as the basis for the evaluation of services. Data was analysed using thematic content analysis. A comparison was made of the findings from the two campuses.The findings reflected positive experiences of support from family and lecturers as well as institutional offerings such as video conferences. There were, however, some institutional weaknesses in the programme delivery such as the late delivery of study materials which impacted on students’ submission of assignments, and weak communication systems which affected delivery of support workshops. The libraries on both campuses were not adequately resourced and prescribed books were not always available at the local bookshops. Lecturer presence was missed by many students who were not used to distance learning, although the intensity of this experience differed between the students on the different Campuses.Personal challenges were sometimes responsible for student discontinuation of the programme, and work-related challenges affected attendance of vacation schools. These problems were experienced more by the students on the Northern Campus.Out of this study, recommendations were made on how to improve support services for advanced nursing students studying at a distance at the University of Namibia. Ethical clearance for the study was obtained from both the University of Namibia and the University of the Western Cape.

O número de cursos na modalidade a distância tem aumentado consideravelmente no mundo, porém existe um grande receio por parte de muitos que o ensino nessa modalidade tenha qualidade inferior ao apresentado na modalidade presencial. Contudo a qualidade do ensino não decorre da presença de todos os envolvidos num mesmo local, e sim da implementação de ações que facilitem o processo de aprendizagem. Esse trabalho teve como objetivo produzir um módulo didático, em hipermídia, para a disciplina de Fundamentos de Astronomia e Astrofísica, a ser ministrada na modalidade a distância aos alunos do curso de licenciatura em Física e a outros alunos interessados, vinculados à UFRGS, por meio de um ambiente virtual de aprendizagem, que tornasse possível um ensino de qualidade nessa modalidade. Com esse intuito, foi elaborada uma adaptação do hipertexto Astronomia e Astrofísica dos Professores Kepler de Souza Oliveira Filho e Maria de Fátima Oliveira Saraiva, procurando colocá-lo num formato mais adequado para a aprendizagem sem a presença do professor. Para atingir a meta de favorecer uma aprendizagem significativa ausubeliana, os conteúdos das aulas foram organizados de forma a propiciar a diferenciação progressiva e a reconciliação integradora, e no desenvolvimento das atividades propostas, a interação social vygostkyana entre os alunos, no ambiente virtual. O módulo de ensino está dividido em três áreas e contém 28 aulas no total, todas tendo a mesma estrutura básica: objetivos, introdução, desenvolvimento, resumo e atividades de fixação. Também são utilizados aplicativos (applets) de uso livre na rede e outros recursos próprios do ambiente virtual de aprendizagem tais como fóruns e questionários. O material foi aplicado no segundo semestre de 2011, 2011/2, tendo sido trabalhado com uma turma de 25 alunos matriculados. No final de cada uma das três áreas, os alunos foram submetidos a uma avaliação presencial, sendo a nota de cada área estabelecida a partir de uma composição entre as participações nas atividades propostas no ambiente virtual e na prova presencial. A média final foi calculada pela média aritmética das notas de cada área. Os resultados foram bastante satisfatórios do ponto de vista de desempenho e aproveitamento dos alunos participantes, mas não corresponderam à expectativa de diminuição da taxa de abandono da disciplina. O mesmo material, com algumas melhorias, foi reaplicado no primeiro semestre de 2012, com resultados semelhantes aos de 2011/2. Novamente, os alunos que se dedicaram ao estudo conseguiram ter na modalidade a distância um aproveitamento tão bom quanto os alunos dedicados das turmas presenciais; no entanto, o taxa de abandono, principalmente por parte dos alunos de Licenciatura Noturna, permaneceu alta.
The number of online distance learning courses has greatly increased worldwide, but there is a great concern shared by many that this type of teaching modality offers lower quality than that offered by onsite courses. However, we understand that the quality of education does not follow from the onsite presence of all participants, but from the implementation of actions that facilitate the learning process. This study aims at producing a high quality hypermedia didactic module to the online teaching of the Fundamentals of Astronomy and Astrophysics to the undergraduate students and students alike who are linked to UFRGS through a virtual environment. In addition, to achieve such goal, an adaptation of the Astronomy and Astrophysics hypertext by Dr. Kepler Oliveira de Souza Filho and Dr. Maria de Fatima Oliveira Saraiva was accomplished. Also, to carry out the Ausubelian meaningful teaching method class contents were organized in a way to encourage the progressive differentiation and integrative reconciliation of Ausubel. Furthermore, the Vygostkyan social interaction method was applied to the development of activities among the distance learning students. The teaching module is divided into three areas and contains 28 lessons in total, all having the same basic structure: objectives, introduction, development, summary and fixation activities. Freeware applets and other virtual learning environment resources such as forums and questionnaires were used. The teaching resources were applied in the second semester of 2011, 2011/2, to a class of 25 enrolled students. At the end of each of the three areas the students were submitted to an on-site assessment: the score of each area was established from a composition between the participation in the online proposed activities and the test applied. The final average was calculated as the arithmetic average of the ratings for each area. The results were quite satisfactory from the point of view of performance and progress of the participating students, but did not correspond to the expected decrease in the class drop-out rate. The same class material, with some improvements, was reapplied in the first semester of 2012, with results similar to those of 2011/2. Again, dedicated students benefited from the distance learning course as much as the best students of the onsite course. Nonetheless, the drop-out rate, mainly by evening class undergraduate students, remained high.

The Diploma thesis focuses on the drop-out of beginning teachers. Theoretical part elaborates on the phenomenon of drop-out, it describes the reasons why the beginning teachers leave and why they are the group of teachers which is the most threatened by drop-out. Furthermore, this part describes problems that beginning teachers have to deal with and the most frequent reasons for leaving the profession, their rate and consequences of drop-out. The end of the theoretical part presents options and suggestions that would help solve this problem. The empirical part of the thesis is realized by an on-line questionnaire and in-depth interviews. The research focuses on four main aspects: 1 - the motivation to study the teaching and to practise it, 2 - the main reasons for new teachers to leave, 3 - the possibilities to prevent drop-out and 4 - whether the respondents continue to work with children or not. Last but not least, the research focuses on the possibilities that would help respondents to stay in the profession. The results of the research confirm the reasons for quiting as described by literature. The qualitative description of the reasons for drop-outs provides a deeper understanding of how they interact in an institutional, interactive and cultural level. KEYWORDS Induction period, teacher...

Statistics both from inside Lesotho and outside Lesotho indicate that there is a high drop-out rate in Lesotho schools (Ministry of Education and Training, 2007; Unite Nations Sub-Saharan Regional Report, 2006). This is despite the efforts of the government of Lesotho to try to bring down the rates of drop-out on all levels of schooling. In an effort to try to achieve this, the government in 2002 implemented a long waited programme of free education for all which was in line with the undertaking of many countries who are signatories to the Education for All (EFA) initiative. This was done so that all children can have access to free basic education. However this initiative along with other reforms and initiatives taken by the government which provide bursaries for poor children (Nyabanyaba, 2008; MOET, 2007) so that learners can go to school, many learners still continue to drop-out of school. It is upon this basis that I decided to investigate whether there are factors inside schools which may be responsible for such a high drop out rate among learners in Lesotho secondary schools. In carrying out this research it was important that I engaged with actors within schools to get an understanding of what it is that may be pushing learners out of school. The interactionist approach in this regard was very appropriate and helpful as Blumer (1969) and Cohen (1985) point out that through interactionism, one is able to get an understanding as to the processes that shape people‟s actions, thinking and why they react to circumstances the way they do. And interactionism again offered me an opportunity to understand what „strategies‟ they use to „cope‟ with the world Woods (1983). From this perspective ways in which actors make choices, improve and counter others‟ strategies in their „habitus‟ (Bourdieu, 1977) come under scrutiny. My reason for taking this direction was based on my belief that it is not only factors outside school which can contribute to the high drop-out rate, but other 5 factors from inside school can have the same impact as well. Many young people dropped out of school and may not be in a position to live „various lifestyles‟ (Sen, 2001). This is because once they drop out of school many of them take low paying jobs which force them to work under poor conditions, risking their lives and making them to live in poverty which counts among many forms of „unfreedoms‟ (Sen, 2001). I selected four secondary schools to carry out my research. The participants in each school were ex-learners, one teacher and a principal. Two schools were based in the rural area while the other two schools were based in the urban area. I used Education Management Information System (EMIS) and other school resources to find out where the drop-out rate was the highest. I had originally intended to interview and administer a questionnaire to 40 ex-learners, 10 from each school, but I could only locate 25 learners as some had relocated to other places inside and outside Lesotho. All the interviews I had with teachers and principals, one from each school were tape-recorded. Ex-learners interviews were tape-recorded as well. The tape-recorded interviews were later transcribed. My findings revealed that there exists an atmosphere of fear among learners particularly when it comes to their teachers. This fear as learners pointed out was caused by „bad treatment‟ learners get from their teachers. Teachers on the other hand complained that many learners were very disrespectful towards them. As a result the relationship that existed between teachers and learners was very strained as each group harboured some negative feelings towards each other. Other factors that came out included bullying, lack of teaching and learning facilities, effects of going to circumcision ceremonies especially for those schools located in the rural area and hatred of school. All these factors from inside school seem to have played a role in pushing learners out of school.

The study focuses on management strategies of the highly impoverished secondary schools of the Mount Fletcher District in the Eastern Cape. Challenges facing the impoverished learners and managerial experiences of principals of these schools have been discussed in the study. A literature review provided a conceptual framework and covered definitions of poverty, school management strategies, leadership styles and qualities required for a successful principal heading a secondary school with impoverished learners. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with principals, Life Orientation teachers and parents. Finally a synopsis of findings and recommendations were made to assist the policy makers, Departmental officials, principals, teachers and parents in proper management of secondary schools in the poor rural communities.
Educational Leadership and Management
M. Ed. (Education Management)

Tese de doutoramento em Engenharia Civil
The work presented in this thesis was developed at the Department of Civil Engineering of University of Minho. This work involves experimental and numerical campaigns and intends to give a contribution for a better understanding of the effect of explosions. Blast loading is a subject of much actuality and considerable lack of expertise. Europe has never been so rich and safe, where the violent years of the first half of the 20th century lead to an unprecedented period of peace and stability. Despite the terrorist decades, e.g. connected to ETA and IRA in Europe, the attacks of Madrid (2004), London (2005) and worldwide (New York, Oklahoma, Mumbai) had a major psychological effect in the societies. Clearly, the understanding about the effect of blast loading in structures and their subsystems saves lives and reduces damage in buildings. The Buncefield explosion (2005) resulted in tremendous damage to the outlying area and huge fires involving 23 large oil fuel tanks. Experimental and finite element analyses are carried out for the static and dynamic response of lightweight metal boxes that are similar to the steel junction boxes on the site of this explosion. During the Buncefield Explosion Mechanism Phase I research, the lightweight steel junction boxes on the site located within the area covered by the gas cloud are compared with similar boxes tested under a range of different loading conditions using hydrostatic pressure, gas explosions and high explosive charges. The residual plastic deformations for these boxes are recorded and used to validate a finite element based modelling approach. The predicted pressure-time history is in reasonably good agreement with the measurements. Further parametric studies are then conducted to produce iso-deformation curves which can be used in accident investigations to back track the blast loading from structure deformations. Investigation of the dynamic properties of construction materials is critical for structural engineering. The strain rate effect influences the properties on most constructions materials. This effect on materials such as concrete or steel has been intensively investigated. However, such studies on masonry materials such as clay bricks cannot be found in the open literature easily. Understanding the strain rate effect on masonry materials is important for proper modelling and design of masonry structures under high velocity impacts or blast loads. This work aims to study the behaviour of masonry and its individual components in compression at different strain rates. A Drop Weight Impact Machine is used at different heights and weights introducing different levels of strain rate. The strain rate effect on the compressive strength, Young’s modulus, strain at peak strength and compressive fracture energy is determined from the experimental results. Empirical relations of dynamic increase factors (DIF) for these material properties are also presented. The vulnerability of the masonry envelop under blast loading is considered critical due to the risk of loss of lives. The dynamic behaviour of masonry infill walls subjected to dynamic out-of-plane loading is experimentally investigated in this work. In the present study water plastic containers, having in its centre a detonator inside a cylindrical explosive charge, are used as confined underwater blast wave generators (WBWG). Tests are performed in unreinforced walls with 1.7 by 3.5 m, which are 1:1.5 scaled, and the results presented. These results are used to calibrate numerical models using ABAQUS Explicit dynamics, allowing a detailed study on this kind of masonry panels under dynamic out-of-plane loading in the form of parametric studies. Two different reinforcement solutions are studied in the numerical model and the results are presented. The results are used to create pressure-impulse (P-I) diagrams which can help the designer to estimate the response of these elements under different loading conditions. Protection is not an absolute concept and there is a level of protection where the cost of the protection provided with respect to the cost of potential loss is in balance. On one hand, protection cannot offer full guarantee of safety and, on the other hand, too much protection is a waste of resources with regard to what is expected to be saved. The purpose of protective construction is to improve the probability of survival of people and other contents in a given facility for a given threat, to an adequate level. In order to improve this probability, one must first understand the threat and accordingly analyse the facility. In this work risk assessment is addressed and applied to a large Public Transport Operator. This assessment allows identifying potentially critical infrastructure, which are studied and its structural security is evaluated for different scenarios regarding blast loading.
O trabalho apresentado nesta tese foi desenvolvido no Departamento de Engenharia Civil da Universidade do Minho. Este trabalho envolve campanhas experimentais e numéricas, e pretende ser uma contribuição para uma melhor compreensão do efeito das explosões. As explosões são um tema atual e de conhecimento muito reduzido. A Europa nunca esteve tão rica e segura, sendo que os anos violentos da primeira metade de século 20 conduziram a um período sem precedentes de paz e estabilidade. Apesar de décadas de terrorismo, por exemplo da ETA e do IRA na Europa, os ataques de Madrid (2004), Londres (2005) e em todo o mundo (Nova York, Oklahoma, Mumbai) têm tido um impacto psicológico muito elevado nas sociedades. Claramente, a compreensão sobre o efeito da ação das explosões nas estruturas e nos seus subsistemas salva vidas e reduz os danos nas construções. A explosão de Buncefield em 2005 resultou num dano impressionante nas proximidades e fogos imensos em 23 grandes depósitos de combustível. Campanhas experimentais e numéricas são executadas para estudar o comportamento dinâmico de caixas metálicas semelhantes às encontradas em Buncefield. Durante a investigação do incidente de Buncefield, as caixas presentes na área coberta pela nuvem de vapor são comparadas com caixas semelhantes sujeitas a diferentes tipos de ações, usando pressão hidrostática, explosões de gás e explosivos de grau militar. As deformações permanentes são registadas e usadas para validar modelos numéricos com recurso ao Método dos Elementos Finitos. A previsão dos perfis de pressão é adequada aos dados obtidos durante a investigação do acidente. Os modelos numéricos obtidos são usados para criar curvas de iso-dano que podem ser usadas para auxiliar em investigações pós-acidente relacionando a deformação nessas subestruturas com o perfil de pressões atuante. A investigação das propriedades dinâmicas dos materiais de construção é considerada crítica para a engenharia. O efeito das velocidades de deformação influencia as propriedades da maior parte dos materiais de construção. Este efeito tem sido estudado em betão e aço. No entanto, estudos sobre este efeito em alvenaria, e seus componentes, são reduzidos na literatura. A compreensão destes efeitos em alvenaria é crucial para uma modelação e dimensionamento adequado destes materiais quando sujeitos a impactos ou explosões. Este trabalho pretende estudar o comportamento da alvenaria, e dos seus componentes individuais, em compressão a diferentes velocidades de deformação. Para o efeito uma torre de queda é usada com diferentes alturas e pesos de impacto, introduzindo no sistema diferentes velocidades de deformação. O efeito das velocidades de deformação é determinado pelos resultados experimentais, e estudado para a resistência à compressão, módulo de elasticidade, extensão em compressão máxima e energia de fratura em compressão. Relações empíricas sob a forma de fatores de incremento dinâmico (FID) são apresentadas para estas propriedades mecânicas. A vulnerabilidade da envolvente em alvenaria dos edifícios quando sujeita a explosões é considerada crítica devido ao risco de perdas humanas. O comportamento de paredes de enchimento quando sujeitas a ações dinâmicas fora do seu plano é investigado neste trabalho. São usados reservatórios de água com uma carga explosiva no seu centro para atuar como geradores de onda de choque. São executados testes em paredes de enchimento de alvenaria com 1.7×3.5 metros (escala de 1:1.5). Os resultados obtidos são usados para calibrar modelos numéricos com recurso ao software ABAQUS Explicit. Isto permite uma análise alargada do comportamento destes elementos quando sujeitos a ações dinâmicas fora do plano, sob a forma de estudos paramétricos. Duas soluções de reforço são estudas numericamente e os resultados apresentados. Os resultados obtidos nas tarefas anteriores são usados para criar diagramas de pressãoimpulso (P-I) que auxiliam os técnicos que pretendam estimar a resposta deste tipo de paredes quando sujeitas a diferentes tipos de ação. A proteção não é um conceito absoluto e há um nível de proteção em que o custo da proteção em relação às perdas possíveis está em equilíbrio. Por um lado, não é possível garantir proteção e segurança absoluta, por outro lado, demasiada proteção pode ser um desperdício de recursos em relação ao que se espera proteger. O objetivo de proteção, no caso de estruturas, é melhorar a probabilidade de sobrevivência dos seus ocupantes e seu conteúdo, para uma ameaça específica, obtendo uma probabilidade adequada. Para isto ser possível é necessária uma compreensão detalhada da ameaça e da estrutura. Neste trabalho a avaliação de risco é estudada e uma metodologia é aplicada a um Operador de Transportes Públicos. Esta avaliação de risco permite identificar infraestruturas críticas, tendo sido avaliada a segurança estrutural de uma destas a diferentes cenários de explosão.
This experimental work was performed under the financial support of the research project CH-SECURE funded by the Portuguese Foundation of Science and Technology (FCT). The financial support provided by the Portuguese Foundation of Science and Technology (FCT) under the PhD grant SFRH/BD/45436/2008, is also gratefully acknowledged.