Dissertations / Theses on the topic 'Education and Training Systems Policies and Development'

Abstract The purpose of this research was to investigate the effects of virtual reality training on the development of cognitive memory and handgun accuracy by law enforcement neophytes. One hundred and six academy students from 6 different academy classes were divided into two groups, experimental and control. The experimental group was exposed to virtual reality training for a period of 8 hours. The control group was exposed to the traditional, non-interactive training that occurred on a gun range, also for a period of 8 hours. After exposing the groups to their respective training, a counter-balance technique was utilized to expose both groups to a series of 3 law enforcement related scenarios. The time and number of shots that each participant used to cognitively process and solve the scenarios were collected and analyzed by group and gender. There was a significant difference, by group, in both time and accuracy, with the virtual reality group using less time and posting more accurate scores. Mean accuracy scores indicated that the males participants were more accurate in their response to the scenario administration.

The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.

HACCP-based food safety programs have been widely acclaimed, accepted and implemented as an effective means of managing food safety risks. While HACCP training is a cornerstone of managing HACCP programs, there is little information about the effectiveness of HACCP training and the durability of HACCP knowledge. Findings reveal a link between involvement level in HACCP activities and the accuracy of HACCP knowledge over time. Opportunities for peer training in HACCP, irrespective of overall experience in the food industry provide favorable circumstances for maintaining accuracy of HACCP knowledge. The optimal window for engaging employees in HACCP is directly following the completion of training for achieving the minimal depletion level of content knowledge. This study further reveals that refresher training in HACCP is necessary within three years. Furthermore, training standardization organizations likely need a formal process of monitoring and maintaining HACCP trainer and trainee qualifications to ensure uniformity in HACCP programming.

This research focuses on Education for Sustainable Development (ESD) in Higher Education Institutions (HEIs), particularly in Africa. It explores the roles and practices of these institutions, especially their professionals, in the Anthropocene era where increasing concern for contemporary environmental and sustainability issues and risks emerge. The study presents a longitudinal case study of institutions and participants of the Swedish/African/Asian International Training Programme (ITP) on ESD in Higher Education (HE), who are mostly university educators. This thesis however focuses on African ITP participants only. At a macro level, the research sought to examine how African university educators have contributed to the United Nations Decade of Education for Sustainable Development (UNDESD) through their participation in the ITP (which is a change oriented professional development training programme on ESD) and the associated ESD ‘change projects’. The change projects are ITP participants’ direct attempts to mainstream environment and sustainability issues, concerns, and concepts into core university functions and practices: teaching, research, community engagement, and management operations and policy engagement. At a meso level the study sought insight into how educators in national institutions were supported by sub-regional and regional initiatives, institutions and organisations, including the Mainstreaming of Environment and Sustainability in African (MESA) Universities Partnership programme, especially an initiative supported by the Southern African Development Community Regional Environmental Education Programme to provide (limited) seed funding to three southern African universities to establish what are known as ‘MESA Chairs’, with dedicated time and support for MESA activities in their universities . At a micro level, this research sought to investigate how the position-practice systems and the ITP shape (enable or constrain) effective ESD mainstreaming in higher education, and how the morphogenetic approach and laminated system can be used to understand and explain these dynamics and their relations with meso and macro level engagements. The research sought to understand these dynamics through empirical investigations using survey questionnaires, interviews, document analysis and field visits. The research is constituted as theoretical, conceptual, methodological and analytical exploration using a singular and nested case study research approach, underlaboured by a critical realist ontology, and drawing on a social learning epistemology and social realist morphogenetic interpretive lens. In particular, ontological depth was sought via critical realist laminated system explanation. See Chapter Two for details. This study was carried out in three phases. Phase one encapsulates the investigation of all ITP ESD in higher education alumni who were Asian and African participants from the inception of the ITP to its completion, over a six-year period (2008-2013). This included 280 academics from Asia and Africa in 35 countries in Asia and Africa from 106 institutions in Asia and Africa with their 139 change projects. The outcome of phase one of the research is only included in this thesis as an appendix (see Appendix 3; Agbedahin & Lotz-Sisitka, 2015). However, this phase provided and formed the foundational data that was expanded in phases two and three for the purpose of this study. Phase two of this research concentrated on a less broad population of research participants comprising only all African ITP alumni, from all regions in Africa. The overall data collection and analysis included 162 academics in 23 African countries from 66 institutions with their 81 change projects. The aim was to investigate and provide a morphogenetic explanation of their change projects and how the relationship between participants’ positions and practices (and that of others) may influence ESD mainstreaming in universities. The outcome of this phase two investigation is presented in Chapter Four. In phase three, (nested) case studies of Swaziland, Zambia, and Botswana (in the southern Africa region), which included all the ESD ITP HE participants therein and the three corresponding EE/ESD MESA Chairs, were developed. The population sample in this phase three therefore contained 20 academics, from six institutions with their nine change projects. This phase was characterised by field trips to these countries and in-depth data collection and analysis in order to investigate and deepen the morphogenetic explanations of their change projects and how the relationship between participants’ positions and practices (and that of others) have indeed influenced the ESD mainstreaming in universities. The outcome of this phase three research is presented in Chapters Five, Six and Seven. The final Chapter Eight of this thesis focuses on the seven scalar laminated system perspective and reflections on this research and discussion of these perspectives for supporting the mainstreaming of ESD in African higher education institutions and more specifically in the three case countries and respective institutions presented in Chapters Five, Six, and Seven. The seven scalar laminated system is presented in relation to the position-practice system, and draws on morphogenetic social realist and social learning theory to provide perspective on the actual change processes. Chapter Eight also includes a discussion on social learning and its implication for ESD mainstreaming, and provides recommendations for further research. The outcome of the theoretical exploration underpinning this study provided a potential model for understanding ESD learning and change processes that are facilitated by professional development training programmes in the context of ESD in HE. This study also provides a model for appraising educational changes in time and in space, especially in relation to ESD, or the types of changes that can be brought about by professional development interventions such as those provided by the ITP and how they can be tracked, monitored and documented. For the field of professional or academic development in higher education, this research highlights the significance of the relationship between position-practice systems, professional development interventions and institutional transformation. For the field of ESD in higher education, this study shows the need for in-depth consideration of the position-practice system and sphere of influence of change agents and related stakeholders in and around their institutions in the design and development of professional development programmes. It further sheds light on the laminated system of factors that contextually constrain and/or enable effective ESD mainstreaming at individual, collective, institutional, national, regional and global levels.

Bullying is a serious problem on its own but emerging research suggests that bullying may present differently in students with disabilities and affect them more severely than previously thought. The purpose of this study was to explore the multi-layered issue of bullying involving students with disabilities, examine the programs and legislation developed around this issue, and determine the training and knowledge teachers and teacher candidates have regarding the problem. An exploratory survey was completed by 105 teachers and teacher candidates in northeast Tennessee. Descriptive statistics and T-tests revealed that in-service teachers were more knowledgeable in identification of bullying and the components of Tennessee’s anti-bullying law than pre-service teachers. Additionally, this study found that elementary teachers answered more general bullying knowledge questions correctly than upper grade teachers. The limited utilization of evidence-based bullying prevention and intervention programs and strategies was also noted. Implications for teacher training programs will be discussed.

The purpose of this study was to develop a model that would enhance the development, dissemination, and adoption of educational multimedia materials. The grounded theory definition of open coding was used to analyze data collected from the 3-year Technology Leadership Web Library Project at the University of North Texas. Weekly meeting minutes, email communication, reports, notes, questionnaires, and surveys were examined to determine major factors involved in the process of product development and dissemination. From the analysis of this study, five major factors in product development and dissemination were identified. These factors were leadership, team dynamics, expert advisors, feedback, and consumers. The synthesis of the factors led to the development of the PROMOTE (process revolving around ongoing management of team and evaluative feedback) model. The PROMOTE model is based on the establishment of a system that includes leadership, development team, and expert advisors at its center. The system is tied together with well-established feedback loops for stages of evaluation. The PROMOTE model is iterative and uses consumer feedback to generate new products. The PROMOTE model differs from other product development and evaluation models both in the focus of the process and the nature of the evaluation feedback.

Tese de Doutoramento em Desenvolvimento Socioeconómico
O papel do ensino superior e da educação é relevante no processo de desenvolvimento socioeconómico e hoje mais determinante o papel do ensino superior na formação do capital humano. Por conseguinte, investir nele é estratégico, por constitui-se em instrumento cardial de desenvolvimento das sociedades. O estudo procura caraterizar e analisar as perceções de um conjunto de agentes significativos acerca dos efeitos socioeconómicos das políticas públicas do ensino superior em São Tomé e Príncipe e o nível de satisfação com essa políticas. Sumariamente, verificar, até que medida, o ensino superior pode contribuir para o desenvolvimento socioeconómico de um país insular, pequeno e pobre como São Tomé e Príncipe. Assim, a partir de abordagens metodológicas qualitativas e desse conjunto de agentes foi possível analisar e compreender os efeitos socioeconómicos das políticas públicas do ensino superior neste país. Entretanto, apesar de avanços significativos, julgando pelos dados recolhidos, o nível de satisfação não é alto. Tanto ao nível de formação no exterior como das condições e da qualidade de oferta do ensino superior endógeno, subsistem insatisfações decorrentes de fatores como: o fraco desempenho de muitos quadros e da sua avaliação, as assimetrias entre o centro e as periferias, a partidarização da Administração Pública, a inadequação entre as formações realizadas e as tarefas e funções desempenhadas pelos quadros, a inadequação, por vezes, das formações às necessidades de crescimento económico e de desenvolvimento do país, entre outros. O fraco desempenho económico e financeiro afeta o desenvolvimento do seu ensino superior. Apesar disso, o estudo contribuiu para compreende que apesar desses constrangimentos, o ensino superior pode contribuir para o desenvolvimento socioeconómico de um país subsaariano de pequena dimensão e pobre como São Tomé e Príncipe e confirmar a aplicabilidade de metodologias qualitativas nesta realidade.
It’s relevant the role of education, including higher education, in the economic and social development and fundamental for the human capital building. Therefore, investing in higher education is strategic in the sense that it’s fundamental for the development of the society. This study seeks to characterize and analyse how a group o significant agents perceive the social and economic effects of higher education public policies in Sao Tome and Principe and the level of satisfaction with such policies. Summarily, to verify how higher education may contribute to the development of a small an poor island state, So, though qualitative approaches and these agents it was possible to analyse and understand the social and economic effects of higher education in the country. There have been a significant progress in terms of qualification of human resources at highest level, but judging from data collected, we can conclude that much still has to be done in the different levels such as the quality, the performance of qualified people, inequality between capital district and the other districts, institutional evaluation, political influences in the public administration, differences between training programs and the real needs of social and economic development among others. In summary, by looking at these data collected, we came to a conclusion that it is still unsatisfactory the social and economic effects of policies for higher education. The economic and financial performance of the country is weak and it has direct influence in the higher education. However, the study has contributed to understand that despite these constraints higher education can contribute to the social and economic development of a sub-Saharan and small and poor island state like this and the importance of qualitative methodologies in such study.
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Este estudo, com o objetivo de investigar e identificar os fatores endógenos e exógenos que interferem no desempenho educacional e na qualidade do ensino dos Institutos Federais de Educação Ciência e Tecnologia da Bahia e do Espírito Santo, teve o propósito de verificar porque estes institutos pertencentes à mesma rede federal de ensino, vinculados à Secretaria de Educação, Ciência e Tecnologia (SETEC/MEC), demonstraram uma disparidade em relação ao desempenho educacional dos alunos no Exame do Enem/2014, considerando que ambos adotam a mesma política de ensino, defendida pelo MEC, e com dotações orçamentária/financeira equitativas para o desempenho de suas atividades administrativas e didático-pedagógicas. Nesse sentido, foi realizada esta pesquisa, de natureza comparativa, valendo-se, também, da pesquisa exploratória e explicativa, tendo como fonte de dados os relatórios de gestão, além da pesquisa bibliográfica, para inquirir e compreender o processo educacional, desde a colonização até os dias atuais, e as leis que regem a educação brasileira. Através da pesquisa de campo, foram aplicados questionários e entrevistas com os Pró-Reitores de Ensino, Desenvolvimento Institucional, Pesquisa e Extensão, o que possibilitou identificar e analisar uma série de dificuldades relacionadas com os fatores endógenos e exógenos que afetam o desempenho institucional, como: a questão do processo seletivo, estágios, recursos financeiros para as bolsas, alto índice de evasão, engajamento dos professores, participação da família no processo ensino-aprendizagem, dentre outros. Esses pontos relatados pelos entrevistados reforçam o dualismo do ensino no Brasil, historicamente implantado, que ainda persiste nos tempos atuais. Os resultados deste estudo indicam que os fatores endógenos e exógenos que repercutem em detrimento da qualidade do ensino podem ser amenizados com políticas educacionais mais efetivas e algumas ações mais eficientes do próprio MEC, que pode auxiliar os gestores para a tomada de decisões mais coerentes com a realidade, através de planejamento e avaliação de desempenho mais efetivos.
The present research aimed to investigate and identify the endogenous and exogenous factors of influence in the educational performance and the quality of the teaching of the Federal Education Institutes of Science and Technology of Bahia and Espírito Santo was designed to understand why these institutes belonging to the same federal education network, and under the guidance and supervision of the (SETEC / MEC), demonstrated disparity in student’s performance during the Enem / 2014 Examination, despite the fact that both have the same teaching policies, implemented by the MEC, and with equitable budgetary / financial allocations for the implementation of its administrative and didactic-pedagogical activities. In this sense, this research was carried out in a comparative nature, using exploratory and explanatory investigation as data source management reports, as well as bibliographical research, to inquire and understand the educational process, from colonization to present day, as well as the set of guidance and rules by which the Brazilian educational system is designed and organized. A field inquiry with questionnaires and interviews targeting Pro-Rectors of Teaching, Institutional Development, Research and Extension made it possible to identify and analyze a series of endogenous and exogenous factors that affect institutional performance such as: screening and enrolling process; internships; financial resource for scholarships; high dropout rate; teacher engagement; family participation in the teaching-learning process; among others. These points reported by the interviewees reinforce the dualism of teaching in Brazil, historically implanted, that still persists in the present times. The results of this study indicate that the endogenous and exogenous factors that affect the quality of teaching can be mitigated by more effective educational policies and some more efficient actions of the MEC itself, which can help managers make decisions that are more coherent with reality through a more effective planning and evaluation of performance.

This thesis deals with the issue of adaptation of new employees in ŠKODA AUTO a.s., particularly of those who joined the company under the "Growth strategy 2018" for "system organizer" job positions -- SAP consultants. The company has been awarded for being one of the best employers in the past years and the system of human resource management and employee care is very advanced, however there was a demand in the "Information systems and organization" department to come up with its own way to adapt new employees concretely on SAP environment beyond the regular plans in the company. The goal of this thesis is thus to analyze current general practices in the company, present arguments for the new concept of adaptation on SAP, create that concept and then evaluate it through employees' feedback. The thesis, among other things, focuses on the whole process of the creation of the adaptation, including its administration and themes. The research of the opinions of the employees will review the present results of the adaptation and will give a base for decisions on how to continue with this effort. All activities in this process were done by the author himself while being an intern in the company and member of the adaptation project team. The target of the effort and the thesis itself is to have the adaptation project green lighted for the future continuation and to eliminate premature terminations of contracts of employment, which is why the SAP adaptations were thought of in the first place. The new concept of adaptation will benefit the company, the new employees, the creators of the concept, the tutors and the author and can act as an exemplar for other departments.

The aims of this project hope to trace the factors affecting teachers' use of technology, with a concentration on Internet usage, and offer steps in helping teachers move toward integrating the Internet into their curriculum.

The Ellison Executive Mentoring Inclusive Community Building (ICB) Model is a paradigm for initiating and implementing projects utilizing executives and professionals from a variety of fields and industries, university students, and pre-college students. The model emphasizes adherence to ethical values and promotes inclusiveness in community development. It is a hierarchical model in which actors in each succeeding level of operation serve as mentors to the next. Through a three-step process--content, process, and product--participants must be trained with this mentoring and apprenticeship paradigm in conflict resolution, and they receive sensitivitiy and diversity training, through an interactive and dramatic exposition. The content phase introduces participants to the model's philosophy, ethics, values and methods of operation. The process used to teach and reinforce its precepts is the mentoring and apprenticeship activities and projects in which the participants engage and whose end product demontrates their knowledge and understanding of the model's concepts. This study sought to ascertain from the participants' perspectives whether the model's mentoring approach is an effective means of fostering inclusiveness, based upon their own experiences in using it. The research utilized a qualitative approach and included data from field observations, individual and group interviews, and written accounts of participants' attitudes. Participants complete ICB projects utilizing the Ellison Model as a method of development and implementation. They generally perceive that the model is a viable tool for dealing with diversity issues whether at work, at school, or at home. The projects are also instructional in that whether participants are mentored or seve as apprentices, they gain useful skills and knowledge about their careers. Since the model is relatively new, there is ample room for research in a variety of areas including organizational studies to dertmine its effectiveness in combating problems related to various kinds of discrimination.

This study investigated implications of new education policies, the white paper on education and training and implementation of adult basic education and training (ABET) and the consequences thereof for education, training and development practitioners (ETDPs) and adult learners. The study also investigated how ETDPs implement new ABET policies and how these new policies affect adult learners. Adult education policies (in the democratic South Africa) were introduced to reduce inequalities in education. Despite these interventions, since 1994 the failure rate of adult education learners has continued to deteriorate. (This is partly confirmed by honours students (see Personal Communications) involved in teaching adult learners from 1993 to 1998.) The new adult education policies are intended to improve literacy and the quality of education for adults in South Africa. However, this does not seem to be happening. Three groups within adult education participated in this study. The groups consisted of twenty (20) adult learners, seven (7) ETDPs and seven (7) district education managers. All thirty-four (34) respondents were based in Soweto and the surrounding areas, which lie within Gauteng Province (see map contained in Appendix A). The information was gathered from respondents by telephonic interviews and by completing questic-nnaires. The literature review examined adult education policies; the Whit,- Pape" on Education and Training; successes and failures of ABET policies; and implementation and financial implications for adult education. “Quality education” based on a review of literature (world-wide and locally) was explored The information from the respondents supports the view that new ABET polices have had little impact in offering quality education. The results from the. interview and questionnaires show that the process of policy implementation is ineffective and inefficient, and is without clear direction. Workshops orgauised by the Department of Education reach only a few, and are not very effec j F i n a n c i a l constraints have rendered the process of policy implementation almost, impossible. The majority of learners and educators in this study were not iu'iy aware of the workshops. Based on world-wide and local literature, elements which might improve quality education were suggested. The study used both a qualitative and a quantitative approach. The concluding section of the research report suggested areas for future research relating to the process of policy implementation in adult education in South Africa.

D.Ed.
In South Africa the water and sanitation sector faces many problems in the delivery of services to ensure that all South Africans have access to safe and sufficient water resources and adequate sanitation to meet their needs. Local government, mandated to supply these services, has a lack of resources including trained human resources. Distance education learning programmes could be one way of addressing the lack of trained human resources. Distance education can reach a much wider spectrum of people, the costs to the employers can be greatly reduced, less work hours are lost, people, especially women, have the opportunity to study whilst still taking the caring role at home, and learners are also able to learn at their own pace and time. To address the problem it was identified that a framework for the development of outcomes-based distance education learning programmes for adult learners would be beneficial to the programme planners and educators who plan and design distance education learning programmes. The framework was developed based on the research literature explored. A literature study of three issues namely: outcomes-based education, facilitation of adult learning and distance education was undertaken. Theoretical underpinnings were extrapolated from the literature study which were used as the building blocks for the framework. To establish the theoretical underpinnings for the framework the evolution of competency-based education to outcomes-based education was investigated. It was concluded that competency-based education included core elements such as learning that is not time bound, learning that is stated as outcomes, various means can be used to achieve the outcomes, and assessment is based on the stated outcomes. These concepts have become the focus areas in all developments in competency-based as well as outcomes-based education. In the 1990s the education and training sector in South Africa was transformed, and an outcomes-based education system was adopted. A National Qualifications Framework has been introduced which offers a set of principles and guidelines for the education and training sector. These principles and guidelines were examined. Another issue that was scrutinised was the design of outcomes-based training material for the South African situation. Theoretical underpinnings for the framework were extrapolated from the findings of the literature study on the facilitation of adult learning and planning of adult learning programmes. The characteristics of the adult learner and the importance of these characteristics when planning a learning programme for the adult learner were examined. Two learning theories namely constructivism and transformative learning provided valuable insights into how adults learn in the learning situation. How to plan a learning programme for adult learners using the Critical Events Model, was explained. For the extrapolation of the theoretical underpinnings for the framework from distance education the evolution of distance education, from an informal style of correspondence education to a more formal style of single media correspondence education and eventually to a formal distance education system using multi-media methods was also explored. All these theoretical underpinnings were consolidated into the final product of this study namely a framework for the development of outcomes-based distance education learning programmes for the adult learners in the water and sanitation sector. The framework is designed as an independent document to be used by the programme planners and educators of distance education learning programmes. Within the framework the theoretical underpinnings are applied, guidance and advice on how to plan and design events in the distance learning programmes is given, and an example of how to design outcomes-based training material is included. Checklists are included at the end of every event in the framework. Programme planners and educators can use the checklist to determine if all the activities in the event have been completed. This makes the framework a guide that can be used by the most inexperienced programme planners and educators. It is hoped that this framework will guide many programme planners and educators as they are faced with the immense task of assisting in meeting the challenges of education and training in the water and sanitation sector in South Africa.

The TVET colleges in South Africa contribute to the social and economic development of the country. It is for this reason that TVET colleges are expected to provide quality teaching and learning, but this core business of the colleges has been hampered by a lack of professional development or irrelevant professional development of lecturers. The study aims to investigate the relevance of professional development offered at a selected TVET college in the Free-State province and the improvement thereof. The study employed a qualitative research design involving 22 participants. The participants comprised of two executive managers, two campus managers, four heads of department, six senior lecturers and eight lecturers. The participants were purposively selected using purposive sampling. Face-to-face semistructured interviews were conducted to collect data from managers and two focus group interviews were employed to collect data from lecturers. The findings of the study revealed that there is a need for relevant professional development of lecturers at the selected TVET college. The most important recommendation with the potential to change the situation at the studied college is that the planning, organising, leading and control of professional development need to be done more professionally. If managers utilise management functions (planning, organising, leading and control) properly to manage lecturer’s professional development, lecturers will be in a better position to provide quality teaching. Other relevant recommendations are also provided.
Educational Management and Leadership
M. Ed. (Education Management)

In 2003, Gauteng Department of Education (GDE) introduced policies on performance management in an endeavour to improve the quality of teaching and learning in schools. With these policies, schools are supposed to be constantly audited, monitored, and supported by district officials. Within district offices, there are unit supervisors who are responsible to manage PMDS to inculcate a performance culture. This performance culture is subsequently cascaded down to schools to yield quality matric results and yet this remains to be seen. Furthermore, the study aimed to explore the experiences and perceptions of supervisors and officials on the PMDS management within districts. With an interpretive paradigm, the researcher was able to analyse data from interviews and questionnaires. The study revealed that PMDS is generally acknowledged and positively perceived albeit with significant challenges to its implementation in the GDE districts.
Educational Leadership and Management
M.Ed. (Education Management )

This thesis sets out to examine the planning and practice of the goals for the development of initial education in Nepal between 1950 and 1995. Firstly the thesis sets out to explore the historical, religious and cultural background of the development of initial education in Nepal against which the modernization of Nepali education was attempted. The thesis elaborates on the profusion and confusion of educational aims of Nepali government planners and foreign aid workers, and the ways in which these plans impact on Nepali classroom practice and conditions, teacher training programs and the teaching of English as a foreign language.

This study concerns the identification of the particular competences required by education, training and development practitioners (ETD practitioners) in the South African National Defence Force to develop suitable and appropriate career and training strategies. An applied research approach and a primarily quantitative approach were used. Questionnaires were completed by the commanding officers or the training managers, as well as the ETD practitioners at the education, training and development providers in the South African National Defence Force to determine the actual utilisation of ETD practitioners. Descriptive statistics were used to determine the roles, core competences, levels of competences and clusters of competences required by ETD practitioners in the South African National Defence Force. In addition, the actual utilisation of ETD practitioners was compared with a proposed competence profile that was based on the literature study in order to determine the competence gap that has to be addressed by means of career and training strategies.
Educational Studies
M.Ed.(Didactics)

Quality assurance has been a vexed and troubled journey for private providers in South Africa in a complex and burdensome educational environment. It is well recognised that private providers are significant role-players in the provision of education and training in South Africa and the stated intention is to create a more enabling regulatory framework The focus of this thesis is on the private providers at the post-school level. The quality assurance regime was examined and contextualised to analyse what is required, and to determine how the private provider is impacted by the regulatory requirements for the establishment and operation of a private tuition provider in South Africa. The experience of private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was investigated using a mixed methods research approach. The conclusion is a call for a far more streamlined system with a centralised oversight body, greater stakeholder consultation, less political interference and a deeper appreciation for the contribution that private providers make to the education of learners in South Africa.
Educational Leadership and Management
D. Ed. (Education Management)

As políticas públicas dirigidas à qualificação de adultos registaram na primeira década do século XXI, em Portugal, um impulso decisivo, refletindo as exigências dos quadros sociais e económicos contemporâneos e as transformações ocorridas nos sistemas de educação-formação dos países desenvolvidos. A intervenção realizada entre 2005 e 2010, delimitada pelo primeiro ciclo da Iniciativa Novas Oportunidades e pela criação do Sistema Nacional de Qualificações, assume características específicas através de um conjunto de estruturas, instrumentos e operadores, de entre as quais se destacam os Centros Novas Oportunidades. A análise empírica realizada aos percursos de qualificação de adultos permitiu identificar um conjunto de dinâmicas sociais, estruturadas por fatores institucionais e recursos sociais. A escolaridade e o emprego assumem-se neste contexto como recursos-chave para as trajetórias bem sucedidas de qualificação de adultos. Convergência, síntese, integração e equidade são os quatro efeitos sociais mais relevantes do ponto de vista sociológico induzidos a partir das políticas públicas e o contributo central desta tese para o conhecimento sociológico.
Adult’s qualification public policies in the first decade of this century in Portugal recorded a decisive impulse, reflecting the demandsof contemporary economic and social frameworks and the changes occurring in education and training systems of the most developed countries. The intervention that hasbeen carried out between 2005 and 2010, bounded by the first cycle of the New Opportunities Initiative and the creation of the National Qualification System assumes specific characteristics through a set of structures, instruments and operators, among which it has to be stressed the New Opportunities Centres. The empirical analysis of adults’ qualification pathways allowed identifying a set of social dynamics, structured byinstitutional factors and social resources. Educational and professional resources are in this context assumed as key resources to successful adult’s qualification trajectories. Convergence, synthesis, integration and equity are the four most important social effects in a sociological point of view that were induced by public policies in this field.

Building the capacity of Australian organisations continues to be a challenge in today’s changing work environments. Increasing concern about the calibre of graduates entering the workforce highlights a ‘disconnect’ between pedagogy and contemporary business practices, as the Higher Education (HE) and Vocational Education and Training (VET) sectors seek to address industry’s demand for employment-ready graduates. In order to meet this challenge, HE and VET educators are expected to have current industry knowledge and skills relevant to their areas of teaching, yet there is considerable difficulty in forging academia-industry partnerships to achieve this. Teacher placement in industry (TPI) schemes are a form of continuing professional development, whereby the teacher spends a predetermined period of time working for a host organisation in situ, immersed in contemporary industry-based processes, whilst working alongside peers. For HE and VET educators, TPI provides opportunities for teachers to upgrade and/or expand their industry knowledge and skills to support teaching and learning. For enterprises, TPI initiatives may contribute to the creation of new knowledge and build organisational capacity through the transfer of information and ideas between educators and firms’ employees. Yet, notwithstanding the acknowledged benefits of TPI, the challenges of implementing such initiatives are at odds with broader policies encouraging education-industry alliances. Constraining forces such as lack of funding, poorly developed HR policies and workforce casualisation raise concerns about the long-term viability of TPI schemes. The research question this study set out to addresses is: In what ways may TPI contribute to the development of individual and organisational capacities? A relativist-constructivist paradigm was applied to a mixed-methodological framework to explore HE, and VET business disciplines managers, and industry managers’ views about the value of TPI schemes, and the benefits and challenges of implementing such initiatives. The theoretical framework employed in the study was drawn from situated theories of workplace learning. This thesis should be of interest to teachers, education managers, senior university management, managers in industry, government policy makers, industry associations and professional/accrediting bodies, as each of these is potentially influenced/impacted by the outcomes of TPI initiatives. The thesis contributes to the research question by revealing several issues, including the need to expand academia-industry partnerships, which would strengthen the workplace proficiency of teachers in HE and VET. The findings from this study indicate that there is considerable goodwill from both academia and industry to engage with each other, as each can see benefits from TPI initiatives. However, there are also a considerable number of challenges that make it difficult in practice, for such engagements to flourish, including issues such as: funding, the setting of goals and objectives, and the evaluation of TPI outcomes. This thesis contributes to the field of workplace learning and capacity building by proposing a number of recommendations to strengthen education-industry alliances through TPI initiatives, including; policy changes; the provision of dedicated funding for sustainable TPI schemes; and the development of a national register of HE, VET, and industry partners.

Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools. The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop. The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)

This thesis is a study of the development of a group of students during the time they spentworking as a reflecting team in family therapy. Due to an increase in the number of students enrolled for the Masters degree in Educational Psychology in the years from 2001, there was concern about the students experience of family therapy, since they would not all be likely to counsel a family. The study, which was undertaken over a period of two years, allows a comparison of two different experiences of being part of a reflecting team. The first year the whole group formed a single team, whereas, the group in the second year split into two teams, working on a fortnightly basis. The growth of the students as therapists was assessed by means of questionnaires and an interview with the trainer in terms of self-reflection, willingness to risk.
Social work
MA(SS)(Mental Health)

This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based.
Didactics
D.Ed. (Didactics)

Summaries in English, Afrikaans and Southern Sotho
The aim of this study was to assess the suitability of International Financial Reporting Standards (IFRS) adoption in Ethiopia. To this effect, the study focused on examining the key factors that would influence IFRS adoption in the context of Ethiopia, namely economic growth, economic openness, capital market development, level of accounting education as well as legal systems and government policies. The study used a mixed-method approach, which involved a survey and content analysis. While the survey was the primary research approach in this study, the secondary data analysis was used to obtain additional evidence to corroborate the information gathered through the survey. Descriptive statistics was used to analyse and interpret the data. The study results show that the aforementioned factors examined were not conducive to adopting IFRS, and thus IFRS was not regarded as suitable in Ethiopia at the time of this study. The study also revealed an absence of a single set of accounting standards in Ethiopia.
Die doel van hierdie studie was om die geskiktheid van Internasionale Finansiële Verslagdoeningstandaarde-aanneming (IFRS-aanneming) in Ethiopië te assesseer. Die studie het derhalwe daarop gefokus om die sleutelfaktore te ondersoek wat die IFRS-aanneming in die konteks van Ethiopië sal beïnvloed, naamlik ekonomiese groei, ekonomiese oopheid, kapitaalmarkontwikkeling, vlak van rekeningkundeopvoeding, asook regstelsels en regeringsbeleide. Die studie het ’n gemengdemetodebenadering gebruik, wat ’n ondersoek en inhoudsontleding ingesluit het. Hoewel die ondersoek die primêre navorsingsbenadering in hierdie studie was, is die sekondêre ontleding gebruik om bykomende bewyse te bekom om die inligting wat deur middel van die ondersoek ingesamel is, te bevestig. Beskrywende statistiek is gebruik om die data te ontleed en te interpreteer. Die resultate van die studie dui daarop dat die bogenoemde faktore wat ondersoek is, nie bevorderlik is om die IFRS aan te neem nie en derhalwe is die IFRS as nie geskik vir Ethiopië ten tye van hierdie studie beskou nie. Die studie het ook ’n afwesigheid van ’n enkele stel rekeningkundige standaarde in Ethiopië aan die lig gebring.
Maikaelelo a thutopatlisiso eno e ne e le go sekaseka go tshwanelega ga go amogelwa ga Seemo sa Tlhagiso ya Dipegelo Tsa Ditšhelete sa Boditšhabatšhaba (IFRS) kwa Ethiopia. Go fitlhelela seno, thutopatlisiso e totile go tlhatlhoba dintlha tsa botlhokwa tse di tlaa susumetsang go amogelwa ga IFRS mo bokaong jwa Ethiopia, e leng kgolo ya ikonomi, go bulega ga ikonomi, tlhabololo ya mmaraka wa matlotlo, seelo sa thuto ya palotlotlo gammogo le dithulaganyo tsa semolao le dipholisi tsa puso. Thutopatlisiso e dirisitse molebo wa mekgwa e e tswakaneng, o o akareditseng tshekatsheko ya diteng. Le fa tshekatsheko e ne e le molebo wa ntlha wa patlisiso mo thutopatlisisong eno, go dirisitswe tshekatsheko ya bobedi ya data go bona bosupi jwa tlaleletso go tshegetsa tshedimosetso e e kokoantsweng ka tshekatsheko. Go dirisitswe dipalopalo tse di tlhalosang go sekaseka le go ranola data. Dipoelo tsa thutopatlisiso di bontsha gore dintlha tse di tlhagisitsweng fa pele tse di tlhatlhobilweng di ne di sa siamela go amogela IFRS mme ka jalo IFRS ga e a tsewa e tshwanelegile go ka dirisiwa kwa Ethiopia ka nako ya thutopatlisiso eno. Gape thutopatlisiso e senotse gore ga go na le fa e le peelo e le nngwe ya palotlotlo kwa Ethiopia.
Financial Accounting
M. Phil. (Accounting Sciences)