Dissertations / Theses on the topic 'Education and Training Systems Policies and Development'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 33 dissertations / theses for your research on the topic 'Education and Training Systems Policies and Development.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Baker, Colleen Patricia. "The development of a curriculum for an advanced officer course in instructor development." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1529.
Full textWright, Richard A. "Effects of Virtual Reality on the Cognitive Memory and Handgun Accuracy Development of Law Enforcement Neophytes." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4966.
Full textLjung, Magnus. "Collaborative learning for sustainable development of agri-food systems /." Uppsala : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 2001. http://projkat.slu.se/SafariDokument/191.htm.
Full textPereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.
Full textYusuf, Abdulkareem. "A systems approach to the development of a new comprehensive geography curriculum for colleges of education in Nigeria." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284682.
Full textOwais, Mohammad Hamza. "Development of Intelligent Systems to Optimize Training and Real-world Performance Amongst Health Care Professionals." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556914525013002.
Full textAnandappa, Marienne A. "EVALUATING FOOD SAFETY SYSTEMS DEVELOPMENT AND IMPLEMENTATION BY QUANTIFYING HACCP TRAINING DURABILITY." UKnowledge, 2013. http://uknowledge.uky.edu/animalsci_etds/19.
Full textAgbedahin, Adesuwa Vanessa. "A morphogenic and laminated system explanation of position-practice systems and professional development training in mainstreaming education for sustainable development in African universities." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/584.
Full textLionarakis, Antonis. "Community based adult education : an exploration of the use of open learning systems in a Greek community in West German and the development of an adult education centre in Southern Greece." Thesis, University of Surrey, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328608.
Full textHenry, Molly. "A Survey of Pre-Service and In-Service Teachers on Training and Knowledge of State Anti-Bullying Laws and Policies Related to Students With Disabilities." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3841.
Full textHodges, Linda S. "A model for developing and disseminating multimedia materials for teacher educators." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3342/.
Full textRitzman, Matthew Elwood. "Human Resource Professionals and Workplace Bullying: A Systems Approach to Performance Improvement Intervention in Criminal Justice Agencies." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1415354439.
Full textPinto, Lúcio Lima Viegas. "Os efeitos socioeconómicos das Políticas Públicas de Ensino Superior: o caso de São Tomé e Príncipe (1990-2015)." Doctoral thesis, Instituto Superior de Ciências Sociais e Políticas, 2018. http://hdl.handle.net/10400.5/16159.
Full textO 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.
N/A
Santos, Nilton de Santana dos. "Fatores endógenos e exógenos que afetam o desempenho de Institutos Federais de Educação, Ciência e Tecnologia: os casos da Bahia e do Espírito Santo." Universidade Catolica de Salvador, 2018. http://ri.ucsal.br:8080/jspui/handle/prefix/412.
Full textApproved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2018-05-10T15:49:06Z (GMT) No. of bitstreams: 1 TESENILTONSANTOS.pdf: 1617957 bytes, checksum: 360889a0bbaac44b9a8f5a986a891050 (MD5)
Made available in DSpace on 2018-05-10T15:49:06Z (GMT). No. of bitstreams: 1 TESENILTONSANTOS.pdf: 1617957 bytes, checksum: 360889a0bbaac44b9a8f5a986a891050 (MD5) Previous issue date: 2018-01-25
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.
Bruckner, Terri Ann. "Using an Argument-based Approach to Validity for Selected Tests of Spatial Ability in Allied Medical Professions Students." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371562493.
Full textDoupal, Petr. "Vytvoření koncepce adaptace nových zaměstnanců role systémový organizátor na prostředí SAP ve ŠKODA AUTO a.s." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-149898.
Full textMa, Richard. "Video-based tutorial on web design for the technophobic teacher." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1975.
Full textRice, Claire Michele. "A Case Study of the Ellison Model's Use of Mentoring as an Approach Toward Inclusive Community Building." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/37.
Full textPhillips, Bradley W. "Beyond the space cadre." Quantico, VA : Marine Corps Command and Staff College, 2008. http://handle.dtic.mil/100.2/ADA490929.
Full textMaabane, Tswelopele A. "Implementation of new policies, the white paper and the ABET programme in adult education. What effects have the new policies, the white paper and ABET had on education, training, development practitioners and adult learners?" Thesis, 2014.
Find full text"A framework for the development of distance education learning." Thesis, 2012. http://hdl.handle.net/10210/5678.
Full textIn 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.
Motaung, Motselisi Rose. "Improving the management of the professional development of lecturers at a selected technical and vocational education and training (TVET) college." Diss., 2020. http://hdl.handle.net/10500/27357.
Full textEducational Management and Leadership
M. Ed. (Education Management)
Sefora, Justice Thabo. "Managing Performance Management and Development Systems (PMDS) in the Districts of the Gauteng Department of Education." Diss., 2013. http://hdl.handle.net/10500/13148.
Full textEducational Leadership and Management
M.Ed. (Education Management )
Le, Thi Thu Hien. "Quality assurance of soft skills courses: a comparative study of training organisations in Vietnam and Australia." Thesis, 2018. https://vuir.vu.edu.au/40056/.
Full textKerr, Rosemary. "Planning and practice: factors impacting on the development of initial education in Nepal, with special reference to English language teaching, 1950-1995." Thesis, 1999. https://vuir.vu.edu.au/15349/.
Full textMoorhouse, Christa. "A system approach to an outcomes-based competence profile of education, training and development practitioners in the South African National Defence Force." Diss., 2007. http://hdl.handle.net/10500/2146.
Full textEducational Studies
M.Ed.(Didactics)
Baumgardt, Jacqueline. "Quality assurance challenges for private providers in post-school education and training in South Africa." Thesis, 2013. http://hdl.handle.net/10500/11889.
Full textEducational Leadership and Management
D. Ed. (Education Management)
Gomes, Maria do Carmo Matos. "Qualificar adultos em Portugal: políticas públicas e dinâmicas sociais." Doctoral thesis, 2012. http://hdl.handle.net/10071/5485.
Full textAdult’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.
Schuller, Annamarie. "Workplaces as sights (sites) for learning: an investigation of the value of teacher industry placements." Thesis, 2021. https://vuir.vu.edu.au/42889/.
Full textMotene, Rannosi Francis. "The design and development of information and communication technology instructional tools for primary school teachers." Diss., 2016. http://hdl.handle.net/10500/22999.
Full textCurriculum and Instructional Studies
M. Ed. (Curriculum Studies)
Hanford, Ann Dowie. "The development of a therapist through participation in a reflecting team." Diss., 2004. http://hdl.handle.net/10500/1832.
Full textSocial work
MA(SS)(Mental Health)
Thomas, David Llewellyn 1944. "Curriculum development for the master craftsman in the printing, newspaper and packaging industries." Thesis, 1999. http://hdl.handle.net/10500/16199.
Full textDidactics
D.Ed. (Didactics)
Yirorsha, Tewodros Gobena. "Financial reporting practices in Ethiopia." Diss., 2019. http://hdl.handle.net/10500/26228.
Full textThe 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)