Academic literature on the topic 'Education Victoria Aims and objectives History'
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Journal articles on the topic "Education Victoria Aims and objectives History"
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KAZEPIDES, TASOS. "On Educational Aims, Curriculum Objectives and the Preparation of Teachers." Journal of Philosophy of Education 23, no. 1 (July 1989): 51–59. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00624.x.
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REID, RICHARD. "THE GANDA ON LAKE VICTORIA: A NINETEENTH- CENTURY EAST AFRICAN IMPERIALISM." Journal of African History 39, no. 3 (November 1998): 349–63. http://dx.doi.org/10.1017/s0021853798007270.
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The examination of the growth of canoe transport in Buganda in the nineteenth century is an aspect of the kingdom's history that has received little serious consideration to date. This paper focuses on the ways in which the canoe fleet, especially from the 1840s, was systematically developed and utilized in the extension of Ganda power and influence in the Lake Victoria region. The need to protect and promote commerce was one of the driving forces behind Buganda's diplomatic, military and technological policies in the second half of the nineteenth century. This was consistent with objectives of the kingdom that had endured since around the middle of the sixteenth century, although the scale of these objectives had expanded along with the kingdom's horizons. Yet recognition of this basic continuity should not detract from our appreciation of the degree to which the Ganda innovated to meet the challenges of long-distance trade, as well as the challenges to their control of the external environment. The presence of Ganda at Tabora, on the southern shore of Lake Victoria, and even at Zanzibar itself is indicative of the alacrity with which Kabaka Suna (c. 1830–56) and Kabaka Mutesa (1856–84) seized their opportunities and attempted to secure conditions perceived to be favourable to the ‘national interest’ far beyond territorial borders. Yet Ganda also failed to realize the full military potential of their canoes. Despite their considerable efforts, the success of the naval endeavour was never without qualifications, and it is one of the primary aims of this paper to analyze these deficiencies.
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Hasan, Said Hamid. "HISTORY EDUCATION AS AN EDUCATIONAL MEDIUM TO EMBODY THE SPIRIT OF NATIONALITY." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 1 (July 23, 2018): 53. http://dx.doi.org/10.17509/historia.v12i1.12117.
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The above objectives of history education clearly indicate that history education aims at the development of students awareness of time concept; scientific knowledge of the society in the past in terms of their values, ways of thinking, attitudes and achievement; skills for understanding and generating knowledge of the past; attitudes towards history as what happened in the past society, and history as a science that reconstruct the past . To put it in a simple way the objectives suggest that students should have knowledge about the past scientifically and this knowledge is gained through the application of historical thinkings and skills. The objectives also suggest that history education should prepare students for their roles as a citizen who loves and is proud of the country, the nation and their past achievement. Further, the objectives place history as an education media for preparing the students for their future lives. Big potential of historical education is developing the nation’s identity. Historical education is a vehicle that gives opportunities for young generations to conduct self identification as a member of this nation. History education potential in developing the nation with heroism,leadership, and willingness to sacrifice.
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Ainsworth, Frank, and John Berger. "Family Inclusive Child Protection Practice: The History of the Family Inclusion Network and Beyond." Children Australia 39, no. 2 (May 21, 2014): 60–64. http://dx.doi.org/10.1017/cha.2014.1.
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This article records briefly the history of the Family Inclusion Network as an organisation that promotes family inclusive child protection practice. Since its inception in Queensland in 2006, Family Inclusion Network organisations have been formed elsewhere and now exist in Western Australia, South Australia, Victoria, Tasmania, Australian Capital Territory and New South Wales. In 2010, developments at a national level saw the formation of the Family Inclusion Network Australia. Most organisations are incorporated and some have achieved charitable status. Each organisation endorses a common set of aims and objectives. There are, however, differences in terms of whether state or territory organisations accept government funding or not, are staffed by professionals or rely entirely on volunteer personnel, and have a capacity or otherwise to provide direct casework services to parents. Some state organisations focus on information and advice services, and legislative and policy reform efforts. All have telephone advice lines and a webpage presence. This article also focuses on a code of ethics for child protection practice and on the contribution parents can make to child protection services, and their rights to do so.
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Nicholson, E., J. Ryan, and D. Hodgkins. "Community data - where does the value lie? Assessing confidence limits of community collected water quality data." Water Science and Technology 45, no. 11 (June 1, 2002): 193–200. http://dx.doi.org/10.2166/wst.2002.0395.
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Waterwatch is a national community-based monitoring network that aims to involve community groups and individuals in the protection and management of waterways. Waterwatch Victoria has the dual objectives of catchment education and water quality monitoring. The educational outcomes are evident, with the Waterwatch programme facilitating over 9,000 students to monitor more than 2,000 sites in waterways in 2000. This paper aims to assess the scientific value of community-collected data, through examining differences between Waterwatch data and professionally collected data. The study looked at all aspects of volunteer data collection, including data confidence protocols, equipment, and data analysis. All professional data was collated by the Victorian Water Quality Monitoring Network (VWQMN). The parameters examined in this study were turbidity, electrical conductivity (EC), pH and total phosphorus. The level of agreement between community-collected data and professional data varied temporally and spatially. Waterwatch data for EC and pH appeared to be very similar to professionally collected data. Equipment used by Waterwatch volunteers for turbidity and total phosphorus appeared to be limited in accuracy to moderate ranges. Overall the VWQMN professionally collected data showed less variance, suggesting greater variability, potentially due to inaccuracies, in volunteer collected data.
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Nurhayati, Nurhayati, Muhammad Syukri Albani Nasution, Reni Ria Armayani Hasibuan, and Hazrul Afendi. "HUMAN TRAFFICKING IN THE PERSPECTIVE OF MAQASHID AL-SHARIA." Jurnal Ilmiah Islam Futura 22, no. 2 (August 13, 2022): 150. http://dx.doi.org/10.22373/jiif.v22i2.12304.
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Islam is a religion that respects and upholds human values. Trafficking in persons is a form of modern slavery that is not following the nature of humanity given by God. This paper examines how trafficking in persons is in the perspective of maqashid al-sharia which aims to place humans in their human dignity.This paper uses a literature review by utilizing primary sources, whether in the form of books, research results, or journal works that have relevance to the focus of the study. Human trafficking is an act that is not relevant to the objectives of Islamic law, namely to create a life based on equality, independence, respect for fellow human beings, and worthiness in life. Islam forbids the behavior of trafficking in persons because Islam respects humans.In the conception of Islam, there are five main things called al-daruriyat al-khamsah (five main things that must be maintained). Namely protection of religion (hifzh al-din), soul (hifzh al-nafs), reason (hifzh al-'aql), offspring (hifzh al-nasl), property (hifzh al-mal). These five main things which are referred to as maqashid al-sharia are a specialty in Islamic teachings so that anything that contradicts them is considered as behavior that is not in accordance with the aims and objectives of the revelation of Islamic teachings.
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Paton, Kate, Lynn Gillam, Hayley Warren, Melissa Mulraney, David Coghill, Daryl Efron, Michael Sawyer, and Harriet Hiscock. "How can the education sector support children’s mental health? Views of Australian healthcare clinicians." PLOS ONE 17, no. 1 (January 24, 2022): e0261827. http://dx.doi.org/10.1371/journal.pone.0261827.
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Objectives Policy makers in developed countries have long considered the education system an avenue for supporting mental health care for children. Whilst educators have identified many challenges to providing this support (e.g. non-core role, stigma, overcrowded curriculum), understanding clinicians’ views on the role of educators and schools and how clinicians and schools could work together to achieve good mental health outcomes are important questions. However, clinician voices in how schools and health should work together for children’s mental health care are frequently missing from the debate. We aimed to report clinicians’ views about how the education system could support student’s mental health and improve access to mental health care for children and adolescents. Methods 143 clinicians (approximately 35 each of child and adolescent psychiatrists, pediatricians, child psychologists and general practitioners (GPs)) from the states of Victoria and South Australia participated in semi-structured phone interviews between March 2018 and February 2019. Inductive content analysis was applied to address the broad study aims. Findings Key themes emerged: (1) The role of schools in supporting individual children; (2) School based programs to support children and families; and (3) Challenges of implementing these suggestions. Clinicians across all professional groups suggested the education system could play an important role in improving access to mental health services through harnessing existing staff or co-locating mental health clinicians. They also suggested schools could identify at risk children and implement coping and social skills programs. Conclusions Schools and educators could play a key role in prevention and early intervention of children’s mental health problems. However, before recommending exactly how to do this, key evidence gaps need to be addressed.
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Ishak, Muhammad Shahrul Ifwat. "Considering Maalat as an Approach to Applying Maslahah in Reality." ICR Journal 9, no. 2 (April 15, 2018): 147–60. http://dx.doi.org/10.52282/icr.v9i2.118.
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Maalat (consequences of an action) was suggested by al-Shatibi as a principle to engage with situations where the outcomes of Islamic rules are not in line with their objectives. While rules in Islam are revealed for the sake of maslahah (well-being), in some situations implementing them might not achieve this element, maybe even militating against it. Through maalat, al-Shatibi suggested providing exceptions in those situations, involving either the banning of a permitted action or the toleration of a prohibited action. However, without a proper understanding of this principle, its application could be misunderstood as a way to justify amending a rule in the name of maslahah. This might eventually endanger the integrity of the Islamic rules. In this regard, this paper aims to analyse al-Shatibi’s conception of maalat and identify the fundamentals behind this principle. The findings reveal that the principle of maalat must be applied under the disciplines of ijtihad (reasoning) and maqasid al-Shariah (objectives of Islamic law), and with reference to an accurate understanding of reality, thereby ensuring its application is in line with Islamic principles.
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Hoag, Nathan A., Reza Hamidizadeh, and Andrew E. MacNeily. "Undergraduate exposure to urology: impact of the distributed model of medical education in British Columbia." Canadian Urological Association Journal 7, no. 1-2 (February 20, 2013): 20. http://dx.doi.org/10.5489/cuaj.277.
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Background: With the increased development of distributed sites for medical education across Canada, it is imperative we ensure that the quality of education is comparable between the different campuses. Our objective was to assess medical student experience and comfort with common urologic clinical encounters and to determine whether any differences exist between the distributed education sites at the University of British Columbia (UBC).Methods: Questionnaires assessing urologic education were delivered simultaneously to all final-year UBC medical students attending campuses in Vancouver, Victoria and Prince George. Results were analyzed using descriptive statistics.Results: Overall, 55.8% of students felt their exposure to urology was adequate in the medical curriculum; learners in the Northern Program (Prince George) ranked their clinical and didactic experiences significantly higher. Areas requiring improvement include teaching of the male genitourinary exam, digital rectal exam and sexual history, in which learners rated teaching “good/outstanding” in only 18.2%, 47.7% and 43.2% of cases, respectively. Overall, students were most comfortable with the following clinical encounters: urinary tract infection, nephrolithiasis, benign prostatic hyperplasia, hematuria, incontinence and prostate cancer. Few differences in student experience or comfort were noted related to campus site, gender or urology clerkship exposure.Conclusion: A significant minority of learners perceived that theyhad inadequate exposure to urology in the undergraduate curriculum. Experience in urology was comparable across the distributed sites and was congruent with teaching objectives. Students were comfortable with the clinical scenarios deemed most important in the literature. Learners in the Northern Program were significantly more satisfied with their urologic teaching, which potentially highlights the advantages of learning in a smaller academic setting.
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Recharla Chenchu Karthik, Balaji Arumugam, Ajay Chandrasekar VS, Ganesh Shanmugasundaram Anusuya, and Karthick Malarvannan. "Depression, anxiety, and stress among undergraduate medical students: A cross-sectional study in Kancheepuram, India." Asian Journal of Medical Sciences 13, no. 11 (November 1, 2022): 290–95. http://dx.doi.org/10.3126/ajms.v13i11.46839.
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Background: Medical education is recognized as a stressful education that often negatively impacts academic performance, physical health, and psychological health. Aims and Objectives: Hence, the aims and objectives of this study was to assess the prevalence of depression, anxiety, and stress levels among undergraduate medical students. Materials and Methods: A cross-sectional study was conducted at tertiary medical college in Kancheepuram from November 1, 2019, to December 31, 2019. A total of 360 undergraduate medical students were recruited from the 1st year to the final year. Each year was considered a stratum, and from each stratum through simple random sampling, 90 students were selected. A self-administered, pre-designed, pre-tested anonymous questionnaire-depression anxiety and stress scale 21 was used for data collection. CoGuide software was used for statistical analysis. Results: Out of 360 medical students, 157 were male and 203 were female with a mean age of 19.98±1.17. Sixty-six (18.33%) study participants had a family history of mental illness. The overall prevalence of depression was 48.33%, 60.56% had anxiety, and 27.22% had stress. Females were more affected than their male counterparts. The prevalence was significantly more among those having a family history of mental illness. Conclusion: The prevalence of depression was 48.33%, anxiety was 60.56%, and stress was 27.22%. Regular health education, stress counseling, and peer group sessions can reduce the level of mental distress among medical students.
Dissertations / Theses on the topic "Education Victoria Aims and objectives History"
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Posiviata, Susan Renee. "California women's history: A teacher resource book for the elementary social studies classroom." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1636.
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Wegner, II Donald Gordon. "Choice in education: A controversy of paradigm significance." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/610.
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Almeida, Ana Paula Santos de. "Descobrindo o valor das coisas ao meu redor : vivência de educação patrimonial no ensino de história." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/3059.
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A dissertação “Descobrindo o valor das coisas ao meu redor”: vivência de educação patrimonial no ensino de história tem por objetivo analisar como o patrimônio cultural local, que se encontra no interior e no entorno de escolas periféricas, pode ser utilizado como fonte de conhecimento para o fortalecimento da cidadania, possibilitando um diálogo entre o ensino de História e as questões pertinentes à Educação Patrimonial. Para o desenvolvimento dessa pesquisa foi construído e desenvolvido o Projeto de Educação Patrimonial “Descobrindo o valor das coisas ao meu redor” a partir de uma série de atividades alicerçadas na utilização da metodologia de alfabetização patrimonial, com uma turma do nono ano da Escola Municipal de Ensino Fundamental Guerino Zugno, localizada no bairro Planalto II, um bairro periférico da cidade de Caxias do Sul-RS. Para a análise dos resultados obtidos, durante a aplicação das oficinas que integram o projeto buscou-se suporte em elementos teóricos acerca do patrimônio e da memória, relacionando-os com a educação patrimonial e a sua interligação com a construção da identidade e o fortalecimento da cidadania, assim como da formação das grandes cidades como espaços de constantes transformações, mas que trazem no seu patrimônio elementos de identidade. Para tanto, trago para discussão a ampliação do tema educação patrimonial nas escolas, a partir de iniciativas em conjunto com as Universidades, propiciando a aproximação da academia com as comunidades. O produto derivado da pesquisa encontra-se em um Caderno de Memórias que expõe o percurso do Projeto “Descobrindo o valor das coisas ao meu redor”.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-08-18T12:14:21Z No. of bitstreams: 1 Dissertacao Ana Paula Santos de Almeida.pdf: 4217677 bytes, checksum: f228c456616bb890f4b8953e8b41e93b (MD5)
Made available in DSpace on 2017-08-18T12:14:21Z (GMT). No. of bitstreams: 1 Dissertacao Ana Paula Santos de Almeida.pdf: 4217677 bytes, checksum: f228c456616bb890f4b8953e8b41e93b (MD5) Previous issue date: 2017-08-18
The dissertation "Discovering the value of things around me": an experience of heritage education in the teaching of history aims to analyze how the local cultural heritage, located in and around peripheral schools, can be used as a source of knowledge For the strengthening of citizenship, enabling a dialogue between the teaching of History and the issues pertaining to Heritage Education. For the development of this research, the Patrimonial Education Project "Discovering the value of things around me" was built and developed from a series of activities based on the methodology of heritage literacy, with a group of the ninth year of the Municipal School of Elementary School Guerino Zugno, located in the district Planalto II, a peripheral district of the city of Caxias do Sul-RS. For the analysis of the results obtained, during the application of the workshops that integrate the project, support was sought in theoretical elements about heritage and memory, relating them to heritage education and its interconnection with the construction of identity and the strengthening of Citizenship, as well as the formation of large cities as spaces of constant transformation, but which bring in their patrimony elements of identity. To this end, I bring to the discussion the expansion of the topic of heritage education in schools, based on initiatives in conjunction with universities, fostering the approximation of academia and communities. The product derived from the research is found in a Notebook of Memories that exposes the course of the Project "Discovering the value of things around me".
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Stanek, Tomasz Bogdan. "Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/134.
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The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools. At this stage of the research the study of the history course instruction will be generally defined as an exploratory and investigative inquiry involving the interviews of the history faculty, analysis of their course offerings and syllabi content, and the overall teachers' course content preparation and knowledge.
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Hofmeyr, Jane Mary. "An examination of the influence of christian national education on the principles underlying white and black education in South Africa 1948 - 1982." Thesis, 2015. http://hdl.handle.net/10539/18190.
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A Research Project Submitted to the Faculty of Education,
University of the Witwatersrand, Johannesburg, in Partial
Fulfilment of the Requirements for the Degree of Master of
Education.
Johannesburg, 1982This research project examines the influence of the philosophy of Christian National Education (C.N.E.) on the principles underlying South African education,and attempts to determine the general trend of that influence from 1948 to 1982. To this end the project investigates the nature of C.N.E. by tracing the development of the C.N.E. movement from its origins to the publication of its official policy statement in 1948. This historical overview highlights the fundamental shift in the movement from a religious to a more secular and national outlook, as C.N.E. became associated more closely with Afrikaner Nationalism and the National Party Government. An examination of its effect on South African education reveals that C.N.E. was a powerful influence on the system of Bantu Education and permeated many aspects of White education. In recent years, however, C.N.E.'s influence has been less noticeable and some of its tenets compromised. No C.N.E. bias was detected in the principles of the de Lange Commission (198i). From these findings it seems that C.N.E. has lost its impetus and appeal for many Afrikaners. Nevertheless, the rightwing Afrikaner reaction, against the de Lange Report and in favour of C.N.E., suggests that this educational philosophy still is subscribed to by a powerful section of Afrikanerdom.
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"20世紀80年代以來中國大學的身份重構: 對一所個案大學的敍述研究." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074311.
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Research findings suggest clear differentiation of institutional identities through time. Before 1978 when China embarked upon a process of ambitions reform efforts, the typical image of a university was 'a university of the masses', which actually relegated them to a 'tool' for the powers that be. After the Cultural Revolution, universities adopted the role of a 'frontier' and a 'national builder'. However, with the presence of the state and its tight ideological control, universities around that time were labeled as 'socialist universities' under the leadership of the party. Since 1992, universities have become increasingly involved in the market as the 'market economic system' has been developed and China has become more active in the global economy. The logic of the market and its mechanisms are no longer novel to universities. A trend forward corporatization can even be identified in the higher sector.Since the late 1970s, higher education has undergone significant reform across the world, from the Western countries to the Chinese Mainland. In the Chinese Mainland, a central theme in higher education reform has been the debate on the construction of organizational forms for higher institutions.
The concept of 'identity' is adopted as the focus of research. Organization theorists believe that an organization, like a person, has an identity in modern society. Organizational identity, moreover, is closely related to the state and the market. It is argued that an organizational identity is usually constructed as a result of the interaction between the institution, the state, and the market. In this context, the change and re-constitution of the identity of Chinese universities are explored. This study adopts the nattative approach and Peking University is selected as the case for study.
The major underpinning of the study is that China is still---by centralized administration. Between 1949 and 1978, the characteristics of universities were mainly constructed between the state and universities in the presence of a planned economic system and the absence of a market. Since the implementation of which the market was introduced to the higher education as a spere for exploration, the state has remained the most important and the most powerful 'stakeholder'. Thus, many characteristics of the corporatization of Chinese higher education differ from those in the West. Some superficial, or even distorted forms of corporation can be identified in China. However, little significant change has taken place in terms of the organizational structure and administration governance of higher institutions. (Abstract shortened by UMI.)
The purpose of this study is to explore what has happed to universities under reform and to depict the universities present today. It is hoped that the study can contribute to our understanding of the kind of change that have affected universities, and to help us reflect on past decisions, policies, and incidents. Dicusions change will further illuminate the complex relationships between the state, university and the market.
羅雲.
論文(哲學博士)--香港中文大學, 2006.
參考文獻(p. 133-149).
Advisers: Nai Kwai Leslie Lo; Wing Kwong Tsang.
Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0907.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (p. 133-149).
Luo Yun.
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Mathews, Ned Lee 1934. "An examination of the decline and demise of evangelical protestantism in America's institutions of higher education." Diss., 1998. http://hdl.handle.net/10500/18164.
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This study is comprised of four chapters and an Epilogue. Chapter 1 treats, by way of historical description, the founding of America's institutions of higher learning as defacto centers of evangelical Protestant indoctrination and ethos. Chapter 2 is a record of the rejection of
evangelical Protestantism in the interest of making the colleges and universities nonsectarian. This
was accomplished first by a gradual "broadening'' of the curricula. Later, the schools became altogether secularist in disposition. Chapter 3 recounts the factors leading to the changes in the institutions. Chapter 4 is an evaluation of competing truth claims in the aftermath of the demise of Protestantism and a review of the gains and losses that came with the change. Finally, the Epilogue is a case study of one institution that reversed the trend.Philosophy, Practical & Systematic Theology
M.Th. (Systematic Theology)
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Strom, Stephen L. "Merging missions : a historical analysis of the University of Alaska Anchorage, 1984–2009." Thesis, 2011. http://hdl.handle.net/1957/25942.
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Literature on the evolution of the American higher education system includes a historical and consistent debate over the definition of the higher education mission in the country. Recent debate focuses on mission differentiation between the university and the community college. Acknowledging systemic changes in higher education historically occurred within regions of the country and even individual states, Alaska higher education development serves as an interesting and relatively unstudied example and the focus of this study.
This research addressed this debate in higher education—mission definition—through a historical analysis of the University of Alaska Anchorage (UAA) over the 25-year period between 1984 and 2009. As the largest of the three major administrative units (MAUs) in the University of Alaska system based on credit hours and number of students, UAA became the logical focus of the study. In addition, higher education in Anchorage was greatly influenced by the 1987 state higher education merger as three of the five MAUs in the university system were located there. The purpose of this study was to historically describe the development of and changes in higher education missions—university and community college—at UAA
during this period. This historical analysis was designed to answer two primary questions:
- How have traditional university missions developed and changed at the University of Alaska Anchorage between 1984 and 2009?
- How have traditional community college missions developed and changed at the University of Alaska Anchorage between 1984 and 2009?
Data from predominantly primary sources were collected, evaluated, analyzed, and interpreted in four major areas: (a) the 1970s higher education background in Alaska, (b) the University of Alaska leadership (board of regents and presidents), (c) professional external reviews and reports of the university system, and (d) growth and development trends in university and community college trends at UAA.
There were six main findings from this study. First, public higher education in southcentral Alaska, in particular Anchorage, was in a tremendous amount of turmoil during the 1970s. This turmoil included debate and conflict primarily over missions, institutional identity, and organizational structure. Secondly, the 1987 merger eliminated the visible and separate identity of community college operations in Anchorage. The community campuses—Kenai Peninsula College (KPC), Kodiak College (KOC), Matanuska-Susitna College (MSC), and Prince William Sound Community College (PWSCC)—were somewhat spared this total identity elimination due to geographical separation from the main UAA campus in Anchorage and the retention of college names associated with these dispersed campus locations. A third finding was the similarity of recommendations from several external reviews
concerning the comprehensive—university and community college—missions within the University of Alaska system following the merger. The common theme within all these reviews was a need to better differentiate the missions of the university from the missions of the community college. Fourth, the type of student attending UAA has changed. In the years following the merger, the typical UAA student was older, less diverse, part-time, and non-degree seeking. By 2009, the characteristics were somewhat different; the typical UAA student was now younger, and more diverse, full-time, and degree seeking. A fifth finding was the consistency of growth and development in university missions at UAA. Baccalaureate and graduate degree programming and university-sponsored research prospered under the new university system structure at UAA. The growth in both baccalaureate and graduate degree programs exceeded the averages at UAA and far surpassed similar rates in certificate and associate degree programs. Finally, at UAA, many community college missions remained robust in operation, but often obscured in visibility and identity. These robust community college missions included academic programming focused on transfer education and technical or vocational education. At the same time, other community college missions faltered within the comprehensive university structure, particularly developmental education and continuing education and workforce development.Graduation date: 2012
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Van, Niekerk Elsabe Francina. "Die ontstaan, verloop en toekoms van Christelik-nasionale onderwys in Suid-Afrika." Diss., 1997. http://hdl.handle.net/10500/17737.
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Text in AfrikaansDie ontstaan en verloop van Christelik-nasionale onderwys as die histories-geworde onderwysideaal van die Afrikaner word in hierdie studie ondersoek en evalueer ten einde die moontlike toekomstige voortbestaan daarvan in Suid-Afrika te kan aantoon. Die verband tussen lewensbeskouing en onderwys is allereers aangetoon, met besondere verwysing na die ontstaan en wese van die Christelik-nasionale lewensbeskouing en onderwysleer. In die terugskou is die verloop en posisie van Christelik-nasionale onderwys vanaf 1652 tot en met 1997 van nader beskou. Aandag is aan die volgende onderwysfasette gegee: onderwysdoelstellinge, onderwysbeheer, onderwysinhoud (met spesiale verwysing na godsdiensonderrig) en medium van onderrig. Ten slotte is bevindinge en 'n gevolgtrekking rakende Christelik-nasionale onderwys in Suid-Afrika verwoord. Enkele aanbevelings vir die voortbestaan van Christelik-nasionale onderwys is ook gemaak.
In this study, the genesis and course of Christian National Education, as historic cultivated educational ideal of the Afrikander, are examined and assessed in order to be able to predict its future in times to come. First of all, the relation between view of life and education is indicated, with special reference to the genesis and nature of the Christian National view of life and doctrine of education. In the historical survey the course and position of Christian National Education from 1652 to 1997 are indicated. Attention is focused on the following educational aspects: aim of education, governance of education, content of education (with special reference to religious instruction) and medium of instruction. Finally, findings and a conclusion regarding Christian National Education in South Africa are expressed. Some recommendations for its continued existence are also provided
Educational Studies
M. Ed. (Historiese Opvoedkunde)
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Manyane, R. Motse. "History teaching in South Africa within the context of the human and social sciences : an outcomes-based approach with reference to anti-racism." Thesis, 1999. http://hdl.handle.net/10500/18117.
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This study begins by analysing and exploring problems associated with (a) history
teaching as part of the Human and Social Sciences learning area, (b) history teaching
within an Outcomes-based approach, and (c) history teaching and racism. In an effort
to provide solutions to these problems the study proceeds to propose a framework for
teaching history within the Human and Social Sciences learning area, to suggest a
viable Outcomes-based approach to teaching history in the context of this learning area,
and an attempt is also made to provide criteria for an anti-racist approach to history
teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist
perspectives and attitudes have been developed.
Overall, the study found that an interdisciplinary approach - intended to preserve
history's identity within the Human and Social Sciences learning area- is worthwhile
and essential, given the rich potential of the discipline to enrich and even gain from the
unique insights that other disciplines within the learning area can provide. It is evident
that history, either by itself or in association with other disciplines, lends itself well to
Outcomes-based Education; and that while it is important and necessary to differentiate
between learning outcomes on the one hand, and aims and objectives on the other, the
former and the latter two demonstrate some significant overlaps.
Given the crucial importance of improving race and a range of other relations in South
Africa, the findings of the study seem to prove to be a feasible and indeed critically
important way in which history teaching could deal with racial and other forms of viprejudice,
injustice and discrimination. This seems to be the case because the findings
reveal that learners registered progress in various aspects of anti-racist history
teaching. Given the gains by learners, therefore, an Outcomes-based history teaching
within the Human and Social Sciences learning area would seem to be an essential
approach to learning programme development in the South African system of education
and training.Educational Studies
D. Ed. (Didactics)
Books on the topic "Education Victoria Aims and objectives History"
1
Larsen, Marianne A. The making and shaping of the Victorian teacher: A comparative new cultural history. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.
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2
Athleticism in the Victorian and Edwardian public school: The emergence and consolidation of an educational ideology. London: F. Cass, 2000.
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3
Athleticism in the Victorian and Edwardian public school: The emergence and consolidation of an educational ideology. London: Falmer Press, 1986.
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4
Pratap, Singh Bhanu. Aims of education in India. Delhi: Ajanta Publications (India), 1990.
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5
Simposium Internacional Educación para el Siglo XXI (2nd 1995 Durango, Durango, Mexico). II Simposium Internacional Educación para el Siglo XXI: 12, 13 y 14 de octubre de 1995, Teatro Ricardo Castro, Victoria de Durango, Dgo., México : memoria. Victoria de Durango, Dgo: Secretaría de Educación, Cultura y Deporte, Gobierno del Estado de Durango, 1995.
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6
Education for liberation. Braamfontein: Skotaville Publishers, 1990.
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7
Schultz, Frederick Marshall. Sources: Notable selections in education. 2nd ed. Guilford, Conn: Dushkin/McGraw-Hill, 1998.
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8
Bank, World, ed. China, issues and prospects in education. Washington, D.C., U.S.A: World Bank, 1985.
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9
Lägeler, Henriette. Interesse und Bildung: Bildungstheoretische und -praxisbezogene Überlegungen zu einem pädagogischen Grundverhältnis. Frankfurt am Main: Lang, 2005.
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10
Boateng, E. A. Crisis, change, and revolution in Ghanaian education. [Ghana]: Elorm Electronics & Business Services, 1996.
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