Dissertations / Theses on the topic 'Further Education Services'
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Bland, Kathy. "Shared services in further education." Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.
Full textGeorge, D. J. "Motivating students to achieve in a vocational services sector programme within further education." Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/24263/.
Full textPadfield, Andrew James. "The impact of The Manpower Services Commission on non-advanced post-16 further education." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431714.
Full textFerreira, Stephanus Lourens. "The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
Full textThe SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.
- student counselling services
- academic development and learning support
- occupationald evelopmenat nd careerg uidance
- life skills education and health education, and
- college institutional development
Köhler, Marcel, and Lars Leidl. "Interkulturell ausgerichtete Studien- und Dienstleistungsangebote." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-120746.
Full textMarumo, Lesang Philadelphia. "The impact of in-service educator professional development programmes on grade 10 life orientation educators / Lesang Philadelphia Marumo." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8253.
Full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011
Köhler, Marcel, and Lars Leidl. "Interkulturell ausgerichtete Studien- und Dienstleistungsangebote." Berufsakademie Sachsen, Staatliche Studienakademie Breitenbrunn, 2012. https://slub.qucosa.de/id/qucosa%3A3517.
Full textHughes, Jacqueline. "Action planning and assessment in guidance contexts : how can I understand and support these processes while working with colleagues in Further Education colleges and career service provision in Avon?" Thesis, University of Bath, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320554.
Full textMashiloane, Ernest Phaswa. "Implementation of student support services at public further education and training colleges in Mpumalanga province." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000907.
Full text(9809444), Helen Keen Dyer. "(Re) imagining the boundary: A case of contemporary fire and emergency services education and training." Thesis, 2018. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/13447793.
Full text(9809444), Helen Keen Dyer. "(Re) imagining the boundary: A case of contemporary fire and emergency services education and training." Thesis, 2023. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/24079497.
Full textThe Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing of FES, as they have historically been known. The contemporary industry narrative is calling for collective responses to the business of FES, and as such, calling for FES to work closely with its multiple intersecting jurisdictions and constituents. This qualitative investigation aimed to better understand one such intersection, that of FES and Higher Education (HE). FES has a long and proud history with Australia’s Vocational Education and Training (VET) sector. While this continues today, the industry is increasingly looking toward HE and its potential for preparing FES workers for the increasing complexity. The FES industry and VET have a well-established working relationship, and systems and processes in place to support this relationship. However, arrangements of this kind do not currently exist in regard to HE. As such, current FES HE efforts vary considerably and lack the mechanisms needed to support one another to come together and work in a fulsome way. The FES education and training environment and its enactments, such as training products, present as highly particular, and these particularities come to the fore when education and training is conceptualised as encompassing VET and HE, and as a continuum of these. Against this backdrop, there is a pressing need for an approach which sees FES, VET and HE working in unison. Located within the constructivist perspective, and conducted using an instrumental case study design, this research explores the current FES education and training environment in order to better understand the challenges faced by FES and HE, and thereby, their working together. This research is conducted within the Queensland FES context and in relation to one particular HE provider, CQUniversity Australia. Data were collected through semi-structured interviews, documents, observations of the QFES education and training environment, and a participatory workshop. As a result of the data analysis process, five themes emerged, that of 1) culture, history and tradition, 2) identity and identification, 3) boundaries, 4) accountability, and 5) imaginings. Emerging from the interpretation of these five themes is the need for a specific type of working relationship, postulated here as a collaboration. In support of the collaboration, the FES-HE Model of Collaboration was constructed. This model and its guiding principles speak to FES and HE, and the structure and function of the collaboration argued here as occurring at and within the boundary point between FES and HE, as it is currently known. Through considerations of the FES-HE boundary, and the conceiving of a FES-HE connected future, new understandings of the nature of boundary points emerged. In addition, a mechanism emerged by which boundary points can be navigated and negotiated, here called imaginings. The notion of imaginings, the boundary insights, theorised model and FES contextual understandings represent the contribution to knowledge of this thesis.
Plassová, Tereza. "Aktuální otázky vzdělávání pracovníků v pomáhajících profesích." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-337349.
Full textLanga, Purity Phumzile Nokuthula. "Situating professional development within the school context : a case study of a further education and training (FET) school." Thesis, 2007. http://hdl.handle.net/10413/1372.
Full textThesis (M.Ed.)-University of KwaZulu-Natal, 2007.
Yi, Hsiu Chih, and 易秀枝. "The Influence of In-service Further Education on Professional Development for Junior High School Teachers in Taichung." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/12553920773222628553.
Full text國立彰化師範大學
工業教育與技術學系
94
ABSTRACT The purpose of this study was to examine the influence of middle school teachers’ in-service further education (ISFE) towards their professional development. Theoretical framework of the study was built via extended literature review. A questionnaire survey was conducted to collect data from the target subjects in Taichung County, Taiwan. A total of 702 questionnaires were randomly issued to stratified middle schools. There were 566 usable replies with a valid return rate of 80.63%. The statistical processes such as the means, standard deviation, t-test, and one-way ANOVA were applied to analyze the data. The results are as follows: 1. The in-school seminars are the most popular way of ISFE for middle school teachers. 2. There exists significant difference regarding favorite means of ISFE for teachers with various backgrounds, such as work history and current positions. 3. There exists significant difference regarding professional development for teachers with various backgrounds, such as current positions and school sizes. 4. Teachers adopting degree-oriented further education gain significant professional development. According to the results several suggestions were made for educational authorities, teachers, and prospective researchers. Keywords: middle school teachers, in-service further education, professional development
Hsieh, Chin-Yen, and 謝金燕. "A Study on the Service Quality and Satisfaction of Further Education of Elementary School’s teachers on Wednesday by Kano Model." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/96574863898625144780.
Full text亞洲大學
經營管理學系碩士在職專班
97
The time of life learning has been spread to every social stratum in depth. In order to face the qualitative change of education reforms, it is urgent for the teachers of elementary school, that are positioned at the first line of education, to replenish the educational news and learn the new teaching method by pursuing further education. Presently, every elementary school plans the activities of further education by themselves in the afternoon on Wednesday which becomes the main way for elementary school’s teacher to pursue further education. It will not influence the course and save the problem of transportation. The study applies Kano’s Two-Dimensional Perspective to search the character of service quality of further education of elementary school’s teachers on Wednesday and analyzes the increased and decreased quality item by searching the teacher’s satisfaction for pursuing further education in Wednesday. The service quality is classified according to Attractive Quality, Must-be Quality, One-dimensional Quality, Indifferent Quality and Reverse Quality. The study discovers that most of teachers have an idea of One-Dimension more than Two-Dimension on the service quality of further education on Wednesday. Some reasons will increase the attractive factors of teacher’s satisfaction, like “the modern place with new equipment” and “the attractive place arrangement”. Besides, the satisfaction of service quality of further education on Wednesday will also be influenced by teacher’s age, level of education, seniority of teaching, position, school scale and the times that attending further education.
Smith, Deborah J. "Concept analysis of critical cross-field outcomes in the context of private service providers within Further Education and Training (FET)." Thesis, 2006. http://hdl.handle.net/2263/29357.
Full textThesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
Matshaya, Kulana. "The professional develoment of lecturers at further education and training colleges in the Eastern Cape Province." Diss., 2016. http://hdl.handle.net/10500/21143.
Full textEducational Leadership and Management
M. Ed. (Education Management)
Owusu-Mensah, James. "A critical investigation into the nature and quality of in-service Education and Training programmes for Further education and training (FET) mathematics teachers in the Greater Taung area." Thesis, 2008. http://hdl.handle.net/10500/2422.
Full textEDUCATIONAL STUDIES
MED (MATHS EDUC)
HANG, YANG HSIN, and 楊欣航. "The factors influence junior high school teachers' motivation toward in-service further education—taking those in city and county of Taichung for example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/09055299918318271224.
Full text中華大學
應用數學學系(所)
96
ABSTRACT The purpose of this study is to explore the factors which affect junior high school teachers’ motivation toward their in-service further education (ISFE), and to investigate the relevance of the motivations under these factors and the differences among junior high school teachers with different backgrounds. A questionnaire survey was conducted to collect data from the target subjects in three junior high schools in Taichung County, and four junior high schools in Taichung city. A total of 250 questionnaires were effective as study samples. The collected data was processed and analyzed with SPSS for Windows XP, and statistical methods adopted in this study are Independent-Sample T Test, one-way analysis of variance, Pearson’s product-moment correlation, and so on. The results are as follows: 1. The five factors affecting junior high school teachers’ motivation toward ISFE are professional development, the growth of interest, the prospect in career, the affection of others, and the teaching burden. 2. The five factors’ affection on teachers in order are the growth of interest, the teaching burden, professional development, the prospect in career, and the affection of others. 3. The importance of the five factors differ due to the sex, region, the scale of the school in Taichung City and Taichung county. 4. The five factors make no difference on the issue of individual teacher’s age, graduated school, work experience, marriage, or the position. 5. The five factors’ affection on teachers is slightly positively correlated with the sex, region, and the scale of the school According to the results, several concrete suggestions were made for educational authorities, ISFE institutes, teachers, and prospective researchers.
Lawlor, Gwynneth Mary. "Examining the fit between personal, learning and practical work contexts of students to further practice excellence in social work training." Diss., 2008. http://hdl.handle.net/10500/1997.
Full textSocial Work
M. A. (Mental Health)
Kříž, Jaroslav. "Problematika dalšího profesního vzdělávání odborných zaměstnanců Vězeňské služby České republiky." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411583.
Full textŠtiková, Kristýna. "Další vzdělávání pracovníků státní správy." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372846.
Full textGeel, Pieter Andrew. "The management of staff development programmes at FET colleges in the Gauteng Province." Thesis, 2005. http://hdl.handle.net/10500/1783.
Full textEducational Studies
D. Ed. (Education Management)
Pávová, Jana. "Profesní rozvoj učitele matematiky." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-304180.
Full textHorne, Maria, G. McCracken, A. Walls, P. J. Tyrrell, and C. J. Smith. "Organisation, practice and experiences of mouth hygiene in stroke unit care: a mixed methods study." 2015. http://hdl.handle.net/10454/7373.
Full textAims and objectives To (1) investigate the organisation, provision and practice of oral care in typical UK stroke units; (2) explore stroke survivors', carers' and healthcare professionals' experiences and perceptions about the barriers and facilitators to receiving and undertaking oral care in stroke units. Background Cerebrovascular disease and oral health are major global health concerns. Little is known about the provision, challenges and practice of oral care in the stroke unit setting, and there are currently no evidence-based practice guidelines. Design Cross-sectional survey of 11 stroke units across Greater Manchester and descriptive qualitative study using focus groups and semi-structured interviews. Methods A self-report questionnaire was used to survey 11 stroke units in Greater Manchester. Data were then collected through two focus groups (n = 10) with healthcare professionals and five semi-structured interviews with stroke survivors and carers. Focus group and interview data were recorded, transcribed verbatim and analysed using framework approach. Results Eleven stroke units in Greater Manchester responded to the survey. Stroke survivors and carers identified a lack of oral care practice and enablement by healthcare professionals. Healthcare professionals identified a lack of formal training to conduct oral care for stroke patients, inconsistency in the delivery of oral care and no set protocols or use of formal oral assessment tools. Conclusion Oral care post-stroke could be improved by increasing healthcare professionals' awareness, understanding and knowledge of the potential health benefits of oral care post-stroke. Further research is required to develop and evaluate the provision of oral care in stroke care to inform evidence-based education and practice.