Dissertations / Theses on the topic 'Presbyterian ministry education and training'
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Martin, Steven C. "The Use of Continuing Professional Education (CPE) by Practicing Presbyterian Ministers." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1616.
Full textCarson, D. Worth. "Evaluating Stephen Ministry training and lay caregiver characteristics at Granada Presbyterian Church." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.
Full textJones, Susan Margaret, and n/a. "Governing for theologia : governance of Presbyterian ministry formation in the Presbyterian Church of Aotearoa New Zealand 1961-1997." University of Otago. Department of Theology and Religious Studies, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070208.104312.
Full textPalmerton, Ann R. "The Future of Milestones Ministry at Broad Street Presbyterian Church." Trinity Lutheran Seminary / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=trin1383669229.
Full textColes, James. "Orthodox youth ministry training volunteer leaders /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full textHuard, Geoff. "Ministry education for the new frontier : a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
Full textHuard, Geoff. "Ministry education for the new frontier a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Full textBurch, John S. "An elder training program for Australian Presbyterian churches." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full textHay, William G. "Designing and promoting an adult ministry model for Covenant Presbyterian Church Birmingham, Alabama." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
Full textCavin, Meredith Lee. "Teacher training workshop in the small Associate Reformed Presbyterian Church." Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com/search.cfm?p064-0010.
Full textOk, Han-hŭm. "A discipleship-making program for lay leadership development at Sarang Presbyterian Church in Korea." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full textBaker, Heidi G. "A Christian dance-drama curriculum for ministry training in Hong Kong." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
Full textCooke, David G. "Designing a training strategy for potential educational ministry workers in the church." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Full textKnudsen, William K. "From surviving to thriving effectively training lay leaders to identify attitudes and behaviors that enhance or inhibit congregational growth /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p075-0074.
Full textBalmer, John M. "Nonformal pastoral ministry training in the majority world four case studies /." Columbia, SC : Columbia Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.023-0215.
Full textKephart, Jeffrey. "A theological education by extension model for training lay leaders in visitation ministry." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Full textSchramm, Mark J. "Supervision across cultures directions for ministry supervision during the SVD crosscultural training program /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0837.
Full textAli, Jennifer Yamin. "An analysis of the micropolitics of policy and practice in the context of promotion to senior management positions in Presbyterian Secondary Schools in Trinidad." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251226.
Full textGause, L. Arnold. "An evaluation of the Columbia Ministry, Education, and Training Center (C-MET) an alternative method of theological education /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Full textTanhuanco, Patrick. "The effects of teacher training on Filipino ethnic Chinese Episcopalian lay adults and their students." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Full textFehn, Jeffrey A. "A Training Curriculum Model of Multi-ethnic Ministry Best Practices Designed for Harmony Vineyard Church." Thesis, Regent University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737469.
Full textThe current picture of the American Church is considerably less gloriously diverse than the end-times church portrayed in Revelation 7:9. Since the Rev. Dr. Martin Luther King, Jr.’s observation in 1956 of Sunday morning as the most segregated time in America, much has been written about the subject of diverse churches, by many different authors and from many different perspectives. By distilling the best practices found in these writings into a model curriculum and teaching it to his congregation, the author answers the question “What constitutes an effective training model designed to increase awareness of some of the key aspects of multi-ethnic churches for Harmony Vineyard Church in Ashland, Virginia?”
The project’s rationale was straightforward and simple. First, a more unified, diverse church blesses God the Father. Second, for pastors who desire a multi-ethnic congregation, this project will hopefully serve as a single resource addressing the specific issues of teaching and training both pastors and congregations in exactly how to go about creating such a congregation. Third, developing more multi-ethnic congregations is desirable, important, and strategic as the U.S.A.’s ethnic population continues to grow.
The intervention project consisted of seven training segments designed to do the following: 1) to portray God’s heart for unity; 2) to introduce multi-ethnic church terms and concepts; 3) to introduce cultural awareness and its importance, and; 4) to conduct a “sacred conversation” about race and racial issues. The training included both sermons and classroom teaching, and was presented during May, 2015.
Another aspect of the project was a questionnaire-based study of self-described multi-ethnic Vineyard churches to test if the literature’s best practices needed to be contextualized for each denomination, and specifically for Vineyard churches. The good news is that apparently they do not. It was also good news to discover that in many cases, monoethnic churches can become multi-ethnic even if their neighborhoods are not particularly diverse.
At the project’s end it was determined that the curriculum put forth was a successful training model as a significant majority of the participants’ feedback pointed to an increased awareness of the training’s four focus areas mentioned above.
Jonas, Judith Ann. "Students' perceptions of ministry preparedness : an exploration of the impact of a competency-based education and training approach on ministerial training /." Free full text is available to ORU patrons only; click to view, 2009. http://proquest.umi.com/pqdweb?did=1856056311&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
Full textPark, Trevor. "Theological education and ministerial training for the ordained ministry of the Church of England 1800-1850." Thesis, n.p, 1990. http://ethos.bl.uk/.
Full textStockton, Ian George. "An analysis of the Local Non-Stipendiary Ministry Training Course in the Diocese of Lincoln 1980-1988." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:3809.
Full textDorji, Tshewang, and n/a. "Transfer of learning from the Out-country Training Programs (Ministry of Education, Bhutan) Royal Government of Bhutan." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20070122.131430.
Full textPrice, Terry A. "How do Christian education departments in Bible colleges assess the effectiveness of their training students for ministry?" Theological Research Exchange Network (TREN), 2000. http://www.tren.com.
Full textMcGee, A. Randy. "A training and development program for prospective adult leaders in the Sunday school ministry at Brookwood Baptist Church, Shreveport, Louisiana." Online full text .pdf document, available to Fuller patrons only, 1995. http://www.tren.com.
Full textHocking, Sherry M. "Teacher training sessions for the children's ministry department of Central Manor Church of God using Lois E. Lebar's principles for learning." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
Full textEngle, Marshall. "Occupational stress amongst lecturers with specific reference to a further education and training college in the Western Cape." University of the Western Cape, 2012. http://hdl.handle.net/11394/5046.
Full textResearch on stress has indicated that people in the helping professions dealing with people, especially those in the teaching profession, are particularly prone to emotional distress. However, information regarding the stress-related emotions specifically experienced by academic lecturers at institutions of Further Education and Training is not abundant. University teaching has traditionally been conceived of as a relatively stress-free occupation, or at least has been seen in this way by outsiders. Nevertheless, there is overwhelming evidence attesting to the fact that academia is a highly stressful occupation.The contemporary academic context in South Africa is characterised by changes such as the incorporation of colleges and the merging of universities and technikons, now referred to as universities of technology. Consequences such as financial predicaments, insecurity of employees, short-term contract positions, fewer fringe benefits, increasing emotional disturbance and stress, are unavoidable. Although they are not highly paid in comparison to professionals in the commercial sector, academics have been envied for their tenure, light workloads, flexibility and freedom to pursue their own research.Concerns about academic stress have been articulated over the past three decades. Research conducted in the United Kingdom (UK), United States of America (USA), Australia and New Zealand has identified several key stressors commonly associated with stress among academic staff. These include work overload, time constraints, lack of promotion opportunities, inadequate recognition, inadequate salary, changing job role, inadequate management and/or participation in management, inadequate resources and funding and student interactions. Other sources of stress, such as high self-expectations, poor interactions with colleagues, inequality in the system and lack of regular performance feedback have been highlighted in a few studies. Although some studies found high levels of stress relating to work relationships, control, resources and communication and job insecurity, excessive overload and work-life imbalance are among the most frequently reported stressors by academics. Since academics do not represent an homogeneous group of professionals, it is considered inappropriate to examine academic stress without taking all their professional and personal characteristics into account. Research has shown that workload, inadequate salaries and a lack of public recognition were perceived as more significant sources of pressure by men than by women, whilst job insecurity, isolation from colleagues, a lack of institutional recognition of worth and work politics were more salient for women. Since academia is still largely a male dominated occupation, female academics may experience more stressors and strains than their male counterparts due to a lack of role models, less socialisation from women from their own rank, gender stereotypes and increased role conflict as they endeavour to balance roles at work and at home. Researchers have also noted the importance of age-based differences, and conventionally believe that stress universally declines with chronological age.Data was collected through a biographical questionnaire and the Experience of Work and Life Circumstances Questionnaire (WLQ). A convenience sample of lecturers in an FET College (n=150) completed the questionnaires, which were analysed using the Statistical Package for the Social Sciences (SPSS), version 20. Statistical procedures for data analysis include: T-Test, Multiple Regression Analysis and Analysis of Variance (ANOVA).The results in the current research reveal that there are statistically significant differences in stress levels of academic staff at the FET college based on gender, age, race, marital status and tenure. Based on the responses obtained, 35.33% of the variance in total stress could be explained by Organisational functioning, Task aspects, Salary, benefits and personnel policies, Extra-organisational factors and Career aspects, and suggest that other unexplored variables could explain the variance in stress levels experienced by academics at the FET college.
Shamgunov, Insur. "Listening to the voice of the graduate : an analysis of professional practice and training for ministry in Central Asia." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:7f86994b-af08-4acb-8d46-df864a072162.
Full textSiefers, Gary G. "Toward a church-based leadership development model for large church children's ministry staff developing, implementing and evaluating an on-the-job leadership training program for children's ministry staff at Stonebriar Community Church, Frisco, Texas /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1236.
Full textKomlósi, Péter Attila. "Dual aspects of ministerial training in late sixteenth century : Edinburgh's 'Tounis College' and the formation of ministers' early career with special regard to the Exercise'." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8174.
Full textBraswell, Carlton S. "Involving members of Friendship Baptist Church, Cartersville, Georgia, in an evangelism training ministry utilizing a video brochure as an outreach tool." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
Full textMathes, Gary D. "Restructuring the Sunday school ministry of Green Valley Baptist Church, St. Joseph, Missouri through the selection, training, and work of a Sunday school renewal task team." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Full textAldolaimi, Ahmed H. "Investigating the effectiveness of training in the public sector in Saudi Arabia : case studies of the Ministry of Education and the Institute of Public Administration." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/1836/.
Full textAboubshait, Farida Abdulla Fouad. "An evaluation of the effectiveness of the professional development program for senior and acting senior teachers provided by the Directorate of Training, Ministry of Education, Bahrain." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/30924.
Full textOh, Kyung Hwan. "Korean missionaries in Southern Africa a discussion and evaluation of Korean missionary activity in Southern Africa, 1980-2006 /." Thesis, Pretoria : [S.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11072008-142207/.
Full textNaicker, Sigamonev Manicka. "An investigation into the implementation of outcomes based education in the Western Cape province." University of the Western Cape, 2000. http://hdl.handle.net/11394/8440.
Full textThe aim of this research was to establish how successfully schools in the foundation phase (Grades 1 and 2), where training and implementation of OBE has been completed, were able to reach the goals of OBE. As part of the broader goal, this investigation attempted to clarify whether the inclusionary approach of OBE was working in primary schools in the foundation phase based on its central premise that all students can learn and succeed, but not on the same day and in the same way. More specifically, this investigation attempted to establish: (i) How successfully had the 66 specific outcomes been implemented in Grade 1 and Grade 2? (ii) What was the level of success of implementation in the different learning areas? (iii) What was the level of success in the implementation of mastery learning? (iv) How many learners had been moved from special education sites to regular education sites? (v) Did schools have the resources to deal with diversity? (vi) Had there been sufficient human resource development to ensure teachers had been trained to deal with diversity? And (vii) Did teachers feel they could teach all learners? In order to arrive at the above-mentioned aim, this study included a survey in a sample of primary schools in the Western Cape. A survey was conducted in 108 primary schools which constitutes 10% of the primary schools in the Western Cape Province. The 108 schools were chosen based on socio-economic and rural/urban considerations. Schools were identified on the following basis: 25% of the poorly resourced schools in urban areas, 25% of the well resourced schools in urban areas, 25% of the poorly resourced schools in the rural areas and 25% of the well resourced schools in the rural areas. Regarding the results of the study concerning the specific outcomes and learning areas, in grade one and grade two results relating to the specific outcomes and learning areas revealed that the majority of teachers rated the level of success at average and below. For example, the range of those teachers who indicated average and below in grade 1 was from 41.03% to 81.96% and in grade 2 from 43.56% to 79.50%. In most learning areas, the number of teachers who In Grades one and two, both language, literacy and communication and indicated average and below was substantial, for example, in grade 1; Natural Sciences, 81.96%, Technology, 78.43%, Economics and Management Sciences, 72.87%. Similar results have been found in Grade 2, for example; Natural Sciences, 79,50%, indicated average and below was substantial, for example, in grade 1 levels across geographical and socio-economic contexts. For example, the urban poor had the lowest results in Grade two and the urban rich experienced the lowest results in Grade one. This suggests that the implementation of OBE was generally poor. The poor results of the urban rich in relation to the other categories suggest that the implementation of OBE has failed in affluent urban schools yet it is normally expected that affluent schools would perform well in relation to the other categories. This is another indication that the implementation of OBE has generally been poor.
Maňas, Roman. "Adaptace a vzdělávání zaměstnanců v rezortu ministerstva obrany." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-73267.
Full textNaong, M. N., and C. M. Mateusi. "Overcoming inclusive classroom challenges for teachers : a Lesotho case-study." Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/661.
Full textTeachers in Lesotho are confronted by a myriad of challenges, such as ensuring the meaningful inclusion of learners with impairments as well as adequately meeting their educational needs. This paper therefore, explores this challenge and how it impacts on teachers' abilities to deal it, and further recommend some teaching strategies to overcome it. An Attitudes Toward Inclusive Educational Scale (ATIES) questionnaire was adapted in this paper for the collection of data from 211 randomly-selected teachers from the Maseru and Berea districts of Lesotho. Findings as reported by teachers indicate, amongst many factors contributing to the challenges brought about by inclusive education, inadequate teacher training, inadequate resources, and a lack of support from authorities and parents. The revamp of classroom infrastructure and the review of teacher training approaches in Lesotho are vital policy imperatives to eradicate these educational challenges.
Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.
Full textThis work provides a solid theoretical base on philanthropy, religious giving (Islamic zakat, ‘ushour, Waqf -plural: awqaf-, Sadaqa and Christian tithes or ‘ushour), and their implications on giving trends, development work, social justice philanthropy. The field study (quantitative and qualitative) that supports the theoretical framework reflects at a national level the Egyptian public’s perceptions on philanthropy, social justice, human rights, giving and volunteering and other concepts that determine the peoples’ civic engagement. The statistics cover 2000 households, 200 Civil Society Organizations distributed all over Egypt and interviews donors, recipients, religious people and other stakeholders. The numbers reflect philanthropic trends and for the first time provide a monetary estimate of local philanthropy of over USD 1 Billion annually. The survey proves that the per capita share of philanthropy outweighs the per capita share of foreign economic assistance to Egypt, which implies the significance of local giving if properly channeled, and not as it is actually consumed in the vicious circle of ad-hoc, person to person charity. In addition, the study relates local giving mechanisms derived from religion and culture to modern actual structures, like community foundations or community waqf that could bring about sustainable change in the communities. In sum, the work provides a comprehensive scientific base to help understand- and build on local philanthropy in Egypt. It explores the role that local individual giving could play in achieving sustainable development and building a new wave of community foundations not only in Egypt but in the Arab region at large. As a tangible result of this thesis, an innovative model that revives the concept of waqf and builds on the study’s results was created by the researcher and a dedicated board of trustees who succeeded in establishing Waqfeyat al Maadi Community Foundation (WMCF) that not only introduces the community foundation model to Egypt, but revives and modernizes the waqf as a practical authentic philanthropic structure.
Lan, Hsiu-Chun, and 藍秀群. "The Study of Training Evaluation for Archivists in Ministry of Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/83540652644173512580.
Full text淡江大學
公共行政學系公共政策碩士在職專班
101
After Archives Act came into force, archives management has been legalized. The archivists have to conform to the regulations before they are competent. Therefore, to prepare them well, the Ministry of Education continually invest resource on the capacity building of these on-serving archivists.In order to enhance the quality of human resources in archives management and to understand the effectiveness of the training program offered, this study applied the Kirkpatrick 4- level evaluation theorem as the theoretical framework to evaluate the effectiveness of the training program. This study adopted the quantitative method and invited trainees attending the training courses to answer the questionnaire delivered to them. While conducting quantitative analysis, 540 respondents were asked to answer the questionnaire following a standard procedure. After collecting the questionnaires and discarding the invalid ones, 290 valid responses remained for further data analysis. The valid response rate is 53.7%. The SPSS 10 is used for data analysis. The methods applied for analysis include factor analysis, reliability analysis, descriptive statistics, t-test analysis, one-way ANOVA, and Pearson product-moment correlation. The research results are revealed as following: 1. The demographic variables of trainees have impact on their perception toward the features of the training program. And the difference among different groups in the same demographic variable has reached the statistically significant level. 2. The demographic variables of trainees have impact on their perception toward the effectiveness of the training program. And the difference among different groups in the same demographic variable has reached the statistically significant level. 3. There is statistically significant association between the features and the effectiveness of the training program.Based on the research findings mentioned above, for reference of related competency agencies, two main suggestions reveal as following: 1. curriculum design The curriculum organizer should consider taking into account the following subjects including service quality, coordination ability and communication capacity. In addition, the organizer should adopt the newly class materials, emphasize the value of completing the training program and use effective pedagogy to increase the learning motivation of trainees. 2. The effectiveness of training program The organizer should collaborate with other government agencies, schools or private groups to host a program with longer time for training. Furthermore, the courses nurturing trainees’ recognition toward their organization should be offered. This study believes this would provide border knowledge base for trainees.
Reed, Linda Marie. "Theological and Practical Ministry Training for Women in Complementarian Higher Education: A Mixed Methods Study." Diss., 2018. http://hdl.handle.net/10392/5470.
Full textRavhudzulo, Mbulaheni Aaron. "The educational endeavours of the Evangelical Presbyterian Church in South Africa in historical perspective." Thesis, 1999. http://hdl.handle.net/10500/17600.
Full textSince its inception in 1833 the Evangelical Presbyterian Church in South Africa has been a missionary church and has always had its own missionary work. It started to organise the Christianization, Evangelization and Westernization endeavours to take place inside the territories of South Africa. The Evangelical Presbyterian Church Missionaries founded, financed, maintained, controlled and administered their educational endeavours without any moral or financial support from the Government. The main purpose of the Evangelical Presbyterian Church Missionaries in founding and supporting schools has been to use education as an auxiliary to the evangelization of the indigenous people of South Africa. Elementary schools served as instruments of direct evangelization rather than secular education. Pupils were taught the 3 R's, namely, reading, writing and arithmetic. Education was a useful tool that enabled the converts to read the Bible and other religious material on their own and preferably in their own language. Converts who demonstrated the ability to read, write and do simple arithmetic were trained to become missionaries' helpers. As these earliest converts became proficient and competent, they were posted out into the interior with the instructions to start new church centres and schools. Although the teaching which took place inside these schools was not of high quality, it was definitely better than nothing. The Evangelical Presbyterian Church Missionaries together with missionaries of other denominations provided virtually all the education which was available for the Blacks in South Africa. Through missionary endeavours the South African Government have realized that Western education and civilization has been important forces which helped the indigenous people to advance individually and collectively in the social, political and economic fields. Western technology and culture successfully won the indigenous people of South Africa to Western civilization. The acceptance of Christianity and the introduction of the White man's rule in the interior of South Africa effectively stopped the inter-tribal wars. The missionaries have made a noteworthy contribution to the education of the indigenous people of South Africa. They empowered the Blacks to play a worthy part side by side with members of other races (Whites, Coloureds and Indians) in the development of the country they shared.
Educational Studies
D.Ed. (History of Education)
Hsu, Ming-Wen, and 許明文. "Applying Balanced Scorecard to Explore Performance Measurement of Personnel Training ─ A Case Study of Ministry of Education Leadership Training Program." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/48322400665511774059.
Full text國立成功大學
工業與資訊管理學系碩博士班
95
Due to the evolution of competitive environment and the incoming of knowledge economy, the quality of human resource becomes the key to success. In addition, the preparation of the quality of human resource will impact the competitive capability in the future, resulting in building a concept that raises human resource, building human foundation, and establishing training system of human resource are inevitable in any companies, governments, and organizations. However, establishing a complete system that can evaluate performance precisely is crucial to avoid engaging in unnecessary resources and time during training. The Ministry of Education has engaged in leadership training program since 2002 for the preparation in human resource with international viewpoint, leadership, and insight of trend. In order to evaluate whether or not the program achieved its expected goal, it has to evaluate and review further in member selection, course design, instructor’s approach, official procedure and so on. This research built appropriate benchmark of performance measurement indicator via Balanced Scorecard and discussion of references. Furthermore, this research pursues the significant performance indicator which influences the preparation of human resource process and explores the impact of different environmental factors and individual variation, as well as the cause and effect by using survey and statistical analysis, Descriptive Statistics, one way ANOVA (analysis of variance), and Factor Analysis. As result, research provides the alternatives which can be processed and organized in order to improve performance and achieve expected goal, and also provides the reliable method to raise and train human resource.
Stirling, Sarah. "British Columbia institutions teacher curricula and the ministry of education teachers act standards." 2013. http://hdl.handle.net/10170/589.
Full textLuong, Pham Van, and 範文量. "A Study on the Factors Affecting Administrator’ Adoption of McExam in Ministry of Education and Training, Vietnam." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/55999826861559797818.
Full text樹德科技大學
資訊管理系碩士班
101
Since 2006, MOET of Vietnam has used multiple-choice format testing for high school graduation, and college and university examinations. In accordance with Government’s regulations, answer sheets must be marked by machine (scanner and computer) and specialized software. McExam used for marking every answer sheet. This research will focus on every factor which can effect the acceptance of McExam’s user, measurement of user acceptance and more factors. This research and an investigation of more than 220 person have led to an assumption that: - The Perceived Ease of Using McExam has a positive effect to The Perceived Usefulness of Using McExam. - The Perceived Usefulness of Using McExam has a positive effect to The Behavioral Intention to Use McExam. - The Perceived Ease of Using McExam has a positive effect to The Behavioral Intention to Use McExam. - The Behavioral Intention to Use McExam has a positive effect to The Actual System Use of McExam System. Through this research, we hope to get the feedback from user about acceptance with McExam and promote new ideas for improve performance of software. Upon this idea, MOET and the department of General Department of Education Testing and Accreditation have decided how the software should be used.
Huang, Chien-Cheng, and 黃建成. "The Role and Pressure of the Drillmaster in the Military Training Organization Transformation in Taiwan－The Case of Military Training System Improvement Program in Ministry of Education." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/18461479709344358551.
Full text開南管理學院
公共事務管理學系碩士班
94
From July, 2004, the Ministry of Education has undertaken the reform of the Military Training Organization, expecting the legislation of military education to increase the working efficiency. During the reformation, drillmasters in high schools and vocational schools should undergo the impact of system reform. How would drillmasters view these issues? What are the opinions of all schools? And what responses would be from the Ministry of Education? These are all the crucial factors which attribute to whether the reformation would be succeeded or not. Through literature analyzing and depth interviewing, the result we found in this research was that of the all interviewees, 46% consider the pressure of drillmasters were caused by their excessively burdens. As to the cognize of the role of drillmasters, 60% interviewees recognize drillmasters as trainers or superintendences. As to the expectancy to drillmasters, 70% interviewees expect drillmasters as qualified teachers who can both supervise students and take charge of the campus safety. As to the recognition of system reformation, drillmasters consider that the communication between higher authorities lack public trust, the related collocating measures and the integration of personnel also lack cautiousness. However, educators in schools oppose reducing the number of drillmasters or weaken the function of drillmasters. As to the impact of system reformation toward the working attitude of drillmasters, 42% drillmasters think it would not be the problem to them. Finally, most of the interviewees double about the issue of drillmasters become lecturers of National Defense general knowledge courses at school and becoming educators.
Wanzala, Patience Santa. "A comparative study of models of theological training for pastors and evangelists in Kibera informal settlement." Diss., 2013. http://hdl.handle.net/10500/13236.
Full textChristian Spirituality, Church History & Missiology
M.A. (Theology in Missiology: Specialization in Urban Ministry)
Knispel, Martin. "Jugendarbeit im Wandel eine Fallstudie über die Arbeit mit Jungen Menschen innerhalb der Presbyterianischen Kirche von Ghana." Diss., 2003. http://hdl.handle.net/10500/2517.
Full textThis dissertation describes and interprets the history of Presbyterian Youth Ministry from the beginning up to today. The Presbyterian Church of Ghana originated from the work of the Basel Mission, Switzerland and the United Free Church of Scotland. The emphasis on education, laid by the Basel Mission has had a major impact for the Church and especially for Youth Ministry. This emphasis was seen through the building of Schools, Training Institutions and through practical training of young people. Andrew Atkinson, a Scottish accountant at the then Gold Coast, laid the foundation for youth work within the Church. Very soon this ministry developed throughout the country. With the formation of a Youth Constitution as the basis for youth work, a good framework was established that still guides the Youth today. Today, Youth work has been broadened. Through different projects it is envisaged to give answers to the manifold problems of young people in a fast changing African society. Social projects, HIV/AIDS work, but at first the training of young people is a major part of youth work today. Conferences are held on different levels, training materials have been developed and youth workers have been trained to take up future responsibilities as leaders. One emphasis has remained and has its roots in the Basel Mission history: a Bible based youth ministry that equips young people to follow Christ as disciples in their day-to-day lives. Within this success story there has of course also been some failure and weakness. Both, success and struggle is evident within this dissertation.
Missiology
M. Th (Missiology)