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Dissertations / Theses on the topic 'School enrolments'
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1
Magalhaes, M. M. M. P. de. "Time-varying Markov models of school enrolment." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380182.
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2
Dixon, Dalma, and n/a. "Continuous enrolment policy : a study of transition from preschool to primary school in the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060705.094737.
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Since its inception the A.C.T. Schools Authority has
implemented a number of changes in attempts to meet its
aim to provide high quality programmes for children.
In the case of enrolment policy the decision to change
to continuous enrolment was made in many schools less on
educational grounds than as a result of economic and
political pressures. However, any policy which has an
impact on children's learning in schools must be
examined in the light of its educational implications.
This study attempts to do this. It attempts to assess
the policy on educational grounds with a particular
focus on the programmes offered to individual children
and the day to day problems encountered by teachers who
attempt to implement the policy.
3
Weir, Sharada. "The determinants of school enrolment in rural Ethiopia : attitudes, returns and resources." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309981.
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Young, Tim-tsan Alan. "The factors affecting enrolment in adult education junior English courses : implications for administration /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834204.
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KC, Shyam. "Society and infrastructure geographical accessibility and its effects on school enrolment in Nepal /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7622.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
6
Tagoe, Ishmael. "The Ghana National School Feeding Program: Peoples' Perceptions about the Program's Impact on School Enrolment, Attendance and Completion." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521682869298246.
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Young, Tim-tsan Alan, and 楊添燦. "The factors affecting enrolment in adult education junior English courses: implications for administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B43893508.
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Adolphus, Telima. "Investigation of school-based factors affecting the enrolment and attainment of senior secondary school physics students in Rivers State, Nigeria." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15562/.
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This study addresses the question what school-based factors influence enrolment and attainment in physics in the senior school certificate examinations in Rivers State, Nigeria? In Nigeria, low enrolment in physics is coupled with concerns about levels of attainment. One outcome of this situation is interest in effective teaching and learning in the subject in Nigeria. Purposive sampling was utilized to select 8 schools in high and low performing local government areas of Rivers State to ensure boys’, girls’ and co-educational schools were represented. All 14 physics teachers in the schools participated in the study, together with 248 physics students and 116 non-physics students. A mixed methods research design was adopted for the study. The research instruments comprised questionnaires for teachers and students, interviews, classroom observations and a Physics Attainment Test developed specifically for the study. Descriptive statistics and correlations were utilised for quantitative data analysis alongside qualitative data coding and analysis. The study found that teachers’ qualifications, resource availability and utilization and the teaching strategies that teachers adopt all significantly influence students’ physics enrolment and attainment. However, particularly for attainment, teachers’ years of teaching do not significantly influence student attainment. Also, there was no significant difference in the correlations of teacher and resource factors with attainment and enrolment by gender. The study proposes a number of recommendations. To boost students’ interest in physics, teachers need to present content in ways that connect physics ideas to the everyday experiences of students. Policy makers should consider making the study of science compulsory in all classes in secondary schools with the introduction of ‘science for arts’ for the non-science oriented students. Of particular importance is the need for a consistent and conscientious government policy to provide schools with qualified physics teachers and science laboratory facilities.
9
Carter, David Andrew. "Time for change : a study of enrolment decision dynamics for admission into English secondary education." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12305.
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Cross-sectional studies suggest a prevalence of mental health problems from the age that children change to English secondary schools but there are few longitudinal appraisals of these issues and how enrolment policies influence psychological wellbeing. This research focuses on key factors linking competition for secondary schools and family responses to such challenges to determine enrolment policies that can sustain wellbeing longer-term. Integrated, model-based multimethodology was used in this urban, case-based study. Views were induced from multi-agency, expert practitioners to agree a system dynamics concept model. Parental decision-making behaviours were deduced by survey to understand key factors for model calibration. Dynamic system sensitivities were abduced from the simulation model before comparing long-term psychosocial impacts on children from expert, policy-support suggestions. Modelling demonstrates that two principal feedback loops influence family psychosocial systems when deciding secondary schools (parent-child wellbeing reinforcement plus knowledge of schools balancing parent concerns). Exogenous competition stressors on psychosocial systems can erode parent knowledge while testing student resolve. Competition guidance to remove risk-laden school options (league table comparison) before sequencing any remaining choices by profit (school visits), are not always used deciding urban secondary schools. Instead, families lacking experience can adopt decisive styles based on parent needs alone. Given autocratic leadership, child wellbeing rapidly deteriorates when student needs cannot be met by schools. Rather than ending student-selective entrance tests or raising knowledge of schools at visits, effective multi-agency support policy helps by increasing school choice debate frequency within families to address psychosocial system imbalances. The research makes a clear, three-way contribution to knowledge. Firstly, intrinsic case study theory is enhanced by data triangulation between induced, deduced and abduced research approaches. Secondly, the system dynamics discipline is strengthened by studying compulsory school enrolment. Finally, developing practice-based policy through multi-agency groups endorses cooperative rather than unilateral solutions, for helping change lives.
10
Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.
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Doctor of EducationThis case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
11
Laugharn, Peter Andrew. "Negotiating education for many : enrolment, dropout and persistence in the community schools of Kolondieba, Mali." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020391/.
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Braswell, Sean. "Choice and social segregation in education : the impact of open enrolment on the social compositions of English secondary schools." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:cae77039-f7e1-42ac-bdc0-305b083a8a84.
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The Education Reform Act of 1988 introduced a policy of open enrolment into English secondary education that was designed to enhance the scope for parental choice of schools. In the resulting 'quasi market' for education, state school admissions authorities can no longer deny most expressed parental preferences, and the majority of state educational funding follows pupils to the secondary schools that they attend. Accompanying these policy reforms has been a longstanding concern that the new school attendance patterns resulting from the enhanced choice present within an open enrolment system would further polarize the social compositions of secondary schools in England. This thesis employs recently developed individual-level databases such as the Pupil Level Annual Schools' Census (PLASC), along with GIS mapping software, to investigate the role that choice of non-local schools played in the degree of social segregation in English secondary schools in 2002. A detailed analysis of the data reveals high rates of non-local school attendance across many areas of England in 2002 as large numbers of pupils from all backgrounds bypassed their local schools in favour of non-local alternatives. Although non-local school choice was exercised by both disadvantaged and more advantaged segments of the schooling population, pupils eligible for free school meals were less likely to attend higher performing non-local schools than their more advantaged counterparts. The disproportionate gains made from non-local school attendance by more advantaged secondary pupils within the marketplace helped to reinforce local school hierarchies already strongly associated with performance and social composition. As the individual level pupil data in PLASC illustrates, the exercise of non-local school choice in 2002 produced school compositions that were more segregated by socio-economic status than they otherwise would be under a system of local school catchments. Thus, rather than helping to diminish the social segregation of secondary pupils resulting from pronounced residential segregation levels, the availability of parental choice instead further stratified most English secondary schools by socio-economic status in 2002.
13
Yu, Hui. "From access to quality? : the enactment of school enrolment policy for internal migrant children in urban China." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038374/.
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In China, internal migrant children’s difficulties accessing schooling in metropolitan areas have been on the government’s policy agenda since 2001. By 2006, a range of policies were in place, designed to facilitate their access to compulsory education. Yet there are still large numbers of migrant children unable to enrol in state schools. While there are myriad studies devoted to the schooling of migrant children, less is known about how the policy framework surrounding their education is developed and enacted. My research aims to fill this gap. Taking a policy sociology approach, I have produced a scholarly analysis of the power relations between the different actors involved in policy enactment, drawing mainly on Bourdieusian, but also Foucauldian, resources. The overall research question is ‘How do different individuals, organisations and groups of actors interpret and enact the policy for migrant children’s schooling?’ I have examined what happens both outside and inside schools. I have used semi-structured interviews as the main method in order to produce rich, in- depth data. The findings of this research indicate that the migrant children's schooling policy carries with it the principle of equal access to education. Yet the degree to which that has been realized is questionable. I argue that, through processes of policy enactment, the unequal power relations between the migrant families, schools and the local government have been further reproduced, but in apparently legitimate ways. As a result, both migrant children and the schools that mainly recruit migrant children are marginalised in the urban education system.
14
Barnes, Geoffrey R., of Western Sydney Macarthur University, and Faculty of Education and Languages. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools." THESIS_FEL_XXX_Barnes_G.xml, 1999. http://handle.uws.edu.au:8081/1959.7/53.
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This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this differenceDoctor of Philosophy (PhD)
15
Barnes, Geoffrey R. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools /." Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030711.145044/index.html.
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Mncwabe, Moses Bonginkosi. "The effects of the no fees schools policy (NFSP) on primary schools enrolment: the case of the Metro South Education District, Western Cape." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1497.
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A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Masters in Development Studies in the Department of Anthropology and Development Studies at the University Of Zululand, South Africa, 2015In 2006, the National Department of Basis Education (Dept of Education then) put on gazette the “No fees Schools Policy (NFSP) as a demonstration and of its commitment to improving South Africa’s primary education system and envisioning an inclusive society with reduced socio-economic discrepancy. Following itspublicationon the Government gazette, the NFSP was implemented in 2007. However, the backdrop of No Fees School Policy is the UN Millenium Development Goals. Given that South Africa is a member state, to UNand a signatory to the MDGs, it domesticated the MDGs into the South African context to address South Africa’s problems. NFSP was also implemented to correct the negative legacy of the past. This is the backdrop against which this study was formulated. The study explored the no fees school policy (NFSP) and its impact on pimary schools enrolment in the Metro South Educatiuon District of the Western Cape. The study focused on the Metro South Education District of the Western Cape , purposely selecting forty-three participants from ten primary schools consisting of principals, chairpersons of school governing bodies from the schools and children in the identified schools. Senior circuit personnel were also included in thse study.The study used one- on- one interview with principals, chairpersons of school governing bodies and senior circuit personnel while it used survey questionnaires for parents. Following the data analysis, the study determined that though the Western Cape has relatively low levels of poverty as compared to other provinces, access and enrolment to primary education has increased specifically because of the additional policy intervention of providing nutritious food at public ordinary schools in quintile1,2 and 3. It also found the following as challenges namely: the impact of crime, drugs, alcohol and violence in communities around no fee schools, and overpriced school uniforms as a posiibility to deter children from attaining primary education.In respect to the phenomenon of crime, drugs, alcohol and violence in communities around no fee schools, the study recommended that the District and WCED should consider facilitating a forum with its stakeholders namely bthe South African Police Services on crime prevention and safety of schools, learners and educators. In reference to overpriced school uniforms as a possibility to deter children from attaining primary education, the recommendation is for both the District abd the head office of the WCED to consider an urgent investigation into this concern. The purpose of investigation should be multipronged including verification of the existence of this practice, providing corrective measures that prosecute the perpetrators and safeguards parents from being coerced into this unethical practice.
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Ramaipato, Nkutloeleng Mary Corda. "Some Structural Changes in Educational Enrolment and Attainment Levels within the Female Population of South Africa (2004-2007)." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4059_1275591949.
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The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo
s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo
s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo
s education in South Africa are also considered as they play major roles in women&rsquo
s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.
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Ozowuba, Goldlyn Ugonna. "Religion, Education, and the Girl-Child : A Study of the Relationship Between Religion and School Enrolment of Girls in Northern Nigeria." Thesis, Högskolan i Gävle, Religionsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-37011.
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Stakeholders in Education are concerned with the continuous low enrolment of girls in schoolin Northern Nigeria. Studies have shown that religion has had a negative impact on schoolenrolment of girls. The purpose of this quantitative study was to investigate the relationshipbetween religion and school enrolment of girls. The study also investigated other factors thataffect enrolment of girls in school in northern Nigeria. The theoretical framework for thestudy was Adam Smith’s Human Capital Development Theory. Results of research showed asignificant relationship between education and five variables (Religion, culture, poverty,violence, and poor policy implementation) which hinder increase in enrolment. Findings maybe used to develop strategies to increase enrolment of girls in school in the future.
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Akpan, E. U. U. "Factors influencing the choice of science or non-science subjects in Nigerian secondary schools and the consequences for science enrolments in Nigerian universities." Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375625.
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Sörensson, Samuel. "The effect of government spending and school enrollment ratio in tertiary education on labor productivity : A panel data analysis on OECD countries." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85878.
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This study investigates the effect of human capital, using gross enrolment rate as a proxy, on labor productivity. It also investigates if a larger public effort in providing education opportunities would lead to a more efficient distribution of skills and therefore give a positive effect on labor productivity. We use a panel data approach to estimate an endogenous growth model on countries that are selected as to be reasonably similar. The main results are that growth in gross enrolment rate have a positive effect on labor productivity, while the level of government expenditure on tertiary education (measured as a percentage of GDP) has a negative effect on labor productivity.
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Nguyen, Phuc Tang. "Le système d'émulation au sein de l'éducation nationale du Vietnam : impact psychologie sur le comportement des élèves et parents d'élèves." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20028.
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Dans le contexte actuel du Vietnam, la stabilisation de l’élan de développement, la recherche d’une meilleure qualité des ressources humaines pour un développement durable s’avèrent des éléments – clef. L’urgence est d’élever la qualité des formations en vue d’alimenter le processus de développement socio-économique du pays. C’est l’objectif poursuivi par la politique d’émulation du gouvernement vietnamien dans tous les niveaux d’enseignement. Cependant, ces dernières années, on voit apparaître deux phénomènes. Le premier, c’est l’indifférence de la majorité d’élèves qui ne s’intéressent plus à l’émulation et refusent de faire des efforts pour être membres des équipes d’élèves aux concours à tous les niveaux. Le deuxième, c’est le refus d’une partie des parents d’élèves de permettre à leurs enfants de participer aux équipes. Les objectifs fixés au départ commencent à être menacés. Le présent travail s’intéresse au système d’élite mis en place au Vietnam. Il tentera d’analyser les raisons de cette évolution et d’apporter des propositions à ce phénomène en choisissant comme angle d’attaque les quatre acteurs importants pour le succès du système d’émulation que sont les cadres éducatifs, les enseignants, les élèves et les parents d’élèves. Nous mettrons en place des enquêtes par questionnaire auprès de ces acteurs pour comprendre les répercussions psychologiques du système d’émulation actuellement en vigueurIn the current context of Vietnam, the stabilization of the growing development, the research of a better quality in human resources for a sustainable development are key elements. The emergency is to rise up the quality of education to fuel the social and economic development process in the country. This is the objective pursued by the Vietnamese government's policy of emulation at each level of education. However, those last years, two phenomenons appeared. First of all, is the indifference coming from the majority of students who are no longer interested by the emulation and refuses to make efforts to be member of students’ competition teams at every level. Secondly, it is the refusal of a part of the student's parent to allow their kids to participate in the teams. Consequently, the objectives initially set up, start to be threatened. The current work is interested to the elite system established in Vietnam. It will try to analyze the reason of this evolution and introduce proposals to this phenomenon in targeting the four important actors for the emulation system success that are educational frameworks, teachers, students and their parents. We will establish surveys by questionnaires towards those factors to understand, to understand the psychological implications of the emulation system currently in force
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Healy, Kevin M. "Decline, growth and amalgamation : an emerging picture in relation to the provision of post-primary education in Ireland with specific reference to five towns in West Cork and the enrolment trends between Catholic and State-Sector schools therein." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:10113.
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This thesis traces the origin and development of post-primary education in Ireland with specific reference to the different forms of post-primary school. It examines recent and current trends in relation to the number of, and enrolment in, these school types. This analysis, at national level, points towards a change in postprimary enrolment patterns. The implications of this change for Catholic schools is examined, as is the implications for the various Vocational Education Committees. Consequent to this changing enrolment trend, the process towards amalgamation and the consequences thereof are also investigated. Specifically, the five main towns in West Cork, that are serviced by more than one form of post-primary school. are examined and the educational provision in these towns is assessed in relation to viability and future educational provision. These towns are Bantry, Dunmanway, Clonakilty, Skibbereen and Bandon. The enrolment trends in each of these towns are examined and compared with both the national trend and the trend in the other four towns. This examination is achieved through an identification of the 'feeder' primary schools for each of these towns, the current transfer pattern of students in these schools to the various post-primary schools and an examination of current enrolment within the various year groupings of these primary schools. From this examination, a projection is made of future enrolment in each of the post-primary schools within the five towns. This, in tum, leads to an identification of future possible amalgamations and a justification of amalgamations already proposed by the Department of Education and Science. The thesis concludes by making several recommendations which would safeguard the ethos of Catholic schools in the light of a declining secondary school enrolment, a growth in amalgamations and an increasingly significant role for the VECs in the provision of post-primary education. These recommendations would also ease the process of amalgamations in schools that are not viable, either economically or in terms of curricular provision.
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Le, Mau de Talancé Marine. "Educational Choices and Schooling Quality in Developing Countries." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLED052/document.
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Cette thèse se propose d’étudier les choix d’éducation en adoptant une approche originale intégrant la notion de qualité de l’enseignement. Cette étude se concentre sur deux pays : l’Indonésie et le Pakistan. Dans un premier temps, nous montrons que la scolarisation obligatoire a eu des effets sur les taux de scolarisation qui se sont répercutés sur les comportements de fécondité. Ces effets ne sont cependant pas automatiques et peuvent cacher une grande hétérogénéité. Nous nous intéressons ensuite au concept de qualité de l’éducation, une notion qui a de multiples facettes. Si on l’appréhende par le prisme des résultats scolaires, les enseignants semblent jouer un rôle majeur. Cependant, cette définition n’est pas entièrement satisfaisante quand on s’intéresse aux choix de scolarisation. En effet, les performances académiques des écoles ne reflètent qu’une partie de l’opinion des parents. Les parents semblent également rationaliser leurs choix a posteriori et considèrent que les écoles privées sont meilleures. Une approche qui considère la qualité subjective de l’éducation (perçue par les parents) permet de mieux comprendre leurs choix en termes d’éducation. Les parents non satisfaits par l’enseignement public ont tendance à s’orienter vers le privé, ce qui peut expliquer l'expansion de ce secteur dans de nombreux pays en développement. Le développement des écoles privées pourrait néanmoins accroître les inégalités car certaines franges de la population n’y ont pas accèsThis thesis aims at better understanding the multiple aspects of education in developing countries with a focus on Indonesia and Pakistan. First, we show that compulsory education could positively impact educational attainment and change fertility behaviours, even though these effects can be heterogeneous. Then, we consider the multifaceted notion of quality of education. If we consider that the quality of education encompasses only learning outcomes, teachers play a central role in knowledge acquisition. However, this measure is unsatisfactory when trying to understand schooling behaviours. Indeed, student achievement only partly explains parents' opinions. Parents also tend to be subject to an ex-post rationalization bias and to value private schools more. The subjective dimension of the quality of education helps to understand school choice. Parents' dissatisfaction with public schools partly explains why they send their children to private establishments. Nevertheless, the expansion of the private education sector could increase gender and socio-economic inequalities
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Serwadda-Luwaga, James. "Child labour and scholastic retardation A thematic analysis of the 1999 Survey of Activities of Young People in South Africa /." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-10172005-151313.
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Lanier, Valérie. "L'accueil des enfants (d') immigrés dans les écoles françaises : éducation entre culture familiale et culture du pays d'arrivée." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00696486.
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Les enfants (d') immigrés sont porteurs d'une langue et d'une culture familiales différentes de celles de la société d'arrivée et de son école. Or, la langue et la culture familiales jouent un rôle important dans le développement harmonieux de l'enfant et son " intégration " à la société d'arrivée. L'école qui doit permettre à l'enfant d'une part de se construire en tant qu'individu et d'autre part de trouver sa place dans la société où il vit, véhicule une culture différente, considérée comme légitime. Que fait-elle des langues et cultures familiales des enfants (d') immigrés? Jusque dans les années 1970, rien de particulier n'était prévu pour les enfants (d') immigrés scolarisés. Ils devaient se fondre dans la masse des élèves. Avec la mise en place d'une politique de regroupement familial, l'institution scolaire a commencé à prendre en compte ces enfants. Deux dispositifs ont été institués : des structures d'accueil pour les enfants non francophones et des enseignements de langue et culture d'origine. Cependant, si ces dispositifs constituent un premier pas dans la prise en compte des enfants (d') immigrés dans les écoles, elles restent dans une logique simultanément assimilationniste et différencialiste. Au delà de la conception de ces dispositifs, les observations effectuées dans les classes d'accueil et les cours de langue et culture d'origine de Côte d'Or ainsi que les entretiens et les enquêtes réalisées auprès des enseignants de ce département ont montré différents problèmes matériels, techniques et humains dans leur fonctionnement. Par ailleurs, la période de scolarisation joue un rôle important dans la construction des enfants et ce que l'on y enseigne marque pour longtemps. Ainsi, la place donnée aux cultures extra-occidentales ainsi que l'image de l'autre véhiculée au cours de celle-ci, en particulier par les manuels scolaires, d'une part constituent le miroir de la manière de voir l'autre plus généralement dans la société d'arrivée, et d'autre part emportera des conséquences sur le long terme, sur la société de demain. L'occidentalo-centrisme qui caractérise l'enseignement de l'histoire et de la littérature entraîne une dévalorisation/stigmatisation de l'Autre, de ses langues et de ses cultures qui est transmise aux élèves.
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Hsu, Po-Hao, and 徐博浩. "School Marketing Strategies and school’s Image Affect Enrolment - Use Remote Junior High Schools of Miaoli County as Examples." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/28407458692008238601.
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碩士中華大學
企業管理學系碩士班
102
In recent years, Taiwan’s fertility decline rapidly, social demographic patterns show low birth rate. Due to the low birth rate, schools can’t have enough students to support itself, schools have to cut down classes and even lay off the redundant teachers. To increase student enrolling rates, schools have to use all kinds of methods to make students choose them to survive. It’s a very important issue to establish a sustainable school which is different from others and can use some marketing strategies to improve itself. This study selected students’ parents from four elementary schools in remote areas of Miaoli County as objects to disscuss if the school’s marketing strategies and the scoool’s image will affect the parents’ intention to let their children enroll. From March 3, 2014 to March 21, 2014, receiving 129 questionnaires, excluding four invalid questionnaires, 125 valid questionnaires, the effective rate of questionnaires was 97%. After statistical test analysis found: 1. The product marketing strategy of school marketing strategies has possitive impact on students’ intention of enrolment in the future. The parents of remote schools don’t totally agree with the promote marketing strategies of the shool’s promotional marketing, channel marketing and price mrketing. Parents most care about the teaching quality of teachers and whether schools can fulfil life education. If schools can accomplish what parents care about, they can improve the enrollment rate. 2. The students’ image of school’s image has possitive impact on students’ intention of enrollment in the future. When it comes to the students’ image of school’s image has prominent possitive impact on students’ intention of enrollment in the future, the better the students’ image is, the higher the enrollment is. Finally, according to the research findings, there are some suggestions for government educational authorities, school principals and subsequent researchers.
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Maponya, Sekolo Hendrick. "An investigation of learners' enrolment in Bela-Bela farm schools : a perspective in education management." Diss., 2010. http://hdl.handle.net/10500/3578.
Full textAbstract:
An investigation of learners’ enrolment in Bela-Bela farm schools is a study focused on the challenges encountered by farm schools. These challenges result in the decline of learners’ enrolment. The researcher has put more emphasis on the history of farm schools, legislation and policy, and socio-economic conditions of farm societies. The research method is qualitative in nature and it includes literature study, observations and semi-structured interviews.
It has been discovered from the data that families working on the farms migrate a lot, and this result in decline of learners’ enrolment in farm schools. Based on the findings, recommendations were made for improvements to assist in addressing problems faced by farm schools.Further Teacher Education
M.Ed. (Education Management)
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Monyela, Makgongoana Henry. "Prevalence, distribution and characteristics of youth not enrolled in school : evidence from the Community Survey 2007, South Africa." Thesis, 2012. http://hdl.handle.net/10539/11437.
Full textAbstract:
The Education for All Movement (EFA) premises its commitment on the belief that quality education for all youth will ensure that they have equal access to skills and knowledge that will assist them in getting into gainful employment and enable them to participate fully in their societies. The importance and benefits of providing access to education and lifelong learning opportunities to youth has been acknowledged by a majority of world countries. These countries believe that quality education to youth means the ability to survive, to live and work in dignity, to participate fully in development, improve quality of their lives, to make informed decisions, and continuous learning – requirements for citizens of the 21st century. However, EFA mid-term report shows that as much as 42% of the world’s secondary school going-age youth were not enrolled in 2006, the majority of these youth are found in sub-Saharan Africa. There are a few empirical studies on the extent of school non-attendance and the profile of these youth not enrolled in an educational institution in the region. The study makes use of the Statistics South Africa dataset, Community Survey 2007, to determine the prevalence of school non-enrolment in South Africa among the 16 to 18 year olds. Second, the study attempts to establish the characteristics of the youth not enrolled in an education institution. To this end, the study analyzed the extent of non-enrolment prevalence,
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and the geographic distribution of the problem. In order to determine the geographic distribution of the problem, I first look at the size of school non-enrolment problem, nationally. I then analyse provincial, district and local patterns of school non-enrolment. Lastly, I analyse the data for identifiable individual and family factors that could be associated with the youth not currently enrolled in an educational institution. My analysis shows that the extent of youth between 16 and 18 years not enrolled in school is 16.6%, confirming recent government reports on prevalence among this age cohort. The study reveals physiographic and sub-population characteristics associated with non-enrolment in school. Disability, lack of access to social security grants, the low education level of a parent, or head of household that is not a parent are factors found to be related with low school participation by youth from those households. The study recommends a deeper investigation on the impact that the physiographic characteristics have on patterns of school enrolment.
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Makhwanya, Ntshengedzeni Theresa. "Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa Circuit." Diss., 2015. http://hdl.handle.net/10500/21031.
Full textAbstract:
The new democratic government in South Africa introduced an education system that focused on quality and equality for all. The introduction of the new education system intended to remove inequality in the schooling system. The new education system was been accomplished through phasing out school fees and introducing a no-fee school policy. The aim of the no-fee school policy was to redress the imbalances of the past and to attract the poor and orphans to access education without paying mandatory fees (Wilderman, 2009:32).
The no-fee policy came with interesting ideas for relieving pressure on both parents and learners. It attracted many learners who had dropped out of school in many years. This led to a dramatic increase of enrolment in no-fee schools. However, Borkum (2009:1) sees the disadvantages of the increased enrolment as overcrowding that reduces the quality of education, increases lawlessness in schools, and insufficient resources such as textbooks. The major challenges faced by these schools is the delay in releasing provincial funds, inadequate state funding, and loss of income from school funding. These make no-fee schools vulnerable, affecting quality of education and influences on the enrolment pattern of learners (Nsapato, 2007:2).
Against this background, the study aimed to investigate factors influencing poor enrolment in a no-fee school in the foundation phase and to suggest strategies that could be used to overcome these challenges.
The study adopted a qualitative research method and its design was a case study. Four educators were purposeful selected on the basis of three years teaching experience in a no-fee school in the foundation phase. Data collection strategies were semi-structured interviews and document analysis. Data analysis was done according to a systematic process of coding and categorising. Gathered data was categorised into constituent parts for coding purposes. Ethical issues considered were the following: permission to conduct the study, informed consent, confidentiality, and anonymity. Participants’ confidentiality and anonymity were maintained by using pseudonyms in the report. The voluntary nature of participation and the absence of punishment for withdrawal from the study were emphasised prior to commencement of the semi-structured interviews. The issue of trustworthiness in this study was considered through the following: credibility, transferability, dependability and confirmability.
The data analysis from semi-structured interview revealed the following: the no-fee school policy has a negative impact on parents because parents were no longer involved themselves in the education of their children. The overburdened infrastructure has a negative effect on quality of education and the enrolment status, deterioration of quality of education in no-fee schools force parents to withdraw their children and register them to better schools, cooperation amongst stakeholders is necessary for the improvement of quality of education, teachers’ remuneration should also be improved and the maintenance of professionalism through discipline.
Findings from document analysis revealed that poor enrolment in no fee school was caused by high rate of absenteeism in all registers. This compelled educators to withdrew learners’ from class registers hence poor enrolment figures in no fee schools. Staff meeting minutes revealed that enrolment of learners in no-fee schools could be improved through improvement of teaching and learning and the provision of adequate infrastructure and the reinforcement of the no-fee school policy packages such as the National School Nutrition Program in order to attract more vulnerable learners to these schools. Based on the findings, the following strategies are recommended for improving poor enrolment in no-fee schools: strengthening collaboration amongst the stakeholders in education; maintenance of discipline; enforcement of professionalism among teachers; continuous training of all stakeholders; and punctual disbursement of funds to no-fee schools.Educational Leadership and Management
M. Ed. (Education Management)
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Azuma, Hiroyuki. "The implications of public school fees for educational performance and enrolment, with reference to the greater Durban area." Thesis, 1999. http://hdl.handle.net/10413/2312.
Full textAbstract:
This thesis is concerned with the implications of the new South African education system based on the South African Schools Act, No. 84 of 1996 for educational performance and learners' enrolment in public schools. Central to the argument are the unfavourable consequences of the charging of school fees at public schools for learners from poor families. This is analysed based on a survey conducted in the Durban Metropolitan area between September and November 1998. As a legacy of apartheid education, inequalities between population groups are still evident (Chapter 1). One of the aims of the Act is the redress of past inequalities and permission to charge fees at public schools is seen as a measure to supplement the resources provided by the State (Chapter 2). Implications of school fees for school finance and redress of past inequalities between ex-departments are often discussed. However, little attention has been given to the impact of charging fees on learners' enrolment, which is the main focus of this thesis. There is a contradiction between permitting the charging of fees at public schools and the insistence on compulsory attendance in the Act. Given the financial constraints of South African schools, most schools are likely to adopt school fees. There may be many learners who may not be able to afford fees. Although the Act provides measures to prevent poor learners from being refused admission, it is questionable whether the measures provided by the Act function properly in practice. There would be poor learners who are effectively excluded from advantaged schools which charge high school fees. Past inequalities would not necessarily be redressed under the new system. As a result ofthe implementation ofthe Act, a kind of semi-privatisation within the public school sector could be introduced (Chapter 3). Analysis based on the research in Durban supports these hypotheses to some degree (Chapter 4). Recent incidents regarding the refusal by some public schools to admit learners on the basis of the parents' inability to pay school fees indicate the importance of this issue. Equal access to a basic education cannot be guaranteed under the current situation. Chapter 5 presents an alternative to the current system. If the State provided all public schools with the minimum operation costs necessary to run daily activities, the school would be able to substitute voluntary contributions for school fees. One possible way to release resources for this purpose is a reduction in personnel expenditure, including an acceptance of much higher pupil/teacher ratios. Although this is a controversial issue, it is inevitable for any society to seek a more productive system if it faces financial constraints.Thesis (M.T.R.P.)-University of Natal, Durban, 1999.
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Shen, Shan-hui, and 沈姍慧. "The Analysis of Excess Competition Policy Under Twelve-Year Compulsory Education for High School Exam-free Enrolment in Chunghua, Yunlin and Chiayi School Districts." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/49437631914575048818.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所
103
This thesis aims at studying the excess competition policy for high school exam-free enrollmentunder twelve-year compulsory education.The excess competition policy has a key impact on opportunities and school choices.Using documentary research method, the excess competition policy in Chunghua, Yunlin and Chiayi School Districts are analyzed and comparedthrough the research ofdata and materials in 2014 and 2015. Similar to Chunghua and Chiayi, Yunlin is an agriculture county lackingfinancial resources and culture stimuli. It is natural to compare the policies in these districts, and analyze the effect on junior high school education as well as the enrollment. There are five findings in this research. First, items and weights employed to rank students in the excess competition policy are analyzed and compared. In 2015, major itemssorted by weights for Chunghua are comprehensive assessmentscore, high schoolchoices, service-learning grade, and priority by distance. Those for Yunlin are comprehensive assessmentscore, outstanding rewards, balanced learning accomplishments, and high schoolchoices. Major items forChiayi are comprehensive assessmentscore, high schoolchoices, achievements in competitions, and physical fitness and career counseling.Secondly, it is important to include a balanced learning assessment in the excess competition policy to encourage balanced teaching and learning in the junior high school. It should be evaluated whether there is a noticeable change of the bypassing and non-major subject teaching attitude in junior high schools under a balanced excess competition policy. Thirdly, the weighting of comprehensive assessment score has a direct impact on the variability of the academic level between students entering the same high school. This conclusion can be validated by a continuous study based on the academic survey of high school freshmen in the education database. Fourthly, the competence-based class grouping is a common practice among rural high schools to boost the college entrance rate. The administration of education should seriously review the legitimacy of such a practice. Fifthly, Chiayi adopts an 11% weighting of “career counseling” in its excess competition policy. Given the fact that the career orientation is undetermined for most junior high school students, it is questionable to include “career counseling” in the policy before a credible evaluation approach can be established.
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CHAO, HUI FEN, and 趙蕙芬. "Case Study on the Influences of Students’ Enrolment in Cram Schools on the Teaching Approaches of Schoolteachers." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/17764844995496812733.
Full textAbstract:
碩士國立台北師範學院
課程與教學研究所
92
The purpose of this study is to investigate elementary school teachers’ viewpoints on students’ enrolment in cram schools and the effect on teaching, namely viewpoints and effects on teaching goals, selection of instructional materials. Researchers’ thoughts and suggestions are proposed based on the results as guidelines to instruction, education reform, and future researches. Based on the abovementioned research purposes, this study selected two teachers of senior grades as subjects, and adopted means including classroom observation (accompanied with video taping), interview (accompanied with tape recording), and literature review, and analyzed the data with data analysis interaction model. The results are as follows: 1. Teaching goals Both subjects believed that the teaching goals set by cram schools are test-oriented and score-oriented, so the teaching progress is ahead of the school for preparation and review. Such goals meet the expectation of parents and students, and can increase the score in an accelerated manner. The most important goal to students is to be accepted to desired honor class or private school. Those viewpoints led to the following influences on the subjects: 1) Adjust the teaching goals based on the number of students enrolling in cram schools and their feedbacks. 2) Strengthen on explanation of principles to prevent students from answering the questions without comprehension. 3) Communicate with parents to reach consensus on teaching goals. 2. Instructional materials Both subjects found the existing materials too easy, and materials used in cram schools too many and difficult. Both of them chose to use 1993 version of math materials for the basic instructional framework. Teacher Yueh-mei thought that though students practiced with numerous problems, their understanding of basic concepts is still poor. She chose simple problems so that students can reinforce the understanding of concepts through handling of the teaching aids or objects. The selection of instructional materials takes into the concern of students not enrolling in cram school; no additional materials are provided to students enrolling in cram schools. Teacher Cai-hong was affected by students enrolling in cram schools. Since the teaching progress of cram schools is ahead of the school, she accelerated the progress as well, completed the textbook early and began the teaching on supplementary materials. She chose at least over 10 supplementary materials to reinforce the teaching so that students could prepare for advancement exams and advance to middle school math class easily. 3. Teaching techniques Both subjects found that students enrolling in cram schools are trained by cram schools to strive for quick results and solve problems mechanically without thinking. The students appear impatient with teaching aids or objects, or are unable to concentrate in class as they are worn out in cram schools, or question the teaching techniques of schoolteachers. The teaching techniques of cram schools are suitable for students in medium or higher level, not for students in elementary level. Those viewpoints led to the following influences on the subjects: 1)Improve communication with students and parents. 2)Give credit to structural teaching approach, but give consideration to repeated practice in traditional teaching. 3)Implement diverse teaching techniques, from concrete to abstract. 4)Encourage difference ways of thinking and solution, correct wrong concepts immediately. In addition, Teacher Yueh-mei paid special attention to actual measurement, the handling of teaching aids and objects, drawing, and group discussion, to help students overcoming the confusion from cram school. She stressed to reinforce the concepts then teach algorithms and formulas, and tried to minimize the chance for students enrolling in cram schools to express their opinions in class. Teacher Cai-hong focused on the relationship between students and parents, and believed that the key to successful math teaching is reaching consensus and making the students liking the teachers. She even discussed quick solution taught in cram schools with the students to convince them. 4. Teaching evaluation Both subjects believed that the positive effects of students enrolling in cram schools on teaching evaluation are improvement in schoolwork and scores, and enhanced confidence. The negative effect is old yet wrong habits and common mistakes of students resulted from accelerated teaching. Since parents pay more attention to test scores in cram schools, they tolerate unsatisfactory performance in school for preparation on advancement exams. Teacher Yueh-mei and Teacher Cai-hong held opposite views on whether enrolling in cram schools could improve students’ interest in studying math. Teacher Yueh-mei believed that students may be worn out by excessive practice and the heavy burden may diminish students’ interest in math. On the other hand, Teacher Cai-hong believed that efforts lead to harvest, so enrolling in cram school can improve math scores and good score is the main factor in sense of achievement and can lead to students’ interest in math. Those viewpoints led to the following influences on the subjects: 1)Diverse evaluation approaches 2)Pay more attention to the evaluation of process 3)Encourage students to raise questions As shown, teachers’ viewpoints on students’ enrollment in cram schools affect various aspects of their teaching approaches. The two subjects of this study held different viewpoints, and the differences originated from different principles on math teaching. Moreover, this study found that in Grade1-9 Curriculum, advancement exams and cram schools are the main factors affecting the teaching approaches. Based on the results, suggestions are proposed to schools, teachers, parents, education bureaus, government authorities, and futures.
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Sulz, Lauren Denise. "Health Promoting Secondary Schools: Implementation of a Self-Determination Framework : Project 1: The Experiences and Motivation of Key Stakeholders in the Development and Implementation of a Choice-Based Whole-School Health Model ; Project 2: Effectiveness of a Choice-Based Whole-School Model to Increase Students’ Motivation Towards Physical Activity and Healthy Eating ; Project 3: Evaluation of a School-Based Intervention to Increase Students’ Motivation and Enrolment in High School Physical Education." Thesis, 2014. http://hdl.handle.net/1828/5720.
Full textAbstract:
The purpose of this research was to implement and evaluate a whole-school health model (Health Promoting Secondary Schools [HPSS]), grounded in self-determination theory (SDT). The approach used a "For Youth with Youth" planning strategy designed to change school environments (culture, policy and practices) in order to help high school students become more physically active and eat more healthful diets. Three interrelated research projects were conducted to address the purpose of this study. A concurrent mixed-methods design was used to: (a) gain an understanding of the experiences of teachers and the Action Team as they planned and implemented school-based healthy living strategies (Project 1); (b) evaluate the impact on and relationship between SDT constructs and students’ motivation to engage in health-related behaviours (Project 2); and (c) evaluate the motivation of students in physical education classes grounded in SDT and its impact on their enrolment in grade 11 elective physical education (Project 3).
In Project 1, 23 teachers and 37 Action Team members participated in focus group interviews. School observation field notes and Action Team meeting minutes were collected throughout the intervention process. Analysis of the data revealed that several factors were associated with participants’ experiences and motivational processes. These factors included: (a) Competing Responsibilities, Technical Difficulties, and Lack of Computer Access (b) Resources, Reminders, Workshops, and Collaboration (c) Choice-Based Design Impacts Participants’ Experiences; (d) Teacher Control Impacts Student Engagement (e) Teacher Job Action Inhibited Implementation of HPSS Action Plans. The findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of a whole-school health model.
In Project 2, 379 grade 10 students in ten participant schools (5 intervention schools; 5 control schools) completed self-report questionnaires pre and post intervention to evaluate the impact on students’ motivation to engage in health-related behaviours. Results showed students attending HPSS intervention schools reported significantly lower amotivation scores for healthy eating compared to students in usual practice schools. No significant differences were found between conditions on motivation towards physical activity. The findings indicate that a choice-based whole-school health approach may be an effective approach for decreasing amotivation towards healthy eating behaviours.
In Project 3, a sample of 373 grade 10 students completed self-report questionnaires to assess their perceptions of autonomy, relatedness, and competence towards grade 10 Physical Education. Enrolment rates were collected from participant schools to determine the impact of the HPSS intervention on student enrolment in grade elective physical education. Multilevel analysis showed no significant differences between conditions post intervention on overall psychological need satisfaction or individual SDT constructs. For enrolment in elective physical education, chi-square analyses showed a significant difference in proportion of female students in HPSS intervention schools enrolled in grade 11 elective physical education. Findings show support for a whole-school health model to improve female student enrolment in elective physical education programs.Graduate
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Nembudani, Madzinge Ellen. "Spatio-temporal dynamics in the provision of primary school education in Vhembe District, Limpopo, South Africa." Thesis, 2014. http://hdl.handle.net/10500/18694.
Full textAbstract:
Spatial, temporal and population dynamics have influenced learner enrolments in Vhembe District primary schools in Limpopo, South Africa. Vhembe District primary schools have in recent years experienced closure of some of its primary schools due to declining learner enrolments. The dynamics of demographic factors such as migration, fertility and mortality cause fluctuations in the school-age population over time and across space. Poor economic development, the location of the district and the spatial distribution of primary schools make the situation in this rural-based district even more complex. The communities of Vhembe District are discontent about the state of affairs in the area regarding the provision of education and the closure of schools. The closure of schools destabilises the social cohesion amongst members of the community and disempowers them, while inadequate provision of primary school education makes them feel neglected and robbed of their constitutional right. This study investigated the causes of declining learner enrolment and the effect of the closure of schools on the communities. To achieve the objectives data came from questionnaires at household level and from interviews conducted with educators, circuit managers, officials in the Limpopo Education Department and traditional leaders. The study found that declining fertility and out-migration from the area are responsible for a declining school-age population. This is the reality and the communities of Vhembe District will have to live with it because overall learner enrolments continue to decline. Lack of a planning model in the former Venda territory led to an over-supply of primary schools thus schools in close proximity had to compete for learners. Poorly equipped schools and general development of the area exacerbate the problem and some members of the community perceive education in this district to be inferior. Younger economically active people are increasingly moving to places with better opportunities. This study offers some recommendations to alleviate the problems identified in Vhembe District. Application of a geographical approach to an adaptive strategy considers the natural environment in political, social and economic context. It suggests that education authorities could apply such a strategy to make the schools in rural areas more sustainableGeography
D. Phil. (Geography)
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Vondráčková, Jana. "Diagnostika školní zralosti." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349467.
Full textAbstract:
This thesis deals with diagnosing school readiness at enrollment for compulsory school attendance. The paper defines the terms of school readiness, school maturity, enrollment for compulsory school attendance, school attendance postponement and acceptance of the child younger than six years. Another part describes the enrolment process for compulsory education in primary schools in Českobudějovicko. Three goals have been set: how teachers of selected primary schools in Českobudějovicko diagnose school readiness during enrollment for compulsory school attendance, what is their experience with school start postponement and early school starts (before 6 years), and to see if elementary schools cooperate with kindergartens in enrollment for compulsory school attendance. To achieve the goals was used qualitative research, an interrogation method, semi-structured interview technique. Through interviews with selected teachers coming from nine primary schools these objectives have been met. Elementary schools use different methods for diagnosing school maturity, but in most cases they diagnose the child in the fields recommended by literature. They also cooperate with kindergartens in the enrolment process. Experience of their teachers with an additional postponement in enrolment, or with early enrolment...
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Holá, Michaela. "Názory rodičovské a pedagogické veřejnosti na odklad školní docházky." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356157.
Full textAbstract:
The Diploma thesis concerns with an issue of school attendance postponement. The theoretical part focuses on the issue of school maturity and readiness and analyses the period of child transition from a kindergarten to a primary school and the relatively high percentage of school attendance postponement. The practical part was carried out in form of a survey with three groups of respondents - parents, kindergarten teachers and primary school teachers. The aim of this part was to assess the position of parental public toward the school attendance postponement and possible children's preparation for future entry into the compulsory education. In case of the pedagogical public the central theme was a comparison of the kindergarten and primary school teachers' positions on the identical topic associated with a comparison of the most common reasons given in connection with school attendance postponement. This part was completed with a child case report of two preschool children for who the issue of granting the school attendance postponement was very current. The research carried out suggests that all groups of respondents agree with the compulsory school attendance postponement but only under the assumption that this postponement is justified. Otherwise, their positions were not as unambiguous. The...
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Kasalová, Tereza. "Přípravné třídy: Krok do úspěšného startu v základní škole." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-326669.
Full textAbstract:
The thesis "preparatory classes": on the theoretical end, a step into a successful start in elementary school aims on acquainting the reader with the preschool age of a child, providing information about school maturity and readiness of children for entry into primary school, and at last, familiarizing the reader with the reasons for suspension of school attendance as well as undestanding the significance of preparatory classes under the lead of elementary schools providing them. The objective of this research is to familiarize the reader with one particular preparatory class and that is the one under the conduct of The Elementary School U Říčanského lesa. This diploma thesis is trying to ascertain if this preparatory class is a step to a succesful take -off to elementary school, mapping the overall content of its childrens parents whose children attend this preparatory class. A capabalities test and interview were used to validate the thesis.
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Vojtušová, Radmila. "Analýza příčin odkladů školní docházky v rámci regionálního šetření." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-305563.
Full textAbstract:
The purpose of this thesis was to identify the most common causes of school suspension within a regional survey in comparison with the views of parents, elementary and kindergarten teachers. In connection with this theme the author dealt with pre-school child characteristics focusing on school maturity diagnosis and school suspension problematics. The main reasearch was realised i Pedagogical-psychological advice centre in Kladno in 3 selected years ranging from 1999 to 2010. The method of analysis has been used to collect the data. A survey in a form of an anonymous questionnaire clearified opinions of selected respondents. On the basis of this observation a casuistry of a school suspended child with specific needs has been made. This casuistry demonstrates further development of a child after starting it's school attendence. Submitted results of the thesis confirmed the opinions of experts in this field as well as conclusions of researches focusing on school suspension issues. It has been found out, that the most common causes of school suspension in the examined lokality are the issues of speech, visual and hearing perception, graphmotorics and school work maturity. This finding was identical with the views of respondents of the survey. The respondents marked psychological area of school...
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Cameron, Jill. "A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales." 2005. http://hdl.handle.net/1959.13/24990.
Full textAbstract:
This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully.PhD Doctorate
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Rapeta, Seshoka Joseph. "Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policy." Thesis, 2019. http://hdl.handle.net/10500/26238.
Full textAbstract:
Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment.
A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis.
The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale.Educational Management and Leadership
Ph. D. (Education Leadership and Management)