Dissertations / Theses on the topic 'South Australian Certificate of Education'
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1
Crowe, Anna Aletta. "Standards of South African Senior Certificate Biology examinations : 1994 to 2007. Volume 1 : Chapters and references." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10306.
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Includes bibliographical references.Public examinations, such as the South African Senior Certificate (SC) examinations at the end of Grade 12, signal two messages to the society in which they operate: first, the competencies that are valued, that is, its standards; second, the required level of mastery in these competencies that are construed as indicators of success. The SC examinations certified successful students as competent to enter the workforce and, if they obtained a matriculation exemption, qualified them for admission to tertiary study. The SC was not a part of an explicit standards-based curriculum, and there is thus little understanding, but much public speculation, about the relationship between student achievement in the SC examinations, competency and standards. In an attempt to understand this relationship - with a particular focus on the role of standards - in the SC Biology examinations over a period of time, the answer to the following research question was sought: What did the SC Biology examinations in South Africa assess; did their focus change during the period 1994 to 2007; and, if so, what did this change mean?. Both in South Africa and internationally, "standards" is an often-used educational term, the meaning of which has become confused in the literature and by public use. In this study, a methodology to make explicit the standards inherent within the SC Biology examinations - and the relationship between standards and student achievement - was developed, described and applied.
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Turk, Naomi Esther. "Access to music education in South Australian state secondary schools /." Title page, contents and introduction only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09art9391.pdf.
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Baartman, Nomakhaya. "Perspectives of Post Graduate Certificate in Education (PGCE) students on the effectiveness of school based mentoring." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5641.
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Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.
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Ojoo, Annabel Raduma. "A comparative evaluation of environmental education practices in South Australian schools /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ENV/09envo39.pdf.
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Blunt, Sandra Viki. "An analysis of how the Senior Certificate examination constructs the language needs of English second language learners." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006243.
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The Senior Certificate (SC) examination, a focus of the research described in this thesis, has an important function in terms of the quality of the education system overall and also in terms of the contribution of education to the achievement of national goals. The SC examination functions i) as a measure of achievement at school ii) as an indicator of work readiness and iii) as an indicator of the potential to succeed in higher education. This thesis offers a critique of the SC examination in respect of its functions. The way in which learners' language related needs are constructed is crucial in discussing the SC examination's legitimacy since perceptions about the needs of learners are reflected in what is taught and assessed. Since the majority of candidates writing the SC exarnination do so using a language which is not their mother tongue, the research described in the thesis attempted to identify the way in which the English second language (ESL) SC examination papers construct learners' needs. Examination papers represent a particular domain of social practice and are constructed through discourse. In the context of the research described in this thesis, discourses are understood as sets of ideas which are shared by communities of people and which give rise to practices which then define and sustain those communities and, thus, the discourses themselves. Discourse is language insofar as it converges with power and positions people in the interests of power. The ideological nature of discourse necessitates a critical orientation to research which interrogates, challenges and critiques the status quo. To identify the discourses constructing ESL learners' needs I conducted a critical discourse analysis on a representative sarnple of ESL SC exarnination papers and also interviewed six ESL examiners to corroborate the findings of the analysis. This then allowed me to identify several dominant discourses constructing ESL learners' needs: meaning-related, literature-related and process-related. The first meaning-related discourse, 'Received Tradition' discourse, focuses on the rules of grammar and spelling. Rather than approaching language as a resource to enable learners to understand the ideas to which they are exposed, learners are being taught discrete 'skills' to equip them for higher education study and the workplace. It is argued that school-based language literacy practices are not generalizable to the workplace and to higher education. Another aspect of 'Received Tradition' discourse holds that the study of English literature is a medium for understanding life and that there is moral value in teaching English literature. Learners are therefore constructed as lacking these values and their needs as having to acquire them. 'Received Tradition' discourse also overlaps with a second meaning-related discourse, 'Autonomous Text' discourse, which holds that the text's meaning is explicit and that if the learners can manipulate the rules of English grammar, 'have' vocabulary and can spell, they can retrieve meanings from texts they encounter in a wide range of contexts and construct texts for themselves. It is argued that a lack of awareness that meaning is constructed through recourse to other contexts, texts and the learner's experience is disadvantaging ESL candidates. 'Language as an Instrument of Communication' discourse, the last meaning-related discourse identified, sees language as the vehicle used to convey ideas, thoughts, information and beliefs, which are viewed as having been constructed independently of language. It is assumed that the answers, which, according to 'Autonomous Text' discourse, are in the text, can be conveyed if the tools of language are used correctly. The first literature-related discourse identified is 'Literature Study Develops Language Proficiency'. It is argued this is a misperception since language is learned as part of situated practice and instruction must thus be embedded in meaningful communicative contexts involving situated practice. The second literature-related discourse identified, 'Literature Study is a Medium for Understanding Life', is connected to the 'Received Tradition' discourse referred to above which holds that there is moral value in teaching English literature. This research identifies the ideological implications of these discourses, arguing that values are culture-specific and learners from diverse socio-cultural backgrounds experience life differently from the way it is depicted in English literature. Process-related discourses, which are part of the processes of teaching and assessment, concern the inadequacy of the ESL learner and of the markers and therefore dictate what can and cannot be expected of ESL learners in the SC examination. The research showed how all of the above discourses work through the SC curriculum to impose the values and beliefs of particular dominant groups on the ESL learner. Because of the robust and invidious nature of discourses this is a cause for concern. Although it is difficult to set a school leaving examination which serves both workplace and academic functions, there is a need to move beyond traditional, hegemonic approaches to understanding language learning. This thesis offers an analysis which can be used to inform practice.
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Treu, Paul Matthew. "Motivation of teachers for the implementation of the further education and training certificate (Grades 10-12)." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/623.
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Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
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Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
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Engelbrecht, Mardine. "The relevance of the National Certificate Vocational at Technical Vocational Education and Training colleges for the South African tourism industry." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2580.
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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2017.The study was planned to investigate the relevance of the National Certificate Vocational tourism programme for the South African tourism industry in terms of the employability and skills required by tourism students to work in the tourism industry, once they graduated. The main objective of this study was to identify the challenges facing the National Certificate Vocational tourism programme, with sub-objectives focussing on the level of graduates’ employability, articulation from the National Certificate Vocational programme to higher education, as well as on the skills and abilities needed by National Certificate Vocational lecturers to teach in their specific field. The research was conducted in the form of an empirical survey to gather information using research questionnaires. A mixed methods approach, using both a quantitative and qualitative methodology, was employed to gather relevant data for the study. Qualitative questionnaires were distributed to a target population comprising conveniently selected National Certificate Vocational Tourism graduates (a total sample of 100), and National Certificate Vocational lecturers (a sample of 50 suitably qualified persons), at four Technical Vocational Education and Training colleges in the Western Cape. Personal interviews were conducted with ten conveniently selected tourism industry employers and role-players. Ten specifically identified representatives of tourism and government education departments and other government organisations were also part of the target population. The first part of the study looked at the history of Vocational Education and how it is practised in other countries. The history of the National Certificate Vocational programmes within South Africa is explained, as well as the challenges facing the National Certificate Vocational tourism qualification and its relevance to the tourism industry in South Africa. Results from the research suggested that National Certificate Vocational tourism students are only employable in small to medium micro enterprises (SMMEs) once they graduate. It was concluded that graduates would need more experience and practical knowledge to be employable in the wider tourism labour market. The results confirm that the updated National Certificate Vocational tourism curriculum is critically important to make the qualification more relevant to the South African tourism industry.
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Mahomed, Carmel Claire. "Adequacy of the postgraduate certificate in education at higher education institutions in the Eastern Cape to develop the work-intergrated learning skills of student teachers." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1008.
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This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).
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Dali, Christopher Malizo. "Adequacy of the advanced certificate in education to develop the work-intergrated learning competencies of principals: a case study." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1342.
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The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.
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Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.
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Beck, Richard Alan. "Retention and dropout rates for a sample of national higher certificate students in the school of accounting." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1408.
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Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.
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Laidlaw, Valerie. "The development of the infant school in the South Australian school system, 1875-1925 /." Title page, contents and abstract only, 1985. http://web4.library.adelaide.edu.au/theses/09EDM/09edml185.pdf.
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Agria, Russo Vladimir Kiluange. "A resource-based learning approach to professional development: the case of the ACEE (Rhodes University Advanced Certificate in Environmental Education)." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003625.
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This interpretative case study derives and examines the characterising features of the resource-based learning approach used in the Rhodes University Advanced Certificate in Environmental Education (ACEE), particularly in Module 1 (Environment and Environmental Issues) and Module 3 (Contemporary Environmental Issues). The study explores processes of resource-based learning through the analysis of three individual case stories of participants’ experience in adaptive use of learning support materials in different work contexts. It discusses the relationship between thematic categories related to participants’ experience of assignment work, and course design and course implementation. This study indicates that resource-based learning processes in the ACEE involve curriculum deliberation and the use of resource packs in supporting participants’ practice. It also indicates that the ACEE’s practice-based orientation to workplace-based assignments plays an important role in supporting the adaptive use of learning support materials, encouraging lifelong learning and developing applied competence. It highlights the significance of reflexive narration of practice in improving course participants’ educational practice. A diagrammatic representation of the unfolding and intermeshed characterising features of resource-based learning is presented. The study argues that resource-based learning in the ACEE appears to create possibilities for the course participants to become scaffolders and co-constructors of their own learning. It notes that resource-based learning can enable course participants to take ownership of their educational and workplace needs, and to develop skills and competences necessary to respond to environmental issues and risks in southern Africa. This study examines the potential that the reflexive narration of practice has in supporting course participants to engage in better ways of doing things in their workplace-based contexts. This study provides some recommendations to enhance the Advanced Certificate in Environmental Education as well as some ‘fuzzy generalisations’ that might guide the Southern African Development Community (SADC) Regional Environmental Education Programme (REEP) in the development and adaptation of professional development courses in southern Africa.
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Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
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Hugman, Alexandra Mary. "Investigating the introduction of the International Baccalaureate Diploma alongside the existing local curriculum: examining the intended, implemented and achieved science curricula." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1903.
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My thesis describes a two-year study carried out during the introduction of the International Baccalaureate Diploma (IBD) alongside the local Higher School Certificate (HSC) at a school in New South Wales, Australia. The study examined the intended, implemented and achieved science curricula to provide a formative evaluation that could be used by the school to improve students’ experience and achievement, and a summative evaluation that could be used to inform other schools considering the implementation of the IBD alongside a local curriculum.My research represents one of only a few studies that compare the IBD with another programme, and the only study, to date, in Australia. It is also one of the only studies that compare senior science programmes in any country. Methodologically, my study supports previous research that has successfully combined the collection of quantitative and qualitative data in a mixed-method approach.Keeves’ (2004) model was used to provide a framework to help to describe the curricula in terms of the antecedents and context in which they are embedded. A modified version of Halls’ (1971) model was used to compare the aims, objectives and content of each of the curriculum. Gilbert’s (2004) model, adapted from the Australian Council of Education Research (2001) model, was used to compare the skills required by each of the science programmes. To discern the depth and breadth of the science courses examination questions were compared and contrasted.To examine the implemented curriculum, the views and experiences of the teachers and students participating on each of the programmes (IBD and HSC) were sought. Data related to the views of the participating teachers were gathered using in-depth interviews, observations and anecdotal evidence. To examine the students’ experience of science in each programme, their perceptions of the learning environment were assessed using the Science Laboratory Environment Instrument (SLEI). Focus group interviews with students enrolled on each of the science programmes were used to triangulate, embellish and clarify the questionnaire results.To examine the achieved curriculum, data were collected using the Multiple Intelligences Checklist for Adults and Senior Secondary Students (MICA), a purpose designed attitude instrument and students’ University Admissions Index score. Finally, a questionnaire was used to examine whether students enrolled in the IBD and HSC programmes felt that the Year 10 science programme had adequately prepared them for their senior science course.The results indicated that the IBD provided a more traditional, mathematically based science course with rigorous, mainly external assessment, whereas the HSC provided a broader, more historically and socially based science course. Concerns were raised by both the IBD and HSC teachers with respect to the content-laden requirements of both of the programmes. IBD teachers raised issues related to the resources available and the need for adequate professional development. Students’ views of the learning environment indicated that those in the IBD course generally had more positive views than their HSC counterparts. In terms of the achieved curriculum, the results indicated that there were some differences between the two programmes, with IBD students attaining a higher University Admissions Index score and indicating an increased likelihood of selecting a science-related career than their HSC counterparts. Finally, the results indicate that there are issues related to the Year 10 science programme (designed to suit the needs of the HSC programme) that may need to be addressed to better prepare students embarking on the IBD programme.
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Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.
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Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.
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Aland, Jenny, and n/a. "Art and design education in South Australian Schools, from the early 1880s to the 1920s: the influence of South Kensington and Harry Pelling Gill." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050601.145749.
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This thesis focuses specifically on what was taught in schools in South
Australia in the context of art and design education. The period covered by the
study extends from the 1880s, when a Central Educational Authority was
established in South Australia, to the late 1920s, when significant changes to art
and design philosophies and course designs became identifiable.
The nature and content of the art and design courses designed and used in
South Australia is examined against an historical background of influences such as
the South Kensington System of drawing and that devised by Walter Smith for the
Massachusetts educational system in the United States of America.
The significant contribution of Harry Pelling Gill to the teaching of art and
design in schools is closely examined. It is posited that his single influence affected
the teaching of art and design in South Australian schools until well into the
twentieth century.
The process of the study looks in detail at the overall philosophies behind the
teaching of art and design, the methodologies employed and the classroom practice
which pupils and teachers undertook in the pursuit of courses outlined. Issues
such as methods of teacher training, correspondence courses, examinations and
exhibitions are considered as these relate to the central theme of the study.
The study concludes in the late 1920s, with the advent of a revised course of
instruction for public elementary schools, which heralded significant changes in
both the content and methodology of art and design teaching in South Australian
schools.
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Eadie, Christine Sylvia. "Environmental education in South Australian primary schools provided by some non-government environmental groups : a critical enquiry /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09enve11.pdf.
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Roach, Gregory D. "Alcohol education programs for aboriginal offenders : an outcome evaluation of program implementation in a South Australian Correctional Services Institution /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr628.pdf.
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Ledo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.
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The main purpose of the study was to investigate the library needs
and library usage of external students in remote areas. The study emphasised
external students' perception of their own library needs. Four distinct areas
of research evolved from the purpose of the study: to identify the library
service needs of external students; to identify library use by external
students; to identify external students' perceptions of library needs; and to
identify student status in relation to library use.
Information was collected by an interview with former external
students, a questionnaire to the libraries involved in the study and by
Nominal Group Technique (NGT) sessions with external students. The
primary instrument was a questionnaire to the external students in the
population under investigation requesting information of their library
usage and needs.
The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and
resident in Whyalla, South Australia. It was decided to survey the total
population rather than a sample because of the small numbers involved.
Thirty-five responses were received out of a population of 52, representing a
response rate of 69 percent.
The results of the survey were analysed using a Statview SE statistical
package and a spreadsheet and graphics package, Excel. Frequency
distributions were computed to determine the number of respondents who
selected each option.
The study found that the external students who used libraries tended
to use a variety of libraries. Students used not only their own institution's
library, but the a range of libraries accessible to them in Whyalla.
The study concludes by identifying issues, recommending possible
solutions, and identifying areas for further research.
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Mbude-Shale, Beryl Ntombizanele. "Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001863.
Full textAbstract:
In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
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Bradshaw, Keith Allan, of Western Sydney Macarthur University, and Faculty of Education. "Integration of children with behaviour disorders: a comparative case study analysis in two Australian states." THESIS_FE_XXX_Bradshaw_K.xml, 1994. http://heston.uws.edu.au:8081/1959.7/41.
Full textAbstract:
This study was conducted in response to the policies for the integration of children with behaviour disorders in Victorian and New South Wales Primary Schools. These two states were selected for this study for three reasons. Firstly, the two states have adopted and are implementing integration policies which are, in many areas, contrasting. Secondly, compared to other Australian states, Victoria and New South Wales have the most children enrolled in their respective school systems and, hence the largest number of children whose schooling is influenced by these policy decisions. Thirdly, the integration policies of both states group children with behaviour disorders under the generic term 'children with disabilities.' The findings of the present study suggest a number of areas that future implementors of integration policies need to consider. Firstly, mandatory special education courses need to be implemented by all teacher training institutions. Secondly, to effectively integrate children with behaviour disorders into the regular classroom an individual, collaboratively designed program needs to be utilized. Collaboration between special setting teachers and regular class teachers would appear to be crucial in program design. Thirdly, teachers stress emerged as an issue which policy designers need to address urgently. Fourthly, resources and support, including the availability of in-service courses on children with behaviour disorders, need to be increased and made available to regular classroom teachers. Finally a range of alternate educational programs/opportunities, not just a choice between regular and special settings, needs to be developed for children with behavoiur disorders. The study is important to the field of special education and in particular to children with behaviour disorders in three ways. Firstly, data were gathered using both qualitative and quantitative research methods. This approach would appear to be the most appropriate method for gathering data on integration as it allows for many of the child's ecosystems to be investigated and for the child's numerous and important interactions to be examined. Secondly, the study highlighted the importance of investigating the individual needs of children with behaviour disorder when considering integration, Finally, the study allowed for a number of variables, important for practitioners when integrating children with behaviour disorders, to be identified and examined.Doctor of Philosophy (PhD)
25
Sorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.
Full textAbstract:
The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception.
Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account.
The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms.
Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.
26
Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney." THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.
Full textAbstract:
The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sidesDoctor of Philosophy (PhD)
27
Burford, Susan. "Parents and change in Catholic education : the role of the Federation of Parents and Friends Associations of South Australian Catholic schools in the campaign for State aid, and in the changing structure of Catholic education in South Australia since the 1960's /." Title page and contents only, 1987. http://web4.library.adelaide.edu.au/theses/09AR/09arb9492.pdf.
Full text
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Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phs4281.pdf.
Full text
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Coleman, Meredith. "IB or SACE?: An investigation into student course choice at the senior secondary level in an Adelaide school." Thesis, 2010. http://hdl.handle.net/2440/61907.
Full textAbstract:
This portfolio is an investigation of the process of students' decision-making in choosing between two courses, the South Australian Certificate of Education (a local credential) and the International Baccalaureate Diploma Programme, in the final two years of their senior schooling. This investigation was carried out at an independent school for boys in Adelaide
between 2001 and 2009.
The aim of the investigation was threefold: to establish what factors were affecting the course choice of the Focus School's students; to examine how these students as 'customers'
articulated the risks involved in this decision; and to gain a student-based appraisal of the two course policy.
Three separate projects made up the research portfolio, entitled 'Deciding for the Future', 'Coping with the Present Decision' and 'Evaluating the Past Decision'. The first was an inquiry by survey of 116 Year 10 students about to embark on their chosen course. The second examined the responses from two surveys administered to a subset (17) of the above students as they studied their chosen course in Year 11 and Year 12. The third was the analysis of survey material from 20 former students about their chosen course and their subsequent directions since leaving school ten years earlier. The data, collected from qualitative research questionnaires that were a combination of closed and open-ended questions, were then analysed thematically.
The findings indicated that their course choice was a complex and highly individual process that could be the result of competing forces such as personal likes and dislikes, short and long term ambitions and pragmatic and aesthetic motivations. Students could be interpreted as customers shopping for a product and weighing up how to manage the risks in an educational marketplace. It was hoped that, from these findings, the school community would have a deeper understanding of the decision-making processes which would lead to better support for students and others who were involved in such a decision.
The data analysis also demonstrated some important differences in long term outcomes for the students doing each course; as well as a degree of customer satisfaction with what the choice of courses offered them.Thesis (D.Ed.) -- University of Adelaide, School of Education, 2010
30
Dolan, Helen. "Reclaiming professional practice: case studies of teachers collaborating to design learning in the senior years of schooling." Thesis, 2019. https://vuir.vu.edu.au/40989/.
Full textAbstract:
Despite much policy and research that underscores the need for a greater focus on the professionalism of teachers, including the capacity of teachers to collaborate around curriculum, the historical and contemporary framework of school organisation and practice tends to require individualist approaches to planning and teaching. This study examines the practices of teachers who are collaborating to design interdisciplinary curriculum as part of the South Australian Certificate of Education (SACE). A collective, purposeful case study is constructed to
document collaborative planning practices in three key schools and a group of schools taking part in a professional learning STEM strategy to integrate subjects. To appreciate the demands of interdisciplinary planning the study includes the design and facilitation of workshops with Aboriginal women about Indigenous ways of knowing, being and doing, to seek alternative narratives to describe the emerging collaborative design cultures in the case study schools.
Policy and SACE Authority data are interrogated to demonstrate the ways in which teacher collaboration is both encouraged and made relatively invisible. The study argues that the invisibility of collaboration around interdisciplinary approaches to learning needs to be addressed in policy and practices and exemplars made visible to promote wider take-up of interdisciplinary planning practices. Teachers and school leaders in the case study sites point to the ways in which collaborative design work interrupts routine individual practices and replaces them with more collaborative solutions. The study further finds that teachers embrace opportunities to build professional practices through planning learning discourses around curriculum creation processes. The study concludes with the design of a 'Collaborative Design Framework’ to support teachers to consider more collaborative ways of planning learning and inclusion of Aboriginal planning standpoints in mainstream education contexts.
31
Mahlangu, Mfelasakhe John. "Differentials in Senior Certificate examination performance of schools in terms of pre-1994 education departments." Thesis, 2012. http://hdl.handle.net/10539/11984.
Full textAbstract:
The research analysed the performance differentials among schools with
different pre-1994 history of administration and provisioning thus examining
the changes in terms of equality of educational outcomes. The purpose of
this research was to contribute to the further understanding of the
effectiveness of post-1994 educational policy reforms in addressing
educational inequalities of the past.
The study found that not only were there statistically significant
performance differentials between schools based on the pre-1994
education departments, these performance differentials remained
significant throughout the period under study. The findings suggest that,
overall, the performance differentials between schools that obtained in the
pre-1994 era were continuing unabated. The study also found that there
were significant performance differentials between schools within the
former education departments and these were more significant in low
performing former education departments. This suggested that schools
within each of former education departments were not homogenous and
more nuanced policy interventions were needed to ensure quality
outcomes.
The study recommends makes three main recommendations. These are -
shift in methodological approach when dealing with education policy where
a school as an institution at macro level will be a point of departure as
opposed to macro-level approach where broad educational reforms are
imposed on schools; education policies should be such that they mitigate
the impact of socio-economic background on learner achievement and; that
future research need to focus on more nuanced aspects on school
effectiveness rather than lumping schools into large groups which may hide
unique quality challenges that schools as institutions are facing.
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Mahlangu, Vincent Dumisane. "Admission requirements to the national certificate vocational programmes at further education and training colleges." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001421.
Full textAbstract:
M. Tech. Public ManagementGranting admission to students using various entrance requirements in Further Education and Training (FET) colleges presents a huge challenge. The criteria have proved to be inadequate to meet this challenge. According to the Department of Higher Education and Training, the aim is to develop economies of scale and create capacity within colleges, to reach more students and offer a wide range of programmes, thereby positioning them to meet social and economic demands. However, the challenge still exists. The demand to produce skilled youth is escalating rapidly, hence some students opt to further their studies at FET colleges even if they have completed grade 12 and when, on completion, they will receive the same National Qualification Framework (NQF) level 4 certificates. The study is aimed at investigating the effects of using various admission requirements at FET Colleges, as well as to recommend measures which could be taken to overcome the challenges.
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Moropa, Malakia Shere. "Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case." Diss., 2016. http://hdl.handle.net/10500/23240.
Full textAbstract:
This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes
based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the
2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National
Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical
underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the
previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era.
This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult.
Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the
recommendations into account.Public Administration and Management
M.Admin. (Public Administration)
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Watkins, Jennifer. "The South Australian May Music Camp: 1962 -1986." Thesis, 2018. http://hdl.handle.net/2440/118054.
Full textAbstract:
The aim of this research is to compile a chronological history of the South Australian May Music Camp (SAMMC), identifying it as a significant extra-curricular activity in the calendar of music education opportunities, open to children from nine to 23 years of age, between 1962 and 1986. This annual nonresidential music camp took place over a five-day period, in the May school holidays. In 1987, a change of name to the South Australian State Music Camp (SASMC) occurred when the South Australian Government altered the annual school calendar from three terms to four, and the camp moved from the May to July school holidays. Students auditioned for SAMMC, to engage in an intensive, graded music ensemble experience, receiving expert tuition from professional music educators, while being exposed to extensive orchestral and wind ensemble repertoire. The SASMC continues to run successfully in 2018. This research follows the establishment of music camps in Australia in 1948, examining the contribution of the National Music Camp Association (NMCA) in the spread of state-based camps across Australia, specifically the SAMMC in Adelaide, and the subsequent formation of the South Australian Music Camp Association (SAMCA). The investigation outlines the aims and objectives of SAMCA acknowledging the important position SAMMC holds in South Australian music education history. Prior to this research, no record of the activities of SAMCA or SAMMC existed, so it makes a significant contribution to SA historical records. A literature review summarises the potential benefits of music ensemble participation for student development, particularly within a non-residential music camp context. The music education environment in SA from which SAMMC emerged is observed, noting other ensemble opportunities available to primary and high school children at that time. This research records the establishment of the SA Department of Education Music Branch, which resulted in an increase in the number of primary school students learning to play a musical instrument, and discusses how this growth contributed to the need for further ensemble performance opportunities in SA, highlighting how this was reflected in the expansion of SAMMC. The organisational structure, management and finances of the SAMCA are detailed, along with methods of communication. The administrative and learning environments are presented, specifically staffing, daily routines, repertoire and instrumentation, ensembles, standards and audition processes. Key personnel, such as Founders, Directors, Administrators, and people after whom SAMMC ensembles were named, are documented. This research records known historical details of the SAMMC, through the examination of primary and secondary sources, providing a comprehensive timeline of activities, outlining significant milestones. The oral testimonies of 51 past SAMMC participants who are still involved in community music activities was collected, which provides their opinions on the benefits of ensemble participation at music camps and confirms the significant contribution made by the SAMMC to music education in SA. The research observes the actions of the SAMCA to recognise the changing music education environment surrounding SAMMC, and how it sought ways to adjust, change and expand activities to accommodate those developments. The evidence presented provides significant evidence supporting the argument that the SAMMC has made an important contribution to South Australian music education history.Thesis (M.Phil.) -- University of Adelaide, Elder Conservatorium of Music, 2018
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Towani, Josephine Yandwa. "Classroom experiences of lecturers in implementing the new national certificate-marketing : life histories of three FET college lecturers in KwaZulu-Natal." Thesis, 2012. http://hdl.handle.net/10413/7299.
Full textAbstract:
The merging of 150 technical colleges into 50 multi-site Further Education and Training Colleges brought with it a lot of change; one of which was curriculum innovation. The latest curriculum to be introduced was the National Certificate (Vocational); a three year qualification aimed at providing a vocational qualification to those exiting at level 4 on the NQF. One of the programmes on offer is the National Certificate-Marketing. Several subjects make up this programme but this study focuses on marketing. The choice to focus on this subject was motivated by my years of lecturing on the subject, my involvement as an assessor and Head of the Marketing Subject Committee. The rationale of this study was to describe the classroom experiences of lecturers involved in the implementation of the National Certificate-Marketing programme. Data on the classroom experiences of FET college lecturers in implementing this new curriculum reform is absent. Out of four FET colleges that offer the National Certificate-Marketing programme, three colleges were chosen purposively. The sample comprised of two urban area campus sites and one rural area campus site. The theoretical poles underpinning the study are Phenomenology and Globalisation. Being qualitative in nature, the study sought to find the meanings that these lecturers have attached to their classroom experiences. To this end, Limited topical life history accounts of three FET college lecturers in KwaZulu-Natal were undertaken. The use of in-depth semi-structured interviews and photovoice as data collection methods were well suited to achieve this. The degree of flexibility that these methods offered enabled me to collect rich data that unveiled the classroom experiences obtained when implementing the new curriculum.
The narrative approach was used to analyse the data. Main themes were drawn from these narratives and these were discussed in the last chapter. Both the findings and the discussion may have implications for management of classrooms, training of lecturers, and support for new lecturers and the enrolment of learners. In summary, the findings of the study suggest that lecturers have had a lot of challenges in implementing this curriculum including lack of proper initial training, inadequate resources, learner diversity, lack of commitment and enthusiasm from learners, increase in workloads, overly bearing recording and reporting processes and insufficient support structures. It was noted that these findings are similar to those of other education sectors both at home and abroad. In spite of these challenges, this study noted the enthusiasm, dedication, commitment and robustness with which the participants in this study have thus far implemented the curriculum. The ingenuity in their work and passion for their learners was also clearly demonstrated throughout the interviews and photovoice sessions.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2010
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Kanyane, Motswalle Christina. "Lecturers’ experiences of the implementation of the National Certificate (Vocational) in technical vocational education and training colleges in South Africa." Diss., 2016. http://hdl.handle.net/10500/22618.
Full textAbstract:
The Technical Vocational Education and Training (TVET) system in South Africa has undergone transformation. This includes the introduction of the National Certificate (Vocational) [NC (V)]. The literature on curriculum development and on the TVET college sector in South Africa informed a qualitative inquiry into the lecturers’ experiences of the implementation of the NC (V). The research site was the Tshwane South TVET College, Gauteng Province. Data were gathered by means of individual and focus group interviews with the Campus Manager, four Divisional Heads, and seven lecturers, selected by means of purposeful sampling. The findings were organised around the following key themes, namely the limited participation of the lecturers in curriculum design, the effectiveness of curriculum dissemination, the lecturers’ participation in curriculum review, their perceptions of the NC(V) entry level requirements, the NC(V)’s positioning on the NQF, assessment in the NC(V), the fit between the lecturers’ qualifications and the curriculum, the lecturers’ capacity-building, and finally, their perceptions of the involvement of the industry in the NC(V).Educational Studies
M. Ed. (Comparative Education)
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Bopape, Abison Thulare. "Evaluation of senior certificate Biology in Soweto secondary schools as an aspect of curriculum improvement." Thesis, 2014. http://hdl.handle.net/10210/11694.
Full textAbstract:
M.Ed. (Curriculum Studies)Education must be seen as dynamic, that is responding to the demands made on it by science, technology and society. According to Fay (1975: 19) natural science has provided men with a certain kind of knowledge by means of which they can control their natural environment by making it more hospitable and more productive. It is for this reason that technology and science are seen as exercising a great influence on our daily lives. Changes in the nature of high school population and the geometrically - increasing quantity of scientific knowledge are identified as causes leading to the changes in the high school Biology; curriculum (Falk, 1971: 21). The introduction of the new senior Biology syllabus to Soweto secondary schools should be seen as a reaction to changes in the nature of scientific knowledge. According to a report of a Workshop held by SCISA (Science Curriculum Initiative for South Africa) at Michael house, 11-12 January 1989, it was realized that the current syllabus, and syllabus development and implementation processes are "out of balance and in need of review, This implies that the current syllabus fails to meet the needs of the learner as well as those of society.
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Conway, Lyn. "The South Australian curriculum standards and accountability framework in preschools: influence and outcomes." 2008. http://arrow.unisa.edu.au:8081/1959.8/47058.
Full textAbstract:
The thesis topic seeks to address to what extent early childhood practitioners have adopted teaching methodology and pedagogical practices to embrace the SACSA Framework in the Communication and Language Learning Area.
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Mashongoane, Thabo Shadrack. "The impact of National Certificate Vocational on the continued learning : patterns and destination of the FET colleges engineering graduates in the North West Province." Thesis, 2015. http://hdl.handle.net/10500/19837.
Full textAbstract:
Since the advent of democracy in 1994 South Africa has been faced with the shortage of skilled people and this is caused, amongst other things, by the inadequacy of the outdated National Education Programmes for Technical Colleges (NATED) and later referred to as the N-programmes. To address the problem, the former Department of Education (DoE) developed new programmes called the National Certificate Vocational NC (V) for the students of the Further Education and Training colleges (FETs), which were renamed the Technical Vocational Educational and Training Colleges (TVET). The TVET programmes were implemented with the collaboration of industry and other stakeholders who were involved when the NC (V) programmes were developed to ensure their buy-in. Despite all these efforts, Magnus et al. (2013) are of the view that the vocationally-oriented NC (V) programmes offered at colleges are not useful, work-focused and flexible, as a result some leading employers reject the products of the programmes. Returning to the global debate, Lewis (2009) contends that failure of vocational programmes anywhere ought not to be taken as an indictment of vocationalism.
Based on the above scenario, this study surveyed and traced TVET graduates who graduated from 2009 to 2012, to determine the impact of the NC (V) programme on those who decided to either further their studies or be employed. Although the programmes offered by the FET’s are rolled out in various study fields throughout the country, the research was limited to graduates who were enrolled in the following three programmes in the North West Province: building construction, electrical, and engineering related studies. The three mega FET Colleges, composed of more than ten campuses as listed in point 1.2.1, are spread throughout the province, which is regarded to be predominantly rural even though it boasts the biggest hub of mines, especially platinum mines. There is also high concentration of tourism industry as well as agricultural businesses that require a skilled labour force to drive economic activities. An extensive literature review was conducted to appropriately inform the study and to provide a firm basis for the arguments. The NC (V) programmes by their nature and design are closely related to the work of the Sector Education and Training Authorities (SETAs) with respect to the apprenticeships and the learnerships. Factors relating to the research scope, context and the geographical environment were analysed to ensure proper delineation and delimitation of the study since it covered only the North West Province of South Africa. The study used both qualitative and quantitative research methodologies for the collection of data. An interview schedule was used for the collection of the qualitative data from the Colleges, Department of Higher Education and Training, the Sector Education and Training Authorities (SETAs), the Universities of Technologies (UoTs), and the various employer organizations. The questionnaire was applied to collect quantitative data from the graduates because of their large numbers. The use of both methods, the qualitative and quantitative, enhanced the quality of the verification and the validation of the data.
The correlational relationship and connection between the NC (V) graduates and their post college destinations was determined. This refers to the correlation between NC (V) graduates and the opportunities seized after their college studies. Charles (1998:11) attests that “although in most cases data for correlation studies are obtained through measurement, at times they come from judgments made by researchers, teachers, or other qualified persons”. In line with this, the researcher presented the findings from the qualitative method in a manner that outlines the opinions and the post college status of the graduates. The findings of the qualitative method provided background knowledge into the NC (V) programmes, the graduates and their destinations, thereby validating the quantitative findings. A work integrated learning framework model is proposed for the enhancement of the FET College curriculum, for the improvement of quality work-placement and for the promotion of partnership amongst the beneficiaries; graduates, employers, colleges and the intermediaries.Educational Leadership and Management
D. Ed. (Education Management)
40
Pillay, Padmini Patsy. "Early childhood practitioners experience of the mathematical literacy curriculum in the context of the National certificate in early childhood development : a case study." Thesis, 2005. http://hdl.handle.net/10413/1608.
Full textAbstract:
Since 2002, the South African Qualifications Authority (SAQA) has included mathematical
literacy as a compulsory fundamental component for the Further Education and Training
Certificate (FETC). This constituted a radical development in education and is intended to
empower individuals so that they can function effectively in, and contribute to the
democratization of the country. This exploratory study examined the mathematical literacy
experiences of 12 Early Childhood Development (ECD) practitioners training toward the
National Certificate in ECD at NQF L4. The study was conducted at a non-government, nonformal
ECD training organization based in Durban. The practitioners were undertaking their
training as part of a Learnership programme. A qualitative research methodology was
employed. The data was gathered through focus group interviews, semi-structured interviews,
and documentary analysis. The study revealed that the practitioners held a positive view of
mathematical literacy training. In addition, it was found that such training should remain as part
of the ECD qualification owing to the fact that it added value at both a personal and
professional level. In interrogating the curriculum, practitioners recommended the inclusion of
ECD examples, and engagement with how mathematical literacy is used in the different
contexts. In terms of relevancy of content, practitioners recommended content areas that could
be applied in their personal and professional lives. Mathematical literacy that related to national
issues was seen as abstract, for example balance of payment in terms of the national budget.
The study revealed that the background of the ECD practitioners need to be taken into account
as some practitioners may not have studied mathematics before. This implies that providers will
need to take into account the NQF Level 3 entry requirements and the expected embedded
knowledge that practitioners are supposed to have prior to the registration of practitioners for
the NQF L 4 certificate. In this regard, policy makers may also need to re-examine the issue of
whether mathematical literacy is needed at the level of the qualification. Dialogue on these
issues between SAQA and the different stakeholders may be necessary. Not surprisingly, the
study revealed the need for suitably trained mathematical literacy facilitators given that this is a
new programme. This study is by no means exhaustive, and is but a small sample of views that
could be further explored in a more comprehensive study.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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Davey, Brenda G. "A Bernsteinian description of the recontextualising process of the national curriculum statement from conceptualisation to realisation in the classroom." Thesis, 2006. http://hdl.handle.net/10413/1287.
Full textAbstract:
The aim of this study is to describe the recontextualisation of the official pedagogical
field, in the form of the National Curriculum Statement (NCS), in the Further Education
and Training (FET) band. The study's focus concentrates specifically on the in-service
training programme devised by the KZN FET Directorate for teachers of Grade 10's in
2005, beginning with the creation of the FET curriculum statements at national level and
tracking the dissemination of this information to provincial level, then through regional
and district level and into the schools.
The researcher was able to analyse the documents created at national level, observe
and/or interview role-players at each level of the continuum: national, provincial,
regional, district and school (including parents of school-going teenagers). This evidence,
supplemented with video-recordings and posters produced at five different venues was
selectively described using Berasteinian terminology and his theoretical framework of the
pedagogic device.
Research findings in answer to the questions posed, viz. to what extent the social
transformation process was understood by the role-players in the process (concentrating
on English Home and First Additional Language teachers), indicate that in some cases
the official pedagogical field is carried over with minimal change, and in others it is
evident that careful monitoring and retraining may be the only means to concretise the
intended change in thinking in the minds of South Africa's teachers.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Mabale, Moshe Bedwin. "Challenges faced by lectures in the implementation of National Certificate Vocational curriculum at Mopani South East FET College." Thesis, 2013. http://hdl.handle.net/10386/1290.
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Thesis (M. Ed. (Educational Studies)) -- University of Limpopo, 2013This research was based on the challenges faced by lecturers in the implementation of the National Certificate Vocational (NCV) curriculum at Mopani South East FET College. The common idea was that the new NCV curriculum in South Africa was going to keep abreast of changes with the population. However, the implementation of the NCV curriculum was not as effective as expected. This was demonstrated by the fact that in 2007, numerous students in NCV Level 2, did not manage to progress to the next level. The through-put rate was low in almost all the programmes. Therefore, the researcher was led to believe that lecturers were finding it difficult to implement the new NCV curriculum. In order to explore challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET, the researcher discussed different perspectives of and the rationale for curriculum change and implementation in different parts of the world including South Africa. The curriculum changes and implementation were discussed considering some of the countries, such as Romania, China, Qatar, Saudi Arabia, United States of America (USA), Malawi, Mozambique and South Africa. Scholars have proven that for effective curriculum implementation, there are a number of ideas, which cannot be undermined, especially when there are curriculum changes. It referred to issues, such as the availability of curriculum plans, proper curriculum implementation management and leadership and continuous development of all the implementers. The aim of the study was to explore the challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET College. There were three objectives to this study, Firstly, to establish obstacles, which hindered the implementation of the NCV curriculum, secondly, explore what the causes for these obstacles were, and thirdly, describe the extent, to which these obstacles affected the implementation of NCV curriculum. The challenges faced by lecturers in the implementation of the NCV at Mopani South East FET College were investigated in order to achieve the stated objectives. The findings of this study provided conclusions and implications to NCV curriculum lecturers as well as policy makers; and added a body of knowledge in curriculum implementation. v A qualitative research method was used for the purpose of this study. Interviews and document analyses were used in order to gather information. The findings from this research project focused on four themes a) physical resources; b) student matters; c) staff matters and d) management matters. After considering the findings and results from the interviews and documents analyses, the researcher was convinced that further research could be undertaken in line with the relevant lecturer qualifications, academic and staff development for the FET sector, articulation of the NCV curriculum by businesses, monitoring and evaluation of the NCV curriculum implementation by campus, college management, as well as relevant provincial and national officials. In conclusion, the researcher believes that this study would play a very significant role to assist lecturers teaching or lecturing the NCV programmes, additionally, add to the body of knowledge in curriculum implementation and be of use to policy makers. Eventually, it will assist in bringing the desired expectations by Mopani South East FET College and the Department of Higher Education and Training (DoHET) to fruition.
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Young, Marisa. "Presentation counts : promotional techniques, the entrepreneurial spirit and enterprise in South Australian primary and secondary education, 1836-c.1880." 2005. http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:37046.
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From brochures in garden letterboxes to internet homepages, Australian schools now seek to attract enrolments through an array of positive representations of school life. Educational promotion is not a new phenomenon, even though some comments in the media may suggest otherwise. Australian educators to date know relatively little about the early development of educational promotion, despite historians? use of printed school advertisements as sources for information. The research questions posed here asks how entrepreneurial educators promoted the development of primary and secondary education in colonial South Australia.
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Aeuckens, Annely. "The people's university : a study of the relationship between the South Australian School of Mines and Industry/South Australian Institute of Technology and the University of Adelaide (with reference to the relationship between the School/Institute and the South Australian Department of Education) 1987-1977." 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arma255.pdf.
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Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 / Jim Jose." Thesis, 1995. http://hdl.handle.net/2440/18644.
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Islam, Waliul. "Ways of becoming : South Asian students in an Australian postgraduate environment." Thesis, 2009. https://vuir.vu.edu.au/15244/.
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The formation of student diasporas in western universities is a manifestation of the globalization and internationalization of higher education, and has necessitated studies about international students’ adaptation to such universities. Statistics of the last decade show that there has been a significant flow of international students to Australian universities, and a large proportion of this student cohort comes from South East Asian and South Asian countries. Whilst there has been a good deal of research on international students from South East and Far East Asia, who share a Confucian Heritage Culture (CHC) background, there are relatively very few studies on South Asian students, particularly postgraduate students from India, Pakistan and Bangladesh (defined as South Asian for this study). This qualitative study about the adaptation experiences of postgraduate coursework students from South Asian countries fills some of the gap that exists in the body of literature about international students.
The study, conducted at a cross-sectoral Australian university in Melbourne, referred to with the pseudonym Southern University (SU), has utilised a longitudinal qualitative approach to explore from an ‘emic’ perspective the adaptation experiences of ten postgraduate coursework students from India, Pakistan and Bangladesh. The students were studying in four faculties at SU, and participated in in-depth interviews and focus group discussions over their first two semesters.
The study considers the students’ adjustment process in the Australian academic landscape from their pre-arrival expectations to their settlement after two semesters, and is structured to consider three phases of their experiences – initial, transitional and endpoint – in negotiating new academic norms and genres, including spoken communication.
The study identifies a number of dimensions along which differences are evident in the students’ approaches and strategies in adjusting to their studies and lives as postgraduates. In academic adjustment, all the postgraduates demonstrated incremental progress which was marked by varying levels of perceptual and attitudinal changes in understanding the new academic culture.
Whilst the students shared a common goal of undertaking an Australian postgraduate degree to enhance their employment prospects, two broad types of strategists emerged: initiators of self-development and system compliers. The study also notes that the postgraduates, through their physical presence in Australia and becoming qualified with a western education, negotiated new, hybrid and empowered identities for themselves.
In its limited exploration about the students’ social acculturation, the study notes that some of them followed a selective integrative approach while others adopted assimilatory process, and they all indicated a hybrid state of acculturation to Australian culture. The study also uncovers that, besides their academic goals, many of the postgraduates had a largely hidden agenda of long term settlement in Australia.
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Selepe, Olpha Nkosingiphile. "Management of National Certificate Vocational curriculum in addressing skills shortage in Newcastle, KwaZulu-Natal." Diss., 2017. http://hdl.handle.net/10500/23735.
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The aim of this study was to investigate how the National Certificate Vocational (NCV) curriculum is being managed at Majuba TVET College in ensuring that it impacts positively in addressing skills shortage in the Newcastle area.
The following was the main question for the study:
How is Majuba TVET College managing the National Certificate Vocational (NCV) curriculum in addressing skills shortage in the Newcastle area?
A comprehensive literature review was conducted to provide strong arguments as presented by different authors who wrote on the topic after conducting research about Technical Vocational Education and Training (TVET) Colleges
A qualitative method was chosen by the researcher to gather data on the management of the NCV curriculum in addressing skills shortage. The main aim was to discuss the methods the researcher used in the study to collect data meant to acquire the impact of the NCV curriculum management in addressing skills shortage.
Data was collected through face-to-face interviews, non-participant observation and literature review. It was then put together and analysed according to themes aligned to the main study problem and the sub problems in order to realise the main aim of the study and the sub-aims.
On the basis of the findings and the recommendations, the researcher proposed the importance of the college to review the NCV curriculum so that it is aligned with practical exposure enhanced by NCV students from the industry.
In conclusion, the findings pointed out that NCV students’ practical exposure may have a big impact in addressing skills shortage and combating the high unemployment rate in the Newcastle area.Educational Leadership and Management
M. Ed. (Education Management)
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Makibinyane, Julius Motala. "Influence of national certificate vocational students’ academic support on the throughput rate at a TVET college in the Free State Province." Diss., 2020. http://hdl.handle.net/10500/27246.
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Abstract in English, Sesotho and FrenchTechnical and Vocational Education and Training (TVET) colleges in South Africa face several challenges including low throughput rate. Low throughput rates have a strong bearing on the success of the TVET sector and its ability to respond to the needs of the country, such as skills shortages. The aim of the study was to investigate the implications of the National Certificate Vocational (NCV) students’ academic support on the throughput rate at the selected TVET college. Qualitative research methodology has been used to help the researcher to explore and gather rich information on the college throughput rate and provision of academic support. The study utilised a case study design. Participants were student support services and academic staff at the selected TVET college. The collection of participants in this research was using a purposive sampling technique. The researcher recorded and transcribed semi-structured interviews. The analysis of the data is based on thematic data. The themes used were derived from the research objectives and further broken down into categories and sub-categories. The study found that there are various factors that influence the students’ academic performance and the throughput rate such as students’ family background, academic difficulties, poor class attendance, poor infrastructure, lack of professional development opportunities, lack of career guidance, lack of academic support and shortage of Student Support Services (SSS) staff. The study also found that students are not making use of the student support services because of lack of information about the SSS unit at the college. Without proper students’ academic support programmes, students are likely not to succeed academically. Various challenges that hinder the effective utilisation of the academic support services include lack of qualified personnel, being understaffed, low prioritisation of academic support programmes by college management and limited access time. The college needs to develop ties with key stakeholders such as other TVET colleges and the Department of Basic Education to provide a forum for sharing crucial academic support information. The researcher suggests that more trained and qualified personnel should be hired to support students’ academic support. Administration of admission tests for students should be enhanced, and the test results should be available round the clock. College management should demonstrate dedication to the well-being of students by prioritising and acknowledging academic support as vital to the academic performance of students.
Likoleche tsa thuto ea mahlale le koetliso (TVET) Afrika Boroa li tobana le liphephetso tse 'maloa ho kenyeletsa le tekanyetso e tlase. Litefiso tse tlase tse kenang li na le katleho e kholo katlehong ea lekala la TVET le bokhoni ba eona ba ho arabela litlhoko tsa naha tse kang khaello ea litsebo. Morero oa thuto e ne e le ho etsa lipatlisiso mabapi le litlamorao tsa tšehetso ea thuto ea baithuti ba NCV ka sekhahla sa thuto e fumanehang kolecheng ea TVET. Tlhahlobo e matla ea lingoliloeng e ile ea etsoa ho lekola phepelo ea lits'ebeletso tsa tšehetso ea thuto le sekhahla sa koleche e tsoang. Mokhoa oa ho etsa lipatlisiso tse nepahetseng o ile oa sebelisoa ho lumella mofuputsi ho fumana leseli le fumanehang ka sekhahla sa koleche le tlhahiso ea tšehetso ea thuto. Boithuto bo sebelisitse moralo oa thuto ea linyeoe. Barupeluoa e ne e le litšebeletso tsa tšehetso ea baithuti le basebetsi ba TVET koleche e khethueng. Mokhoa o nang le sepheo oa ho etsa sampole o sebelisitsoe ho khetha barupeluoa thutong ena. Lipuisano tse hlophisitsoeng hantle li ile tsa tlalehoa tsa ba tsa hatisoa. Ho ile ha sebelisoa tlhahlobo ea tlhaiso-leseling ho hlahlobisisa lintlha. Litema tse sebelisitsoeng li nkiloe ho sepheo sa lipatlisiso 'me li arotsoe hape ka mekhahlelo le likarolo tse ka tlase. Boithuto bo fumanoeng ho na le lintlha tse fapaneng tse amang ts'ebetso ea barutoana le maemo a thuto a fetoloang joaloka maemo a lelapa a baithuti, mathata a thuto, ho se be teng hantle ha sehlopha, tikoloho e mpe, ho haella ha menyetla ea nts'etsopele ea mosebetsi, ho hloka tataiso ea mosebetsi le khaello ea basebetsi ba SSS. Boithuto bo boetse bo fumane hore baithuti ha ba sebelise litšebeletso tsa tšehetso ea baithuti ka lebaka la tlhaiso-leseling e mabapi le yuniti ea SSS eo koleche e e hlokang. Ntle le mananeo a ts'ehetso ea thuto ea baithuti, baithuti ba ka nna ba se atlehe sekolong. Liphephetso tse fapaneng li sitisa ts'ebeliso e ntle ea lits'ebeletso tsa tšehetso ea borutehi ho kenyelletsa, ho haella ha basebetsi ba tšoanelehang, ho se sebetse, ho etelletsa pele merero ea tšehetso ea borutehi ke batsamaisi ba koleche le nako e lekanyelitsoeng ea ho fihlella. Ho na le tlhoko ea koleche ea ho theha likhokahano le bankakarolo ba bohlokoa joalo ka likoleche tsa TVET tse ling, Lefapha la Thuto ea Motheo ho ba le sethala sa ho arolelana leseli la bohlokoa ka tšehetso ea thuto. Mofuputsi ke mohopolo oa hore basebetsi ba tšoanelehang le ba ngolisitsoeng haholo ba lokela ho hiroa ho matlafatsa phepelo ea tšehetso ea thuto ho baithuti. Tsamaiso ea liteko tsa kamohelo ea baithuti e lokela ho ntlafatsoa, 'me liphetho tsa liteko li lokela ho fumaneha ho potoloha le nako. Tsamaiso ea koleche e lokela ho bonts'a boitlamo boiketlong ba baithuti ka ho etelletsa pele le ho amohela tšehetso ea thuto ea baithuti e le karolo ea bohlokoa katlehong ea thuto ea baithuti.
Les collèges d'enseignement et de formation techniques et professionnels (EFTP) en Afrique du Sud sont confrontés à plusieurs défis, dont un faible débit. Les faibles taux de production ont une forte incidence sur le succès du secteur de l'EFTP et sa capacité à répondre aux besoins du pays tels que les pénuries de compétences. Le but de l'étude était d'étudier les implications du soutien académique des étudiants NCV sur le taux de débit au la selection TVET collège. Un examen approfondi de la documentation a été effectué pour explorer la prestation de services de soutien scolaire et le taux de rendement des collèges. Une méthodologie de recherche qualitative a été utilisée pour permettre au chercheur d'explorer et d'obtenir de riches informations sur le taux de rendement des collèges et la fourniture d'un soutien académique. L'étude a utilisé un plan d'étude de cas. Les participants étaient des services de soutien aux étudiants et du personnel universitaire du collège la selection TVET. Une technique d'échantillonnage raisonné a été utilisée pour sélectionner les participants à cette étude. Des entretiens semi-structurés ont été enregistrés et transcrits. Une analyse thématique des données a été utilisée pour analyser les données. Les thèmes utilisés étaient dérivés des objectifs de la recherche et ceux-ci étaient ensuite divisés en catégories et sous-catégories. L'étude a révélé qu'il existe divers facteurs qui influent sur le rendement scolaire des élèves et le taux de rendement, tels que les antécédents familiaux des élèves, les difficultés scolaires, la faible fréquentation des classes, les mauvaises infrastructures, le manque de possibilités de développement professionnel, le manque d'orientation professionnelle, le manque de soutien scolaire. et la pénurie de personnel SSS. L'étude a également révélé que les étudiants n'utilisent pas les services de soutien aux étudiants en raison du manque d'informations sur l'unité SSS que le collège. Sans programmes de soutien scolaire appropriés, les étudiants ne réussiront probablement pas sur le plan scolaire. Divers défis entravent l'utilisation efficace des services de soutien scolaire, notamment le manque de personnel qualifié, le manque de personnel, la faible hiérarchisation des programmes de soutien scolaire par la direction du collège et le temps d'accès limité. Il est nécessaire que le collège établisse des liens avec les principales parties prenantes telles que les autres collèges de l'EFTP, le Département de l'éducation de base afin d'avoir une plateforme pour partager des informations vitales sur le soutien académique. Le chercheur est d'avis qu'un personnel plus qualifié et plus inscrit devrait être embauché pour renforcer la prestation d'un soutien scolaire aux étudiants. L’administration des tests d’admission des étudiants devrait être améliorée et les résultats des tests devraient être accessibles 24 heures sur 24. La direction du collège devrait montrer son engagement envers le bien-être des étudiants en priorisant et en reconnaissant le soutien scolaire des étudiants comme étant essentiel à la réussite scolaire des étudiants.
Educational Leadership and Management
M. Ed. (Education Management)
49
Smith, Robert Hugh 1942. "Policing and Australian security in the South Pacific : with special reference to police education and training programs." 1995. http://arrow.monash.edu.au/hdl/1959.1/8608.
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Lancione, Ascenzo. "A second chance: an investigation into adult re-entry education in the South Australian public secondary school system 1989-2005." 2009. http://hdl.handle.net/2440/59775.
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Over the 1980s secondary schools and Technical and Further Education (TAFE) colleges in South Australia had increasing numbers of adults returning to formal secondary education mainly in search of better jobs or to qualify for tertiary studies. The teaching of such students required an appreciation of the difficulties they faced with the competing demands of family and work, and the anxieties they had in meeting the requirements of formalised study. In 1989 the South Australian Government made a policy decision, to transfer all the year 11 and 12 classes which TAFE colleges had specially established for adult students to the public secondary school system. Funds were allocated for the establishment of a secondary school system wide structure of nine Adult Re-entry sites, eight of which are still successfully operating within the Department of Education and Children’s Services. Whilst adult educational sites existed elsewhere, no other Australian state had a comparable systemic secondary school structure designed for adults returning to study. As a teacher of adult re-entry students, I sought to investigate the historical factors behind the policy decision to establish of adult re-entry sites within the secondary school system, to research the development of adult programs at a particular site and to study the experiences of adult students, analysing in particular why they returned to formal studies. Overseas studies indicated that to understand the personal worlds of adult students two sets of factors needed to be taken into account. External social and cultural factors influenced their current situation and their life experiences. Internal psychological factors helped to determine how they responded to the new demands of study. Four different educational responses to adult students could be identified. Direct and structured teaching could be seen in many vocational training models. Programs based on andrological principles put the emphasis on the individual’s self – directed learning. A third approach was focussed on critical pedagogy which sought to change society. There was also evidence of a holistic approach, which was centred on the adult learners but provided sympathetic educators to support their learning. The researcher’s underlying perspective in carrying out this study was that associated with Weber’s social action theory, because of the way it enabled emphasis to be placed on the actions of individuals and their interpretations of their actions in their social and cultural contexts. In this research portfolio the individuals concerned were politicians and educational administrators making policy decisions (Part 1); teachers developing appropriate programs (Part 2); and adult students deciding to return to studies and participating in adult programs (Part 3). Part 1 of Portfolio Two main sources of data were used to investigate the reasons for the 1989 policy decision to establish a system of adult re-entry colleges and schools within the Education Department of South Australia. The first was the official Hansard record of debates in the South Australian Parliament during the late 1980s and early 1990s. The second was a series of interviews with the Minister of Education involved and key officials in the Departments of Education and TAFE. The debates were focussed on the ideal educational location for adult re-entry students. Arguments based on the perspective of social justice and the special needs of adult students led to the establishment of a formal network of sites and programs to cater for the needs of adults within the secondary school sector. Despite the closure of one site in 1996 and funding readjustments in 1998, by 2005 adult re-entry colleges and schools had a well established role in South Australian public education system. Part 2 of Portfolio The investigation into the development of adult re-entry programs on one site was based on documents available in the Research School chosen – annual statistics, reports, curriculum, administration and journals. In addition, key members of staff involved in the adult program were interviewed. There was evidence of the way the adult program had changed over the period 1990 - 2005 in response to changing demography in the surrounding area and to changing needs and interests of those returning to study, as well as satisfying Departmental requirements. In recent years there has been a trend for more students to study part – time and to seek vocational rather than pre – university education. The provision of appropriate courses, resources and support was regarded by staff as important in the ongoing success of the adult re-entry program. Part 3 of Portfolio The investigation of adult students’ motivations and experiences in returning to study was based on the memoirs and personal statements of 40 adult re-entry students from the Research School. Their comments provided a unique understanding of the diverse personal worlds of adult re-entry students, their expectations, goals and aspirations, their difficulties and problems and their learning experiences. The formation of adult campuses in the secondary sector in South Australia was influenced by both pragmatic factors and by principles of social justice which sought to promote educational opportunities and offer those who had left school without recognised qualifications a second chance. Adult re-entry sites have continued to provide for the needs of adult learners in the communities they serve. They have made an important contribution both to the individual’s right to life – long learning and to society’s need for skilled workers and well educated professionals. During the twenty first century adult sites in South Australia within the Department of Education and Children’s Services have faced two challenges. The learning interests of adult students have changed, with more looking to the acquisition of technical and vocational skills. Furthermore, in order to remain viable, adult sites have had to maintain a high profile in relation to innovative policy development, student numbers, funding and resource allocation. Their successes have been due in large measure to their recognition that adult re-entry students were not big kids, but required specific educational structure and programs catering for their diverse learning needs.http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1415385
Thesis (D.Ed.) -- University of Adelaide, School of Education, 2009