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Dissertations / Theses on the topic 'Syllabus design'
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Boatenreiter, Maryana Ruth. ""Did you Read the Syllabus?" Twitter Did: Public Syllabi and Activist Writing Pedagogy." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564500466476402.
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Flowerdew, John Leslie. "Semantic/pragmatic theory and second language teaching syllabus design." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236348.
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Decroo, Kenneth Louis. "Creating a student accessible online syllabus." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.
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This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.
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Villanueva, Mariza de Almeida. "A potential English syllabus design for elementary schools in Brazil." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24361.
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Mitchell-Schuitevoerder, Rosemary Elizabeth Helen. "A project-based syllabus design : innovative pedagogy in translation studies." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10830/.
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This thesis presents a project-based syllabus as an innovative approach to translator training in higher education. The learner-centred syllabus raises the awareness of translation skills and competences among trainee translators and can provide an enhanced all-round translator training in higher education, from an academic as well as a vocational perspective. The project-based syllabus was trialled in the module Translation and Technology of the Master’s degree in Translation Studies at Durham University (UK), which aims to familiarise students with internet-based and computer-aided translation tools. A three-year study conducted between 2009 and 2012 was an inquiry into the impact of the syllabus on students’ translation competences and skills. The quality and quantity of literature since the 1980s have shown that Translation Studies has become an independent discipline, partly thanks to scholars who have mapped the discipline, such as Holmes (1988) and Toury (1995, 2012), and others who have directed the spotlights on didactics, such as Kiraly (1995) and Pym (1993 - present) among others. The discussion of didactics and pedagogy, particularly in relation to translation technology, is to be found mainly in articles, chapters in collected volumes, or in conference papers. Against this background, the project-based syllabus is put forward as a suitable and complementary teaching method which helps students meet academic as well as professional requirements. In the thesis, I will place the project-based syllabus in context, describe its origin, discuss the rationale for its implementation, and the outcomes of the study.
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Lopes, Luiz Paulo da Moita. "Discourse analysis and syllabus design : an approach to the teaching of reading." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019618/.
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This thesis has two main concerns. one is with the design of an EFL syllabus for Brazilian secondary schools of the public sector and the other with a preliminary evaluation of this syllabus in this context. To design the syllabus, this thesis takes into account two types of conditions: extrinsic and intrinsic conditions. The extrinsic conditions have to do with the actual characteristics of the "learning milieu" and of the general social context where this "milieu" is found. The study of these conditions point out that for a FL syllabus to be feasible and socially justifiable in this environment it must centre on the provision of reading skills. The intrinsic conditions relate to theoretical issues in applied linguistics which bear upon the internal organisation of a syllabus designed to meet this provision. These issues essentially involve research in the areas of discourse analysis, schema theories of reading comprehension, FL learning and , FL syllabus design theories. The design of the syllabus then comprises a mediating process between these two types of conditions, which results in an interactive schema theoretic reading syllabus model. The inquiry into the operation of the syllabus in the classroom involves the use of a quasi-experimental research paradigm which is complemented by non-experimental research procedures. The findings of this empirical work indicate that it is worth putting the syllabus to the test of practice through its actual realisation in the classrooms so that it can be continually evaluated and improved by teachers. The thesis concludes with the formulation of an action-research methodology for teachers' work which makes this sort of syllabus development possible.
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Du, Plessis Madele. "Complexity in second language task-based syllabus design for police communication in isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17824.
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Thesis (MA)--Stellenbosch University, 2011.ENGLISH ABSTRACT: The purpose of this thesis is to present an isiXhosa task-based syllabus design for police communication. The aim is to provide a theory-based rationale for syllabus design to teach English- and Afrikaans-speaking police officials isiXhosa as a second language in order to communicate with the isiXhosa mother tongue police officials inside the police station (internal), as well as with the isiXhosa speaking community (external). For this purpose, a needs analysis is conducted, i.e. the communication needs and objectives of the police officials are determined. Therefore, the aim is to determine the proficiency level of the police officials in terms of their knowledge about isiXhosa. The thesis undertakes this investigation in order to determine the type of communication used by the police officials. Communicative tasks, appropriate for police officials on an intermediate level, were constructed accordingly for the purpose of identifying central task types. An analysis of each dialogue is done in order to determine the level of cognitive, as well as syntactic complexity. Each of these dialogues can be scaled in terms of their complexity, i.e. the complexity can either be increased or decreased. The aim of the communicative tasks is to teach learners various ways in which different parts of texts relate to one another. Furthermore, the purpose of this thesis is to determine the way in which Task-based Language Teaching can be incorporated into a syllabus design in order to teach isiXhosa to police officials as a second language. The aim of Task-based Language Teaching is to create natural contexts in which communicative tasks can be performed. The communicative tasks should enable the police officials to use the language in order to communicate in the world outside the classroom. The study concludes that specific purpose syllabus design is a multi-faceted process, hence it requires a multi-perspective approach as demonstrated in this thesis.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om 'n Taakgebaseerde Sillabusontwerp vir polisiekommunikasie voor te stel. Die mikpunt is om 'n teoreties-gebaseerde rasionaal vir sillabusontwerp te verskaf om sodoende Engels- en Afrikaanssprekende polisielede isiXhosa as tweede taal te leer sodat hulle in staat is om met polisielede in die polisiestasie (intern), asook met die gemeenskap (ekstern) te kommunikeer. Vir hierdie doeleinde is dit nodig om 'n behoefte-analise saam te stel, met ander woorde die kommunikasiebehoeftes en -doelwitte van die polisielede. Die doel is dus om die bevoegdheidsvlak van die polisielede te bepaal in terme van hul kennis rakende isiXhosa. Dit sluit 'n ondersoek in om vas te stel watter tipe kommunikasie deur die polisielede gebruik word. Kommunikatiewe take, geskik vir polisielede op 'n intermediere vlak, is daarvolgens saamgestel om sodoende sentrale taaktipes te identifiseer. Elke dialoog is geanaliseer in terme van kognitiewe, asook sintaktiese kompleksiteit. Elkeen van hierdie dialoe kan georden word in terme van hul kompleksiteit, met ander woorde die kompleksiteit kan of verhoog of verlaag word. Die doel van die kommunikatiewe take is om leerders verskeie maniere te wys waarop verskillende dele van tekste verband hou met mekaar. Verder is die doel van hierdie tesis om te bepaal hoe Taakgebaseerde Taalonderrig in 'n sillabusontwerp inkorporeer kan word om sodoende isiXhosa as tweede taal aan polisielede te leer. Die mikpunt van Taakgebaseerde Taalonderrig is om natuurlike kontekste te skep waarin kommunikatiewe take uitgevoer kan word. Die kommunikatiewe take is veronderstel om polisielede in staat te stel om die taal te gebruik sodat hulle in die wereld buite die klaskamer kan kommunikeer. Die gevolgtrekking van die studie is dat 'n sillabusontwerp vir spesifieke doeleindes, 'n multi-kenmerkende proses is, en dus 'n multi-perspektiewe benadering vereis soos wat demonstreer is in hierdie tesis.
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Mohamed, Saleh Hassan. "The communicative approach in language teaching and its implications for syllabus design in Libya." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341757.
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Shaffi-Mir, Surriya. "An evaluation of the principles of language learning, teaching and syllabus design towards a specification of a new English syllabus for intermediate level in the Punjab, Pakistan." Thesis, Institute of Education (University of London), 1991. http://eprints.ioe.ac.uk/18596/.
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This dissertation explores why, even after nine years of studying the English language, graduates in the Punjab emerge with very deficient English. An examination of the currently prescribed syllabuses for the Secondary, Intermediate and Degree stages reveals that they are based on out-dated concepts of language teaching. They not only provide impoverished language content but fail to take into consideration the learners' actual needs. They are exclusively based on translation and 'dead language' techniques. Moreover, the examinations allow memorized answers to set questions which are repeated year after year. This dissertation examines the theoretical bases for a specification of a new syllabus. It considers the background of psychology, psycholinguistics, ELT theories and methodologies, and syllabus design, and attempts to develop a pragmatic approach toward the teaching of English in the Punjab. New syllabuses need to be proposed for all three stages of English language study. In this dissertation a proposed specification for the Intermediate stage is outlined, which, if adopted would function as a model for other stages. The specification is for a multi-dimensional syllabus, combining the benefits of both communicative and structuralist approaches, and taking full account of the needs of the particular learners involved and of the local context of education.
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Gondwe, L. "Factors in the design of an English language syllabus for engineering students at the Malawi Polytechnic." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235206.
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This thesis sets out to identify and examine two research questions: (a) is it desirable and (b) is it practicable to have an English language syllabus based on the language and communication needs o~ engineering students? These questions are examined in relation to students' negative attitudes to language and the decline in motivation. The methods used to gather data are through the questionnaire, interviews and observation. Thus, Chapter 1 gives the background history o~ the University o~ Malawi and its role in national development. It discusses the role and status o~ English in Malawi and the University as well as outlining language teaching objectives in a technical college. Chapter 2 is a comprehensive review o~ the psycholinguistic literature on Ll and L2 acquisition and learning pointing out areas o~ controversy. It looks at the major learning theories o~ behaviourism, cognitivism and humanistic thought and discusses the part played by motivation and attitudes in L2 learning as well as the role of formal instruction in SLA. Chapter 3 is also a comprehensive review o~ current attitudes to L2 learner errors, communication and learning strategies and examines the implications o~ these on teaching. Chapter 4 discusses matters o~ syllabus design, sociolinguistic aspects o~ language learning, the communicative approach to language teaching and learning and the role o~ the teacher. Chapter 5 examines further some relevant ~actors in language programme development, describes the research plan and data collection methods. Chapter 6 presents an analysis, interpretation and evaluation o~ the data collected. The summary and conclusion in Chapter 7 highlights the major issues raised in the thesis, the major findings of the research and goes an to make suggestions for a language syllabus content and methodology.
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Bagigni, Ainas. "The role of English in Libya and its implications for syllabus design in Libyan higher education." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/29191/.
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The aim of this sociolinguistically-oriented study is to determine the elements of a suitable English Language syllabus for university students in Libya. The syllabuses currently being used to teach English Language in the Libyan Higher Education sector were originally designed back in the 1980s. In view of the sweeping changes which have taken place both in the role of English in the world and also in Libya itself since that decade, and in view of concurrent developments in language teaching practice, this thesis starts from the presumption that these syllabuses and the materials used to implement them are unlikely to be adequate. It attempts to achieve its aim by three means. Firstly, using observational accounts and fieldwork, it seeks to provide a sociolinguistic profile of this major world language in Libya in order to ascertain the domains in which it is used and the role which it currently plays in Libyan society (and therefore what it is that Libyan university students might need to be able to do with it). Secondly, using an attitudinal questionnaire, it investigates the attitude of Libyan students in higher education towards learning English, the English language, and towards those who speak it as their mother tongue since research suggests that attitude can be of crucial importance in the language learning process. Thirdly, it conducts a critical evaluation of the English language syllabus and teaching materials presently in use at one university in order to identify the extent to which they follow current recommended practice in EFL course design and match the needs of learners. Findings suggest that although English does not enjoy any official status in Libya and its use in some domains remains restricted, it is currently expanding at an unprecedented rate and has already acquired the status of a second language in some domains. Questionnaire results indicate that Libyan university students hold favourable attitudes towards English, native speakers of this language and learning EFL. Crucially, many view a good level of English as a prerequisite for success in their chosen career. The evaluation of current EFL teaching materials and course syllabus reveals that these materials no longer reflect the current role of English in Libya or the needs of university learners. In addition, in methodological terms, they are out-dated, following the traditional grammar-based syllabus rather than the contemporary emphasis on the communicative approach. The thesis concludes by recommending that an integrated syllabus approach could be used to address the problems with the existing syllabus and proposes a multi- or integrated syllabus which aims to integrate grammatical components and linguistic skills to meet the needs of the learners and to address the language needs of Libyan society.
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De, Villiers Suzette Uvalde. "A task-based syllabus for English in South African primary schools / Suzette Uvalde de Villiers." Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/10128.
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English is the second language of almost 89,9% of all South
Africans (Bull, 1990:3). A concern about the low levels of
proficiency in English in South African primary schools prompted
this study. The majority of pupils (both in schools that use
English as medium of instruction and schools that offer English
as a subject only), as well as many teachers of English are not
proficient in English. The aim of this study is to design a task-based
syllabus for English in South African primary schools that
will address this problem through its potential to provide
extensive support for the teaching and learning of English.
The syllabus is the single most influential document all English
Second Language (ESL) teachers receive, as it directs and guides
teaching. In order to propose a syllabus for ESL in primary
schools, the following aspects were investigated in this study:
the teaching and learning of ESL in the primary school
approaches to syllabus design, task-based approaches to syllabus
design, current language syllabuses and the present situation in
South African primary schools.
Task-based approaches to language learning are increasingly
proposed as a viable option for syllabus design. There is a firm
theoretical rationale for task-based approaches to language
learning. Task-based models proposed by Prabhu, Breen and Candlin
and Long and Crookes have been influential in the design of task-based
syllabuses for language learning.
A survey was undertaken to ascertain to what extent language
syllabuses from various countries can be regarded as task-based,
and what information they specify. Seven representative task-based
syllabuses were studied, namely Graded Levels of
Achievement for Foreign Language Learning (GLAFLL), the Alabama
Course of Study - English Language Arts and the Alaska Model
Curriculum Guide: Language Arts (both for English as L1), and the
Dutch Syllabus for ESL, the Botswana Syllabus for ESL, the
Australian Language Levels (ALL) Project and the Target
Oriented curriculum (TOC) of Hong Kong.
The Target Oriented Curriculum (TOC) of Hong Kong is regarded as
the most suitable model on which to base a task-based model for
language teaching and learning in South African primary schools.
Not only does it provide firm support for classroom practice in
a teacher-friendly and concise manner, but it also provides
examples of how the various components of the syllabus can be
integrated in the planning of a scheme of work.
A core task-based syllabus for English in South African primary
schools is proposed. It consists of a situation analysis, the
aims and objectives of the course, its content, teaching-learning
opportunities and guidelines for assessment.Proefskrif (PhD (Vakdidaktiek))--PU vir CHO, 1997
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Galalah, Abdelhalim Ali Hassan Abo. "English language in the State of Qatar : analysis of perceptions and attitudes as a basis for syllabus design." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1495/.
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Al-Subahi, Abdul Hai Ahmad. "A communicative-functional English curriculum for intermediate school in Saudi Arabia : a model for English syllabus design and implementation." Thesis, University of Edinburgh, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314400.
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Khuwaileh, Abdullah Aied. "English language teaching in higher education in Jordan : needs analysis and syllabus design for English for science and technology." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1169/.
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Kohler, Hannah. "A Mixed Method Analysis on the Relationship between Engagement, Achievement, Satisfaction, and Syllabus Design in a Private Midwest University." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426661.
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Background: Online learning is now at the forefront of education, making a college degree more accessible than ever before. With online enrollments at an all-time high, quality instruction is essential to the sustainability of the institution and ultimately affects student enrollment and retention. Research exists on the effectiveness of syllabus design and the use of inventories, but the gap in the existing literature lies in combining the two.
Purpose: The purpose of this mixed methods study was to analyze possible relationships between syllabus design and student achievement, student engagement, student satisfaction, faculty instruction, and faculty satisfaction.
Research Design: An Online Syllabus Inventory (OSI) was developed as an evaluative and instructional tool and served as the independent variable for syllabus design between administration of control and experimental courses.
Data Collection and Analysis: This mixed methods study synthesized quantitative and qualitative data gathered from 28 online courses and 379 students. Data sources included student analytics from a learning management system, course evaluations from a student information system, and feedback from study participants.
Findings: In the domain of student achievement, a significant difference was found between two control and experimental courses. In the domain of student engagement, a significant difference was found in six courses. Among the sample, course-level factors were found to be significantly different in the domain of student satisfaction. No significant difference was found among instructor-level factors.
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Capocchi, Ribeiro Maria Alice de Fatima. "A New Perspective into Languages for Specific Purposes (LSP) Syllabus Design : Target language learningpromoting thedevelopment of refugee employability competencies." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106924.
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This thesis reports on a meta-analysis of the most relevant employabilitycompetencies to foster refugees’ labour integration which may be potentiallyleveraged through a target language for specific purposes (LSP)MOOCsyllabus. Italso suggests to group the thus identified employability competencies into threecategories tofurther supportLSPMOOC syllabus design and implementation.Themethodology of meta-analysis was based on Cooper’s (2017) five-stage model andguided by exploratory data analysis (EDA) of a dedicated research corpus that wasspecifically tailored for this study. Three data mining tools were used to performnatural language pre-processing and pattern extraction, directed by key terms(employability, competency, competencies, skill, ability, abilities, vocational,refugee,andlabour) used in various query combinations and limiters. IterativeEDApost-processing of metadata generated by these tools, based ontheoretical andsemantic sorting and integration, led to 21 re-aggregated clusters of employabilitycompetencies and the suggested categories for grouping them.The present studyshows that the broader capillarity of data and text mining tools, as well as ofEDA,can contribute toa more encompassing view of employability competencies and oftheLSP as a tool-competency, hence to a greater capillarity ofcompetency-basedVET(Vocational Education and Training) syllabus design, particularly the proposedinnovative type ofLSPMOOC syllabus.Examination Seminar held by Zoom given that it was a Distance Programme
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Peralta, Castro Fernando Manuel. "Action Research as a tool for English Language Teaching syllabus design within the context of a university in Western Mexico." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/415781/.
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This study investigates the ELT curriculum design and development process within a context, where English language is a compulsory subject across the undergraduate curriculum at University in Western Mexico. The study has adopted an four stage Action Research (AR) model proposed by Kemmis and McTaggart (1988). The research is predominantly qualitative aiming to produce a rich description of the research participants and their environment. The main data sources were interviews with the participants. They were supplemented with a survey, two language tests, diaries and documents from the research site. The findings of the study suggest that the use of AR as a tool for ELT curriculum design had a positive impact over areas such as syllabus design, teaching content and materials. The use of AR also helped to understand that the ELT syllabus design process must be underpinned by a systematic collection of data to make informed decisions, making a language course effective and efficient as a means of encouraging learning. Participants understood that AR creates knowledge based on enquiries conducted within specific and often practical contexts, and not necessarily in theoretical inputs generated by experts. Findings also showed that language teachers need to be aware of the complexities they face when deciding to conduct a process to innovate the language syllabus. To know about the experience of a group of language teachers participating in an AR cycle, reflecting about their practice, taking decisions, taking action and reflecting again about the impact of their actions over their work can encourage other language teachers from the same context or others to replicate the project and produce their own results. Data also shows the challenges that practitioners face when using AR to develop and design an ELT syllabus. The study concludes that AR can be used as a tool to improve the ELT syllabus design process conducted within a Higher Education Institution, where decision making tend to be centralised.
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Remache, Abdel Ghani. "A needs analysis approach to ESP syllabus design with special reference to English for science and technology in the Algerian ESP centres." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385790.
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Dung, Nguyen Hanh, and n/a. "From grammar to communication : a moderate viewpoint in the teaching of EFL adult learners in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060706.113712.
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This Study is concerned with the problems arising
from the application of new ideas in communicative
language teaching for EFL adult learners in Vietnam,
and the solutions to these problems.
The Study argues that to learn to communicate
effectively in a foreign language does not mean merely
to master the linguistic forms of the language, but also
to be able to use them in an appropriate way: to
acquire what is called communicative competence. The Study
also suggests that in Vietnam, the structural system of
the language cannot be neglected if teaching/learning is
to be successful. Accordingly, the Study attempts to
search for an appropriate approach to develop communicative competence in the EFL adult learners of Vietnam.
In order to achieve this aim, the Study enters into
consideration of the relevant literature with reference
to the development of the concept of communicative
competence, and communicative language teaching. Then
the Study makes a survey of some communicative-approach-based
textbooks pointing out the practical values of
different syllabus design models and teaching strategies
discussed in the literature.
Finally the Study proposes a communicative-structural
approach to syllabus design for the target group, the
teaching strategies as well as some techniques and
activities associated with the suggested approach.
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Tietge, Jan. "Analyzing speaking tasks in contemporary English textbooks for Swedish compulsory schools." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32835.
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Textbooks still dominate teaching materials in English classes in Sweden. This paper analyzes speaking tasks in two sets (textbook and workbook) of textbooks for year nine in Swedish schools, Happy, Workbook No. 3, and What’s Up? Textbook 9 and Workbook 9. The first analysis presents a content analysis, providing a general overview of speaking tasks found in both textbooks. Here, I will quantitatively account for the qualitative items types of speaking (monologue or dialogue), text types (narration, giving information, description, instruction, discussion/argumentation), cognitive operations (open/productive, open/reproductive, closed productive or closed/reproductive speech patterns), and classroom organization (single or pair work, pair or group work, or class work) in a matrix. This shows what kinds of tasks dominate the books and are required most of the students. The second is a close analysis of four speaking tasks against a framework of seven principles: scaffolding (actually demonstrating a solution), task dependency (tasks build upon each other), recycling (introducing language items in different contexts), active learning, integration (the task shows the relationship between meaning, form, and function of language items), from reproduction to creation (the order of tasks goes from reproductive to productive), and reflection (the task offers opportunity for reflection over one’s own learning). Two tasks will meet most, and two will meet only few of these principles.The content analysis reveals a vast majority of dialogues (100 out of 124 tasks, or 80.65%). This might not be surprising, keeping the communicative approach of the syllabus in mind. But it is surprising that discussion/argumentation is the text type most frequently asked for (46 out of 124 tasks, or 31.7%), not narration or giving information. They occupy a firm second and third place with 30 (24.19%) respectively 27 (21.77%) tasks out of 124. 21 (16.94%) tasks in total ask for description. Even more surprisingly, not one task demands that students give instructions. Giving instructions may not require as much two-way communication, but it still presents an important skill.This is an analysis, not an evaluation. An analysis aims at objectively accounting for what is presented and in what proportions without making some form of judgment on what is found. This would be the objective of an evaluation. This paper aims at analyzing speaking tasks and task design in English textbooks, not to pass or fail them against the needs of students or the demands of the Swedish syllabus for English.
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Gunn, Alan Howard. "The future of the past in South African schools : curriculum development, school leaving examinations and syllabus design and assessment in history : a comparative study." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001441.
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This is a two-part study dealing with the curriculum, school leaving examinations and History as a school subject in England and South Africa. Part One is a developmental study. Developments in the curriculum of both countries since the Second World War are traced. In England this period is characterised by a shift from a somewhat laissez faire approach of the authorities at Whitehall to the curriculum of individual schools to the prescription that seems inherent in the National Curriculum. The outstanding development in South Africa during this period has been the introduction of a system of differentiated education. In contrast to minor developments in the South African school leaving examination system, England has witnessed the consolidation of the two-tier GCE and CSE system into a single examination at 16+, the GCSE. In discussing developments in History as a school subject, one is struck by the growth of the "new history" in England (this is described in some detail) against the relative lack of development (at "official" syllabus level) in South Africa where the subject remains rooted in the "traditional", chronological, content-based approach. Part Two of this study compares the current situation in England and South Africa at both the macro (ie. curriculum and school leaving examination systems) and micro (ie. History as a subject in the curriculum) levels. At the macro level the curriculum and school leaving examination systems in both England and South Africa are contrasted and one notes an increasing trend towards centralization in both countries. At the micro level use is made of "official" syllabuses and examination papers to contrast the "new history" approach in England with the "traditional" approach in South Africa. In the conclusion two broad possibilities for curriculum reform in South Africa are considered: Broad reform across the curriculum on the one hand and reforms in History on the other
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Bjäremo, Svante. "The Nordic syllabi and the Common European Framework of Reference : Similarities and differences." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54088.
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This study examines the similarities and differences between the Nordic syllabi (the Finnish, Swedish and Norwegian syllabi) and the influence CEFR has had on their structure and development. This was carried out using the method of hermeneutics, looking for similarities and differences using seven different dimensions of comparison. The study shows that there are similarities between the Nordic syllabi which have all been influenced by the CEFR. The most notable similarity between the documents is the communicative nature of teaching and assessment. This could give a deeper understanding of the Nordic countries' similarities and differences when it comes to language teaching. Further studies are needed using quantitative methods to say if these findings and connections between the Nordic syllabi are due to the influence of the CEFR or if other factors have been just as influential.
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Jelena, Jerković. "Analiza potreba kao kljuĉni aspekt u procesu izrade kursa engleskog jezika za oblast tehnološke i inženjerske struke." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100985&source=NDLTD&language=en.
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Predmet ove disertacije je analiza potreba kao neophodni – prvi korak, pre izrade kursa engleskog jezika za oblast tehnološke i inţenjerske struke. Kako je sa razvojem nastave jezika struke došlo do objedinjavanja više faktora u samom procesu analize potreba – analize jezika struke, analize ciljne situacije, analize trenutnog nivoa znanja polaznika kao i analize nastavnog konteksta, analiza potreba je u ovoj disertaciji sagledana sa svih pomenutih aspekata, a istraţivanje je obavljeno u dve faze. U prvoj fazi je ispitana analiza trenutnog stanja u vezi sa upotrebom i nastavom engleskog jezika sa aspekta studenata i predavaĉa engleskog jezika na tehnološkim fakultetima u Srbiji. S druge strane, sprovedena je i analiza potreba u vezi sa upotrebom engleskog jezika zaposlenih inţenjera tehnologije. Rezultati, koji su obraĊeni kvantitativnom metodom su pokazali nedovoljnu zastupljenost engleskog jezika struke i sa aspekta studenata i sa aspekta predavaĉa. Kada je u pitanju upotreba engleskog jezika zaposlenih inţenjera, rezultati su ukazali na potrebu za ĉestim korišćenjem engleskog jezika za potrebe svog posla, kao i na vaţnost znanja engleskog jezika radi veće uspešnosti u poslu, posebno istiĉući jeziĉke veštine ĉitanja i usmene i pismene komunikacije.Uzimajući u obzir dobijene rezultate analize potreba, pristupilo se izradi kursa engleskog jezika za potrebe studenata tehnologije, koji je trebalo da bude usklaĊeniji sa ispitanim potrebama budućih tehnologa i koji je bio ponuĊen eksperimentalnoj grupi studenata. Provera efikasnosti i svrsishodnostinovog kursa izvršena je u drugom delu istraţivanja, sa jedne strane kvantitativnom metodom, poreĊenjem rezultata testa postignuća izmeĊu studenata iz eksperimentalne i kontrolne grupe, a sa druge strane kvalitativnom metodom iz intervjua sa studentima. Rezultati testa postignuća su pokazali znaĉajno veću uspešnost kumulativnog broja poena studenata iz eksperimentalne grupe (ukupna ocena 8,8) u odnosu na kontrolnu grupu studenata (6,77), što je potvrĊeno i poreĊenjem pojedinaĉnih kriterijuma gde je u svim sluĉajevima ustanovljena statistiĉki znaĉajna razlika (p<0,0001). Rezultati, dobijeni kvalitativnom metodom, su potvrdili vaţnost jezika struke u nastavi na fakultetu, posebno ukazujući na faktor motivacije, koji je u direktnoj vezi sa zastupljenosti jezika struke. Što se tiĉe efikasnosti novog kursa, studenti su ukazali na vaţnost nastavnog materijala koji je neophodno da bude usmeren ka njihovoj budućoj struci, veću uĉestalost provere napretka studenata kao i na vaţnost afektivnih faktora (nastavnik, rad u grupama, atmosfera na ĉasu). Studenti su istakli ulogu nastavnika kao nekoga ko ih vodi kroz gradivo, a da pri tome nema dominantnu ulogu; rad u malim grupama im je omogućio veću slobodu da iznesu svoje mišljenje i uĉestvuju na ĉasu, a poţeljnu atmosferu na ĉasu su opisali kao opuštenu a pri tome ipak radnu. Rezultati istraţivanja su pokazali da kursevi koji su bazirani na sprovedenoj analizi potreba daju bolje rezultate na testu i pokazuju veću motivaciju i veće jeziĉke kompetencije kod studenata, što je još jedna potvrda teze o neophodnosti analize potreba kao koraka koji prethodi izradi EJS kursa.This dissertation deals with needs analysis as anecessary, first step before EST course design. SinceESP teaching development covers numerous factorsin needs analysis – target situation analysis, discourseanalysis, present situation analysis and teachingcontext analysis, needs analysis in this dissertation isviewed from all of the mentioned aspects while theresearch is conducted in two phases.In the first phase, present situation analysis isperformed regarding use and teaching process fromthe point of view of technology students and Englishteachers. In parallel, needs analysis concerning theEnglish language use is also performed from theemployed technology engineers. The results obtainedand processed by quantitative methods showed poorfrequency of English for specific purposes in theteaching process from the aspect of students andEnglish language teachers. Concerning Englishlanguage use by the employed technology engineers,the results showed frequent English language use forprofessional purposes as well as the importance ofEnglish language competence for better performanceat work, especially emphasizing reading,communicative and writing skills.By taking into account the obtained needsanalysis results, a new course is designed fortechnology students’ purposes more adapted to theneeds of future technologists, which wassubsequently offered to experimental group ofstudents. The assessment of the efficiency andpurposefulness of a new course is performed in thesecond phase of the research, first by the quantitativemethod, comparing the achievement test results ofexperimental and control group of students, and thenby qualitative method from student interviews.The results of the achievement tests showedsignificant success in cumulative points of studentsin experimental group (total grade 8,8) in relation tocontrol group (6,77), which was also confirmed bythe comparison of individual criteria in whichstatistical significant difference is obtained(p<0,0001).The results obtained by the qualitative methodconfirmed the importance of English for specificpurposes in the teaching process at the faculty,pointing out a motivation factor in direct relation tofrequency of English for specific purposes.Regarding the efficacy of the new course, thestudents emphasized the importance of teachingmaterial that should necessarily be focused on theirfuture profession, more frequent student achievementtests as well as the importance of affective factors(teacher, group work, class atmosphere). Thestudents also emphasized the teacher’s non-dominantrole as a facilitator; as well as group work thatprovides them more freedom to express their opinion,and the preferred class atmosphere relaxed yet alsohard-working.The research results showed that the coursesbased on performed needs analysis give better resultsat the achievement test, better motivation and higherlanguage competences of students that confirm thethesis of necessary needs analysis as a pre-courseprocedure.
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Romo, Abel Javier. "An English for Specific Purposes Curriculum to Prepare English Learners to Become Nursing Assistants." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1407.pdf.
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Almunive, Wejdan Ahmed. "The Design and Development of Guidelines for Interactive Course Organizers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97828.
Full textAbstract:
An Interactive Course Organizer (ICO) is an artifact that contains text and visual representation of a traditional course syllabus, it integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to show the sequencing and organization of major course topics while offering the user an actively controlled progression of the amount of course information covered. The goal of this research was to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines.Doctor of Philosophy
Interactive Course Organizer (ICO) is a tool that acts as a course syllabus. It combines both text and visual representation of a traditional course syllabus, and integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to help learners visually see the interrelationships between different parts of the course and how they all fit together. Its purpose is to provide visuals to assist learners in seeing the course and how it is organized "big picture". And by adding the interactivity feature, learners will navigate, access, and view the course content. It is a course framework to help students understand what it is they will be learning in the course. This research aimed to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines.
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Mujumdar, Monali. "Estimation of the number of syllables using hidden Markov models and design of a dysarthria classifier using global statistics of speech." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1283963331&sid=6&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Yang, Jing-Yi, and 楊靜宜. "Activity-based Syllabus design and Its Practicum in Novel Reading Clubs for Adults." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/enmwkh.
Full textAbstract:
碩士國立臺北科技大學
應用英文系碩士班
104
With the growing population of senior citizens and emerging importance of extension education for adult learners after their graduation from schools, it becomes an urgent task for English teachers to re-examine the principles of their curriculum planning and to adjust their syllabus design. This must be done by adjusting learning activities inside the classrooms and after the class, and according to the needs and special circumstances of working adults. It is observed that working adults, ranging from mid-twenties to early sixties, wish to maintain and upgrade their English proficiency levels while fulfilling their job and household duties. They have specific requests. First, they would like to minimize pre-class preparation and post-class homework. Secondly, they prefer “friendly” studying materials that require less memorization and promote more critical thinking based on life experience. Thirdly, they look forward to learning or increasing their English proficiency, yet they must rely on effective means to help achieve their goals. Finally, they have time restraints. They can only manage a short session in between work and family time each week. With these factors taken into consideration, (1) an activity-based syllabus designed according to the aforementioned conditions and (2) a practicum of the syllabi were launched to test the validity and the effect. The practicum was undertaken using an off-work study group composed of ten voluntary colleagues at the same workplace. Their ages range from twenty-five to sixty years old. The study period lasts for eight weeks with a one-hour session per week. The study materials were the 1993 American young adult dystopian novel The Giver by Lois Lowry and its 2014 movie adaptation. After eight sessions, the instructor of the reading club conducted an interview with each of the participants to see how this activity-based syllabus was carried out and to seek suggestions for future syllabus design for working adults. The conclusions were as follows: First, the activity-based syllabus brings working adults joy and fun from English learning. With its flexible and diverse subject variations, the form of a novel reading club is appropriate for working adults’ English learning. To choose interesting reading materials and to adjust the pre-designed syllabus, the instructor should reserve the first session for understanding the learners’ needs and expectation for English learning. Secondly, at the closing of each session, open questions based on the study material should be offered for the reading club, and the reading material for the next session should be pre-determined and recommended by group members. For future study, the interaction between the instructor and the learners is a point of focus. In-class activities, such as workshop and presentation, should be adopted. Moreover, to help working adults learn English through literature with joy and fun, the instructor can adopt more relaxing teaching activities with the elements of playing and games.
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Dudzik, Agnieszka. "Course Planning and Syllabus Design in the Teaching of English for Medical Purposes." Doctoral thesis, 2017. https://depotuw.ceon.pl/handle/item/2187.
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The present dissertation seeks to examine critically the process of course planning in the teaching of English for Medical Purposes. More specifically, the research objective is to design a medical English course syllabus that addresses the needs of Polish medical graduates. To this aim, a triangulated needs analysis comprising three stages has been used. In Stage One of the research, undergraduate medical students have been sampled at the beginning of their tertiary education. Stage Two of the study has focused on the English language needs demonstrated by medical students in years 3-6 of their MD degree programme. The results of Stage One and Stage Two have been confronted with the data provided by practising medical doctors representing a variety of professional contexts in Stage Three of the study. Przedstawiona praca doktorska miała na celu (1) zaprezentowanie teoretycznych podstaw planowania kursów i konstruowania programów nauczania specjalistycznego języka angielskiego dla potrzeb medycyny i ich krytyczną analizę, (2) przedstawienie przebiegu i wyników trzystopniowego badania mającego na celu identyfikację potrzeb językowych w zakresie j. angielskiego studentów medycyny oraz praktykujących lekarzy, (3) opracowanie, w oparciu o zaprezentowane wyniki badania, modelu programu nauczania języka angielskiego dla celów medycznych dopasowanego do potrzeb studentów i absolwentów wydziałów lekarskich uczelni medycznych oraz (4) sformułowanie sugestii pod adresem konstruktorów programów nauczania języka medycznego w zakresie planowania kursów. Praca podzielona jest na dwie części. W części teoretycznej omówiony został historyczny zarys kształtowania się glottodydaktyki specjalistycznej oraz poszczególne etapy planowania kursów języka specjalistycznego i tworzenia programów nauczania. Ponadto zdefiniowane zostały kompetencje niezbędne w pracy lekarza skoncentrowanego na pacjencie. Część pierwsza rozprawy uwydatnia także wybrane pojęcia teoretyczne dotyczące komunikacji medycznej oraz specyfikę nauczania EMP. Część empiryczna pracy zawiera prezentację analizy ilościowej i jakościowej wyników trzech etapów badania empirycznego. Pierwsze dwa etapy skoncentrowane były na przeanalizowaniu oczekiwań przyszłych lekarzy wobec kursu języka angielskiego dla celów medycznych oraz uzyskaniu informacji na temat tego, jak zmienia się postrzeganie potrzeb językowych w trakcie studiów medycznych. Wyniki tej analizy zostały skonfrontowane w trzecim etapie badania z potrzebami językowymi wyrażanymi przez czynnych zawodowo lekarzy.
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LIU, Hua-chieh, and 劉華傑. "The Research of Vocational School Course of Design Education~ Focusing on the Course Syllabus of Advertisement Design Apartment." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/30771344096395850627.
Full textAbstract:
碩士國立雲林科技大學
視覺傳達設計學研究所
86
Vocational school is a cradle for cultivating technological human power for basic units. The development of the design education of vocational school concerns the supply and connection of the design technological human power of a country. In a modern society where abundant knowledge and technology exist, it is an important theme for today''s educators how to judge, select and integrate them into a package for students. However, it is time to review the course contents pertaining to educational quality after being arranged and implemented for many years. Hence, to study the processes and problems of the development of Advertisement Design Department of Vocational School, the author have collected the course syllabuses of eight schools from the North, Central and South areas of Taiwan. Four provincial and four private schools were selected for comparison. Also, the required professional subjects relating to the Advertisement Design Department of Vocational School and some electives will be compared and discussed. In addition to review how the teachers master the goal of courses and explain the outline of courses, we will examine the situation that the content of Fine Arts course being taught in junior high school as well. This will be helpful to understand the cognizance of each subject in the teachers'' mind. With the comparison of the course syllabuses from many schools, it is easier to find out the similarities of many schools to become the general principle of course cognizance. Finally, through the syllabuses, it was found that there are some problems exactly existing in the course arrangement and teaching implementation of the Advertisement Design Department of Vocational School. The problems needed to be discussed and amended are stated as follows: 1. In the aspects of form and design basic courses, they contain similar teaching areas. In order to solve the confusion caused by the content overlaps and names of these two courses, it is depending on the teachers'' professional knowledge and experiences couple with the talent of the related organizations in coordination function to clear up both lateral and longitudinal connections and divisions among these two courses. 2. Besides, the teaching materials of the three courses are overlapping each other and some are even duplicated. Since the present of related advertisement theoretical planning and media practice as well as the teaching contents relating to governing regulations are supposed to prove each other theoretically and practically. Furthermore, they should executed synchronously, not separately. 3. The implementation of courses of Advertisement Design Department of Vocational School should avoid the attitude of thinking nothing but entering a higher school and graduation presentation of arts influencing regular teaching. This may lead the courses of the third grade to become only one course left or disagree with the subjects designated by the Ministry of Education. Consequently, the graduation and connection of teaching may be affected.
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Galloway, David John. "Towards an equitable system of musical evaluation in South African service bands." Thesis, 2006. http://hdl.handle.net/2263/28759.
Full textAbstract:
THE APPENDICES TO THIS THESIS ARE NOT AVAILABLE An intrinsic component of South Africa's cultural and colonial heritage resides in the country's deep-rooted tradition of professional musical units known as "service bands": military or concert bands which are an adjunct to the various arms of service of the national defence force and police services. In the first decade of the twenty-first century, the demographics of these bands are as varied as those of the country itself. Yet there is a common factor shared by all service bands, whatever their sociological composition: the need to perform at what is perceived to be a professional musical level in the public eye (and ear). This requires a relatively consistent level of instrumental competency from band members, and to this end a number of evaluation systems have been implemented – and supplanted – since the late 1940s. The purpose of these evaluations is not only an endeavour to maintain acceptable standards of musical performance, but to conveniently categorise band members into four fundamental levels of instrumental proficiency for purposes of salary and, to a lesser degree, rank. Without exception, the previous systems of evaluation were deficient in one aspect or another. More specifically, they were found in the last decade to be lacking both in terms of musical consistency and, since 1994, in the ability to equitably accommodate members of the former "homelands" bands, whose previous training and experience were in the majority of cases confined to the rote learning of band parts, with an almost total lack of formal music training. In a manner that aims to be at once discursive and narrative, this thesis describes the quest for and the realisation of an equitable process of musical evaluation for South African service band members. It documents the actions taken to address the challenges inherent in that quest, the empirical research that provided a tenable answer, and describes the essentially practical stance adopted by the participating musicians and compilers. The processes leading to the new evaluation syllabus are described in some detail, and a number of specific and practical recommendations are proposed for the further amelioration of South African service bands' modus operandi.Thesis (DMus)--University of Pretoria, 2006.
Music
unrestricted
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Conradie, Edmund. "An investigation into the design process of the engineering graphics and design syllabus in the bachelor of education degree in the universities of technology in South Africa." Thesis, 2011. http://hdl.handle.net/10413/8291.
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In the years before 2004 teacher training was presented through two routes, one, the degree route through the university or two, a diploma route through a teachers training college. Where universities acted as autonomous institutions having control of their administrative and academic activities the colleges of education were administered and controlled by the government through the Department of Education. This included the setting and assessment of the curriculum. The role of the lecturers in the teacher training colleges was simply to present the prescribed syllabus to the students.
Drastic changes were implemented by the government in 2004. In its restructuring programme the government made two major changes to teacher training. Firstly, they closed all the colleges of education and moved the departments into a university or a technikon. The technikons eventually became Universities of Technology. Secondly, they changed the four year teacher‟s diploma to a four year degree in education.
The impact of this restructuring meant that lecturers were now in an autonomous environment in which they were expected to develop a syllabus for the Bachelor of Education degree course on their own.
This research investigates the process that the lecturers applied in designing a suitable syllabus for the Bachelor of Education (Engineering Graphics and Design) degree and how it relates to the process that the theory advocates should be used.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Barros, Pedro Miguel Ladeira. "Níveis comuns de referência e pedagogia de género no ensino de português a alunos surdos : proposta de organização curricular." Doctoral thesis, 2014. http://hdl.handle.net/10400.14/18709.
Full textAbstract:
Esta tese apresenta uma proposta de organização curricular do ensino de
português a alunos surdos. Esta proposta tem por base dois conceitos: a pedagogia de
género da “Escola de Sydney” e os níveis comuns de referência do Quadro Europeu
Comum de Referência para as Línguas. A pedagogia de género vê a língua numa
perspetiva comunicativa e funcional, em relação com o contexto sociocultural, tendo
por centro a compreensão e a produção de textos. Os níveis comuns de referência visam
o desenvolvimento de competências comunicativas por parte dos utilizadores de uma
língua, tendo em consideração as diferenças entre objetivos e entre esses mesmos
utilizadores.
É nosso propósito demonstrar que estas considerações são válidas no âmbito do
ensino de uma língua a alunos surdos. Para tal, apresentamos um estudo de caso em que
são visíveis duas conclusões fundamentais: a de que o que está em causa nos modelos
bilingues para o ensino de surdos pode não ser apenas a forma de comunicação, gestual
ou oral verbal, mas sobretudo a metodologia para o ensino da língua escrita considerada
na sua especificidade; e a de que os alunos surdos são heterogéneos e se posicionam de
forma diversa face às suas competências em português escritoThis thesis proposes a syllabus design for teaching Portuguese to deaf students. The proposal is grounded in two crucial concepts: genre-pedagogy from the “Sydney School” and the common reference levels from the Common European Framework of Reference for Languages. Genre-pedagogy takes a communicative and functional approach to language, within a sociocultural context, placing texts at its core. The main purpose of the common reference levels is to enhance speakers’ language competences, while considering their differences, as well as their multiple communicative goals. Our aim is to show that these considerations are also pertinent when teaching a language to deaf students. Thus, we present a case study with two fundamental conclusions: what is at stake within bilingual models for deaf education may not just be the language used to communicate, either sign or speech, but the specificity of the written language and the methods adopted to teach it; and that deaf students are not only diverse in characterization, but also in their competences in written Portuguese.
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Halbe, Johannes. "Governance of Transformations towards Sustainable Water, Food and Energy Supply Systems - Facilitating Sustainability Innovations through Multi-Level Learning Processes." Doctoral thesis, 2017. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2017022715609.
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A fundamental change in societal values and economic structures is required to address increasing pressures on ecosystems and natural resources. Transition research has developed in the last decades to analyze the co-dynamics of technological, institutional, social and economic elements in the provision of key functions such as energy, water and food supply. This doctoral dissertation provides conceptual and methodological contributions to the pro-active governance of sustainability transitions. Three research gaps are identified that are addressed in this dissertation. First, a comprehensive conceptualization of learning in sustainability transitions is currently missing that comprises learning at multiple societal levels (ranging from individuals to policy-actors). Learning concepts are often not explicitly discussed in transition research even though learning is considered as fundamental for innovation processes, niche formation and development as well as breakthrough and diffusion of innovations. Second, methods for the analysis and design of transition governance processes are lacking that specify case-specific intervention points and roles of actors in the implementation of innovations. Third, participatory modeling approaches are only applied to a limited extent in transition research despite a high potential for supporting communication and learning.
The conceptualization of multi-level learning developed in this doctoral research conceptualizes learning at different societal levels as specific learning contexts ranging from individual and group contexts to organizational and policy contexts. The conceptual framework further differentiates between learning processes, intensity, objects, outcomes, subjects and factors, allowing for a more detailed analysis of learning within and across learning contexts. Thus, learning contexts can be linked by processes that involve actors from different learning contexts (e.g., community groups and policy-makers), as well as exchanges of physical aspects, institutions and knowledge (in the form of ‘learning factors’). This research has also provided a classification of model uses in transition research that supports a purposeful discussion of the opportunities of modeling and promising future research directions.
The methodology developed in this doctoral research aims at the analysis and design of transition governance processes by specifying the various opportunities to contribute to sustainability transitions through purposeful action at different societal levels, as well as related roles of stakeholders in implementing such processes of change. The methodology combines different streams of previous research: 1) a participatory modeling approach to identify problem perceptions, case-specific sustainability innovations as well as related implementation barriers, drivers and responsibilities; 2) a systematic review to identify supportive and impeding learning factors from the general literature that can complement case-specific factors; and 3) a method for the analysis and design of case-specific transition governance processes. Three case studies in Canada (topic: sustainable food systems), Cyprus (water-energy-food nexus) and Germany (sustainable heating supply) have been selected to test and iteratively develop the methodology described above.
The results for each case study reveal that there are learning objects (i.e., learning requirements) in all learning contexts, which underscores the importance of multi-level learning in sustainability transitions, ranging from the individual to the group, organizational and policy levels. Actors have various opportunities to actively facilitate societal transformations towards sustainable development either directly through actions at their particular societal levels (i.e., context-internal learning) or indirectly through actions that influence learning at other societal levels. In fact, most of the learning factors require cooperation across learning contexts during the implementation process. The comparing of learning factors across case studies underline the importance of several factor categories, such as ‘physical a ‘disturbance or crisis’, ‘information and knowledge’. Of the 206 factors identified by stakeholders, 40 factors are case-specific and not contained in the general, review-based factor list. This underscores the value of participatory research, as general, top-down analyses might have overlooked these case-specific factors.
The methodology presented in this dissertation allows for the identification and analysis of case-specific intervention points for sustainability transitions at multiple societal levels. The methodology furthermore permits the analysis of interplay between individual, group, organizational and policy actions, which is a first step towards their coordination. The focus on sustainability innovations links the broad topic of sustainability transitions to a set of opportunities for practical interventions and overcoming their implementation barriers. The methodology presented allows for the analysis and design of these interlinkages between learning contexts. While the methodology cannot provide any ‘silver bullets’ for inducing sustainability transitions, it is flexible enough to identify an appropriate abstraction level for analyzing and designing transition governance processes. The methodology developed in this doctoral research also provides several contributions for the development of participatory modeling methods in transition research. Thus, the participatory method supports an integrated analysis of barriers and drivers of sustainability innovations, and allows application in practice and education.
The concepts and methods developed in this research project allow for reflection on transition governance processes from a systemic viewpoint. Experiences in the case studies underline the applicability of the concepts and methods developed for the analysis of case-specific transition governance processes. Despite substantial differences in the geographic location, culture and topics addressed, all case studies include promising sustainability innovations and the engagement of multiple actors in their implementation. The diversity and multitude of initiatives in the case study regions provides an optimistic outlook on future opportunities for large-scale sustainability transitions.