Dissertations / Theses on the topic 'Universities and colleges Victoria Curricula'
To see the other types of publications on this topic, follow the link: Universities and colleges Victoria Curricula.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Universities and colleges Victoria Curricula.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Stuska, Susan Jolene. "Needs-based curricular content goals for two-year equine curricula." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-08032007-102241/.
Full text
2
Tromp, Johannes Adriaan. "‘n Model om kooperatiewe onderwys in handelswetenskappe aan technikons te implementeer." Thesis, University of Stellenbosch, 1990. http://hdl.handle.net/20.500.11838/2129.
Full textAbstract:
Thesis (PhD (Philosophy))--University of Stellenbosch, 1990.This study has focused on two aspects. In the first instance an attempt was made to create a theoretical model which could serve as a guideline for implementing cooperative education in the commercial sc iences. Secondly, it was determined to which extent cooperative education was feasible in the commercial sciences at technikons. In the first component, a literature study was undertaken as starting point for the development of a model according to which cooperative education could be applied. The focus was predominantly on commercial courses up to diploma level offered at technikons in the RSA. The basic premise was that it would be desirable for commercial courses to conta i n a component of cooperative educati on, spec ifica 11y that of in-service training as a subdivision thereof. At present cooperative education is not a requirement for commercial courses at technikons, though it is compulsory in courses in engineering and the sciences. The study of literature revealed that there are certain methods according to which commercial courses are presented when implementing cooperative education in other countries. It was evident that a model containing certain components could be developed. The concepts of cooperative education, vocational education and competency-based education should form the basis of all technikon education and the total model can be constructed on these principles.
3
Noordin, Mohamad Fauzan Hj. "IT skills and knowledge in Malaysian universities." Thesis, University of Wales Trinity Saint David, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683155.
Full text
4
SHEBANI, MEFTAH ALI. "HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184163.
Full textAbstract:
John Dewey's formulation of the primacy of aesthetic experience in all human endeavor is investigated in order to promote the inclusion of a fine arts requirement in the curriculum of higher education. In particular, Dewey envisioned art as necessary to develop moral, thus social sensibility because moral precepts derive from imagination, and art is both the child and stimulator of creative imagination. An analysis of the "qualitative experience" concept provides an introduction to Dewey's fully-elaborated aesthetic theory. Subsequently, the role of such experience is evaluated in both personal and social terms. Then, it is argued that the establishment of a fine arts requirement in General Education is necessary to ensure the propagation of the experience. Supporting arguments from educational theorists and behavioral scientists serve to buttress the Dewey proposition as well as to demonstrate that the content of the proposed fine arts course must incorporate theoretical, historical and practical components.
5
Van, Niekerk Roelf. "Economic responsiveness in organisational psychology curricula." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003952.
Full textAbstract:
This study focused on a topic at the intersection of two contexts, namely curriculum responsiveness and industrial/organisational psychology (IOP). The rationale for this study is based on two considerations. Firstly, a review of the IOP curricula offered at ten prominent South African universities revealed little overlap. This suggests that academic departments are not guided by shared principles when they implement decisions about the content or sequencing of curriculum content. Secondly, the Department of Education urges academics to design curricula that are relevant and responsive to contemporary conditions. These two considerations motivated the investigation of the following research question: What key performance areas (KPAs) do employers specify when they advertise positions suitable for IOP graduates? The investigation had two aims, namely (a) to systematically analyse the KPAs specified in job advertisements and (b) to compile KPA templates that may be used by IOP departments who wish to revise or transform their curricula. The research design of this study has five characteristics, namely that it is: (a) qualitative, (b) naturalistic, (c), descriptive, (d) applied, and (e) strategic. The study employed a purposive sampling strategy that involved the collection of documentary data (job advertisements aimed at recruiting IOP graduates) over a 52-week period (N=1115). The data was content analysed by means of a six-step documentary analysis method. Specific strategies were employed to enhance the validity of the findings. These strategies focused on credibility, transferability, dependability, and confirmability. Similarly, the ethical standing of the investigation was promoted by addressing four considerations, namely autonomy and respect for dignity, non-maleficence, beneficence, and justice. The data analysis procedure produced comprehensive and detailed qualitative descriptions of (a) 21 occupational categories, (b) 4070 KPA themes and (c) 84 KPA clusters. In addition, the number of occupational categories, KPA themes and KPA clusters were recorded and interpreted. In addition, the data analysis procedure produced comprehensive KPA templates that IOP departments may find useful. The templates reflect the KPAs specified by advertisements aimed at recruiting IOP graduates for a range of occupational categories and were designed to be used as benchmarks against which the economic responsiveness of curricula can be compared.
6
Jackson, Roger P. "A comparison of the financial management curriculum at the Naval Postgraduate School and other graduate public financial management curricula in the United States." Thesis, Monterey, Calif. : Naval Postgraduate School, 1992. http://handle.dtic.mil/100.2/ADA356138.
Full textAbstract:
Thesis (M.S. in Financial Management)--Naval Postgraduate School, June 1992.Thesis Advisors: Jones, L.R. ; McCaffery, Jerry L. "June 1992." Description based on title screen as viewed on March 4, 2009. Includes bibliographical references (p. 47-48). Also available in print.
7
Virkler, John Stanley Weaver Andrew M. "The status of statewide core curricula in the eleven states accredited by the Southern Association of Colleges and Schools (SACS)." Auburn, Ala., 2007. http://hdl.handle.net/10415/1387.
Full text
8
Goldie, J. G. "Impak van die verlengde graadprogramme aan die Universiteit van Stellenbosch : 'n evalueringstudie." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/97400.
Full textAbstract:
ENGLISH ABSTRACT: This study examines the impact of the extended degree program on the students admitted to these
programs. The extended degree program offers students an alternative access route to higher
education institutions. The program is aimed at students from former disadvantage school
environments that have the potential to be successful in their studies.
The literature review shows that the programs are successfully implemented over the world. The
literature also indicates that if learners are longer exposed to a specific subject, they perform better
in this subject. This statement is specifically investigated in this study because it is one of the
extended degree program`s building blocks – give students more exposure to a specific subject
and they have a better chance to achieve success in that subject.
In answering the main research question “What impact does the extended degree program has on
both the student and institution.”, both quantitative and qualitative data were collected.
Quantitative data used in this study were the final marks and throughput rates of students.
Qualitative data was obtained through interviews with students in the program.
Although the findings of this study are context specific, it contributes to the growing knowledge and
better understanding of the impact that the extended degree program has on the student and
university. The two main findings of this work were:
i) The academic performance of students in the extended degree program improved in relation
to the performance of students in the mainstream.
ii) The performance of students in the extended degree programs justifies the existence of the
programs at the University of Stellenbosch.AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die impak wat die verlengde graadprogram het op studente wat tot hierdie programme toegelaat word. Die verlengde graadprogram bied ʼn alternatiewe toegangsroete aan studente tot hoëronderwysinstellings. Die programme is gemik op leerders uit ʼn voorheen benadeelde skoolomgewing wat die potensiaal toon om suksesvol in hulle studies te wees. Die literatuurstudie toon dat die programme met sukses oor die wêreld geïmplementeer word. Die literatuur toon ook aan dat leerders wat langer aan ʼn spesifieke vak blootgestel word, beter in die vak presteer. Hierdie stelling is spesifiek in die studie ondersoek, want dit is een van die verlengde graadprogram se boustene – gee studente langer blootstelling aan ʼn spesifieke vak sodat hulle ʼn beter kans het om sukses in die vak te behaal. Om die hoofnavorsingsvraag “Watter impak het die verlengde graadprogram op beide die student en instansie.” te beantwoord, is beide kwantitatiewe- en kwalitatiewe data ingesamel. Kwantitatiewe data wat gebruik is in die studie is die prestasiepunte en deurvloeisyfers van studente. Kwalitatiewe data is verkry deur onderhoude te voer met studente in die verlengde graadprogram. Alhoewel die bevindinge van dié studie konteks spesifiek is, dra dit by tot die groeiende kennis en beter verstaan van die impak wat die verlengde graadprogram het op die student en die universiteit. Die twee belangrikste bevindinge van hierdie werk is: i) Die akademiese prestasie van studente in die verlengde graadprogram verbeter ten opsigte van studente in die hoofstroom. ii) Die prestasie van die studente in die verlengde graadprogramme regverdig die voortbestaan van die programme aan die Universiteit van Stellenbosch.
9
Martin, Susan Marie. "A comprehensive curriculum for drum set in the college percussion studio." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186837.
Full textAbstract:
The purpose of this study is to develop a comprehensive curriculum for drum set in the college percussion studio. The main emphasis of the paper is to provide information addressing the needs of the percussion student over a four-year course of drum set study. In addition, I will show how these needs can best be met through the use of both existing instructional materials and original supplemental materials written by the author. The need for a drum set curriculum is defined and an in-depth review made of selected extant materials. After defining the general guidelines for the curriculum, a limited number of instructional materials were chosen from the extant materials which could adequately and affordably fulfill these guidelines. Recommended studies for the freshman through senior years are outlined and instructional objectives defined.
10
Atsalis, Linda A. "A comparison of curricula requirements in music for students majoring in elementary education at selected colleges and universities in Southwestern Ohio /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372075673.
Full text
11
Blumberg, Kathy Robyn. "The effectiveness of the extended curriculum programme in the electrical engineering department at a University of Technology in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2783.
Full textAbstract:
Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2017.Students who are not academically strong are finding it very difficult to enter a tertiary institution. The requirements are of a high standard which results in many students not having the option to further their education. The government recognised that there was a problem in this area and that the country as a whole is lacking in people with the necessary skills to improve the country and its economy. The introduction of the Extended Curriculum Programme has given students the opportunity to enter a tertiary institution and prove to themselves that with a little guidance and an academically lengthened year they will be able to use their skills to improve their situations. The ECP has been integrated into universities in various departments allowing for a diverse amount of options for the students to choose from. The introduction of the ECP has levelled the playing fields and allows students from all walks of life to enter an institution; however it must be noted that there are minimum requirements which are determined by the students’ academic history. Many a success story has emerged from the ECP. The course is spread over four years as opposed to three and it allows the student to settle into the tertiary lifestyle. It might take a little longer but the aims and goals have the same outcomes. The aim of this study to see how effective the ECP is in the Electrical Engineering Department at a University of Technology and to make recommendations where needed.
12
PICKARD, FRANK. "CURRICULUM DESIGN INFLUENCES ON GENERAL EDUCATION REQUIREMENTS IN FINE ARTS PROFESSIONAL BACCALAUREATE DEGREE PROGRAMS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184035.
Full textAbstract:
The purpose of this study was to identify the forces and pressures that have influenced curriculum design decisions regarding general education requirements in the fine arts professional baccalaureate degree programs and to determine how curriculum planners are responding to these pressures. A review of the literature revealed a national movement to examine general education requirements in higher education. Problems arise when particular degree programs are already discipline-specific in nature with a substantial number of course requirements prescribed in the major area of study. The problems are compounded further in the professional degree programs where emphasis is often placed on knowledge and skills that are acquired through practical application of theoretical principles. The fine arts professional degree programs were selected as the focal curriculum structures. Based on the literature review it was expected that specific environmental forces, such as the renewed national interest in general education, would emerge as influences affecting curriculum design processes in the fine arts. Recent theoretical studies on emerging curricula structures also indicated a prevalence of systems perspectives where curriculum design processes focus on environmental influences that are precipitating a redefinition of program structures. It was anticipated by the researcher that a reexamination of curriculum design processes would reveal a responsiveness to specific forces identified in the theory as both internal and external environmental considerations. The research approach was primarily observational, utilizing parametric estimates and analyses. Particular data gathered were periodically subjected to inferential analysis. The researcher found that a majority of the fine arts curriculum planners contacted for this study were involved in curriculum review and revision of the professional baccalaureate degree programs. It was also revealed from results of the study that curriculum design influences were primarily institutional/internally motivated although current theoretical literature on curriculum design processes indicated that systems perspectives dominated these processes. Finally, it was discovered that fine arts alumni from professional baccalaureate degree programs favor traditional general/liberal curricular structures in higher education.
13
Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
Full textAbstract:
Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
14
Clark, Crystal Yvette. "Curriculum integration connecting academic and career and technical education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2931.
Full textAbstract:
The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.
15
Anderson, Belinda C. "A descriptive analysis of differentiated patterns of decision- making in choice of educational major." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49975.
Full textAbstract:
Undecidedness of choice of major field of study for undergraduates is a prevalent condition in higher education and represents a problem for academic advisors who may be unable to offer the best assistance to students uncertain of their educational plans. Little is known of the consequences for academic advising programs of such student undecidedness. This study employed an exploratory method designed to obtain information on students' patterns of decision-making regarding major field choice with a sample of university students who initially enrolled in a medium-sized, public university in Southwest Virginia in the Fall 1981 and a sample of community college students who transferred to the university in the Fall 1983 by (a) using student records to identify the major fields selected by undecided students, (b) analyzing differences between "undecided" students and two other groups of students: those who changed majors several times (multiple changers) and those who declared a major and never changed (decided), and (c) measuring the extent to which students perceived certain factors to be influential in the selection of a major field of study by using a researcher-constructed Senior Perception of Major Field Questionnaire. The Internal-External Locus of Control Instrument was used to assess the relationship between certain patterns of decision-making with regard to major field and locus of control.
Major findings of this study include:
1. Undecided students do not appear to differ in any important way from decided or multiple change students. Their lack of initial commitment to a major does not distinguish them, especially in any way associated with negative consequences in higher education, from students who were committed to a decision.
2. Interest in major field was the most important influence in choice of major field.
3. No conclusions were possible regarding differences between the student types in the community college transfer sample because of the small number of subjects classified as undecided.Ed. D.
incomplete_metadata
16
Du, Toit Jeanne Erica. "Journalism education in universities : the global and local migration of concepts between discipline and practice." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019/9437.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: This study deals with the relationship between university-based journalism education and journalism as a social practice. It is argued that the construction of this relationship can be better understood in context of its location within the history different conceptions of social knowledge. The purpose was to gain insight into how this relationship was shaped by the location of journalism education within global and local histories of such knowledge. This goal was pursued through an exploration of the international development of university-based journalism education and a more detailed consideration of the South African example. The study consists, firstly, of a literature review which demonstrates how the construction of the relationship between journalism education and journalism as practice has been implicated in the history of different conceptualisations of authoritative knowledge. The review traces the role played by Mass Communication Studies and Cultural Studies in shaping this relationship. It is concluded that the way in which these two fields have located themselves within the politics of authoritative knowledge has contributed to the marginalisation, within journalism education, of critical engagement between academic knowledge and knowledge of journalistic practice. The review also teases out how South African journalism education has positioned itself within the broader history of universitybased journalism education. It is concluded that although the marginalisation of critical education is reproduced within the South African example, a close study of journalism education in this country reveals the potential for a more critical engaged approach to teaching. The study includes an empirical research component focusing on South African journalism education. This serves as a more detailed exploration of the themes emerging from the literature review, pursued in context of an examination of a historically situated example of university-based journalism education. A central aim of this empirical component of the study was to explore the potential for the realisation of a critically engaged tradition in journalism education in South Africa. The study drew, for this purpose, on interviews with individuals who have experience both of working as journalists and of studying and teaching in university environments in South Africa. One conclusion drawn from these interviews is that journalism education, as it exists in this country, has primarily defined itself in relation to a mainstream and ‘liberal’ understanding of authoritative journalistic knowledge. It is demonstrated that it becomes possible to imagine a more critically engaged and transformative relationship with journalism practice if teaching acknowledges the existence, in the South African context, of alternative approaches to authoritative journalistic knowledge. It is also shown that within existing traditions of critical education, the relationship with practice tends to be one of the ‘deconstruction’ of the liberal conceptualisation of journalistic knowledge. The study proposes that ‘critical engagement’ needs, instead, to be reconceptualised as a relationship of ‘supportive critique’ with historically situated examples of journalistic practice.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die geskiedenis van die verhouding tussen universiteits-gebaseerde joernalistieke onderrig en joernalistiek as ‘n sosiale praktyk. Die studie voer aan dat die ontwikkeling van hierdie verhouding beter begryp kan word deur dit te kontekstualiseer binne die geskiedenis van sosiale kennis. Die bedoeling was om insig te verkry in hoe die verhouding tussen universiteitsgebaseerde joernalistieke onderrig en joernalistiek as ‘n sosiale praktyk gevorm is deur ontwikkelinge in internasionale sowel as in die plaaslike Suid-Afrikaanse verband. Met die oog hierop word ‘n oorsig van die internasionale ontwikkeling van universiteits-gebaseerde joernalistieke onderrig verskaf sowel as ‘n nadere ondersoek van die Suid-Afrikaanse geval. Die studie bestaan, eerstens, uit ‘n literatuuroorsig wat demonstreer hoe die uitbou van ’n verhouding tussen joernalistieke onderrig en joernalistiek in die praktyk ingebed was in die vestiging van gesaghebbende sosiale kennis. Die literatuur-oorsig beklemtoon die invloed van onderskeidelik Massa Kommunikasie Studies en Kulturele Studies op die ontwikkeling van hierdie verhouding. Een gevolgtrekking is dat die rol wat dié twee studievelde gespeel het binne die politiek van sosiale kennis bygedra het tot marginalisering van ‘n kritiese verhouding tussen akademiese kennis en kennis van joernalistieke praktyk. Die ontwikkeling en rol van joernalistieke onderrig in Suid-Afrika word ook ondersoek binne die breër geskiedenis van universiteits-gebaseerde joernalistieke onderrig. Dit word bevind dat hoewel kritiese onderrig ook in Suid-Afrika gemarginaliseer is, ‘n nadere studie aantoon dat daar wel potensiaal is vir ‘n meer kritiese benadering in joernalistieke onderrig. Die studie sluit ‘n empiriese navorsingsprojek in van joernalistieke onderrig in Suid-Afrika. Die temas wat as deel van die literatuuroorsig bespreek is word sodoende in hierdie besondere historiese konteks ondersoek. ‘n Belangrike doelstelling van hierdie empiriese komponent van die studie was om die potensiaal vir ‘n meer krities-betrokke tradisie in joernalistieke onderrig in Suid- Afrika te ondersoek. Onderhoude is gevoer met individue wat ondervinding het van joernalistiek in die praktyk sowel as van joernalistieke onderrig. Een gevolgtrekking uit hierdie onderhoude is dat Suid-Afrikaanse joernalistieke onderrig tot dusver sigself in eerste instansie defineer het in relasie tot die hoofstroom van joernalistieke praktyk en deur middel van ‘n ‘liberale’ konsepsie van gesaghebbende joernalistieke kennis. Die navorser voer aan dat ‘n meer kritiese en transformerende verhouding tussen joernalistieke onderrig en die praktyk van joernalistiek wel moontlik word as die bestaan van alternatiewe benaderings tot gesaghebbende joernalistieke kennis binne die Suid Afrikaanse konteks erken word. Binne bestaande tradisies van kritiese onderwys word die verhouding met die praktyk dikwels gedefinieer as ‘dekonstruksie’ van die liberale konseptualisering van joernalistieke kennis. Hierdie studie stel voor dat ‘n kritiese benadering tot onderrig in joernalistiek eerder gebaseer moet word op ‘ondersteunende kritiek’ wat gebruik maak van histories gekontekstualiseerde voorbeelde van joernalistieke praktyk.
17
Fischer, Louis W. "A comparison of jazz studies curricula in master's programs in the United States." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1164924.
Full textAbstract:
The purpose of this study was to compare and review curricular offerings in selected institutions in the United States that presently are identified as offering (a) formal degree(s) in jazz studies to music majors at the master's degree level.This writer has identified: common areas of study, similarities in jazz studies departmental core requirements, and school of music core requirements, ensemble participation required of students, ensembles available to students, and areas unique to a particular curricula. One hundred percent of the institutions surveyed were members of the National Association of Schools of Music (NASM). The review of related literature includes general guidelines and principles as published by NASM pertaining to specific master's degrees in jazz studies.A secondary goal was to identify elements relating to the academic and professional background of the jazz studies directors, and the collective graduate jazz faculty as a unit.A third goal was to establish a composite sketch of the typical graduate jazz program and curriculum in the United States.Using the process of content analysis, various university catalogs and graduate handbooks were reviewed. Additionally, questionnaires completed by the directors of jazz studies programs from twenty-three universities were examined. The questionnaire asked respondents to identify their professional and academic background, in addition to estimating information regarding the academic and professional backgrounds of the collective graduate jazz faculty. Professional experience questions related to recording dates, concerts, touring, casual dates, and show experience. Academic background questions related to degrees held, when and where they were earned, continuing education practices, and publishing background. Respondents were asked to provide institutional demographics and philosophies in relation to existing curricula, and various institutional policies regarding the jazz studies department and the prioritization of course work and essential skills. Further, respondents were asked to give statistical information regarding the age of various programs within the curriculum, student population, library holdings, ensemble availability, performance and touring practices, type of literature performed, graduate assistants, administrative support, and guest artist budgets. Data were presented in combination narrative and outline form. Tables were utilized whenever appropriate.School of Music
18
Riding, In Leslie D. "On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28466/.
Full textAbstract:
This qualitative research, specifically a content analysis of 31 tribal colleges' mission statements and curricula, examined how the colleges' curricula aligned with the five educational concepts suggested in the colleges' mission statements. Cajete's (1994) seven foundations to indigenous thinking proved to be a major theoretical framework which provided a worldview for tribal learning. The study concluded that whereas the five educational concepts aligned between mission statements and curricula, the curricula emphasized culture, tribal community, and academic success at a greater level than mission statements indicated. Further, tribal colleges' curricula did not emphasize economic concepts as the mission statements indicated. A particular finding suggests that tribal colleges' are investing in environmental studies programs, thus increasing their intellectual capacity to protect their environmental interests while promoting indigenous thinking and community learning across all academic disciplines. Considerable implications include that an increase of American Indian environmental studies graduates may have a positive impact on environmental justice matters as well as the ability to promote new agricultural technologies. Additional implications include how mainstream universities will adapt to an increase of native students studying the sciences rather than liberal arts.
19
Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
Full text
20
Williams, Pam. "University leadership for sustainability : an active dendritic framework for enabling connection and collaboration : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Environment Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/625.
Full text
21
Muzenda, Verity. "The delivery of the clothing and textiles curriculum in Zimbabwean universities: towards an integrated approach to vertical and horizontal discourses." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019748.
Full textAbstract:
The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enhance one’s understanding of the way certain phenomena are and that objectivity is an ideal that can never be achieved. The sample of the study comprised two Heads of Department (HODs) from the universities under study, 18 lecturers for the interviews, 18 lecturers who responded to the questionnaire, 24 students formed the 4 focus groups for both universities with 6 students each. Two industrial personnel were also interviewed. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, observations and document analysis. The researcher employed the Statistical Packages for Social Sciences (SPSS) to summarise, compile tables and graphs on quantitative data and qualitative data was analysed using content analysis through emerging themes. The study established that lecturers were not competent enough to deliver CT curriculum in universities and this was as a result of the type of training lecturers received which was no longer congruent with the technological advancement which have taken place in the textile industry. It was also instituted that universities were producing students who lacked the hands-on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment and machinery in CT departments in universities. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between universities and industries. Industrial personnel lamented that universities were not willing to put into consideration all the suggestions they gave them and that time for Work-Integrated Learning (WIL) or placement was too short for them to impart all the requisite skills to students. It was also established that students were discontented by the teaching methods that lecturers were using and the way they were being assessed. Students conveyed their desire for the industry to be involved in assessing them whilst they were in universities. Based on the above findings, the study concluded that lecturers were incapacitated to deliver CT due to the training they received in colleges and universities which was no longer congruent with the dynamics of technology. The study also concluded that the shortage of machinery and equipment also demotivated lecturers and incapacitated them. It was also concluded that the lack of collaboration between universities and industries posed serious challenges to both lecturers and students. The study recommends that the quality of the existing lecturing force must be improved mainly through extensive staff development training programmes.There is need for lecturers to be staff developed through training workshops in order to improve on competence. There should be collaboration among University management, lecturers and the industry during curriculum design, implementation and monitoring to improve their attachment and sense of ownership of CT programmes. To improve on students’ acquisition of skills, the study recommends that time for Work-Integrated Learning should be lengthened so that students leave the industry well equipped with relevant skills and knowledge.
22
De, Villiers Bridget. "The influence of student engagement on the academic success of first-year human resource management diploma students." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020792.
Full textAbstract:
Student success rates in South African higher education institutions are unacceptable. There are many contextual challenges facing these institutions, some as a result of the legacy of the apartheid educational system and some related to the challenges surrounding increased access to higher education. The impact in terms of the costs associated with re-educating students and the added pressure of readmitting failed students into continually growing classes, are substantial. In addition, there is a growing contention that the level of preparedness of students is declining. All of these challenges place immense pressure on academics to support students and ensure acceptable pass rates. There are numerous factors, both academic and non-academic, which have an influence on academic success including prior academic achievement, the academic experience, institutional expectations and commitment, finances, family support and university support services. Many factors are beyond the control of higher education. Student engagement, however, appears to be one factor over which educators have some control. Student engagement may be defined as student involvement in educationally purposive activities. For the purposes of this study two main factors contributing to student engagement were explored. Firstly, the amount of time and effort that the student spends on academic and other activities that lead to experiences and outcomes that constitute academic success. This factor was termed “student behaviours”. Secondly, the ways in which the institution allocates resources and organises learning opportunities and services in such a way as to induce the student to participate in and benefit from these activities. This factor was termed “institutional conditions”. The main research problem of this study was to determine the influence of student engagement on the academic success of first-year Human Resource Management (HRM) students at Nelson Mandela Metropolitan University. The main research problem had five sub-problems which were addressed through the following actions: A literature study was conducted, highlighting the challenges faced in higher education, building a case for student engagement and identifying the factors that contribute towards student engagement, more specifically the student behaviours and institutional conditions. Semi-structured interviews were also conducted with staff members lecturing first-year HRM diploma students at NMMU, with students registered as second- and third-year HRM diploma students, and with a staff member of the Centre for Teaching, Learning and Media (CTLM) at NMMU, to obtain their views on the nature of student engagement and its impact on academic success, as well as the student behaviours and institutional conditions that contribute towards student engagement. The insights gained from the literature survey and the interviews were incorporated into a survey questionnaire which was developed for use in the empirical study to identify the existence and levels of the student behaviours and perceived institutional conditions that contributed towards student engagement among HRM diploma students who were in their first year of study at NMMU in 2012. The final year marks achieved by these HRM diploma students in their first year of study were obtained and correlated with the levels of engagement identified as part of the empirical study. The results of the study revealed that the respondents demonstrated a fair range of the student behaviours which are conducive to promoting student engagement. Their perception of the existence of institutional conditions conducive to promoting student engagement was good. The results also revealed a significant positive correlation between the average final year mark and “student-staff interaction” for both student behaviours and institutional conditions. A significant relationship was revealed between student behaviours and institutional conditions related to “academic focus”, “student-staff interaction” and “social integration”. In exploring the relationship between selected demographic variables and academic success, living arrangements emerged as an important consideration in promoting academic success as all the respondents who failed, lived far from the university. First generation learners were found not to achieve the levels of success of their peers who have had exposure to family members and significant others with tertiary experience. Overall the importance of good relationships between students and staff in promoting engagement and ensuring academic success emerged as an important factor. The importance of improving student success rates should be of paramount importance to all educators. The factors contributing towards student success are numerous and vast. Educators who understand the nature of student engagement and are aware of the student behaviours and institutional conditions that can be promoted in the higher education setting to improve engagement could become more effective in improving student success rates. Their efforts could be further enhanced if students are made aware of how their behaviour, understanding and utilisation of the resources, learning opportunities and services provided by the institution, can positively influence their academic success.
23
Chan, Elsie Siu King, and mikewood@deakin edu au. "New educational service products : Tertiary EC/EB education - the Asia-Pacific region." Deakin University. School of Information Systems, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.150155.
Full textAbstract:
Electronic Commerce (EC) / Electronic Business (EB) has been (and is expected to continue to be) a dynamic, rapidly evolving area of technology, requiring skilled people with up-to-date knowledge and skills. The global community has required (and still requires) tertiary academic programs to prepare and train these people quickly. In the late nineties, following a tidal wave of tertiary EC program development in the United States, new tertiary programs began to appear in the Asia-Pacific (AP) region to satisfy this need, over a very short period of time. This research project aims to examine whether the development and effectiveness of tertiary EC/EB educational programs can be enhanced through employing a particular marketing paradigm. Four regions - Australia, New Zealand, Hong Kong SAR and the Republic of Singapore were selected from the AP region, for this study. Based on a review of marketing literature, an inductive approach is adopted to build a model for new educational service product offerings. I also provide a description and comprehensive analysis of EC/EB education, and explore the model empirically, examining how it applies to the way EC education programs have been developed, to date.
Essentially, this project consists of two major activities: theory building and theory testing and is divided into three parts.
Part 1: Preliminary study literature review for theory building. This section of the thesis provides a literature review of the domains of curriculum development, EC/EB program development and management, EC/EB component models and new service product development.
Part 2 : Understanding the marketplace quantitative analysis. This section comprises five major surveys which provide an understanding of EC/EB education.
Part 3 : In-depth analysis qualitative research for theory testing. This section discusses the results of the multiple case studies of EC/EB degree programs undertaken over a five year period.
The results of this project highlight both theoretical and practical aspects of the topic. In terms of the theoretical aspect, I provide a contribution to existing theory concerning the planning and development of new tertiary education programs.
Research into academic course development in the past has tended to assume that all program development is pedagogically based and influenced. There is an assumption that people only develop academic programs and academic courses for pedagogic reasons.
What this research project has done is to suggest that there are, in fact, many possible reasons for developing new programs and that, although these reasons might be pedagogic in nature, they can also be industry-focased, and market-oriented in the following ways:
-the university is shaping the way it is perceived by the public that is, the market;
-the university is highlighting where its expertise lies. This led me to a form of new service product development consistent with the new image of the university. There is a clear need for diverse models for program development which accommodate the dynamic roles of modern universities. My research project develops such a model based on conditions in the Asia-Pacific region, and discusses findings arising from the overall project, which can be used to improve new educational program offerings in future, in both the Asia-Pacific and, I suggest, in other regions. This potential use of my findings highlights the practical contribution made by the research Project.
24
Reagon, Renee Anne. "Competencies required by South African, entry-level, library and information science graduates." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.
25
Thomen, Eva Christine Salzmann. "Labour market and institutional needs and dynamics in the introduction of a new technikon programme : a case study." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17529.
Full textAbstract:
Bibliography: pages 84-88.This study focuses on the nature and degree of articulation between Technikon education and labour market needs in South Africa. More specifically, it examines the effectiveness of the assessment of labour market needs as well as the influence of institutional needs and dynamics within the formal decision-making process which governs the introduction of new programmes. The research takes the form of a case study in which the researcher examines the decision-making process relating to the introduction of a particular programme - the ND: Education: Home Economics - at a particular Technikon. Data consisted of official records and documents as well as transcripts of interviews with key participants in the decision-making process. The data was used to reconstruct and analyse the decision-making process as implemented in the case of this programme. The study argues that, in this case, the formal, prescribed process which purported to assess labour market needs did not effectively engage with the actual dynamics of the market place. The mechanisms designed to assess labour market needs were largely symbolic and highly bureaucratised. In addition to being weak in design, assessment procedures were not stringently implemented. While the introduction of new programmes is explicitly justified on the grounds of labour market needs, the decision-making process was in this case, strongly - though implicitly and informally - influenced by institutional needs and dynamics within the Technikon itself. This study points to the weaknesses in the design and control of the official prescribed process which guides decisions regarding the introduction of all new programmes at South African Technikons. On a theoretical level, it also calls into question an assumption on which much literature pertaining to Technikon education is premised, that is, the assumption that there is a relatively smooth articulation between the supply of Technikon graduates and labour market needs.
26
Belluigi, Dina Zoe. "Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003413.
Full textAbstract:
This report presents the findings of a case study excavating the event of the ‘Critique’ (crit), the formative assessment method within a Fine Art Studio Practice curriculum. Arguments informed by critical postmodernism, education theories and contemporary art criticism are utilised to construct a dialectic of higher education, contemporary art and fine art studio practice. An emphasis is placed on the importance of agency, expressed through intentionality and critical thinking, with a recognition of the relationship between ‘the self’ and ‘the other’. Using critical discourse analysis, the disjunctions between the espoused and practiced curriculum are explored. The researcher analyses how the assessment practices of the case studied are influenced by unexamined agentic factors, such as inter-departmental relations, lecturers’ assumptions and prior learning, and structural determinants, such as the medium-specific Bachelor of Fine Art degree structure and prevailing artistic traditions. The research findings indicate that these are underpinned by tensions between two orientations, the espoused curriculum’s discourse-interest informed by critical theory, and the theory-in-use. The latter is shown to have unexamined modernist leanings towards formalism and a master-apprentice relationship between lecturer and students, which encourages reproduction rather than critical, creative thinking. The dominant discourses in the case studied construct a negative dialectic of the artist-student that can be seen to deny student agency and authorial responsibility. Findings suggest that students experience this as alienating, to the extent that to preserve their sense of self, they adopted surface and strategic approaches to learning. An argument is made for lecturers’ critically reflexive engagement with their teaching practice, and thereby to model ethical relationships between ‘self’ and ‘other’ during ‘crits’. In addition, emphasis is placed on how assessment practices should be more aligned with the espoused curriculum, so that the importance of a reflexive relationship between form and content, process and product, intentionality and interpretation is acknowledged.
27
Munywoki, Mathenge. "An Historical Review of Higher Education in Kenya Since 1975, with an Emphasis on Curriculum Development." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331862/.
Full textAbstract:
This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I of the study is the introduction. The history of higher education is in Chapter II. Chapter III discusses the impact of Western education in Kenya. Chapter IV deals with development, politics, and Kenyan higher education. Chapter V contains the summary, a discussion, and conclusions based on the facts presented in Chapters I through IV. Since 1975, higher education in Kenya has emphasized vocational and technical education, African culture, natural sciences, and rural development.
28
Eppel, Elizabeth Anne. "The contribution of complexity theory to understanding and explaining policy processes : a study of tertiary education policy processes in New Zealand : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctof of Philosophy in Public Policy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1202.
Full text
29
Wolf, Mark B. "Determinants of how undergraduate students attend to and perceive features of elective courses." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31643.
Full textAbstract:
Thesis (Ph.D)--Psychology, Georgia Institute of Technology, 2010.Committee Chair: Phillip L. Ackerman; Committee Chair: Ruth Kanfer; Committee Member: Gary J. Lautenschlager; Committee Member: Lawrence R. James; Committee Member: Richard Catrambone. Part of the SMARTech Electronic Thesis and Dissertation Collection.
30
Kapalu, Henry. "The role of school-based studies in developing reflective practice at a Namibian College of Education." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003635.
Full textAbstract:
This investigation looks at the role played by school-based studies in the development of reflective practice among student teachers at a Namibian college of education. Literature reviewed indicates that reflective practice helps teachers continually grow and enhance their professional insights and practices. The study focused on the perceptions and experiences of a group of teacher educators, support teachers and student teachers involved in a particular teacher education programme. A case study was chosen, and built up using an interpretive paradigm. This enabled the researcher to make meaning of information often taken for granted. Triangulation was used to ensure the development of as broad and authentic a picture of the case as possible. Key findings reveal that despite claims that Namibia’s three-year Basic Education Teacher Diploma programme (BETD) is explicitly designed to facilitate the development of critical reflective and reflexive practice in student teachers, the way in which aspects of the programme are implemented frequently undermines this design intention. A lack of careful and explicit mentoring on the importance of reflection for enhancing teaching, plus a measure of distrust between student teachers and teacher educators prevents college students from fully exploiting the opportunities afforded by school-based studies for the development of reflective skills.
31
Amweenye, Fares Frans. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003613.
Full textAbstract:
What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
32
Greef, Samantha. "National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/3305.
Full textAbstract:
During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South African universities has meant an increase in student diversity and different levels of preparedness of the students negotiating their way through their academic studies. Academic success of students remains a focus and one way of addressing this has been the introduction of various extended programmes at South African universities. Extended programmes have various academic development initiatives embedded in the coursework. These are designed to assist the academic progress of students. However, student success remains elusive as so many factors may impact. The purpose of this study therefore, was to investigate the perceptions of the National Diploma (Engineering: Electrical) Extended Programme students with regard to the benefits of the academic development initiatives offered by the NMMU, in order to gain a deeper understanding of their experiences as Extended Programme students. An exploratory sequential research design was employed, consisting of two phases of data collection, following each other successively (Creswell, 2012). The first phase of the data collection involved both quantitative and qualitative data. This was followed by a consecutive collection of qualitative data with the aim to enhance the themes that emerged from the first phase of this study. This mixed-methods research design facilitated the gathering of rich data to answer the research questions. The results indicated that these students perceived the academic development initiatives they received as positive and beneficial to their development. In addition, they felt adequately prepared for the mainstream curriculum; acquired and applied many skills relative to their field; and considered themselves to be at an advantage when comparing themselves to their mainstream counterparts.
33
Lumadue, Richard Thomas. "History and Demise of The University Foundation in St. Augustine, Florida: An Institutional Autopsy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3646/.
Full textAbstract:
This is an historical study of an institution of higher education that existed in St. Augustine, Florida from 1942-1949. The name of the institution was The University Foundation, founded by George J. Apel, Jr. This institution had several higher education divisions functioning under its umbrella. These divisions were the St. Augustine Junior College, the Graduate Division, the American Theological Seminary and the University Extension College with evening courses and Home Study courses for vacation study. The information collected for this study was accomplished primarily by the process of studying archives and conducting personal interviews. Since this is a qualitative research study, the collected information was processed through the use of multiple data-collection methods, data sources and analyses which insured the validity of the findings of the study. This process is known as information triangulation. The results of this study provide answers to the circumstances and identities of the key players which led to the formation of The University Foundation. Issues relating to the mission, revenue streams, faculty, curricula, and the ultimate demise of The University Foundation were also addressed in this study. Recommendations are included for higher education administrators, faculty, researchers, fund-raisers, and others whose efforts may be directed toward the launching and operation of new Christian institutions of higher learning.
34
Kussuda, Sergio Rykio [UNESP]. "A escolha profissional de licenciados em física de uma universidade pública." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/90967.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0
Previous issue date: 2012-06-25Bitstream added on 2014-06-13T18:52:50Z : No. of bitstreams: 1
kussuda_sr_me_bauru.pdf: 1640213 bytes, checksum: a561c01b3136f669d2d6b3e7da44a52b (MD5)A presente pesquisa é parte integrante de um estudo mais amplo, realizado no âmbito do Grupo de Pesquisa em Ensino de Ciências. Algumas das pesquisas realizadas nesse Grupo buscam estudar como vem ocorrendo a formação de professores de Física, a fim de subsidiar, por exemplo, processos de reestruturação curricular e a implantação de novos projetos pedagógicos. Esta pesquisa visa analisar a escolha profissional de egressos do curso de licenciatura em Física da UNESP, campus de Bauru, nas duas últimas décadas. Utilizamos como metodologia para constituição de dados questionários online, aplicados a graduados ingressos nesse curso no período de 1991 a 2008. Dentre a lista de 377 concluintes do Curso de Licenciatura em Física nesse período, foram contatados 273 deles, tendo respondido ao questionário 52 licenciados. Os questionários analisados permitiram verificar que 40 licenciados passaram a atuar no magistério após a conclusão do curso; 7 deles, exclusivamente, no Ensino Superior e 32, em algum momento de sua carreira, na Educação Básica. Os dados mostram trambém que o índice de evasão da docência é significativo: dos 40 licenciados que atuaram no magistério, 13 abandonaram a carreira; 10 destes lecionaram apenas na Educação Básica e 3, exclusivamente no Ensino Superior. Uma das principais conclusões deste estudo é que a falta de professores dessa área na região, e, possivelmente, no país, não está apenas no número reduzido de formados, mas é agravada fortemente pelo êxodo destes para outros campos de atuação, em função basicamente da insatisfação com os salários desse nível de ensino, das condições de trabalho na educação básica e da dificuldade de transpor o conhecimento acumulado na Universidade para a Educação Básica
This research is part of broader study, carried out in the Science Teaching Research Group. Some of the researchers in this group seek to study how happens the initial education of physics teachers in order to subsidize, for example, reestructuring curriculum and implementation of new pedagogical projects. This research aims to analyze the careers' choice of students that finished the Physics Teachers Education Program at UNESP, Bauru Campus, in the last two decades. We used online questionnaires as a methodology to collect data, applied to physics tachers graduated from 1991 to 2008. Among the list of 377 students that completed the Physics Teachers Education degree during this period, we could contact 273m and 52 of them responded the questionnaire. The questionnaires analyzed allowed us to verify that 40 of them worked as physics teachers or professors after graduation; 7 of them exclusively in colleges and 32 of them worked as teachers in basic education sometime in their career. The data also showed that teacher's dropout rate is significant: from 40 of those that have taught, 13 abandoned the career, 10 of them worked only in Basic Education and 3 of them in Higher Education level. One of the main conclusions of this study is that the lack of physics teachers in this region, and possibly in the country, is not just because the small number of physical teachers graduated, but is greatly aggravated by the exodus of these teachers to other fields, mainly because the dissatisfaction essentially with this level of teaching salaries, working conditions in basic education and the difficulty of transposing the knowledge accumulated in the University for Basic Education
35
Garosas, Elfriede S. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1015966.
Full textAbstract:
[From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
36
De, Villiers D. B. "Kurrikulumontwikkeling vir volhoubare sportbestuuropleiding in Suid-Afrika." Thesis, Stellenbosch : University of Stellenbosch, 2003. http://hdl.handle.net/10019.1/3178.
Full textAbstract:
Thesis (PhD (Education )--University of Stellenbosch, 2003.355 leaves printed on single pages, preliminary pages i- xxiii and numbered pages 1-330. Includes bibliography and list of tables. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: The sporting environment in South Africa started changing drastically when professional sport increasingly became a reality after years of sporting isolation. As a result of these changes new career opportunities opened up because professionals were required to manage professional sport. These new professional sporting organisations are modelled on economically active businesses that require managers at all levels. Training institutions soon started offering programmes to train these so-called sports managers. Although there are specialists working in the sporting environment, the generic term "sports manager" is used to identify these individuals. The appropriate and sustainable training of sports managers forms the nucleus of the research in this study. Training programmes for sports managers are mostly offered at departments of human movement studies or sports science. This tended to create the impression that these training programmes are merely adapted human movement studies programmes that do not necessarily make provision for the professional sports management industry. The main purpose of this study was to design a curriculum framework for sport management training that is not only practice-oriented, but that also ensures sustainable programmes. To realise this, both an international and a national historical perspective on sport management training were researched. A description of a theoretical curriculum model with specific reference to current trends in education in South Africa was given. Furthermore it endeavoured to establish, from within the sporting industry, the knowledge and skills that are required for a career in sports management. From this information an attempt was made to suggest a curriculum framework so that appropriate and sustainable sports management training programmes can be offered. From a historical survey it became evident that sports management training programmes are in a relatively early development phase. An analysis of international programmes revealed that these programmes focus mainly on the economic and management activities in sports management organisations. Few instances were found where human movement studies constituted a prominent part of the contents of the programmes. However, the opposite was found to be true when South African programmes were reviewed. The majority of these programmes include components of human movement studies/sport science in their contents. Some of the programmes focus specifically on human movement studies/sport science and merely offer introductory modules on aspects of sports management. This study indicates the necessity for sports management training programmes in higher education to fit into specific structures in the South African education framework. New developments centred around the South African Qualifications Authority, the Higher Education Board and more specifically the National Qualifications Framework have been researched and applied to sports management training programmes. To place this study within the perspective of curriculum development, various models and methods of curriculum evaluation were explored. As a result of this a synoptic list was compiled to which sports management programmes may be required to comply. As part of the study a questionnaire review was conducted to indicate sports managers' knowledge and skills requirements in three levels of management. Guidelines were derived from this for generic contents of sports management programmes. It was also indicated that specialist functions exist within the sports management industry and that this phenomenon cannot merely be ignored by academic institutions when curricula are designed. These findings were used to suggest a possible framework for sports management curricula. In the light of a changing environment in South Africa and the development of the professional sports management industry, it is necessary that this framework should continuously be supplemented in a dynamic sporting environment.
AFRIKAANSE OPSOMMING: Die sportbedryf het in Suid-Afrika drasties begin verander toe beroepsport na jare van sportisolasie toenemend 'n werklikheid geword het. Uit hierdie veranderinge het daar nuwe beroepsmoontlikhede ontstaan deurdat professionele persone nodig was om professionele sport te bestuur. Hierdie nuwe professionele sportorganisasies is op die lees van ekonomies-aktiewe besighede geskoei wat beteken dat bestuurders op aile vlakke benodig is. Opleidingsinstellings het spoedig begin om programme aan te bied vir die opleiding van hierdie sogenaamde sportbestuurders. Alhoewel daar 'n verskeidenheid spesialiste in die sportomgewing werk, word die generiese term "sportbestuurder" gebruik om hierdie persone te identifiseer. Die toepaslike en volhoubare opleiding van sportbestuurders vorm die kern van ondersoek in hierdie studie. Opleidingsprogramme vir sportbestuuropleiding word meestal in departemente van menslike bewegingskunde of sportwetenskap aangebied, wat die vermoede laat ontstaan het dat hierdie programme slegs aangepaste menslike bewegingskundeprogramme is en nie noodwendig vir die volle spektrum van behoeftes van die professionele sportbestuurbedryf voorsiening maak nie. Die hoofdoel van hierdie studie was die daarstelling van 'n kurrikulumraamwerk vir sportbestuuropleiding wat nie net praktykgerig is nie, maar ook die volhoubaarheid van hierdie programme verseker. Om dit te verwesenlik, is daar gepoog om 'n internasionale en nasionale historiese perspektief oor sportbestuuropleiding daar te stel. 'n Teoretiese kurrikulummodel is beskryf met spesifieke verwysing na huidige onderwystendense in Suid-Afrika. Vervolgens is gepoog om vanuit die sportbedryf te bepaal wat die kennis- en vaardigheidsvereistes is wat die sportbestuurberoep aan individue stel. Uit hierdie gegewens is gepoog om 'n kurrikulumraamwerk te ontwerp ten einde 'n bydrae te maak tot die volhoubare en toepaslike voorsiening van sportbestuuropleiding. Uit 'n historiese oorsig het dit geblyk dat sportbestuuropleidingsprogramme in 'n relatief vroeë ontwikkelingsfase verkeer. Wat uit die ontleding van internasionale programme duidelik geblyk het, is dat hierdie programme veral op die ekonomiese en bestuursaktiwiteite van sportbestuurorganisasies gefokus is. Min gevalle is aangetref waar menslike bewegingskunde 'n prominente deel van die programinhoud uitmaak. Daar is egter bevind dat die teendeel grootliks waar is van programme in Suid-Afrika. Die meerderheid van die programme het wel komponente van menslike bewegingskunde/sportwetenskap as deel van die inhoud. Sommige programme fokus spesifiek op menslike bewegingskunde/sportwetenskap en bied sportbestuuraspekte slegs as inleidende modules aan. Die studie toon aan dat dit noodsaaklik is om sportbestuuropleidingsprogramme in hoër onderwys binne spesifieke strukture in die Suid-Afrikaanse opvoedingsraamwerk in te pas. Ontwikkelinge rondom die Suid-Afrikaanse Kwalifikasie-owerheid, die Hoër Onderwysraad en meer spesifiek die Nasionale Kwalifikasieraamwerk is ondersoek in die lig van moontlike toepassings op sportbestuurprogramme. Om die studie binne die perspektief van kurrikulumontwikkeling te plaas, is ondersoek ingestel na verskillende modelle en metodes van kurrikulumevaluering. Hieruit is 'n oorsiglys waaraan sportbestuurprogramme moontlik beoordeel kan word, saamgestel. 'n Vraelysondersoek is benut ten einde kennis- en vaardigheidsvereistes van sportbestuurders op drie bestuursvlakke aan te toon. Riglyne ten opsigte van generiese inhoude vir sportbestuurprogramme is hieruit verkry. Daar is ook aangetoon dat spesialisfunksies binne die sportbestuurbedryf bestaan en dat hierdie verskynsel tydens kurrikulumontwerp nie sonder meer deur akademiese instellings geignoreer kan word nie. Hierdie bevindinge is gebruik om 'n moontlike raamwerk vir sportbestuurkurrikula voor te stel. In die lig van 'n veranderende samelewing in Suid-Afrika en die ontwikkeling van die professionele sportbestuurbedryf is dit noodsaaklik dat hierdie raamwerk in 'n dinamiese sportomgewing voortdurend aangevul word.
37
Van, Schalkwyk Susan C. "Generic learning outcomes in a technikon diploma programme : a critical analysis." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52861.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: In 1997, the South African Qualifications Authority (SAQA) published its guidelines 'to provide for the development and implementation of a National Qualifications Framework (NQF)' (Government Gazette 1997:35). This framework was to pave the way for compelling transformation in the education sector. One of the key features of the framework would be a directive that a series of competencies, or generic skills, that SAQA termed its 'critical cross-field outcomes' would have to be incorporated into the design of all programmes of learning. The publication of the guidelines sparked considerable debate; a debate that, in the five years since 1997, does not appear to have been resolved. As higher education institutions prepare for the 2003 submission of programmes to SAQA for registration, the importance of swift and meaningful intervention is self-evident. This report gives an account of a study undertaken to allow for the critical analysis of generic learning outcomes, or specifically SAQA's critical outcomes, as they present themselves in a technikon diploma programme. While the initial impetus in terms of the skills debate may appear to have arisen as a result of national imperatives, the overview of the literature pointed to international precedents, particularly when the issue of generic skills was contextualised against the background of the changing higher education landscape. Thus empirical research was conducted at the Cape Technikon using the National Diploma in Human Resources Management, its academic staff and its second-year student group, as its focus. The qualitative data, generated via multiple techniques including document analysis, interviewing, and a survey, provided a wealth of information and in-depth insight into the perceptions and attitudes of the respondents. The researcher endeavoured to maintain a practical focus throughout the study and sought to interpret and critique existing practice against best practice as described in the literature. The findings highlighted numerous issues relating to the integration of generic learning outcomes into programmes of learning. Key among these were the apparent lack of clarity and guidance among students and staff about the meaning of, and envisaged role for, the generic learning or critical outcomes; the fact that many in the technikon sector are already employing those teaching and learning strategies that are deemed appropriate when following an outcomes-based approach; that the changing student profile has had a direct impact on what happens in the classroom; and that assessment systems and practices appear to be the main barriers to the effective development of generic skills. In response, this study recommends that a structured, holistic, process approach be implemented at those institutions that are serious about integrating SAQA's critical outcomes into their programmes of learning. While such an approach would require institutional support and guidance, as well as an overall commitment to staff development, it is the contention of the researcher that the technikon sector, by virtue of its career-oriented focus and the design of its programmes, is ideally positioned to embrace the SAQA challenge successfully.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) het in 1997 riglyne gepubliseer wat voorsiening maak vir die ontwikkeling en implementering van 'n Nasionale Kwalifikasieraamwerk (NKR). Hierdie raamwerk sou die weg baan vir ingrypende veranderinge in die onderwys. Een van die sleuteleienskappe van hierdie raamwerk was die opdrag dat 'n reeks bevoegdhede, of generiese vaardighede, wat deur SAKO as sy 'kritiese uitkomstes' beskryf is, in die opstel van alle leerprogramme ingesluit moes word. Die publikasie van die riglyne het 'n aansienlike debat ontketen; 'n debat wat in die vyf jaar sedert 1997 oënskynlik nog nie tot 'n einde gekom het nie. Aangesien hoëronderwysinstellings hul voorleggings vir 2003 aan SAKO vir registrasie nou reeds begin voorberei, is die noodsaaklikheid van 'n vinnige en betekenisvolle besluit hieroor voor die hand liggend. Hierdie verslag gee 'n uiteensetting van navorsing wat gedoen is om 'n kritiese analise van generiese leeruitkomstes, of spesifiek die kritiese uitkomstes van SAKO, soos toegepas in die diplomaprogram van 'n tegnikon, te beskryf. Alhoewel dit aanvanklik mag gelyk het asof die debat oor vaardighede sy ontstaan aan 'n nasionale opdrag te danke gehad het, het 'n oorsig van die literatuur daarop gedui dat internasionale presedente ook daartoe aanleiding gegee het, veral in gevalle waar vrae betreffende die generiese leeruitkomstes teen die agtergrond van 'n veranderende hoëronderwyslandskap beskou is. Empiriese navorsing is aan die Kaapse Tegnikon onderneem met die Nasionale Diploma in Menslike Hulpbronnebestuur, sy akademiese personeel en tweedejaarstudente, as fokuspunt. Kwalitatiewe data is deur die gebruik van verskeie tegnieke gegenereer wat dokumentêre analise, onderhoudvoering en 'n vraelysopname insluit. Hierdie data het 'n bron van inligting oor, en insae, tot, die persepsies en houdings van die respondente verskaf. Die navorser het deurgaans gepoog om 'n praktiese fokus tydens die studie te behou en om die huidige praktyk te interpreteer en te beoordeel teenoor dit wat as suksesvol in die literatuur bestempel is. Die bevindinge het verskeie aspekte ten opsigte van die insluiting van generiese leeruitkomstes binne leerprogramme na vore gebring. Van die belangrikste aspekte is die klaarblyklike gebrek aan duidelikheid en leiding, onder sowel studente as akademiese personeel, oor die betekenis van, en beoogde rol vir die kritiese of generiese leeruitkomstes; die feit dat vele akademici in die tegnikonsektor reeds gebruik maak van die onderrig- en leerstrategieë wat as toepaslik vir uitkomsgebaseerde onderrig beskou word; dat die veranderende studenteprofiel 'n direkte impak gehad het op dit wat in die klaskamer gebeur; en dat assesseringspraktyke en -metodes tans die grootste remskoen in die effektiewe ontwikkeling van generiese vaardighede blyk te wees. In antwoord hierop beveel hierdie studie die implementering van 'n gestruktureerde, holistiese, prosesbenadering by die instellings aan wat erns maak met die insluiting van SAKO se kritiese uitkomstes in hul leerprogramme. Alhoewel so 'n benadering ondersteuning en leiding van die instellings, asook 'n algemene verbintenis tot personeelontwikkeling, sal vereis, is dit die navorser se oortuiging dat die tegnikonsektor, as gevolg van sy loopbaangerigte fokus en die inhoud van sy programme, ideaal geposisioneer is om die SAKO-uitdaging suksesvol die hoof te bied.
38
Healey, Norma M., and University of Lethbridge Faculty of Education. "Is curriculum in the closet? Instructors' perceptions about gay and lesbian content in Alberta university gender courses." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/223.
Full textAbstract:
This study focuses on the nature of university instructors' beliefs and attitudes toward gay and lesbian content in the university Gender course curriculum. It was intended to provide a better understanding of factors such as academic freedom, societal influences, personal opinions, curriculum, and institutional influences that might affect attitudes and thus undermine the inclusion of discussion about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Participants in the study were seven instructors from the faculties of Social Sciences, Faculty of Education, Applied Psychology, and Educational Psychology at the University of Alberta, the University of Calgary, and the University of Lethbridge, in the province of Alberta, Canada. The study revealed that although there was only a slight diversity of beliefs and attitudes about the topic among the participants, a majority of them felt positively toward inclusion of information in the university curricula.
the positive attitudes were expressed as a willingness to teach about the subject matter, and a belief that LGBT content should be integrated throughout the general curriculum. The implications and the challenges of incorporating LGBT issues into the curriculum were also discussed. Participants discuss that LGBT issues are not adequately represented in the curriculum, that there is a need for more public awareness and education about homosexuality, a need for greater inclusion of gay and lesbian issues in university programs, a desire for less marginalization of the LGBT topic, and a vow to provide more respect for LGBT persons.ix, 173 leaves ; 29 cm.
39
Wilborn, LaChelle Rachel. "Hospitality curriculum: a comparative assessment based on ACPHA standards." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/43684.
Full textAbstract:
This is what experts are saying:
African American students need a "dynamic curriculum" in order to gain the competitive edge over their peers (Marshall, 1992).
Top educators and industry executives at the 1993 Annual CHRIE Conference stated that "hospitality schools need to overhaul their curricula if they are to be more relevant in today’s market place" (Walkup, 1993).
The purpose of the research project was to obtain information on how the curricula of HPBCUs with hospitality administration programs compared to ACPHA standards. The study sought information from those institutions of higher education and made comparisons based on ACPHA standards and expert reviewers. The study was aimed primarily at identifying the strengths and weaknesses of the HPBCUs’ curricula using the ACPHA standards as the foundation.
A total of 11 HPBCUS were evaluated by 18 ACPHA reviewers. The reviewers compared the HPBCUs’ curricula to ACPHA standards using a Likert-type scale (4=Superior, 3=Satisfactory, 2=Unsatisfactory, 1=Poor). Each HPBCU curriculum was evaluated by two reviewers.
Forty percent of the institutions received an approval rating for accreditation and 40% were deferred accreditation. The remaining 20% were denied the accreditation status. All accrediting decisions reflected curriculum only.
It was recommended that the 11 HPBCUs follow ACPHA standards to ensure the quality of education being offered. It was also recommended that the HPBCUs’ curricula be revised to reflect areas of hospitality administration deemed necessary by ACPHA.Master of Science
40
Chetty, P. K. "Factors influencing the choice of religion studies as a subject in the further education and training band: a case study of two schools within the Uitenhage District of the Eastern Cape Province." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016087.
Full textAbstract:
In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
41
Stefan, Daniela Cristina. "Developing a framework for an undergraduate haematology curriculum in a Faculty of Health Sciences." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/3187.
Full textAbstract:
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The Faculty of Health Sciences at Stellenbosch University adopted a new set of guidelines for curriculum design in 1997, emphasising an orientation towards the requirements of the public sector general practice, a holistic approach and exposure to community lifestyle and disease patterns specific to various communities. In order to ensure the anchoring in the realities of the general practice, a family medical practitioner, appointed by the Academy of Family Practice, was included in the curriculum control structure of the faculty. It was further recommended that a family medical practitioner should be included in the curriculum committee of each discipline, where appropriate. The present research, starting from the assumption that the opinion of a single family practitioner is insufficient to determine the adequacy of the curriculum for general medical practice, aimed to conduct a comprehensive needs analysis of all stakeholders in the undergraduate haematology training programme at the Faculty of Health, Stellenbosch University, and to compare the findings with the existing curriculum. To this purpose, the opinions of five adult medicine haematologists, ten paediatric haematologists, four laboratory haematologists, ten interns, fourteen students and twenty general practitioners were surveyed. An open-ended questionnaire on the usefulness of the haematology module for hospital and independent general practice was analysed, using the “coding technique” method. On this basis, a list of subjects was drawn and, using a Delphi method, the participants in the study were asked to rate their importance for practice. The answers to the open-ended questionnaires revealed a few overarching concepts, the most important being the need to structure the material taught in the form of “approaches”, supporting the differential diagnosis, which is the most frequent task of a general practitioner. Among the outcomes identified in the panellists‟ answers, the need to adequately detect and assess the “red flag” signs for haematological cancers was proposed for consideration as an outcome in the next curriculum. The Delphi survey indicated a group of subjects which were rated as most important for practice and another group designated as devoid of utility. The remaining subjects, rated as of moderate importance, could be further classified as diseases usually managed by the general practitioner and pathology which would be referred to a specialist for management. These iv findings were compared with the existing curriculum and the discrepancies were analysed, resulting in a set of proposals towards a framework for a new undergraduate haematology curriculum. For the first time in the literature, as far as can be determined, this research presents outcomes and content for an undergraduate haematology course which were defined and rated for importance by consensus of the curriculum developers, specialists in the field and graduates of the course. The methods tested in this process and some of the trends revealed might be useful for curriculum development in other medical disciplines.
AFRIKAANSE OPSOMMING: Die Fakulteit van Gesondheidswetenskappe by die Universiteit Stellenbosch het in 1997 nuwe riglyne vir kurrikulumontwerp aanvaar. Hierdie riglyne beklemtoon `n bewustheid van die behoeftes van algemene praktyk in die openbare sektor, `n omvattende benadering tot en blootstelling aan die gemeenskapslewenstyl, asook aan siektepatrone eie aan verskillende gemeenskappe. Om te verseker dat die kurrikulum in die werklikhede van algemene praktyk geanker bly, is `n algemene praktisyn, aangestel deur die Akademie van Huisartskunde, ingesluit in die kurrikulum beheerstruktuur van die fakulteit. Dit is verder ook aanbeveel dat, waar van toepassing, `n huisarts in die kurrikulumkomitee van elke dissipline ingesluit moet word. Hierdie navorsing, wat van die veronderstelling gespruit het dat die opinie van `n enkele huisarts onvoldoende is om die toepaslikheid van `n kurrikulum vir algemene praktyk te verseker, het ten doel gestel om `n omvattende analise van behoeftes van alle belanghebbendes in die voorgraadse hematologie-opleidingsprogram by die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch, te doen en om die bevindings met die bestaande kurrikulum te vergelyk. Die menings van vyf volwasse medisyne hematoloë, tien pediatriese hematoloë, vier laboratorium hematoloë, tien huisdokters, veertien studente en twintig algemene praktisyns is verkry. `n Oop-einde vraelys oor die bruikbaarheid van die hematologie-module vir hospitaal- en onafhanklike algemene praktyk is m.b.v die gekodeerde tegniek ontleed. Op grond hiervan is `n lys onderwerpe gekies en studiedeelnemers is deur van die Delphi-metode gebruik te maak, gevra om die graad van belangrikheid van elkeen aan te dui. Die antwoorde op die oop-einde vraelys het `n paar oorkoepelende konsepte uitgelig. Die belangrikste hiervan was om die materiaal wat gedoseer word te struktureer in die vorm van „benaderings‟, wat die vorming van `n differensiële diagnose ondersteun. Lg. is die algemeenste taak van die algemene praktisyn. Een van die uitkomste wat deur die studiedeelnemers geïdentifiseer is, nl. die vermoë om die `rooi vlag` tekens van hematologiese kankers korrek te bespeur en te assesseer, is voorgestel vir oorweging vir insluiting as `n uitkoms in die volgende kurrikulum.
42
Bester, Marianne. "Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86447.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.
AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie. ‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.
43
Katewa, E. N. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003617.
Full textAbstract:
The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.
44
Gavrilova, Aguilar Mariya. "Examination of the Alignment between the SHRM Competency Model and Undergraduate Syllabi of Human Resources and Management Degree Programs in Texas." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849740/.
Full textAbstract:
The purpose of this study was to provide a snapshot of current Human Resources (HR) and Management curricula of four-year public universities in Texas in 2016 and evaluate their alignment with the competencies of the SHRM Competency Model®. This study used a mixed methods approach and analyzed course syllabi for a purposeful sample of 21 public universities in Texas. The course objectives referenced explicitly and/or implicitly all nine competencies. Three courses encompassed all nine competencies, and 84% of all programs demonstrated alignment with the competencies. “Business Acumen”, “Critical Evaluation”, “Communication” and “Relationship Management” were the most frequently referenced competencies in course syllabi. “Consultation” appeared the least frequently. This comprehensive analysis revealed that there is alignment between course curricula of public universities in Texas and competency expectations of graduates wishing to pursue a career in Human Resources. Recommendations applied to four areas including scholarship, university administration, professional associations, and practitioners.
45
Odueze, Simon Amanze. "An Historical Review of Higher Education in Nigeria from 1960-1985 with Emphasis on Curriculum Development." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330799/.
Full textAbstract:
The purpose of this study was to review higher education in Nigeria from 1960-1985 with emphasis on curriculum development, to identify the changes that took place during that period, and to utilize those changes to evaluate the current state of Nigerian higher education. In order to fulfill the purpose of this study, answers were sought for six research questions.
Chapter 1 includes a statement of the problem, purpose of this study, research questions, background, and significance of the study. Chapter 2 presents information on the methods of gathering and analyzing data. Chapter 3 is a review of the background literature. Chapter 4 presents information on higher education and curriculum development 1960-1985, and Chapter 5 covers the Nigeria National Curriculum Conference of 1969. The findings, conclusions, and recommendations of the study are presented in Chapter 6.
46
Dube, Bevelyn. "Challenges for journalism education and training in a transforming society : a case study of three selected institutions in post-1994 South Africa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85851.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study investigated the challenges for journalism education and training (JE&T) in a post-1994 transforming South Africa. Prior to 1994, South Africa had three distinct university systems with different ideological orientations, namely historically Afrikaans-language universities, historically English-language universities, and historically “black” universities. The consequence of these orientations in the university system caused a paradigmatic schism in the field of JE&T. The advent of democracy in 1994 necessitated the questioning of this division in higher education. One could assume that there was need to transform the JE&T curricula so that it could address the challenges of a society in transformation. This study, therefore, aimed to establish whether JE&T curricula in three selected tertiary institutions in post-1994 South Africa have transformed in line with the transformation process in the country. The post-colonial theory, developmental journalism model and Ubuntu philosophy were deemed the most appropriate theoretical points of departure from which to analyse the curricula. A collective case study was used as a research design. To collect data, a mixedmethod approach, which utilised both qualitative and quantitative approaches, was used. Qualitative data were collected through use of programme documents from the selected journalism tertiary institutions and a semi-structured questionnaire, which was distributed to programme coordinators. Quantitative data were obtained through the structured questionnaire which was completed by students in the selected programmes. The qualitative data obtained were analysed using qualitative content analysis, while quantitative data were analysed using the statistical package SPSS version 18. The data were then analysed and discussed in terms of the selected theories. The analysis revealed that the three programmes are highly dependent on Western epistemologies. The programmes have a close relationship with the media industry, a relationship which at times can be a double-edged sword. The findings also show that the programme coordinators of these programmes are not averse to the transformation of curricula provided the process takes into cognisance Western epistemologies. The results also showed that in terms of gender and race, transformation has either been insignificant or non-existent. Lastly, all three programmes do not teach their students to report in indigenous languages. The final conclusion of the study is that JE&T in the selected programmes are not yet addressing the challenges of a transforming post-1994 South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie het die uitdagings aan joernalistieke opvoeding en opleiding (JO&O) in ’n post-1994, transformerende Suid-Afrika ondersoek. Voor 1994 het Suid-Afrika drie verskillende universiteitstelsels met verskillende ideologiese oriëntasies gehad, naamlik historiese Afrikaanse universiteite, historiese Engelse universiteite en historiese “swart” universiteite. Die gevolg van hierdie oriëntasies in die universiteitstelsel het ’n paradigmatiese skisma in die veld van JO&O veroorsaak. Die koms van demokrasie in 1994 het die bevraagtekening van hierdie skeiding in hoër onderwys genoodsaak. Die aanname kon gemaak word dat daar ’n behoefte was om JO&O kurrikula te transformeer sodat dit aan die uitdagings van ’n samelewing in oorgang kon beantwoord. Hierdie studie het dus beoog om vas te stel of JO&O kurrikula in drie geselekteerde tersiêre inrigtings in ’n post-1994 SuidAfrika saam met die landgetransformeer het. Die postkoloniale teorie, ontwikkelingsjoernalistiek-teorie en Ubuntu-filosofie is geoordeel om die mees toepaslike teoretiese vertrekpunte te wees om die kurrikula mee te evalueer. ’n Kollektiewe gevallestudie is as navorsingsontwerp gebruik. As dataversamelingsmetodologie is ’n gemengde metodesbenadering gevolg, waarin kwalitatiewe en kwantitatiewe metodologieë gebruik is. Kwalitatiewe data is deur’n analise van die programdokumente van die geselekteerde tersiêre instellings versamel, asook deur ’n semi-gestruktureerde vraelys aan die programkoördineerders. Kwantitatiewe data is verkry danksy ’n gestruktureerde vraelys wat deur studente in die onderskeie programme voltooi is. Die kwalitatiewe data is geanaliseer deur kwalitatiewe inhoudsanalise, terwyl die kwantitatiewe data geanaliseer is deur die statistiese pakket SPSS weergawe18. Die data is daarna aan die geselekteerde teorieëgetoets en daarvolgens geëvalueer. Die analise het getoon dat die drie programme sterk steun op Westerse epistemologieë. Die drie programme het stewige verhoudings met die mediabedryf, ’n verhouding wat soms ’n tweesnydende swaard kan wees. Die bevindinge toon ook dat die koördineerders van die programme nie onwillig oor die transformasie van kurrikula is nie, met dien verstande die proses neem Westerse epistemologieë in aanmerking. Die resultate het ook aangetoon dat transformasie onbeduidend of nie-bestaande was in terme van geslag en ras. Die drie programme bied ook geen onderrig in inheemse Afrika-tale aan nie. Die finale slotsom van die studie was dat JO&O in die geselekteerde programme nog nie die uitdagings van ’n transformerende post-1994 Suid-Afrika aanspreek nie.
University of Venda
47
Noble, Nicole C. "Intercultural understanding in global education communities : tracing intercultural education in a pre-service teacher training program at the University of Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3961.
Full textAbstract:
Thesis (PhD (Education)--University of Stellenbosch, 2005.334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures.
Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR).
ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI).
AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).
48
廖紫薇. "澳門高校本科專業設置與人才培養研究 :以中葡雙語人才教育為例 = A study on Macau higher education institutions undergraduate programs and human resources development : a case of Sino-Luso bilingual professionals education." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953679.
Full text
49
Crafford, S. "A curriculum framework for consumer learning at a higher education institution." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3173.
Full textAbstract:
Thesis (PhD (Education)--University of Stellenbosch, 2006.287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semistructured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
50
Nkoe, Manape Nelson. "The management of the curriculum for further education and training colleges in South Africa." Thesis, 2012. http://hdl.handle.net/10210/7444.
Full textAbstract:
D.Ed.This thesis provides an analysis of the essentials of effective and efficient management of the curriculum for Further Education and Training (FET) colleges in South Africa through the examination of the effective management of FET. The aim of the research is to explore the perceptions of FET councils, principals and educators on the management of FET colleges. It is believed that these perceptions have far-reaching implications on the aspirations of the stakeholders with regard to the implementation and success of the curriculum for FET colleges. The literature revealed that the legislation, namely, the FET Act 98 of 1998, the Employment Equity Act 55 of 1998, the SAQA Act 58 of 1995 and the Skills Development Act 97 of 1998 form an indispensable part of the FET sector and also that the new legislation provides all the stakeholders (councils, principals and educators of FET colleges) with a stance, frame of reference and guidelines to manage the curriculum for FET colleges in South Africa effectively and efficiently. The study also revealed that a success in FET sector will be achieved by closing the gap between "education and training" and also "theory and practice". Removal of the fragmentations in education through a co-coordinated, flexible and high-quality FET system will result in employability and employment opportunities for FET learners of the future. It emerged that the above objective may best be achieved by strengthening cooperation between the Department of Education and Department of Labour, in which case a new system of learnerships was identified as a mechanism to enhance collaboration between the aforementioned departments. In order to gain a comprehensive understanding of the perceptions of the aforementioned FET stakeholders on the dynamics of management of the curriculum for FET colleges, the research design is qualitative, exploratory, descriptive and contextual (Mouton & Marais, 1991:43-44, 51). The literature study; individual and focus group interviews, observations and field notes; and site analysis were employed as research methods. From the analysis of the data, four major themes, namely, transformation of FET sector, redress of the past injustices of the FET sector, ensuring equity in all respects regarding FET matters and ensuring equality in all aspects within the FET sector. Categories and sub-categories were also obtained from the analysis of data and they were used as strategies to achieve the objectives of the themes in question. The important findings were discussed at length and thereafter, conclusions, shortcomings, recommendations and guidelines