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Artykuły w czasopismach na temat "Competency based education – Western Australia"
Smith, Jodie, Rhylee Sulek, Ifrah Abdullahi, Cherie C. Green, Catherine A. Bent, Cheryl Dissanayake i Kristelle Hudry. "Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia". Autism 25, nr 6 (25.04.2021): 1784–96. http://dx.doi.org/10.1177/13623613211010006.
Pełny tekst źródłaSingh, Michael Garbutcheon, Leo Bartlett, Leonie Rowan, Trevor Gale i Philippa Roylance. "Moves to Restructure the Work of Principals, of Teaching, and Human Resource Management". Journal of School Leadership 7, nr 1 (styczeń 1997): 69–91. http://dx.doi.org/10.1177/105268469700700104.
Pełny tekst źródłaGonczi, Andrew. "Competency Based Assessment in the Professions in Australia". Assessment in Education: Principles, Policy & Practice 1, nr 1 (styczeń 1994): 27–44. http://dx.doi.org/10.1080/0969594940010103.
Pełny tekst źródłaButyrina, M. "Competency-based approach to journalism education: Western experience and Ukrainian practice". Communications and Communicative Technologies, nr 20 (20.02.2020): 13–18. http://dx.doi.org/10.15421/292002.
Pełny tekst źródłaSmith, Erica. "A Study of the Penetration of Competency‐based Training in Australia". Research in Post-Compulsory Education 1, nr 2 (styczeń 1996): 169–85. http://dx.doi.org/10.1080/1359674960010204.
Pełny tekst źródłaMoreno-Lacalle, Rainier C. "COMPARATIVE ANALYSIS BETWEEN NURSING CORE COMPETENCY STANDARDS OF AUSTRALIA AND THE PHILIPPINES". Belitung Nursing Journal 5, nr 5 (30.10.2019): 176–79. http://dx.doi.org/10.33546/bnj.761.
Pełny tekst źródłaBernard, Jennifer, i Krishna Bista. "International Student Experience in Australia". Journal of International Students 5, nr 1 (1.01.2015): 100. http://dx.doi.org/10.32674/jis.v5i1.447.
Pełny tekst źródłaLiang, Zhanming, Felicity Blackstock, Peter Howard, Geoffrey Leggat, Alison Hughes, Janny Maddern, David Briggs, Godfrey Isouard, Nicola North i Sandra G. Leggat. "A health management competency framework for Australia". Australian Health Review 44, nr 6 (2020): 958. http://dx.doi.org/10.1071/ah19006.
Pełny tekst źródłaMcAllister, Lindy. "The Role of Competency-Based Occupational Standards in Speech Pathology Education and Governance in Australia". Annales Universitatis Mariae Curie-Sklodowska, sectio N, Educatio Nova 1 (2.03.2017): 19. http://dx.doi.org/10.17951/en.2016.1.19.
Pełny tekst źródłaClare, Michael. "Educating family group conference coordinators: A ‘family of origin’ perspective". Children Australia 25, nr 2 (2000): 21–27. http://dx.doi.org/10.1017/s1035077200009688.
Pełny tekst źródłaRozprawy doktorskie na temat "Competency based education – Western Australia"
Griffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.
Pełny tekst źródłaDe, Waal Trevor Garfield. "Curriculum 2005: challenges facing teachers in historically disadvantaged schools in the Western Cape". University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Pełny tekst źródłas diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.
These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.
This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo
s Pass.
Naicker, Sigamoney Manicka. "An investigation into the implementation of outcomes based education in the Western Cape Province". Thesis, University of the Western Cape, 2000. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5229_1181560156.
Pełny tekst źródłaBester, Marianne. "An outcomes-based training model for textile technologists". Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1911.
Pełny tekst źródłaThe textile industry in South Africa is regarded as a labour intensive industry with high capital investment. Presently, the textile industry is facing the impact that globalisation will have on the local industry, which emphasises the importance of training and development in the face of decreasing levels of human resources. These decreasing levels of employment will result in the loss of highly technical expertise with no replacement source in the labour market, unless textile technologists are educated to compensate for the loss. The White Paper on the Transformation of Higher Education (1997) indicates that one of the purposes of higher education is to proVide the labour market, in a knowledgedriven and knowledge-dependent society, with the high-level competencies and expertise necessary for the growth and prosperity of a modern global economy. The establishment of the National Qualifications Framework in South Africa has diluted the rigid boundaries between education and training, requiring of Higher Education to establish programmes that are responsive to the needs of industry. The focus of this research project is to develop and evaluate an outcomes-based textile technologist curriculum based on the education and training needs of the Western Cape textile industry in particular, as a result of environmental changes impacting on the South African textile industry in general. The development and evaluation of an outcomes-based qualification in textile technology take place Within a world of constant change, where work and education are becoming increasingly interwoven, stressing the importance for higher education in South Africa to transform by developing learning programmes in harmony with industry and by specialising in making knowledge useful and applicable.
Paul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia". Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0030.html.
Pełny tekst źródłaLange, Deborah. "A sense of being /". View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031210.112234/index.html.
Pełny tekst źródłaWilliamson, Merryl Cheryne. "A comparative analysis of outcomes based education in Australia and South Africa". Diss., 2000. http://hdl.handle.net/10500/17862.
Pełny tekst źródłaEducational Studies
M. Ed. (Comparative Education)
"Re-conceptualising Competency-based Education and Training : with particular reference to education for occupations in Australia". University of Technology, Sydney. Faculty of Education, 1996. http://hdl.handle.net/2100/303.
Pełny tekst źródłaDreyer, Johannes Machiel. "Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika". Thesis, 2000. http://hdl.handle.net/10500/16685.
Pełny tekst źródłaThis study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system.
Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika. Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp, waar inhoude so 'n dominante rol speel. 'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding word voorgestel om die ontwikkeling van sodanige programme te vergemaklik. Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer.
Teacher Education
D Ed. (Didactics)
Samuels, Kinsa Gita. "Perceptions and knowledge regarding indigenous knowledge and environmental education in the Natural Science curriculum". Thesis, 2003. http://hdl.handle.net/10500/1792.
Pełny tekst źródłaEducational Studies
Thesis (D. Ed.)
Części książek na temat "Competency based education – Western Australia"
Hughes, Lewis, i Len Cairns. "Competency-Based Training in Australia: What Happened and Where Might We ‘Capably‘ Go?" W Technical and Vocational Education and Training: Issues, Concerns and Prospects, 143–57. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5398-3_10.
Pełny tekst źródłaRamasamy, Muthuveeran. "Competency-based curriculum development in vocational education and training: An example of knowledge transfer from the Western world to India". W Comparative Vocational Education Research, 181–98. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29924-8_11.
Pełny tekst źródłaMendenhall, Robert. "Western Governors University". W Handbook of Research on Competency-Based Education in University Settings, 379–400. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0932-5.ch019.
Pełny tekst źródłaMale, Sally A. "Generic Engineering Competencies Required by Engineers Graduating in Australia". W Developments in Engineering Education Standards, 41–63. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0951-8.ch003.
Pełny tekst źródłaPenney, Dawn, Paul Newhouse, Andrew Jones i Alistair Campbell. "Digital Technologies". W Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education, 15–26. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-074-3.ch002.
Pełny tekst źródłaStreszczenia konferencji na temat "Competency based education – Western Australia"
Liu, Hui. "Research on Construction of Village Cadres Competency Model in Western China Based on Grounded Theory". W International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.61.
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