Teses / dissertações: "Further Education Services"

1

Bland, Kathy. "Shared services in further education". Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.

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George, D. J. "Motivating students to achieve in a vocational services sector programme within further education". Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/24263/.

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This thesis explores learning motivation in a vocational further education setting, and investigates whether and why learners may not be achieving as highly as expected. The purpose of this study was to explore a learner’s transition into further education (FE) and the impact of their past educational and life experiences on their motivation to learn. A form of life course research was used to explore why some learners fail to reach their minimum expected grade profiles, as indicated by value added data, and appear to leave further education without achieving as highly as expected. A detailed study of what goes on in practice at programme level to enhance the progress made by the learner provides a rounded study of learning motivation. This study uses a qualitative case study methodology and a form of life course research. A desk based interrogation of policy literature and the construction of policy across macro (national), meso and micro levels sets the context of study. Semi-structured interviews with ten BTEC National Extended Public Services students were used to form partial life stories that were analysed using Pierre Bourdieu’s concepts of ‘capital’, and ‘field’. Classroom observations of teaching and learning practices explore what is going on in practice. The findings detail a wide ranging number of factors that can attribute to learning motivation. These include ‘emotional factors’ such as the influence of peers, parents and teachers, the approach and personality of the teacher, and critical incidents at various points in a learner’s education. In addition, there are ‘cultural factors’ such as religion, perception of the value of qualifications, assessment preferences, and cultures associated with FE. Whilst the data highlighted sub-themes pertinent to the broader emotional and cultural factors that may impact learner motivation, these findings also present the diverse and individualistic nature of learning and learner motivation. The discussion illustrates the multifaceted and complex nature of learning motivation and highlights the importance of social structure in the development and maintenance of learning cultures. More specifically, the discussion highlights the importance of significant others and the reciprocal nature of emotional investment in education. A range of conceptual models are introduced to help teachers and managers understand the complex and multifaceted nature of learning motivation providing useful tools for curriculum design and intervention. These models can help teachers and managers to understand the key capital transactions and transubstantiations between learners, parents, teachers, and peers from a Bourdeusian perspective thus understanding the value of various capitals (namely cultural and emotional) and how they interact within the network of fields that are at play at the educational site.

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3

Padfield, Andrew James. "The impact of The Manpower Services Commission on non-advanced post-16 further education". Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431714.

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4

Ferreira, Stephanus Lourens. "The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa". Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner.

The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.

student counselling services
academic development and learning support
occupationald evelopmenat nd careerg uidance
life skills education and health education, and
college institutional development

Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET.

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Köhler, Marcel, e Lars Leidl. "Interkulturell ausgerichtete Studien- und Dienstleistungsangebote". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-120746.

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Das Working Paper Nr. 3 ist Ergebnis einer Recherche nach interkulturellen Bildungs-, Studien- und Dienstleistungsangeboten, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Das Working Paper ist Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.

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Marumo, Lesang Philadelphia. "The impact of in-service educator professional development programmes on grade 10 life orientation educators / Lesang Philadelphia Marumo". Thesis, North-West University, 2010. http://hdl.handle.net/10394/8253.

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The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

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Köhler, Marcel, e Lars Leidl. "Interkulturell ausgerichtete Studien- und Dienstleistungsangebote". Berufsakademie Sachsen, Staatliche Studienakademie Breitenbrunn, 2012. https://slub.qucosa.de/id/qucosa%3A3517.

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Das Working Paper Nr. 3 ist Ergebnis einer Recherche nach interkulturellen Bildungs-, Studien- und Dienstleistungsangeboten, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Das Working Paper ist Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.:1 Projekthintergrund und Zielstellung 2 Interkulturelle Studienangebote: Grundständige und aufbauende Studiengänge im deutschsprachigen Raum 3 Interkulturelle Kompetenz als Zusatzqualifikation: Trainings- und Dienstleistungsangebote 3.1 Interkulturelle Kompetenz als Ausbildungsgegenstand: begriffliche Prämissen 3.2 Ziel der Angebotsanalyse und methodische Vorgehensweise 3.3 Ergebnisse 4 Fazit

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Hughes, Jacqueline. "Action planning and assessment in guidance contexts : how can I understand and support these processes while working with colleagues in Further Education colleges and career service provision in Avon?" Thesis, University of Bath, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320554.

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9

Mashiloane, Ernest Phaswa. "Implementation of student support services at public further education and training colleges in Mpumalanga province". 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000907.

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10

(9809444), Helen Keen Dyer. "(Re) imagining the boundary: A case of contemporary fire and emergency services education and training". Thesis, 2018. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/13447793.

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The Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing of FES, as they have historically been known. The contemporary industry narrative is calling for collective responses to the business of FES, and as such, calling for FES to work closely with its multiple intersecting jurisdictions and constituents. This qualitative investigation aimed to better understand one such intersection, that of FES and Higher Education (HE). FES has a long and proud history with Australia’s Vocational Education and Training (VET) sector. While this continues today, the industry is increasingly looking toward HE and its potential for preparing FES workers for the increasing complexity. The FES industry and VET have a well-established working relationship, and systems and processes in place to support this relationship. However, arrangements of this kind do not currently exist in regard to HE. As such, current FES HE efforts vary considerably and lack the mechanisms needed to support one another to come together and work in a fulsome way. The FES education and training environment and its enactments, such as training products, present as highly particular, and these particularities come to the fore when education and training is conceptualised as encompassing VET and HE, and as a continuum of these. Against this backdrop, there is a pressing need for an approach which sees FES, VET and HE working in unison. Located within the constructivist perspective, and conducted using an instrumental case study design, this research explores the current FES education and training environment in order to better understand the challenges faced by FES and HE, and thereby, their working together. This research is conducted within the Queensland FES context and in relation to one particular HE provider, CQUniversity Australia. Data were collected through semi-structured interviews, documents, observations of the QFES education and training environment, and a participatory workshop. As a result of the data analysis process, five themes emerged, that of 1) culture, history and tradition, 2) identity and identification, 3) boundaries, 4) accountability, and 5) imaginings. Emerging from the interpretation of these five themes is the need for a specific type of working relationship, postulated here as a collaboration. In support of the collaboration, the FES-HE Model of Collaboration was constructed. This model and its guiding principles speak to FES and HE, and the structure and function of the collaboration argued here as occurring at and within the boundary point between FES and HE, as it is currently known. Through considerations of the FES-HE boundary, and the conceiving of a FES-HE connected future, new understandings of the nature of boundary points emerged. In addition, a mechanism emerged by which boundary points can be navigated and negotiated, here called imaginings. The notion of imaginings, the boundary insights, theorised model and FES contextual understandings represent the contribution to knowledge of this thesis.

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11

(9809444), Helen Keen Dyer. "(Re) imagining the boundary: A case of contemporary fire and emergency services education and training". Thesis, 2023. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/24079497.

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The Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing of FES, as they have historically been known. The contemporary industry narrative is calling for collective responses to the business of FES, and as such, calling for FES to work closely with its multiple intersecting jurisdictions and constituents. This qualitative investigation aimed to better understand one such intersection, that of FES and Higher Education (HE). FES has a long and proud history with Australia’s Vocational Education and Training (VET) sector. While this continues today, the industry is increasingly looking toward HE and its potential for preparing FES workers for the increasing complexity. The FES industry and VET have a well-established working relationship, and systems and processes in place to support this relationship. However, arrangements of this kind do not currently exist in regard to HE. As such, current FES HE efforts vary considerably and lack the mechanisms needed to support one another to come together and work in a fulsome way. The FES education and training environment and its enactments, such as training products, present as highly particular, and these particularities come to the fore when education and training is conceptualised as encompassing VET and HE, and as a continuum of these. Against this backdrop, there is a pressing need for an approach which sees FES, VET and HE working in unison. Located within the constructivist perspective, and conducted using an instrumental case study design, this research explores the current FES education and training environment in order to better understand the challenges faced by FES and HE, and thereby, their working together. This research is conducted within the Queensland FES context and in relation to one particular HE provider, CQUniversity Australia. Data were collected through semi-structured interviews, documents, observations of the QFES education and training environment, and a participatory workshop. As a result of the data analysis process, five themes emerged, that of 1) culture, history and tradition, 2) identity and identification, 3) boundaries, 4) accountability, and 5) imaginings. Emerging from the interpretation of these five themes is the need for a specific type of working relationship, postulated here as a collaboration. In support of the collaboration, the FES-HE Model of Collaboration was constructed. This model and its guiding principles speak to FES and HE, and the structure and function of the collaboration argued here as occurring at and within the boundary point between FES and HE, as it is currently known. Through considerations of the FES-HE boundary, and the conceiving of a FES-HE connected future, new understandings of the nature of boundary points emerged. In addition, a mechanism emerged by which boundary points can be navigated and negotiated, here called imaginings. The notion of imaginings, the boundary insights, theorised model and FES contextual understandings represent the contribution to knowledge of this thesis.

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Plassová, Tereza. "Aktuální otázky vzdělávání pracovníků v pomáhajících profesích". Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-337349.

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This thesis deals with personnel training in the helping professions. The main objective of this thesis is to report on the current state and trends of the future orientation of personnel education in the helping professions. The theoretical part deals with the definition of the components involved in the process of personnel training in the helping professions, possible attitudes of organizations to education of their employees, supervision, as a form of further education, legislation related to the topic of workers' education in the helping professions and implemented projects supporting the education of these workers. The empirical part is devoted to the analysis of documents, which tries to determine whether there have been changes in personnel training in the helping professions in the monitored period in Hradec Králové Region in connection with the implementation of quality standards of social services and the amendment of the Act on Social Services. The empirical part also includes a quantitative analysis. It is a research probe using the method of scaling questionnaire. The questionnaire was distributed to participants of training courses. The questionnaire evaluates the connection between educational needs, the topic of the courses and the way of implementation of training courses....

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Langa, Purity Phumzile Nokuthula. "Situating professional development within the school context : a case study of a further education and training (FET) school". Thesis, 2007. http://hdl.handle.net/10413/1372.

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Traditional professional development approaches to assist teachers to implement the new curriculum in South Africa have come under criticism. This is because these do not provide the ongoing, context sensitive support that teachers need to improve their practice. This has raised the importance of situating teacher learning within the school context. This study explored how a group of teachers gave meaning to and expressed their understanding of themselves and their experience of school-based professional development. The purpose of the study was to understand the nature of school-based professional development at an FET school. In attempting to address the research questions, this study adopted a qualitative, interpretive approach. Since human interaction and context are important in the qualitative interpretative study, the tenets of symbolic interactionism were drawn on to guide this research study. This study also drew on the concepts of situated learning theory, which stresses the importance of context and therefore supports, the notion that learning opportunities should be grounded in environments where problems arise. This was a case study of a secondary peri-urban school in KwaZulu-Natal. lt involved three teachers who were purposefully selected. Data was gathered through three qualitative methods i.e. observation, interviews and a reflective journal. A process of open coding was used to analyse and interpret data. Findings reveal that the school did recognise the importance of schools as places where teachers can learn. However, the contextual factors such as inside politics, staff relations within the school, as well as the way management handled their role in managing professional development in the school made it a challenge to organise and promote collective teacher learning. lt further reveals that as a result of the difficulties and inconsistency of the official professional development programme, teacher learning was in fact taking place in various other ways. These included department meetings';-infQr:mal-teacher collaboration and mentoring. The study also reveals that various contextual factors affected curriculum development implementation. These included a lack of resources, large classes and learners' backgrounds.
Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

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Yi, Ｈsiu Chih, e 易秀枝. "The Influence of In-service Further Education on Professional Development for Junior High School Teachers in Taichung". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/12553920773222628553.

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碩士
國立彰化師範大學
工業教育與技術學系
94
ABSTRACT The purpose of this study was to examine the influence of middle school teachers’ in-service further education (ISFE) towards their professional development. Theoretical framework of the study was built via extended literature review. A questionnaire survey was conducted to collect data from the target subjects in Taichung County, Taiwan. A total of 702 questionnaires were randomly issued to stratified middle schools. There were 566 usable replies with a valid return rate of 80.63%. The statistical processes such as the means, standard deviation, t-test, and one-way ANOVA were applied to analyze the data. The results are as follows: 1. The in-school seminars are the most popular way of ISFE for middle school teachers. 2. There exists significant difference regarding favorite means of ISFE for teachers with various backgrounds, such as work history and current positions. 3. There exists significant difference regarding professional development for teachers with various backgrounds, such as current positions and school sizes. 4. Teachers adopting degree-oriented further education gain significant professional development. According to the results several suggestions were made for educational authorities, teachers, and prospective researchers. Keywords: middle school teachers, in-service further education, professional development

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Hsieh, Chin-Yen, e 謝金燕. "A Study on the Service Quality and Satisfaction of Further Education of Elementary School’s teachers on Wednesday by Kano Model". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/96574863898625144780.

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碩士
亞洲大學
經營管理學系碩士在職專班
97
The time of life learning has been spread to every social stratum in depth. In order to face the qualitative change of education reforms, it is urgent for the teachers of elementary school, that are positioned at the first line of education, to replenish the educational news and learn the new teaching method by pursuing further education. Presently, every elementary school plans the activities of further education by themselves in the afternoon on Wednesday which becomes the main way for elementary school’s teacher to pursue further education. It will not influence the course and save the problem of transportation. The study applies Kano’s Two-Dimensional Perspective to search the character of service quality of further education of elementary school’s teachers on Wednesday and analyzes the increased and decreased quality item by searching the teacher’s satisfaction for pursuing further education in Wednesday. The service quality is classified according to Attractive Quality, Must-be Quality, One-dimensional Quality, Indifferent Quality and Reverse Quality. The study discovers that most of teachers have an idea of One-Dimension more than Two-Dimension on the service quality of further education on Wednesday. Some reasons will increase the attractive factors of teacher’s satisfaction, like “the modern place with new equipment” and “the attractive place arrangement”. Besides, the satisfaction of service quality of further education on Wednesday will also be influenced by teacher’s age, level of education, seniority of teaching, position, school scale and the times that attending further education.

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Smith, Deborah J. "Concept analysis of critical cross-field outcomes in the context of private service providers within Further Education and Training (FET)". Thesis, 2006. http://hdl.handle.net/2263/29357.

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This research study is a concept analysis of the Critical Cross-Field Outcomes (CCFOs). Legislation and related documentation such as SAQA Bulletins, respective Acts, and position papers of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF) describe the CCFOs as one of the transformational tools utilised by the SAQA to ensure access, portability and lifelong learning. CCFOs express the intended results of education and training and underpin all learning processes, thus enhancing the learning process and contributing to the full development of an individual. CCFOs are generic and cross-curricular, they are not restricted to any specific learning context, but inform the formulation of specific outcomes in the individual areas of learning for all learners at all levels on the NQF. CCFOs should direct education, training and development practices, as well as the design and implementation of learning programmes. Learning materials should also be designed and utilised accordingly. Critical Cross-Field Outcomes are also referred to as soft competencies, personal competencies, thinking competencies and life competencies, which are the abilities that people need to be active, responsible and successful members of society. They provide the means to build a career and make the person more effective in executing a job. CCFOs should be developed during learning processes so that learners are able to deploy them when achieving work-related outcomes. Knowledge is of little value if it cannot be utilised in new situations or in a form very different from that in which it was originally encountered. Although knowledge is a necessary requirement in education, training and development, it is not sufficient for becoming an expert. What is needed is some evidence that the learners can do something with their knowledge, which implies that they can apply what they know to new situations and problems. The CCFOs are tools that the learner or facilitator can utilise to access knowledge and to develop new knowledge of purposeful objectives. The outcome of this research is a categorisation of underpinning competencies related to the CCFO statements that facilitators, proposers of qualifications, service providers and Education and Training Quality Assurance (ETQA) Managers can use to incorporate the CCFOs in the education, training and development initiatives. These competencies also serve as the starting point for the outcomes-based principle of designing back. These competencies can also be utilized as a benchmark for conducting competencies audits on the CCFOs. Selected competencies are to be implemented at all levels of the NQF in all the fields as identified by SAQA.
Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted

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Matshaya, Kulana. "The professional develoment of lecturers at further education and training colleges in the Eastern Cape Province". Diss., 2016. http://hdl.handle.net/10500/21143.

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The study focused on professional development of lecturers at Further Education and Training (FET) Colleges in the Eastern Cape Province. The effectiveness of lecturers at FET colleges depends on continuous development in order to meet challenges that they face due to continuous changes in technology and curriculum. Also, the development of the lecturers has a positive effect on their teaching with the result that both the students and the wider institution benefit from it. The literature reviewed revealed the effects, types, theories and nature of professional development. A qualitative research approach in the form of document analysis, interviews and observations was used in order to explore the implementation and/or lack thereof of professional development and its effects in teaching and learning within the institution. It is hoped that the qualitative study and the literature review will contribute to the implementation of professional development for the benefit of students and the college. Different strategies for the implementation of professional development were recommended that could further enhance the introduction of professional development in FET colleges.
Educational Leadership and Management
M. Ed. (Education Management)

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Owusu-Mensah, James. "A critical investigation into the nature and quality of in-service Education and Training programmes for Further education and training (FET) mathematics teachers in the Greater Taung area". Thesis, 2008. http://hdl.handle.net/10500/2422.

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The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study. The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions. It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics.
EDUCATIONAL STUDIES
MED (MATHS EDUC)

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HANG, YANG HSIN, e 楊欣航. "The factors influence junior high school teachers' motivation toward in-service further education—taking those in city and county of Taichung for example". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/09055299918318271224.

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碩士
中華大學
應用數學學系(所)
96
ABSTRACT The purpose of this study is to explore the factors which affect junior high school teachers’ motivation toward their in-service further education (ISFE), and to investigate the relevance of the motivations under these factors and the differences among junior high school teachers with different backgrounds. A questionnaire survey was conducted to collect data from the target subjects in three junior high schools in Taichung County, and four junior high schools in Taichung city. A total of 250 questionnaires were effective as study samples. The collected data was processed and analyzed with SPSS for Windows XP, and statistical methods adopted in this study are Independent-Sample T Test, one-way analysis of variance, Pearson’s product-moment correlation, and so on. The results are as follows: 1. The five factors affecting junior high school teachers’ motivation toward ISFE are professional development, the growth of interest, the prospect in career, the affection of others, and the teaching burden. 2. The five factors’ affection on teachers in order are the growth of interest, the teaching burden, professional development, the prospect in career, and the affection of others. 3. The importance of the five factors differ due to the sex, region, the scale of the school in Taichung City and Taichung county. 4. The five factors make no difference on the issue of individual teacher’s age, graduated school, work experience, marriage, or the position. 5. The five factors’ affection on teachers is slightly positively correlated with the sex, region, and the scale of the school According to the results, several concrete suggestions were made for educational authorities, ISFE institutes, teachers, and prospective researchers.

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Lawlor, Gwynneth Mary. "Examining the fit between personal, learning and practical work contexts of students to further practice excellence in social work training". Diss., 2008. http://hdl.handle.net/10500/1997.

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South Africa is currently facing a severe shortage of trained and competent social workers. Case loads have reached proportions of such magnitude that social workers in the field are battling to meet the needs of the people they serve, while still maintaining high ethical and professional standards. The impact of HIV/AIDS on the field of social work has currently redirected a major part of the focus of the profession on meeting the needs of child-headed households, to find and train foster parents for these children and generally to assist the poorest of the poor to access various grants applicable to their circumstances. This redirection appears also to have changed the emphasis regarding social work training requirements. Whereas in the past the newly qualified social worker was able to acquire additional skills in the workplace, under the guidance of experienced social workers, today it would seem that the demands of the work place are such that the social worker needs to take on significant responsibilities on entering the field. At the same time the Department of Social Services in South Africa is encouraging universities to increase the intake of social work students, in an attempt to meet this rising need for personnel trained to meet the current requirements of the clients of social work services. This exploratory research will focus on the applicability of UNISA (University of South Africa) social work training to these current requirements of social work by tapping into three different frames of reference: 1) The experiences and perceptions of the final year social work student in their placement setting, and particularly on whether they have felt their UNISA training equipped them for the work they are required to do. 2) The way the UNISA student is perceived by the practice setting personnel (contact person), and whether they meet the requirements of the field setting. 3) Input from the UNISA appointed supervisors responsible for the final year social work students' professional development in the field.The person-centred approach and the developmental approach have been briefly discussed in relation to social work in South Africa in the literature review and form the backdrop to this research, guiding the researcher in the exploration of the perceptions of the three different types of respondents. Post-modern theory is also at the root of the researcher's attempt to find fit between the different perceptions and the implications for social work training at a distance learning institute in South Africa today.
Social Work
M. A. (Mental Health)

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Kříž, Jaroslav. "Problematika dalšího profesního vzdělávání odborných zaměstnanců Vězeňské služby České republiky". Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411583.

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The diploma thesis deals with the issue of further professional education of professional employees working in the Prison Service of the Czech Republic (VS ČR) and the possibilities of its development. The aim of the diploma thesis is to conceptualize and characterize further vocational education, with emphasis on the analysis and identification of educational needs and motivation of professionals to continue their education. Furthermore, to carry out research aimed at monitoring the use of methods and forms of education and development of employees. The theoretical part of the diploma thesis deals with the definition and relationship of basic concepts in the field of further education, systematic education, analysis of educational needs, organizational structure of VS ČR, description of selected aspects of further vocational education in the context of lifelong learning. Attention is paid to the system of education, structure and identification of educational needs in the field of public administration in the Czech Republic. Furthermore, a description of the model of the concept of management of further education of VS ČR employees is implemented. At the end of the theoretical part of the work we deal with professional training and further education of prison staff abroad. The...

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Štiková, Kristýna. "Další vzdělávání pracovníků státní správy". Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372846.

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This diploma thesis deals with the area of further education of civil servants at the level of the central government and its aim is to critically evaluate further education at selected departments in connection with the introduction of Act No. 234/2014 Coll., which came into force on the 1st January 2015. The thesis describes how the Civil Service Act influences the further education of central government officials, it outlines the key issues that are related to the education of central government officials and shows what are the problems that central government officials encounter in the field of further education. The research project is the case study, which included public policy documents related to the topic of further education and data collected through in-depth interviews with ten officials of two selected departments and two representatives of the human resources department, was used. Based on the thematic analysis, key issues of further education of central government officials were identified: educational needs, meeting educational needs, sources of information retrieval, and a official exam. Problems encountered by central government officials in the field of further education are part of these issues.

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Geel, Pieter Andrew. "The management of staff development programmes at FET colleges in the Gauteng Province". Thesis, 2005. http://hdl.handle.net/10500/1783.

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The fragmented and unequal system of technical and vocational education and training in South Africa is a consequence of the apartheid era. Since 1994 comprehensive legislation has been introduced to create a transformed system of Further Education and Training (FET) guided by the principles of redress, equity and lifelong learning and aimed at producing graduates who can contribute to making South Africa a key player in the global economy. In particular, the Technical College sector requires transformation. This in turn demands new knowledge, attitudes and skills from college managers and educators. Therefore, relevant staff development programmes is a key instrument of change in colleges. Against this background this study examines the management of staff development programmes in FET colleges in Gauteng Province by means of a literature study and an empirical investigation. The former addresses the management of change, human resource management, staff development and organisational development with an emphasis on the application of chaos/complexity theory. Moreover, the dynamic FET landscape in South Africa is sketched and FET policies and legislation since 1994 are discussed. The empirical investigation adopts a qualitative approach using focus group and individual interviews, observation and document analysis to gather data from a small sample of participants: educators and members of senior and middle management. Participants were selected by purposeful sampling from three former Technical Colleges (one previously advantaged and two previously disadvantaged) in Gauteng, which have recently merged to create a new multi-campus college, the Tshwane North College. The findings of the interviews present the experience of participants according to six themes: the management of change; communication during change; stakeholder involvement in change; the impact of FET legislation; human resource management and the role of staff development programmes in this process. These findings were integrated with observations of staff development programmes and their management and analysis of key documents. It was concluded that people are complex and may resist change; during change effective communication, stakeholder participation, adequate funding for staff development and its effective management are essential. Recommendations for the improvement of practice are presented based on the findings of the literature and empirical study.
Educational Studies
D. Ed. (Education Management)

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Pávová, Jana. "Profesní rozvoj učitele matematiky". Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-304180.

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TITLE: Mathematics Teachers and Their Professional Development AUTHOR: Jana Pávová DEPARTMENT: Department of Education SUPERVISOR: Doc. PaedDr. Stanislav Bendl, Ph.D. ABSTRACT: This thesis is focused on Mathematics Teachers and Their Professional Development. The thoretical part describes the Czech system of in-service education of teachers in the context of lifelong learning. It introduces its legislative classification and describes an alternative classification. The following part offers the list of information resources, which are useful for Mathematics teachers and the list of what the current offer of further education courses for Mathematics teachers is, including selfstudying activities. The relevant links are quoted in the appendices. The empirical part analyses, interprets and evaluates the qualitative research among Mathematics teachers, which determines their experience with in-service education/professional development, their attitudes and opinions in this field. Furthermore, this part analyses their attitudes from the constructivism in Mathematics teaching's point of view. KEYWORDS: Maths teacher, further/in service education of teaching staff, teacher's professional development, educational portals, the Union of Czech Mathematicians and Physicists, Maths competitions, constructivism in Maths...

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Horne, Maria, G. McCracken, A. Walls, P. J. Tyrrell e C. J. Smith. "Organisation, practice and experiences of mouth hygiene in stroke unit care: a mixed methods study". 2015. http://hdl.handle.net/10454/7373.

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no
Aims and objectives To (1) investigate the organisation, provision and practice of oral care in typical UK stroke units; (2) explore stroke survivors', carers' and healthcare professionals' experiences and perceptions about the barriers and facilitators to receiving and undertaking oral care in stroke units. Background Cerebrovascular disease and oral health are major global health concerns. Little is known about the provision, challenges and practice of oral care in the stroke unit setting, and there are currently no evidence-based practice guidelines. Design Cross-sectional survey of 11 stroke units across Greater Manchester and descriptive qualitative study using focus groups and semi-structured interviews. Methods A self-report questionnaire was used to survey 11 stroke units in Greater Manchester. Data were then collected through two focus groups (n = 10) with healthcare professionals and five semi-structured interviews with stroke survivors and carers. Focus group and interview data were recorded, transcribed verbatim and analysed using framework approach. Results Eleven stroke units in Greater Manchester responded to the survey. Stroke survivors and carers identified a lack of oral care practice and enablement by healthcare professionals. Healthcare professionals identified a lack of formal training to conduct oral care for stroke patients, inconsistency in the delivery of oral care and no set protocols or use of formal oral assessment tools. Conclusion Oral care post-stroke could be improved by increasing healthcare professionals' awareness, understanding and knowledge of the potential health benefits of oral care post-stroke. Further research is required to develop and evaluate the provision of oral care in stroke care to inform evidence-based education and practice.

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