Дисертації з теми "Adult education Victoria Planning"
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Curlewis, Margaret Judith, and meg curlewis@gmail com. "The Values that you hold: Encountering Change in an Adult Community Education Program in Victoria." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.142645.
Повний текст джерелаSerumola, Patrick Abednico. "Improving performance in higher education." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
Повний текст джерелаBruno, Frank Alan. "The needs maze : how adult educators assess needs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001185.
Повний текст джерелаDepartment of Educational Leadership
Blyth, Andrew, and mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.
Повний текст джерелаHassel, William C. "Teach it again Using multiple intelligences in adult christian education /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Повний текст джерелаBudak, Dilek. "Program planning and adult education : extension professionals' attitudes and practice at Ohio State University extension /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948807588904.
Повний текст джерелаUmar, Abdurrahman. "The planning of radio for adult education among the Pastoral Fulani : a reconstructionist approach." Thesis, Aberystwyth University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267766.
Повний текст джерелаBeare, Sophie. "Differences in content generating and planning processes of adult L1 and L2 proficient writers." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/8515.
Повний текст джерелаHendricks, Susan M. "Contextual and individual factors and the use of influencing tactics in adult eduction program planning." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1172470.
Повний текст джерелаDepartment of Educational Leadership
Kish, Deborah Lynn Rose. "Understanding excellence through an examination of shared vision, leadership behaviors, strategic planning, and the use of data at three award-winning two-year institutions." Thesis, National American University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117693.
Повний текст джерелаThis study explored the interplay of a community college’s vision, its leaders’ behaviors, strategic planning, and the use of data that contributed to an organizational culture that led to the improvement of student success. The researcher used a grounded theory approach to delve into the relationships and connections between these four institutional characteristics at three award-winning institutions: Bunker Hill Community College, El Paso Community College, and Guilford Technical Community College. The overall goal of the study was to develop a grounded theory regarding organizational success factors necessary to improve student success. The researcher visited each college for a two-day site visit, conducted twenty-three interviews of college leadership, faculty, and staff along with a document review of select publically available documents. The study yielded five findings leading to a grounded theory of five organizational characteristics that promote improving student success in the two-year institution. At all three award-winning colleges, there was a shared vision built upon a collective, unwavering commitment to student success along with frequent and consistent communication on student success. All three award-winning colleges believed their participation in Achieving the Dream which is focused on increasing student success was a key factor and pivotal point in propelling these colleges forward in their student success initiatives. The three award-winning colleges took action to effectuate the desired future. The college’s cultures invited innovation and supported initiatives resulting in engaged employees. All three award-winning colleges understood the importance and transformational power of being accountable to themselves and to others. The colleges were growing in their use of data, were courageous in reviewing data, and cultivated a continuous improvement mindset. Finally, each college had a firm belief in understanding that people, passionate and purposeful, are the institution’s greatest asset.
McKinney, Shaune LaSheane. "Implementing Assistive Technology through Program Planning." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1448.
Повний текст джерелаPhillips, Virginia B. "What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?" Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3739.
Повний текст джерелаSchiff, Jamie Rzeznik. "Co-planning and Co-teaching in an Early Childhood Licensure Program." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437057902.
Повний текст джерелаFarrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.
Повний текст джерелаHuyse, Huib. "Workplace and organisational learning in development aid : a case study of a Belgian development agency." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7058/.
Повний текст джерелаLangeveldt, Faith. "Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85618.
Повний текст джерелаENGLISH ABSTRACT: The purpose of the current study was to determine how the recognition of prior learning (RPL) process at the University of the Western Cape prepares mature adult students to be successful. These mature adult students gain knowledge, skills and attitudes through an alternative manner, which is acknowledged by the University of the Western Cape (UWC). During the portfolio development course, these mature adults students are expected to reflect on their prior knowledge in order to identify, formulate and document their prior learning according to the specification of the institute. This process stimulates cognitive competencies, introduces them to the formal education discourse, and improves their academic language skills. An interpretive research method was used to collect data. The qualitative data which was collected stems from a self-administered questionnaire, semi-structured individual interviews and also the textual data in the portfolios of the mature adult students who participated in this study. All interviews were recorded on a tape recorder with the consent of the respondents and were transcribed verbatim. Content analysis was used to analyse the data. The results and findings of the study indicate that a holistic approach is followed at UWC to develop the mature RPL students academically. All role players at UWC are involved including their top management. The implementation of RPL at the institute is a top priority where the mature adult students are given the opportunity to develop to their full potential. Support systems are also available to improve the academic performances of these adult students. The results indicated that these students are committed to their studies, are motivated to be successful at the higher education institute, and with the support of the mentors they progress academically.
AFRIKAANSE OPSOMMING: Die doel van die studie was om te bepaal hoe die erkenning van voorafleer (EVL)-proses by die Universiteit van Wes-Kaapland (UWK) die ouer volwasse student voorberei om suksesvol te wees. Hierdie volwassenes se kennis, vaardighede en houdings wat op 'n alternatiewe manier opgedoen is (hulle voorafleer) word deur die UWK erken. Die ouer volwassenes word deur middel van reflektering in die portefeulje-ontwikkelingskursus die geleentheid gebied om hulle voorafleer te identifiseer, te formuleer en te dokumenteer volgens die spesifikasies van die instelling. Algaande word hulle kognitiewe vaardighede gestimuleer, hulle maak kennis met die formele opvoedingsdiskoers, en verbeter hulle akademiese taalvaardighede. 'n Interpretatiewe navorsingsbenadering is gebruik om data in te samel. Die kwalitatiewe data wat ingesamel is, spruit voort uit 'n self-geadministreerde vraelys, semigestruktureerde individuele onderhoude, asook die tekstuele data in die portefeuljes van die volwasse studente wat aan die studie deelgeneem het. Alle onderhoude is met die toestemming van die respondente met 'n digitale opnemer opgeneem en woordeliks getranskribeer. Data-analisering het deur middel van inhoudsanalise plaasgevind. Die bevindinge van die studie dui daarop dat 'n holistiese benadering by die UWK gevolg word om die ouer EVL-studente akademies voor te berei. Alle rolspelers by die UWK word betrek, met inbegrip van hulle topbestuur. Die toepassing en implementering van EVL is 'n topprioriteit by die instelling waar ouer volwasse studente die geleentheid gebied word om tot hulle volle potensiaal te ontwikkel. Ondersteuningstelsels wat akademiese vooruitgang van volwasse ouer studente bevorder, is ook beskikbaar. Die studie het aangedui dat ouer volwasse studente is ook verbind tot hulle studies, is gemotiveer om sukses aan die hoëronderwysinstelling te behaal, en met behulp van die mentors toon hulle akademiese vordering.
Isacsson, Katrina. "A Bridge to Nowhere: Experiences of the Transition from High School to Adult Life for Young Adults with Intellectual Disabilities in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39867.
Повний текст джерелаChan, Tak-Yuen. "Adult and continuing education practitioners in Hong Kong : a study of their values on lifelong learning policies and programme planning practices." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/1278/.
Повний текст джерелаSnyder, Eric C. "Implementation of Educational Program for Nurses to Improve Knowledge and Use of Discharge Planning Best Practices." Otterbein University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1429530002.
Повний текст джерелаDouglas, Hillary F. "Voices of individuals with disabilities in art museum programming| A person-centered approach." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1589571.
Повний текст джерелаThis study documents an experience in which a small group of cognitively and developmentally disabled adults expressed their personal goals and views related to art museum visits. A review of literature related to disability studies, museum access and inclusive programs, art therapy, and person-centered thinking provide background and context. Case study and qualitative interviews are used as methodologies to support an investigation of the use of person-centered thinking in the implementation of art museum programming for the study participants. Person-centered thinking is considered and assessed as an approach to structuring meaningful collaborations between visitors with disabilities and art museums. Data collected in the forms of visual and written response, observation, and documentation of interviews inform the findings, discussion, and analysis of the study’s research goals. The resulting case study may be used by museums to structure visits with similar groups. This study contributes to a growing body of knowledge pertaining to how museums can best collaborate with disabled populations to create inclusive programs.
Whatley, Steve Lynn. "Social processes of a professional licensing board deciding to establish mandatory continuing professional education." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1132802891.
Повний текст джерелаRoberts, Jason Paul. "Comparing the Pedagogical Thinking of More Successful and Less Successful Adult ESL Instructors Using Stimulated Recall." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2424.
Повний текст джерелаTyson, Helen Claire. "An exploration of the transition planning experiences of young people with additional educational needs in a mainstream context, as they consider their post-16 plans (Volume 1) &, A series of professional practice reports (Volume 2)." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3063/.
Повний текст джерелаJackmond, Gregory. "The Palm Springs adult school home page: A presence on the world wide web." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1552.
Повний текст джерелаPhelps, Shannon. "Understanding and Promoting Parent-Child Sexual Health Communication." UKnowledge, 2017. https://uknowledge.uky.edu/edsc_etds/31.
Повний текст джерелаJohnson, Daniel P. "The nature of the knowledge acquisition process trainers use to achieve content expertise." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/77.
Повний текст джерелаBarton-Verdi, Michele A. "THE DEVELOPMENT OF A SYSTEMATIC DISCHARGE PLANNING PROCESS FOR THE CARE OF COPD PATIENTS IN A SMALL URBAN COMMUNITY HOSPITAL." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623883152504604.
Повний текст джерелаJooste-Mokgethi, Osma Thandiwe. "Demand-driven programme provisioning at a public FET College in the Western Cape : case study of the West Coast FET College." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80178.
Повний текст джерелаENGLISH ABSTRACT: The Democratic South African government inaugurated in 1994 identified the need for intermediate skills that are required to contribute to the growth of the economy and to reduce the high unemployment rate. Further Education and Training Colleges (FETC) were established after 1994 by merging the former 152 technical colleges into 50 FETCs. The function of these FETCs was to offer intermediate skills to the youth, women, and employed and unemployed South Africans. The South African government introduced a number of strategies, Acts and policies to support the colleges and to implement demand-driven intermediate skills programmes which would close the skills gap and improve the growth of the economy. These policies seek to ensure that skills offered at colleges are aligned to the needs of industry and to make sure that the college programmes will be in demand in the work place. The study presented is aimed at investigating this alignment by evaluating how apprentices in the final stage of their vocational training perform and meet the demands at their work places. A number of strategies used by different countries to support and develop their education systems are discussed. The discussion is directed at considering how vocational education ensures a positive contribution to skills development and what its impact is on the growth of the economy. This study provides a comprehensive policy and legislative framework which governs and supports the higher education institutions and the FETCs. The study was designed to determine whether welding apprentices from the College are, according to the work place staff and management and stakeholder bodies, appropriately equipped with vocational skills and knowledge to execute their duties at the work place. The evaluation and analysis of the data extracted from the responses of the interviews and questionnaires are presented and discussed. The results enabled the researcher to conclude that the evaluation of apprentice performance at the work place provides significant insight into the question of how vocational training and knowledge at the WCFETC meet the demands at the work place. Conclusions are drawn and recommendations are made.
AFRIKAANSE OPSOMMING: Die demokratiese Suid-Afrikaanse Regering, wat in 1994 ingehuldig is, het die behoefte aan intermediêre vaardighede om die groei van die ekonomie en die van die hoë werkloosheidssyfer te verlig, geïdentifiseer. Verdere Onderwys en Opleiding Kolleges (VOOKS) is na 1994 totstand gebring deur die samesmelting van 152 voormalige Tegniese kolleges tot 50 VOOKS. Die funksie van die Verdere Onderwys en Opleiding Kolleges was om intermediêre vaardighede aan die jeug, vrouens en Suid-Afrikaners in diens of werkloos, te verskaf. Die Suid-Afrikaanse Regering het ´n aantal strategieë, wette en beleidsrigtings aangeneem om die kolleges te ondersteun en om die aanvraag-gedrewe intermediêre vaardigheidsprogramme te implementeer wat dan die vaardigheidsgaping sou vernou en die groei van die ekonomie sou bevorder. Hierdie beleidsrigting beoog om te verseker dat vaardighede wat by die Kolleges aangebied word, belyn is met die industrie as ook om te verseker dat die kollege programme benodig word in die werksplek. Die studie is gemik daarop om hierdie belyning te ondersoek en te evalueer hoe vakleerlinge in die laaste stadium van hulle ambagsopleiding vaar, en voldoen aan die eise van die werksplek. ´n Aantal strategieë wat deur verskillende lande gebruik word, om hulle eie opvoedingsstelsels te ontwikkel, word bespreek. Die bespreking verwys na hoe ambagsopvoeding ´n toevoeging tot vaardigheidsontwikkeling kan verseker en wat die impak daarvan op die groei van die ekonomie het. ´n Alomvattende beleid en ´n wetsraamwerk, wat Hoër OpvoedingsInstansies en die Verdere Onderwys en Opleiding Kolleges beheer en ondersteun, word verskaf. Die studie is ontwerp om te bepaal of die sweis vakleerlinge van die kollege, volgens die werksplek personeel en -bestuur en belanghebbende liggame, toepaslik toegerus en bevoeg is met ambagsvaardighede en kennis om die pligte van die werksplek uit te voer. Die evaluering en analise van die data, afgelei van die terugvoering van die onderhoude en vraelyste, word weergegee en voledig bespreek. Die resultate stel die navorser in staat om tot die gevolgtrekking te kom dat die evaluering van vakleerling-werksverrigting by die werksplek merkbare insig tot die vraag hoe ambagsopleiding en kennis by die Weskus VOOK aan die eise van die werksplek voldoen. Gevolgtrekkings en aanbevelings word aangebied.
Beutel, Lisa Mason. "Follow Her Lead: Understanding the Leadership Behaviors of Women Executives." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1355424220.
Повний текст джерелаJakobsson, Erik. "Mot en ny vuxenutbildningspolitik? : Regional utveckling som policy och praktik." Doctoral thesis, Linköping : Institutionen för beteendevetenskap, Linköpings universitet, 2007. http://www.bibl.liu.se/liupubl/disp/disp2007/ibv115s.pdf.
Повний текст джерелаFogo, Wendy Renee. "University Disaster Preparedness: A Network Approach." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213399877.
Повний текст джерелаBailey-Iddrisu, Vannetta L. "Women of African Descent: Persistence in Completing A Doctorate." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.
Повний текст джерелаSadowske, Pamela Sue. "Toward futuristic program planning in adult education." 1991. http://catalog.hathitrust.org/api/volumes/oclc/24708772.html.
Повний текст джерелаTypescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
Rodríguez, Alberto. "The development of a teacher education curriculum in adult education at Interamerican University /." 1995. http://ponce.inter.edu/cai/tesis/arodriguez-index.html.
Повний текст джерелаSloane-Seale, Atlanta. "Program planners’ practical knowledge." Thesis, 1994. http://hdl.handle.net/2429/7035.
Повний текст джерелаSenekal, Wilhelmina Johanna. "Kurrikulumontwerpbeginsels vir 'n brugkursus vir volwassenes." Thesis, 2012. http://hdl.handle.net/10210/7335.
Повний текст джерелаThe training and development opportunities available in Human Resources in a country play an important role regarding the growth and progress of such a country and its people. The parameters wherein training and development is conducted determine to a large extend the direction the country takes towards the efficient productivity of individuals. In South Africa, in the past, the political system of apartheid, which created unequal opportunities between different races, played a major adverse role in the education and training facilities of its employable population. As a result common education standards became a victim of political expediency, and the school system created a forum of unequal education. After research conducted by the Human Sciences Research Council in 1980 to investigate the education system in South Africa it was concluded that it is impossible to implement a system focussed on equal quality education overnight. It is not until after the first multi-cultural election in the history of South Africa in 1994 that this situation started changing. The National Qualifications Framework and The South African Qualifications Authority was established. That brought about major change in the education and training system in the country, and it also shifted the emphasis to lifelong learning. It became apparent that for the quickest beneficial results a program of adult education had to be initiated to work hand in hand with the more gradual development of equal education at undergraduate levels. The shift that needs to be made from the traditional school system to the training of adults is however a difficult one. Adult education is not yet established in South Africa.
HICKS, BASHA VIANNE. "ENVIRONMENTAL PERCEPTION STUDIES OF ANDEAN PEASANTS FOR EDUCATIONAL AND DEVELOPMENT PLANNING (VENEZUELA, SOUTH AMERICA, NATURAL RESOURCES MANAGEMENT)." 1986. https://scholarworks.umass.edu/dissertations/AAI8612047.
Повний текст джерелаCHEN, YU-SHU, and 陳玉樹. "A study on the extended district planning of adult vocational education in Taipei." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/39011486368615562943.
Повний текст джерелаSkowron, Jeffrey John. "A self -instructional behavior care planning training for geriatric nursing staff." 2000. https://scholarworks.umass.edu/dissertations/AAI9978554.
Повний текст джерелаHerod, Lori-Kyle D. "Online curriculum deliberation by adult literacy stakeholders : a case study." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232571&T=F.
Повний текст джерелаRomoser, Matthew Ryan Elam. "Improving the road scanning behavior of older drivers through the use of situation -based learning strategies." 2008. https://scholarworks.umass.edu/dissertations/AAI3337011.
Повний текст джерелаVan, der Watt Heinrich Collen. "'n Kurrikulum vir beroepsgesondheid en veiligheidsopleiding." Thesis, 2012. http://hdl.handle.net/10210/6054.
Повний текст джерелаThe building and construction industry is currently hampered by an unacceptably high number of incidents (accidents) which occur in the industry yearly. This results in huge financial and labour losses. Training of workers in occupational health and safety could address some of the causes of these incidents (accidents). In order to provide relevant and effective training for this industry their training needs regarding occupational health and safety training need to be determined. Based on these needs guidelines could be set to ensure the development of applicable training. In this study the needs of the building and construction industry is determined from which the researcher provides guidelines for curriculum development. The first chapter provides an introductory orientation to the study and provides an overview of incidents (accidents) in the building and construction industry. Chapter two is devoted to a literature study of occupational health and safety. Chapter three consists of a literature study with the aim to provide parameters for the empirical research component in the study. In chapter four the empirical data, collected by means of qualitative research, is analysed. Chapter five relates the findings of the study to the theory of curriculum development. In conclusion chapter six consists of conclusions and recommended guidelines for the development of an occupational health and safety curriculum for the building and construction industry, which forms the product of this study. The value of this study is that the guidelines provided are the result of empirical qualitative research conducted with various role-players in the building and construction industry. Therefore the results are the perceptions and opinions of the role-players in the industry and not the direct assumptions of the researcher.
Samwell, Helena Catharina. "Leerfasilitering van volwassene-leerders in groepverband : 'n selfdoenmodule vir leerbegeleiers." Thesis, 2014. http://hdl.handle.net/10210/10913.
Повний текст джерелаTertiary institutions experience a big influx of adult learners which increases the demand for capable adult educators. A need was identified to train or refresh adult educators in teaching techniques suitable for adult learners. Group methods have been identified as an effective teaching method to use in adult education as it provides the adult learner with the opportunity to use his/her experience and to be selfdirective in his/her studies. Selfstudy modules has been selected as an appropriate training method for adult educators as it is regarded as a cost-effective method to develop adult educators by means of distance education. A study of literature and descriptive research were conducted to determine the structure and requirements of a selfstudy unit as well as the essentials of group work. The information obtained was used to construct a selfstudy module dealing with the facilitating of adult learning by means of group methods. The following issues were addressed in the selfstudy module: 1) The use of group methods in the teaching-learning situation. 2) The essence of group methods and cooperative learning. 3) The characteristics of adult learners and their learning orientation towards learning. 4) Planning of group work by the adult educator. 5) The roll of the educator during group work. 6) Evaluating the group process, group efforts and individual achievements. Each of these topics was succeeded by an assignment to assist the adult educator to work through the module systematically and to evaluate his/her progress at regular intervals. On completion of the module he/she should be more equipped to fulfill his/her role as facilitator of group discussion.
Karel, Keleco Joyce Naledi. "Challenges faced by adult learners in curriculum implementation in the Mafikeng District / Joyce Keleco Naledi Karel." Thesis, 2006. http://hdl.handle.net/10394/11468.
Повний текст джерелаM.Ed. (Adult Education) North-West University, Mafikeng Campus, 2006
Salvesen, Matthew Sven. "Integrated learning spaces in adult education : a case of KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/5125.
Повний текст джерелаThesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2010.
Townsend, Robert A. "Adult community education as sites for the development of social capital in a culturally diverse society." Thesis, 2009. https://vuir.vu.edu.au/15476/.
Повний текст джерела"Opleidingsprogramme vir volwasseneleerders: ‘n selfdoenmodule vir leerbegeleiers." Thesis, 2012. http://hdl.handle.net/10210/5999.
Повний текст джерелаThe adult in today's society, is increasingly aware of his/her shortcomings regarding existing training skills and knowledge structures, as well as the need to supplement or refresh in order to keep up with demands. Conventional training methods alone cannot supply in the demand for competent educators to train the increasing number of adult learners, with their unique needs and approach to learning. The purpose of the study is the design of a self-study module as a possible training method for adult educators, as it is regarded as a cost-effective method to develop these educators by means of distance education and due to its availability regardless of their socio-economic background of the prospective educators. A study of literature and descriptive research was conducted to determine the structure and requirements of a selfstudy module. Relevant models of training program design were also studied. The information obtained was used to develop a selfstudy module dealing with the designing of training programs for adult learners, based on the Wheeler/KrUger model (1979). The following issues were addressed in the selfstudy module: A situation analysis, the planning of learning experiences for these adult learners, the setting of goals and objectives, the selection of teaching and learning opportunities, the development of teaching strategies, and evaluation of the training program. The selfstudy module is preceded by a short pretest for the prospective adult ducator. Each topic is succeeded by a selftest to assist the adult educator in determining his/her progress. On completion of the module he/she should be equipped to design a training program for adult learners. Although the designed module has not been tested, the conclusion could be made that selfstudy modules as a teaching method could supply in the demand for educators of adults. Self study modules seem specially appropriate in the South African setting with its geographically scattered society and varying academic and economic backgrounds.
Shubane, Letlhabile Monica. "The feminist classroom: women's action in the reinvention of adult learning spaces." Thesis, 2017. https://hdl.handle.net/10539/24114.
Повний текст джерелаMy focus is on working women in post democracy education and training programmes. Due to societal gender roles, rights for women, in both education and opportunity, should materialise in adult education systems. In order for women to be exposed to work opportunities as well as to maintain the domestic and child-rearing roles they play in society, these systems and spaces must be reinvented. I hope to defi ne indigenous feminist theories, and then to manifest these in the creation of learning spaces. Th rough deconstructing the hugely diverse lived experiences of women in their social roles, I will question educational subject matter, women’s representation as learners, workplace roles, domestic and child-rearing roles, and fi nally challenge the idea of the widely accepted school and classroom model as a centralised institution. Alternative practices of learning and knowing possibly have great impact on transformation for women. Th e ties between education and work lead me to choose factories as my site of interest. Th e site of Jeppestown is appropriate because it is where the light industrial practices about which I am talking, continue to exist. With this thesis I aim to propose an alternative model for working- women as students and educators. I aim to reinvent the systems and spaces in which women learn and in which contextualised feminist theories are manifested.
XL2018
Pieterse, Cornelius Johannes. "'n Gekombineerde kontak-/afstandsonderwysprogram vir volwassene-leerders in die elektrisiënsambag." Thesis, 2012. http://hdl.handle.net/10210/7328.
Повний текст джерелаThe question arises whether the present system of apprentice education in the Republic of South Africa is in pace with the current technological development or whether the present system is in pace with the changing educational needs and demands of learners. It is important to mention that no provision is made for accreditation of learner experience during screening tests, to determine whether the learner has the necessary admission qualification to be appointed as apprentice. The possibility of combining distance education with contact education in order to provide support (contact) to the learner, should be investigated. The question proceeding from the previous one is whether the emphasis should not fall on the mastering of a number of selective skills rather than the completion of the prescribed number of weeks of practical education. Besides, the present system is so complex that practical instruction is not possible at more than one institution. From the above, it is concluded that the present education system for tradesmen (is not sensitive enough with regard to) does not comply with the unique needs and problems of adult learners. There are mainly two groups of learners in the electrical trade that are handicapped to pass the final electrician trade test due to the present training system. The first group consists of persons who want to change their profession because they have become redundant or have reached a point of saturation in terms of stimulation or promotion in their particular profession. People who want to start their own business and who consequently want to receive training to make a success of it can also be classified in this group. These two groups of learners are respectively referred to as vocational changing and vocational facilitating learners. The second group of learners became educators due to a shortage of educators, without the necessary trade qualification. They do have a professional teaching qualification but they lack the practical experience especially with regard to the electrical trade. This group is referred to as the instructional learners. If the former group of learners can receive a trade qualification it can change their role of job hunters to job creators and improve their chances of getting fixed posts. The instructional group will, by obtaining a trade qualification, improve their professional qualifications and thus secure their posts. The first-mentioned learners reveal the same needs and problems with study as experienced by adult learners. Consequently, they give up their studies because traditional education at technical colleges and Technisa is mainly reserved, especially with regard to their needs and demands to the instructional-learner situation. This reservation can mainly be attributed to the fact that they do not get the opportunity to study at their own pace and that their study experience (mainly with regard to the electrical trade) is not taken into account, nor accredited in terms of subjects or modules already passed during the training situation. Different aspects are identified in the present electrician education system in the Republic of South Africa which indicate that the present education system should be reconsidered and where possible adapted to accommodate the first-mentioned groups. It thus seems possible to address these aspects by combining contact instruction at technical colleges and distance instruction at Technisa in order to promote the quality of training of especially the adult learner. Such components include a modular instructional system which can, together with a study guide, accompany the learner step by step through the electrical trade so that (s)he knows exactly what is expected of him/her. It also includes the component of reduced contact time. Communication is improved and the learner gets the opportunity to discuss problems. The study experience of the learner, especially concerning the electrical trade, can be-compiled by means of a portfolio. It is arranged in such a way that it indicates similarities and shortcomings in terms of the prescribed electrical trade criteria as contained in the National Qualifications Framework. On account of this portfolio, the learner can be referred to further training, or further job experience via the process of accreditation. Consequently, to enable the vocational changing, vocational facilitating and the instructional groups of learners to qualify as electrician trade persons, a combined contact and distance education programme is proposed for the purpose of this study. The guidelines to the framework of such an education programme include the following: a modular training system, a study guide, decreased contact time, a portfolio and accreditation procedure.
Shiun, Shiun-Jiun, and 徐勳君. "The Study of Adult Educator''s Self-Supervision Checklist About System Planning ability:A Case of Extension Education Center in Colleges and Universities." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/75814815950308973738.
Повний текст джерела國立中正大學
成人及繼續教育所
95
The Study of Adult Educator''s Self-Supervision Checklist About System Planning ability:A Case of Extension Education Center in Colleges and Universities Abstract Adviser: Dr.Hui-Chuan, Wei Researcher: Shiun-Jiun,Shiun The propose of this study is to check the content of system planning ability of the adult education program planner . In order to accomplish this purpose , the method- ology need in this studyies mainly a questionnaire survey. the researcher practice to check the system planning ability in colleges and universities of extension education center.About three mainly constructions, 9 minor constructions and 44 behavioral items. To discuss the correlation between variables and three mainly constructions、 9 minor constructions content. The data were analyzed by using descriptive statistics,One-Way ANOVA,and Person''s correlation analysis to understand the system planning ability. Results of the study include the following: 1. Self-supervision''s the content of system planning ability is between at times and always. 2. Mainly constructions of system planning ability in turn are “administration”、 “plan”、“evaluation”. 3.Minor constructions of the system planning ability in turn are “activity resource”、“whole thinking”、“promotioning”、“activity strategy”、“marketing situation analysis”、“programs assessment and feasibility ”、“reflecting evaluation ”、“internal process analysis ”、“to cohere the view”. 4.There are difference degrss among in personal variables to respondent the system planning ability.Especially,“training condition”has influenced the system planning ability. 5. There are difference degrss among in situation variables to respondent the system planning ability.Especially,“situation scale”has influence the system planning ability.But,“situation position”has no influenced the system planning ability. 6. Mainly constructions of system planning ability have high and middle positive correlation. The study provides the following suggestions: 1.A large amount 、diversified and continue of the system planning ability ''s program planning need to be provided. 2.The system planning ability of adult education should train 9 improtant constructions ,which are:“activity resource”、“whole thinking”、“promotioning”、“activity strategy”、“marketing situation analysis”、“programs assessment and feasibility ”、“reflecting evaluation ”、“internal process analysis ”、“to cohere the view”.And according to the difference condition to add ability''s training. 3.According to adult educator program planning ability training course to arrangement their practical situation and awareness important of the system planning ability. 4.To strengthen the system planning ability with external connection,to increase the training and learning the system planning ability opportunity. 5.Beside the 9 important abilities,practical adult educator''s system planning ability opinion should be discusss to promote adult education ''s value.