Дисертації: "Higher educational technical establishments"

1

Балацька, Наталія Іванівна. "The peculiarities of teaching english in technical higher educational establishments." Thesis, Київ 2018, 2018. http://er.nau.edu.ua/handle/NAU/33060.

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2

Kumantsev, F. J., and N. E. Sazonova. "The place of Sumy State University among other higher educational establishments of technical specialities." Thesis, Вид-во СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/17631.

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3

Absalyamova, Yana. "Trajectory of professional self-actualization of teachers of higher educational establishments." Thesis, Національний авіаційний університет, 2017. https://er.knutd.edu.ua/handle/123456789/9384.

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4

Грень, Лариса Миколаївна. "Педагогічні умови формування у студентів вищих технічних навчальних закладів спрямованості на успішну професійну діяльність". Thesis, Харківський національний педагогічний університет ім. Г. С. Сковороди, 2010. http://repository.kpi.kharkov.ua/handle/KhPI-Press/17863.

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Дисертація на здобуття наукового ступеня кандидата педагогічних наук зі спеціальності 13.00.04 – теорія і методика професійної освіти - Харківський національний педагогічний університет ім. Г. С. Сковороди. – Харків, 2010. Дисертаційна робота є теоретико-експериментальним дослідженням проблеми формування у студентів вищих технічних навчальних закладів спрямованості на успішну професійну діяльність. У дисертації розкрито суть і структурні складові спрямованості студентів на успішну професійну діяльність. Науково обґрунтовано педагогічні умови формування у студентів вищих технічних навчальних закладів спрямованості на успішну професійну діяльність (забезпечення позитивної мотивації професійної підготовки; широке запровадження елементів контекстного навчання, спрямованого на оволодіння знаннями, вироблення професійних умінь, набуття професійного досвіду та професійно-особистісних якостей як основи успішної трансформації навчальної діяльності студентів у професійну діяльність спеціаліста; залучення студентів до професійного самовиховання, спрямованого на самореалізацію особистості майбутнього спеціаліста). У процесі проведення експериментальної роботи доведено, що реалізація визначених умов у процес професійної підготовки майбутніх інженерів сприяє значному підвищенню рівня сформованості їхньої спрямованості на успішну професійну діяльність.
The dissertation on obtaining of scientific degree of candidate of pedagogical science over the speciality 13.00.04 – theory and methods of professional education – Kharkiv national pedagogical university named after G. S. Skovoroda. – Kharkiv, 2010. The dissertation is an experimentally – theoretical research of the problem concerning the formation of direction on successful professional activity of higher educational technical establishments’ students. The essence and structural compounds of students’ direction on successful professional activity are shown in the dissertation. The pedagogical conditions of the formation direction on successful professional activity of higher educational technical establishments’ students (supplying of positive motivation in professional training; intensive adoption of elements of context education aimed at acquirement of knowledge, preparation of professional skills, obtaining of professional experience and personality – professional qualities as the basis of successful transformation of students educational activity into professional work of a specialist; students involvement in professional self – education aimed at self – actualization of future specialists). The experimental work has proved that the realization of the conditions stated above in professional preparations of future engineers help to increase considerably the level of formation of their direction on successful professional activity.

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Litvinenko, A. N., and Iu S. Gubnytska. "Analysis of information models of student’s physical readiness in higher educational establishments." Thesis, ДРУКАРНЯ МАДРИД, 2016. http://openarchive.nure.ua/handle/document/8427.

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6

Семенець, В. В., І. В. Свид, О. В. Воргуль, В. С. Чумак, О. С. Митцева, and Н. В. Бойко. "Aspects of Quality Assurance of the Educational Process of Higher Technical Education." Thesis, MC&FPGA, 2021. https://openarchive.nure.ua/handle/document/18107.

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The principles of quality assurance of higher education are considered in the work. The analysis of aspects of quality assurance of the educational process of higher technical education on the example of Kharkiv National University of Radio Electronics is given. Measures to develop a quality system of higher education at the university level are proposed as well.

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7

Pavliuk, O. O. "Methods of prevention and overcoming stress with the help of proactive coping resources among students in higher educational establishments." Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18935.

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8

Yu, Brenda Wai Fong Young Jon I. "Using SERVQUAL to measure users' satisfaction of computer support in higher educational environments." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9005.

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9

Yu, Brenda Wai Fong. "Using SERVQUAL to Measure Users' Satisfaction of Computer Support in Higher Educational Environments." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9005/.

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The purpose of this research was to measure users' satisfaction with computer support in the higher education environment. The data for this study were gathered over a 5-week period using an online survey. Subjects (N=180) were members of a college at a major Texas university, which included both faculty and staff. SERVQUAL was the instrument used in this study. Two-ways statistical ANOVA analyses were conducted and revealed three statistically significant differences for Gender, Classification, and Comfort Level.

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10

Reed, Percy W. "The Impact of Self-Efficacy on Retention in Technical Colleges." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2870.

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Vocational and career training institutes focus their energy and resources on student support services, increasing student retention as it relates to minority populations. Despite these efforts, a specific vocational and career institute in the southeast United States reports a 50% retention rate of students who are enrolled. This case study explored students' descriptions of how self-efficacy supported their perseverance while attending the vocational and career training institute. The conceptual framework included Bandura's notions of self-efficacy and Tinto's integration model. Purposeful sampling strategies were used to interview 10 successfully-retained students enrolled in their 4th term or beyond at the vocational and career institute under study. Data analysis included initial and axial coding, leading to category creation and the identification of key themes. The following themes emerged regarding self-efficacy in the form of support and perseverance: clear personal educational expectations, strong social relations, and various external supports. Further, perceived challenges to self-efficacy and perseverance included family problems, sickness, finances, incarceration, homelessness, and deployment, age, and instructor or student issues at the college site. Recommendations included the development and implementation of tailored and focused student support structures to improve student self-efficacy and perseverance at the local site. Implications for positive social change include providing research findings to the local administration, which may increase their understanding of retention issues and ultimately improve student retention.

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11

Dryden, Tracy L. "A Phenomenological Study of the Cessation of Collective Bargaining as Experienced by Academic Deans in the Wisconsin Technical College System." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284617.

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This phenomenological study focused on the lived experiences of 17 deans in the Wisconsin Technical College System as they dealt with the end of collective bargaining. The interviews explored how the phenomenon impacted the professional role of the dean, how it changed key responsibilities, and the anticipated and unanticipated changes experienced as a result of this change. Four major themes emerged including: (1) change evoked a range of emotions and feelings in faculty that deans needed to address; (2) collective bargaining defined how deans did their work and shaped relationships; (3) the collective bargaining contract was a rule book that both complicated and simplified; and (4) collective bargaining locked what is known as golden handcuffs. The findings of this research contribute to the body of knowledge related to the deanship and organizational change in the presence of formal labor-management structures and relationships.

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12

Villar, Onrubia Daniel. "OER provision practices in context : a socio-technical study on OpenCourseWare initiatives in Spain." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:dd0c1237-959a-489c-b361-a7430e78d22c.

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Based on the idea of broadening access to learning opportunities for all by means of new Information and Communication Technologies (ICTs), the Open Educational Resources (OER) movement has gained ground during the first years of the 21st Century while capturing the imagination of educators, university leaders, policy-makers and opinion leaders all over the globe. Drawing on socio-technical theories and adopting a case study research design, which involved the analysis of both qualitative and quantitative data, this thesis addresses the manifold tensions and paradoxes that may emerge out of the interplay between a highly predefined model of OER provision and the everyday realities and institutional contexts of different higher education settings. In particular, it focuses on the process of implementation by Spanish universities of OpenCourseWare (OCW) initiatives, a widely adopted model of OER provision that was originally devised at the Massachusetts Institute of Technology. By examining the enactment of technology as a situated phenomenon, this study sheds light on the roles that OCW initiatives play in relation to the strategic orientation of universities and how the actual involvement of scholars in the creation of this type of materials is often curbed by some entrenched institutional arrangements and prevailing academic cultures. The findings of this thesis have theoretical as well as practical implications, which suggest that the replication of models of OER provision outside the specific settings in which they were originally devised is a rather problematic endeavour. More generally, it supports the idea that the implementation of ICTs must be always accompanied by social structures that are mindful and respectful of local specificities and institutional arrangements. Another key conclusion is that, if universities are genuinely committed to broadening access to higher education opportunities and supporting participation in life-long learning by means of ICTs, it is crucial to understand the ways and extent to which OER initiatives can actually contribute to achieving such goals.

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13

Lo, Kin-keung, and 羅建強. "An investigation of computer assisted testing for civil engineering students in a Hong Kong technical institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627000.

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14

Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.

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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).

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15

Seery, Joshua Luke. "Persistence, Major, Vocational Technical Preparation, and Provisional Acceptance at a Private For-Profit Hospitality College." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2884.

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At a private for-profit hospitality college in Philadelphia, there are rising percentages of students not persisting to the sophomore year. The study was grounded by the theoretical framework of Tinto's model of student retention. The purpose of this causal comparative study was to examine the relationship between student persistence and the academic variables of major, vocational technical preparation, and provisional acceptance. The relationship was analyzed using a chi-square test of independence. The data collected for the study came from archival data based upon the sample of 162 full-time students enrolled during the August 2014 class start in the majors of Culinary Arts, Pastry Arts, Restaurant Management, and Hotel Management. The results displayed that persistence is dependent on the student major of choice and students who had vocational technical preparation. However, the results displayed that persistence was most likely independent of students who were provisionally accepted, suggesting that provisional acceptance had no influence on whether students persisted from freshmen to sophomore year or not. The implications for positive social change on the local level include providing research-based findings on variables associated with first-year student persistence to inform targeted student support services and ultimately improve student persistence at the institution studied. A professional development workshop has been created to educate faculty and staff at the college about the results of the study. The implications for positive social change outside of the institution include a higher number of students who are qualified to obtain jobs and positively help their communities grow and develop.

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16

Cossio, Allison. "Evolving Curricular Models in Culinary Arts: An Instrumental Case Study of a Technical Field." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955075/.

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The purpose of this research study was to examine how chefs and other individuals in the food industry understood the field of culinary arts. This study used an instrumental case study with purposeful sampling of multiple cases. Through a series of open-ended interviews using snowball-sampling strategy that concluded with 45 participants sharing their experiences in culinary education and employment, several themes emerged across all of the interviews: (1) Disempowerment of those who have been successful in the culinary arts; (2) Conflict in the field; and, (3) Needs of employers not being met. Following the analysis of the data, two research questions were inductively formed: (1) How do the participants' understandings vary based upon the three models (apprenticeship, associate degree, and baccalaureate degree) of culinary education? (2) How do these themes vary depending upon the three models of culinary education? What resulted was thick description of the impact of the three models of formal chef education has had on the field of culinary arts, followed by the potential in the development of the baccalaureate degree model as it represented an opportunity for field redefinition in culinary arts. This study produced a set of data revealing that current culinary education has become one that has bred disempowerment, continued conflict in the field of culinary arts, and left needs unfullfilled related to technical skills required for successful employment. The shift from the time-consuming and expensive model of apprenticeship to the development of the associate degree has necessitated a reconsideration of culinary education. What has been offered in this research is the potential for a transformation facilitated within a baccalaureate degree that could intertwine both technical skills and academic knowledge.

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Nyström, Daniel. "En skola efter behov : Trollhättans första tekniska gymnasium." Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6951.

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The purpose of this study is to explain the development of the first higher technical education in Trollhättan, with the added perspective of Trollhättans strong industrial profile as a city. The interesting thing being that the city did not try to first and foremost get a regular higher education, but a technical higher education instead. The study describes the political twists and turns the question took from its most early stage in the year 1940 and how the city's industrial profile did indeed have an impact on the development of the first higher technical education. Especially because there was a need for educated engineers in the city, as well as the country of Sweden in large during this time. The study also tries to explain the problems related to such a development, primarily by describing the lack of sufficient housing for schools during the 1950's, this meant that the higher regular school and the higher technical school had to cooperate in finding said housing. To put the study in context a brief summary of the educational system in large, Trollhättan as an industrial city during the 1940's and 1950's as well as Trollhättans educational system besides higher education, is also included. The resulting study has mostly been achieved by studying relevant sources in Trollhättans city-archives as well as the local paper ”Trollhättans tidning” during the relevant years 1956, 1958 and 1959.

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18

Шевченко, В. М. "Державне управління діяльністю вищих навчальних закладів: інноваційний розвиток організаційного, фінансового та інформаційного механізмів". Thesis, Івано-Франківський національний технічний університет нафти і газу, 2011. http://elar.nung.edu.ua/handle/123456789/1937.

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Дисертацію присвячено обґрунтуванню теоретико-методичних засад державного управління діяльністю вищих навчальних закладів, а також розробці практичних рекомендацій щодо інноваційного розвитку його організаційного, фінансового та інформаційного механізмів. Досліджено концептуальні підходи до здійснення державного управління діяльністю ВНЗ в сучасних умовах інноваційного розвитку держави, а також розглянуто сутність і зміст чинних механізмів державного управління їх діяльністю та розкрито особливості реалізації таких механізмів відповідно до принципів Болонської декларації. У роботі проаналізовано стан правового забезпечення механізмів державного управління діяльністю ВНЗ на сучасному етапі інноваційного розвитку держави та Досліджено тенденції формування організаційного механізму державного управління діяльністю ВНЗ у контексті оптимізації їх внутрішньої організаційно-управлінської структури згідно з принципами автономії, відповідальності та диверсифікації, а також визначено стан дієвості фінансового механізму державного управління діяльністю ВНЗ із урахуванням внутрішніх можливостей та змін у зовнішньому середовищі. Розроблено стратегію формування та розвитку інноваційного державного управління діяльністю ВНЗ із урахуванням вимог Болонського процесу, надано пропозиції щодо модернізації організаційного механізму державного управління діяльністю ВНЗ на основі інформаційно-інноваційних технологій та удосконалення інформаційного забезпечення реалізації фінансового механізму державного управління діяльністю ВНЗ на інноваційних засадах планування витрат закладів у довгостроковому періоді.
Dissertation is devoted the ground of theoretical and methodical principles of state administration of higher educational establishments activity, and also development of practical recommendations in relation to innovative development of his organizational, financial and informative mechanisms. Conceptual approaches are certain to realization of state administration of institutes of higher activity in the modem terms of innovative development of the state, and also essence and maintenance of mechanisms of state administration their activity is considered, that operate, and the features of realization of such mechanisms are exposed in accordance with principles of Bologna of declaration. In work, being of the legal providing of mechanisms of state administration activity of higher educational establishments is analyses in the modern stage of innovative development of the state and the tendencies of forming of organizational mechanism of state administration activity of higher educational establishments are explored in the context of optimization of their underlying organizationally administrative structure pursuant to principles of autonomy, responsibility and diversification, and also certainly the state of effectiveness of financial mechanism of state administration activity of higher educational establishments with the account of internal possibilities and changes in an external environment. Strategy of forming and development of innovative state administration activity of higher educational establishments is developed with the account of requirements of Bologna of process, suggestions are given in relation to modernization of organizational mechanism of state administration activity of higher educational establishments on the basis of informatively innovative technologies and to the improvement of the informative providing of realization of financial mechanism of state administration activity of higher educational establishments on innovative principles of planning of charges of establishments in a long-term period.

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Пригара, І. О., та К. С. Гаркуша. "Методи підвищення конкурентоспроможності вищого навчального закладу". Thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67603.

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Розвиток ринку освітніх послуг України характеризується широким вибором вищих навчальних закладів різної форми власності, різної спеціалізації, з різними методиками та вартістю навчання. Така ситуація зумовила появу конкурентного середовища, в якому для завоювання стійких позицій на ринку освітніх послуг необхідно боротися за абітурієнтів (споживачів послуги), висококваліфікованих викладачів (компетентність викладачів є основним фактором кон- курентоспроможності вищого навчального закладу), фінансове забезпечення своєї діяльності.

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20

Eldridge, Brent A. "EXPLORING FACULTY ADOPTION AND UTILIZATION OF BLACKBOARD AT A COMMUNITY COLLEGE IN THE KENTUCKY COMMUNITY AND TECHNICAL COLLEGE SYSTEM." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/24.

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The study explored the faculty adoption and use of a Blackboard at a community college in the Kentucky Community and Technical College System. A cross-sectional survey design was constructed through the lens of Rogers’s Perceived Attributes of Innovations and Chickering and Ehrman’s Implementing Seven Principles: Technology as a Lever to investigate perceptions and opinions on faculty members’ use of Blackboard in their courses. The survey was piloted, modified and deployed to a population of 932 central Kentucky community college faculty who were recruited to participate in the online survey. Descriptive demographic items (gender, age, highest degree attained, years of teaching experience, employment status, and category of instruction) were cross-tabulated with users and nonusers of Blackboard. An additional cross-tabulation was performed on faculty who did and did not teach online. A Rasch analysis with Differential Item Functioning (DIF) was used to evaluate responses to the perceived attributes and opinions about the use of Blackboard. The Rasch model was employed since the model assumes that each person is characterized by ability, that each item of the survey is characterized by difficulty and that the results of differences in the probabilities of items and responses follow along a line. Misfit of items and faculty did occur and quality control measures were applied to the collected data. A Z-Residual table for the dichotomous items was applied to remove responses that were extreme or greater than 2 ZSTD. An Outfit plot for polytomous items was utilized to remove faculty responses above 3 ZSTD. Some items were determined to be redundant according to the Wright maps and Infit/Outfit tables. The results indicated 2 or 3 levels of discrimination in person reliability and an item separation that allowed an analysis of groups. Rogers’s perceived characteristics that persuade people to adopt a new innovation were indicated as differences between users and nonusers of Blackboard. In contrast to a previous study, those faculty who responded to the survey with 0-1 years of teaching experience had the greatest ratio of nonusers to users. Those respondents who associated their teaching to categories of pre-college and language had more nonusers than users of Blackboard. An overall theme where nonusers agreed more than users was the lack of seeing Blackboard, observing how to use Blackboard and not being able to properly try Blackboard. But users should also be encouraged to expand their use of Blackboard. The majority of users employed: syllabus, announcements, full grade center, course copy, and test and survey pool, but less than half who responded as users employed: discussion board, course calendar, and performance dashboard which may lead to increased communication between the faculty and students. The information obtained from the survey should be utilized when developing professional development activities to encourage Blackboard adoption and use. By studying the adoption and utilization of Blackboard by faculty through the lens of Rogers, the study highlighted differences in the characteristics that persuade faculty to use Blackboard. Through consistent utilization of course management systems, such as Blackboard, the hope is that communication between students and faculty will be enhanced which will ultimately help students to grow, develop and learn.

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21

Костиря, Ірина Валентинівна. "Формування лідерської позиції майбутніх інженерів у вищих технічних навчальних закладах". Thesis, Вінницький державний педагогічний університеті ім. Михайла Коцюбинського, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/35568.

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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.07 – теорія і методика виховання. – Вінницький державний педагогічний університет імені Михайла Коцюбинського, Вінниця, 2018. У дисертації теоретично обґрунтовано, розроблено та експериментально перевірено педагогічні умови формування лідерської позиції майбутніх інженерів у закладах вищої освіти технічного профілю. В дисертації вперше визначено поняття лідерської позиції майбутнього інженера, як усвідомленої готовності до виконання ролі лідера та сукупності всіх відносин його особистості до дійсності, що склалася в певну систему групових взаємовідносин, породжених цим усвідомленням. Базовими компонентами лідерської позиції визначено: мотиваційно-ціннісний, когнітивний, діяльнісний і особистісний. Експериментально доведено, що педагогічними умовами формування лідерської позиції майбутнього інженера у закладі вищої технічної освіти є: залучення студентів у практичну самостійну діяльність, що передбачає застосування організаційних, комунікативних, когнітивних, рефлексивних умінь і зумовлює прояв їх лідерської позиції; моделювання професійно-орієнтованих завдань, що вимагають від студентів вибору оптимальних способів лідерського впливу у ситуаціях діалогічної та групової взаємодії; виховання ціннісного ставлення до лідерської позиції в позааудиторній та аудиторній роботі.
The Thesis Research for obtaining the Degree of the Candidate of Pedagogic Sciences majoring in 13.00.07 – Theory and Methods of Education.– Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University, Vinnytsia, 201 8. In the dissertation, pedagogical conditions for the formation of a leading position of future engineers in higher technical educational institutions are theoretically substantiated and experimentally verified. The dissertation firstly defines the notion of leadership position of the future engineer as a conscious readiness to fulfill the role of the leader and the totality of all relations of his personality to the reality that has developed into a certain system of group relationships generated by this awareness. The basic components of a leadership position are defined: motivational-valuable, cognitive, activity and personal. It has been experimentally proved that the pedagogical conditions of forming the leadership position of a future engineer in a higher technical educational institution are: the inclusion of students in practical, independent activity, which involves the use of organizational, communicative, cognitive, reflexive skills and determines the manifestation of their leadership position; modeling of professionally-oriented tasks requiring students to choose the best ways to influence leadership in situations of group interaction; the upbringing of a value relation to a leadership position in classroom work.

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Alexander, Stephanie J. H. "Views from the Summit: White Working Class Appalachian Males and Their Perceptionsof Academic Success." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363701352.

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Lück, Jacqueline Catherine. "Knowledge and knowing in the public management and public administration programmes at a comprehensive university." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013166.

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Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.

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Paiva, Rute Soares. "Expansão da rede de ensino técnico e superior no estado do Rio Grande do Norte." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8146.

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This Thesis analyzes the educational policies that aimed at the expansion of technical and higher education in the state of Rio Grande do Norte. In recent years, Brazil has experienced a new phase with regard to education policy, focusing on ease of access to higher network and teaching technique. The educational policy of expansion aims at the decentralization of teaching units, until then very concentrated in large urban centers. Several medium-sized cities have benefited from this policy, because there are several other small towns around it, allowing access to public education without necessarily move to big cities or the capital. Such a measure facilitated access to education and, consequently, professional training. Within this perspective, we analyze public intervention expansion of technical and higher education institutions in the state of Rio Grande do Norte, in two cities considered of medium size, which exercise regional polarity: Pau dos Ferros and Mossoró, in the state's western region. These cities have benefited from the expansion of vacancies and also the construction of new university campuses. Both units have the following educational institutions: Universidade do Estado do Rio Grande do Norte (UERN); Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN); e Universidade Federal Rural do Semiárido (UFERSA). The work was divided into four chapters. Initially, it tried to contextualize technical and higher education in the country, focusing on the recent educational policies that saw this expansion process. In the second chapter, it sought to understand how this expansion happened in the state of Rio Grande Norte. In the third and fourth chapter, we search to understand the current technical and higher education setup in cities focus of research, therefore it was performed interviews with the managers of the institutions surveyed and were collected data that could show the area of influence of the institutions surveyed. The findings from this study allow us to state that this process, although it is derived from a national policy, it had a strong influence of local politics, particularly as regards the choice of cities to host the teaching units. Therefore, it is emphasized that, although some difficulties encountered, this expansion was undoubtedly of great importance for technical and higher education in the interior of Rio Grande do Norte state.
A presente dissertação analisa as políticas educacionais que visam à expansão do ensino técnico e superior no estado do Rio Grande do Norte. Nos últimos anos, o Brasil tem vivenciado uma nova fase no que se refere à política educacional, tendo como foco a facilidade do acesso à rede superior e técnica de ensino. A política educacional de expansão visa à descentralização das unidades de ensino, até então muito concentradas nos grandes centros urbanos. Diversas cidades de porte médio foram beneficiadas por essa política, pois possuem várias outras cidades de pequeno porte em seu entorno, permitindo que uma gama de pessoas passasse a ter acesso ao ensino público sem, necessariamente, deslocar-se às grandes cidades, ou às capitais. Tal medida facilitou o acesso à educação e, consequentemente, à profissionalização. Dentro dessa perspectiva, analisamos a intervenção pública de expansão das instituições de ensino técnico e superior no estado do Rio Grande do Norte, em duas cidades consideradas de porte médio por exercerem polaridade regional: Pau dos Ferros e Mossoró, na região Oeste do estado. Essas cidades foram beneficiadas pela expansão de vagas e também pela construção de novos campi universitários. Ambas possuem unidades das seguintes instituições de ensino: Universidade do Estado do Rio Grande do Norte (UERN); Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN); e Universidade Federal Rural do Semiárido (UFERSA). Este trabalho foi estruturado em quatro capítulos. Inicialmente, procurou-se contextualizar o ensino técnico e superior no país, tendo como foco as políticas educacionais recentes que visam esse processo de expansão. No segundo capítulo, buscou-se entender como se deu essa expansão no estado do Rio Grande do Norte. Já no terceiro e quarto capítulo, buscamos compreender a atual configuração do ensino técnico e superior nas cidades foco da pesquisa. Para tanto, foram realizadas entrevistas com os gestores das instituições pesquisadas e coletaram-se dados que pudessem evidenciar a área de influência das instituições pesquisadas. As descobertas provenientes desta pesquisa nos permitem afirmar que esse processo, embora seja derivado de uma política nacional, teve uma forte influência da política local, principalmente no que se refere a escolha das cidades para sediar as unidades de ensino. Portanto, destaca-se que, mesmo com algumas dificuldades enfrentadas, essa expansão foi sem dúvida de grande importância para a formação técnica e superior do interior do estado do Rio Grande do Norte.

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Sprankles, William Thomas III. "The Fifth Day Experience: A White Paper Series an Innovative Program to Redesign Schools and Operationalize Deeper Learning." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1621252535547665.

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Asbjørn, Sörensen Charlotte. "A Material Framework for Product Design." Licentiate thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7446.

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A new paradigm is slowly making its way into society, affecting our material practice as designers. Materials selection in design and product development has for a long time been dominated by a purely technical approach, mainly focusing on properties and performance. With the increasing evidence of climate change, waste and pollution, environmental effects, we are slowly realizing that unsustainable consumption of materials is no longer an alternative. Previous studies of material practices, both within design educations and the design profession, has primarily dealt with the development of material related methods. This thesis has focused on gaining an in-depth understanding of material practices within design processes, in order to develop a pedagogical framework that facilitates the development of reflective material practices in design education. There are four primary aims of the research presented in this licentiate thesis: (1) ascertain obstacles in the traditional ways of teaching materials to design students, (2) to bridge the differences in language, research culture and pedagogic approaches in design education, (3) to investigate current professional material practices in industrial design, and (4) to develop a new material framework for teaching reflective material practices for design students. During the project, the material framework has been tested and evaluated in two mandatory material courses with first and second year bachelor students from Product Design education over a period of four academic years. A comparative case study was conducted with five design consultancies. The qualitative interviews were transcribed and analysed using category zooming. The outcomes of this research are: (1) a new pedagogic framework for teaching materials to Product Design students in higher education, and (2) insights into professional practices of selecting and designing with materials. The pedagogic model A Material Framework for Product Design is designed to facilitate the development of reflective material practices in design education. The Framework consist of four levels: (1) a pedagogical foundation based on Experiential Learning theory that provide a framework for how to approach teaching and learning, (2) designing and structuring learning activities, (3) creating learning environments that facilitate learning activities, and (4) defining learning objectives, assessment of learning outcomes and detecting signs of learning. The main insights from the study of professional practices suggest: (1) that risk management has a major influence on the material selection process, (2) that negotiations of project boundaries in the ‘fuzzy’ pre-design phase has crucial influence on the risk management aspect of the material criteria activities, and (3) a lack of awareness, that design briefs usually outline material criteria expressed as sensorial characteristics, which are later translated by engineering into final material criteria used for the material selection process. The findings implies that design students would benefit from developing reflective material practices in design education.

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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.

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Дмитраш, Ольга Юріївна. "Принципи формування архітектурної типології і проєктування міжуніверситетських культурних центрів". Diss., Національний університет "Львівська політехніка", 2021. https://ena.lpnu.ua/handle/ntb/56700.

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У дисертації проведений аналіз джерельної бази та історичних етапів формоутворення архітектури будівель об’єктів культури у складі університетів світу. Розроблено тлумачення поняття міжуніверситетський культурний центр і навчальний простір з гнучким плануванням. Проаналізовано та узагальнено світовий досвід проектування, будівництва та експлуатації даних об’єктів та визначені основні чинники, що впливають на їх формоутворення та типологію, проведено аналіз існуючої нормативної бази, запропоновано класифікацію існуючих типів. Теоретично обґрунтовані принципи та засоби формування архітектурно-планувальної організації міжуніверситетських культурних центрів. Розроблено класифікацію МУКЦ за типами, функціональне зонування території і схему загальної функціональнопланувальної організації приміщень МКЦ. Рекомендовано доповнити ДБН В. 2.2-3-2018 розробленими у роботі положеннями. Визначено найсприятливіші міста України для розташування в них різного типу студентських культурних центрів. Подано рекомендації щодо принципів розташування міжуніверситетських центрів у містах. Розроблено пропозиції щодо адаптації існуючих об’єктів культури при університетах України. В диссертации проведен анализ источниковой базы и исторических этапов формообразования архитектуры зданий объектов культуры в составе университетов мира. Разработано толкование понятия межуниверситетский культурный центр и учебное пространство с гибкой планировкой. Проанализирован и обобщен мировой опыт проектирования, строительства и эксплуатации данных объектов и определены основные факторы, влияющие на их формообразования и типологию, проведен анализ существующей нормативной базы, разработана классификация существующих типов. Теоретически обоснованы принципы и средства формирования архитектурно-планировочной организации межвузовских культурных центров. Разработана классификация МКЦ по типам, функциональное зонирование территории и схема общей функционально-планировочной организации помещений МКЦ. Рекомендуется дополнить ДБН 2.2-3-2018 разработанными в работе положениями. Определены самые благоприятные города Украины для размещения в них различного типа культурных центров. Даны рекомендации по принципам расположения студенческих центров в городах. Разработаны предложения по адаптации существующих объектов культуры при университетах Украины.The Interuniversity Centre of Culture (IUCC) is a new term in the national architectural dictionary. Buildings of this type are widely popular around the world. These institutions represent the needs and priorities for the development of modern higher education. For the first time, the historical aspect of the formation of the architecture of cultural objects in universities and defining the chronological boundaries of the study is highlighted, and at different times there was a distinct understanding of the needs of cultural development of students, which was reflected in architecture. The analysis of the theoretical basis of designing cultural objects at universities shows that today in the domestic professional literature this topic has been insufficiently covered, which leads to the impossibility of implementing a positive world experience in Ukraine. The author has developed an interpretation of the concept of the Interuniversity Cultural Centre – a multifunctional institution designed for cultural and educational, sports, entertainment, scientific and educational, and leisure activities, activities of which are aimed at implementing cooperation between higher education institutions. Learning Space with flexible planning – rooms and areas designed for studies in free time outside of formal study rooms (classrooms, lecture halls), which can transform and adapt to different needs. The architectural and planning organization of modern IUCC should embody the ideas of the educational space with flexible planning. The general scientific theoretical methods used in the thesis have been determined and substantiated. The organizational structure of work has been developed, which is formed by consistent use of research methods. The basis of the empirical base of the study has been determined – 55 cultural objects as part of the universities of the world, 7 cultural objects as part of the universities of Ukraine. Questionnaires were conducted in three groups, which allowed to confirm the relevance of the research topic, to determine the inconsistency of existing institutions with the needs of their users. A comparative analysis of domestic and foreign experience in the construction and operation of cultural facilities at universities allowed us to identify the main differences in approaches to the design of these buildings. It should be noted that the main criterion for the success of IUCC is the high intensity of their use, which is due to the foreign experience of inclusion of food and drink venues and sales areas in the group of main facilities. Besides, an important argument is daily access to the facilities seven days a week, a large number of entrance spaces, the use of training areas with flexible planning in the planning structure. A study of the existing regulatory framework, which enabled to identify the shortcomings of the regulatory framework for the design of the IUCC and revealed to the need to supplement SCS B. 2.2-3-2018. Today in Ukraine, there are no norms for designing interuniversity cultural centres, which in turn determines the need for the study of such public facilities, development of typological classification and layout of such complexes in the city structure. The following classification features and main functions of existing types of buildings of cultural objects for students have been revealed. The main factors have been determined: socio-economic factor, urban development factor, functional factor, architectural and spatial factor. The basic principles of the building typology of IUCC have been formed: principle of individualization and generalization, principle of adaptability, principle of multifunctionality, principle of the aestheticization. It is recommended to supplement the regulatory framework, namely - SCS B. 2.2-3-2018, to introduce the concept of Interuniversity Cultural Centre, also to include the concept of educational space with flexible planning in this normative document. For the first time, the classification of IUCC by types was developed: cultural and leisure, sports and entertainment, religious and educational, research. The recommended functional zoning of the site for the IUCC design has been developed. For the first time, the basic principles of the location of the IUCC building in the planning structure of the university campus have been presented. The main elements of the functional zoning of IUCC buildings have been formed.The scheme of the general functional-planning organization of the IUCC premises. For the first time, a theoretical model of the location of the IUCC on the territory of Ukraine has been presented. Using Lviv city as an example, an algorithm for selecting a site for the IUCC design has been demonstrated. Strategies for the location of such institutions in the structure of university campuses in Ukraine have been developed: centralized, focused, distributed.

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Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.

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Косарук, Олена Миколаївна, Елена Николаевна Косарук та O. М. Kosaruk. "Професійна підготовка майбутніх фахівців інженерних спеціальностей на засадах інтеграції навчання з виробництвом". Diss., ВНТУ, 2019. http://ir.lib.vntu.edu.ua//handle/123456789/24280.

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Науковий керівник: Мокін Борис Іванович, доктор технічних наук, професор
У дисертації наведено комплексне теоретико-методологічне обґрунтування вирішення проблеми професійної підготовки майбутніх фахівців інженерних спеціальностей. Визначено критерії, показники та рівні готовності майбутніх фахівців інженерних спеціальностей до професійної діяльності в результаті освоєння робітничої професії на засадах інтеграції навчання з виробництвом. Визначено, обґрунтовано та експериментально перевірено організаційно-педагогічні умови професійної підготовки майбутніх фахівців інженерних спеціальностей на засадах інтеграції навчання з виробництвом. Розроблено математичну модель діагностики рівня кваліфікації, яку одержить кожний студент у результаті освоєння робітничої професії. Запропоновано практичні рекомендації для підвищення ефективності процесу формування готовності майбутніх фахівців інженерних спеціальностей до професійної діяльності. Основні результати дослідження впроваджено в навчальний процес технічного ЗВО.
В диссертации предоставлено комплексное теоретико-методологическое обоснование решения проблемы профессиональной подготовки будущих специалистов инженерных специальностей. Определены критерии, показатели и уровни готовности будущих специалистов инженерных специальностей к профессиональной деятельности в результате освоения рабочей профессии на основе интеграции обучения с производством. Определены, обоснованы и экспериментально проверены организационно-педагогические условия профессиональной подготовки будущих специалистов инженерных специальностей на основе интеграции обучения с производством. Разработана математическая модель диагностики уровня квалификации, которую получит каждый студент в результате освоения рабочей профессии. Предложены практические рекомендации для повышения эффективности процесса формирования готовности будущих специалистов инженерных спеціальностей к профессиональной деятельности. Основные результаты исследования внедрены в учебный процесс технического заведения высшего образования.
The dissertation has been presented the ideology of improvement the quality of engineering education by simultaneous mastering working professions which correlate with the engineering ones, there have been presented the results of the realization of this ideology in higher technical educational institution with further demonstration that this ideology is one of the variants of dual education ideology. The efficiency of certain organizational and pedagogical conditions of professional training of future specialists in engineering specialties is proved: creation of conditions for mastering the working profession correlated with the future engineering specialty; giving students the opportunity to complete the working trimesters manufacturing where they work according to the acquired labor profession; diagnostics of readiness of future specialists in engineering specialties to professional activity as a result of mastering the labor profession. As a result of experimental and research work, the positive progress in the training of future specialists in engineering specialties based on the training and production integration is stated.

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Chang, Alvin, and 張惟珩. "Establishment of Core Competencies of FinTech for Higher Technical and Vocational Education in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/g9p5es.

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博士
國立彰化師範大學
工業教育與技術學系
107
The objective of this research aims to discover the core competencies for FinTech professionals whom can foster the development of FinTech in Taiwan. FinTech, according to literatures, is the integration of financial service, information technology, and information management. Based on the literature review, the research selects core competencies – knowledge, skill, and attitudes and values – from each of the three FinTech elements to be analyzed. According to interviews, most of the competencies mentioned in the literatures are agreed to remain, which can be applied for Delphi method. The Delphi method had received opinions from 15 experts of financial professionals, financial scholars, technology professionals, and technology scholars. Except “foreign language,” most of the core competencies earn score above 6 and the responses are consistent. Moreover, several scholars suggest “innovative thinking” to be included into one of the core competencies. According to the ranking of AHP, most of core competencies from attitudes and values are considered as the most important. Core competencies from skill are generally ranked as the second important, and core competencies from knowledge, especially “foreign language,” is the least.

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Warren, Jason Douglas. "A comparison of faculty and administrator perceptions of the merger of Kentucky's community colleges and vocational/technical institutes /." 2008. http://digital.library.louisville.edu/cgi-bin/showfile.exe?CISOROOT=/etd&CISOPTR=847&filename=848.pdf.

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Thesis (Ph. D.)--University of Louisville, 2008. Thesis (Ph. D.)--Western Kentucky University, 2008.
University of Louisville, Department of Educational Leadership, Foundations, and Human Resource Education. Western Kentucky University, Department of Educational Administration, Leadership, and Research. Vita. "December 2008." Includes bibliographical references (leaves 215-231).

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Onduru, James Otieno. "Stakeholder involvement in the management of public technical training institutions in Kenya." Thesis, 2012. http://hdl.handle.net/10500/6150.

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The phenomena of stakeholder identification and involvement in the affairs of public entities has become of great importance in the recent years. Literature review reveals the extent of knowledge and discloses gaps that exist in the management of technical training institutions in Kenya. Therefore, key research questions aimed at achieving the objectives of this study were formulated. For empirical responses, a sample comprising three institutions was chosen, where respondents were selected purposively. Focus group and individual interviews were conducted for qualitative data collection from purposively selected respondents. The data analysis led to the conclusion that stakeholders are varied and their involvement in specific issues minimal. This implies lack of clarity of knowledge of the stakeholders and variation regarding the extent to which they need involvement and the effects. One recommendation is to carry out an analysis to establish legitimate stakeholders and their specific potential influences.
Educational Studies

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Ngobeni, J. S. "Identifying the educational needs of Capricorn College for Further Education and Training : a case study." Thesis, 2015. http://hdl.handle.net/10386/1241.

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Thesis (MEd. (Community and Continuing Education)) -- University of Limpopo, 2015
The research was carried out in Capricorn College for FET. The main aim of this study was to identify the educational needs of Capricorn College for FET. This study attempted to answer the following research question:  What are the educational needs of Capricorn College for FET? This study was designed within a qualitative research paradigm using multiple-case studies. A document analysis, semi-structured interviews, observations were used to identify the educational needs of Capricorn College for FET. Semi-structured interviews allowed me to ask questions to participants while allowing the flexibility to probe further details. Semi-structured interviews helped me to have a broader view and clear understanding of educational needs that might exist in all campuses of Capricorn College for FET. Through observation educational needs of learners, educators and campus managers were noted. Findings of this study show that there are educational needs at the Capricorn College for FET such as; the lack of funding, lack of staffing, poor learner recruitment, poor infrastructural resources and poor quality of teaching and learning. Recommendations were made for educators in the three campuses to be trained so that they can acquire knowledge about teaching methodologies. More funding should be provided to the college to enhance the smooth running of the college. The college should be equipped with resources that are required for teaching and learning. More learners should be able to study and equipped with relevant skills for job market. Capricorn College for FET should use recruitment strategies that may benefit almost learners in the country. The Department of Higher Education and Training should make sure that Capricorn College for FET be provided with necessary and enough infrastructural resources. Teaching and learning materials should be supplied to this institution and on time. In that way it will enhance the effective teaching and learning at the college.

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La, Cock Wium. "Management of the migration process of a TVET college to the Department of Higher Education and Training." Diss., 2017. http://hdl.handle.net/10500/25519.

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The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa. A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality. Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions. The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented.
Educational Leadership and Management
M. Ed. (Education Management)

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Dhlamini, Ntokozo Mazwikayise. "E-learning for knowledge management in technical vocational education and training colleges." Diss., 2018. http://hdl.handle.net/10500/25536.

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In TVET colleges, the traditional face-to-face mode of knowledge delivery appears to be the norm. Knowledge is often shared in a teaching space during a particular period of time. Students and a lecturer need to be in a specified venue during an allocated time slot for the learning process to take place which includes obtaining knowledge from the lecturer, sharing views and storing knowledge in their minds. There is often no interaction with the lecturer beyond the classroom. As such, learners with learning difficulties have no alternative platform into which they can get support; which compromises the quality of education and students’ success rate. The use of e-learning permits students to finalise a course in their own time and at their own location. It also implies that students are at an advantage as they do not need to go to a particular learning institution, and they can proceed with the training at their own pace. This research investigated how e-learning may be used as an enabler of learning by overcoming barriers associated with face-to-face learning. This was achieved through the development of a proposed e-learning framework based on the existing literature. The proposed framework was then tested through a survey distributed among TVET stakeholders to offer an improved framework. Furthermore, the improved framework was used to develop an e-learning architecture and prototype which can help guide institutions who wish to adopt e-learning.
Information Technology
M. Tech. (Information Technology)

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Базильчук, О. В., та O. V. Bazylchuk. "Теоретичні і методичні засади професійної підготовки майбутніх фахівців з фізичної терапії, ерготерапії до роботи з відновлення здоров’я спортсменів". Дисертація, 2019. http://elar.khnu.km.ua/jspui/handle/123456789/8755.

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Toolo, Lineo Lynnette. "An awareness programme to improve participation of young women in the science, technology, engineering and mathematics (STEM) fields in South African universities." Thesis, 2018. http://hdl.handle.net/10500/25814.

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The purpose of this study was to develop the i-STEM programme, an awareness initiative that would improve the participation of young women in the science, technology, engineering and mathematics (STEM) fields in South African universities. That would serve as an intervention measure to young women’s significantly low numbers in the STEM fields, causing a gender disparity in those fields. Young women are said to be overrepresented in the fields that are at a lower level, the so-called soft disciplines and of short-term duration at tertiary level. The STEM fields, on the other hand, are well-remunerated and high-status careers, perceived as the main solution for the unprecedented socioeconomic challenges that the world is experiencing, as a result of, mainly, climate change and lack of food security. The literature reviewed was focused on the participation of young women in the STEM fields in South Africa, Africa and globally, assisting the study to investigate the reasons for low numbers of young women in the STEM fields. The mixed method approach was of benefit to the nature of this study, a quantitative and qualitative enquiry. The study was conducted at two universities with completely different profiles, contact sessions and modes of content delivery. The third institution was the government department relating to higher education. For research design, data was collected from 111 participants who were involved with the STEM fields and/or university education. Two (2) lecturers, two (2) government officials and two (2) young female students were interviewed and 105 other participants completed the questionnaires. Some data were collected from participating institutions’ documents. Interpretation and analysis of such data, was done through concurrent, triangulation design, where data collection was done concurrently, i.e. in the same phase, in both the quantitative and qualitative manner. The main findings blamed the different ways in which boys and girls were socialised in their communities. Girls were more exposed to matters pertaining to food and caring while boys were more exposed to cars and machines, resulting in girls preferring socially orientated careers and the boys, mechanical ones. Those findings were used as the impetus to construct Phases 1, 2 and 3 of the developed awareness programme, i.e. ‘Identification’, ‘Induction’ and ‘Implementation’, whereby the departments of Basic Education and Higher Education and Training, together with universities, would identify learners and students as mentees and mentors, who will become the advocates for breaking the above stereotypes. Another discovery was that there is an element of cultural stereotyping in society, that the STEM fields were difficult and therefore meant for men, since they are supposed to be more demanding and not for women as soft targets; hence the environment was unsupportive of women. It also related to the classification of certain jobs as men’s and others as women’s territory. That theory was further extended through the finding that the STEM fields were more-costly than the social sciences and that most of them require a longer study period. As a result, young women who anticipate becoming mothers and wives, avoid them as careers, in consideration of their future cultural roles. Those findings influenced the last four phases of the i-STEM programme, i.e. ‘Impression’, ‘Integration’, ‘Intensification’ and ‘Ignition’, whereby cultural and classist stereotypes would be determined through baseline information and rooted out by synergy in terms of resources, research and effort by local, national and international stakeholders, as guided by the programme.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

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Mazani, Wilfred. "Principal's role in the implementation of curriculum effectiveness strategy in Zimbabwean polytechnics." Thesis, 2015. http://hdl.handle.net/10500/18811.

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The central aim of this study was to investigatethe role of principals in the implementation of polytechnic curriculum effectiveness strategy (PCS) in Zimbabwe. The specific objectives of the study were to: determine and evaluate the role and strategic leadership skills of polytechnic principals in the development of PCS, understand the challenges faced by polytechnic principals in the development and implementation of PCS, investigate the extent to which principals provide lecturers with opportunities to enhance their teaching skills through professional development and derive a suitable model to be used in drafting and implementing PCS. The main research question which this study sought to answer was, „What is the role played by strategic leadership in the implementation of polytechnic curriculum effectiveness strategy?‟ In an attempt to realise that end, a mixed method research design was used to collect data, making use of questionnaires and interviews. The participants included 5 polytechnic principals, 123 lecturers, 77 students and 9 company training managers. The participants were selected through purposive, stratified and simple random sampling techniques drawn from five polytechnics selected for the study. The findings suggest that most polytechnic principals are rendered ineffective in implementing the PCS. Though the principals have a sound theoretical knowledge of their roles, they however experience a litany of practical impediments. These barriers include, inter alia, lack of curricula knowledge in the currere approach, action research, Basil Bernstein‟s and Paulo Freire‟s pedagogical discourses and reconceptualisation of curriculum, shortage of relevant instructional resources and poorly evaluated polytechnic curriculum, low level of staff incentive, training and development. Two systemic impediments in the principals‟ role of implementing PCS are: lack of autonomy in crafting and implementing PCS and lack consensus between Curriculum Research and Development Unit (CRADU) and National Manpower Advisory Council (NAMACO) in crafting policies on curriculum standards.
Educational Management and Leadership
D. Ed. (Education Management)

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Вербицька, А. В. "Удосконалення державної політики в сфері вищої освіти України в контексті інтеграції до європейського освітньо-наукового простору". Thesis, 2017. http://ir.stu.cn.ua/123456789/15530.

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Вербицька, А. В. Удосконалення державної політики в сфері вищої освіти України в контексті інтеграції до європейського освітньо-наукового простору : дис. ...канд. наук з державного управління : 25.00.02 / А. В. Вербицька. – Чернігів, 2017. – 234 с.
У роботі розкрито роль та здійснено класифікацію механізмів реалізації державної політики у сфері вищої освіти України у процесі впровадження положень Болонської декларації на основі критеріально-типологічного підходу, які важливо враховувати під час розроблення стратегії вдосконалення державної політики у сфері вищої освіти. Узагальнено та обґрунтовано комплекс механізмів реалізації державної політики у сфері вищої освіти, який поєднує групи таких механізмів, як фінансово-цільовий, політико-правовий, кадрово-мотиваційний, організаційно-методичний, інноваційно-модернізаційний та транскордонно-стратегічний, комплексне використання яких сприятиме удосконаленню державної політики у сфері вищої освіти України в контексті інтеграції до європейського освітньо-наукового простору. Запропоновано інноваційні механізми удосконалення державної політики у сфері вищої освіти України: фінансово-цільовий та транскордонно-стратегічний. Розроблено новітню модель розвитку державної політики у сфері вищої освіти в контексті інтеграції до європейського освітньо-наукового простору, що ґрунтується на суб’єкт-об’єктній взаємодії держави, вищих навчальних закладів, бізнесу та громадськості, принципах суспільного управління, в основі якої є комплекс механізмів реалізації державної політики у сфері вищої освіти України, що в системі дозволить ереходу до громадсько-державного управління
В работе раскрыта роль и осуществлена классификация механизмов реализации государственной политики в сфере высшего образования Украины в процессе внедрения положений Болонской декларации на основе критериально-типологического подхода, которые важно учитывать при разработке стратегии совершенствования государственной политики в сфере высшего образования. Обобщѐн и обоснован комплекс механизмов реализации государственной политики в сфере высшего образования, который сочетает группы таких механизмов, как финансово-целевой, политико-правовой, кадрово-мотивационный, организационно-методический, инновационно-модернизационный и трансгранично-стратегический, комплексное использование которых будет способствовать совершенствованию государственной политики в сфере высшего образования Украины в контексте интеграции в европейское научно-образовательное пространство. Предложены инновационные механизмы совершенствования государственной политики в сфере высшего образования Украины, а именно: финансово-целевой и трансгранично-стратегический. Разработана новая модель развития государственной политики в сфере высшего образования в контексте интеграции в европейское научно-образовательное пространство, основанная на субъект-объектном взаимодействии государства, высших учебных заведений, бизнеса и общественности, принципах социального управления, в основе которой комплекс механизмов реализации государственной политики в сфере высшего образования Украины, что в системе позволит обеспечить эффективность модернизации сферы высшего образования и способствовать переходу к общественно-государственному управлению
The role and the classification of the mechanisms of implementation of public policy in the sphere of higher education of Ukraine in the implementation process of Bologna Declaration are developed in the paper based on the criteria-typological approach that is important for the development of the improvement strategy of public policy in the sphere of higher education. The complex of mechanisms of public policy implementation in the sphere of higher education, that combines such groups of mechanisms as financial-purposeful, political-legal, personnel-motivational, organizational-methodic, innovation-modernization and transborder-strategic, the complex usage of which will promote the improvement of public policy in the sphere of higher education of Ukraine in the context of integration into the European scientific and educational area, has been summarized and stated. Innovation mechanisms of improvement of public policy in the sphere of higher education of Ukraine, such as financial-purposeful and transborder-strategic ones have been offered. The new model of the development of public policy in the sphere of higher education in the context of integration into the European scientific and educational area has been developed. It is based on the subject-object interaction between the state, higher educational establishments, businesses and community on the principals of social management, in the base of which is the complex of mechanisms of realization of public policy in the sphere of higher education of Ukraine that in the system will allow to provide the efficiency of modernization of the sphere of higher education and will promote the change toward community-public management.

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Дисертації з теми "Higher educational technical establishments"

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