Дисертації з теми "Irish post primary education"
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Kelly, Anthony. "The management and administration of Irish post-primary schools." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3984.
Повний текст джерелаMoles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.
Повний текст джерелаDeenihan, Thomas J. "Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction of an examinable, non-denominational syllabus for religious education." Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272014.
Повний текст джерелаGreene, Edel. "How do Irish post-primary teachers conceptualise their own professionalism?" Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-do-irish-postprimary-teachers-conceptualise-their-own-professionalism(d718353b-8a26-4b67-b5af-713ad59b2ad4).html.
Повний текст джерелаÓ, Cuanacháin Colm. "Human rights education in an Irish primary school." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/27726.
Повний текст джерелаRyan, Aine. "The road to democracy in Irish primary school education." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7777/.
Повний текст джерелаGleeson, James Philip. "Post-primary curriculum policy and practice in the Republic of Ireland : fragmentation, contestation and partnership." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323474.
Повний текст джерелаO'Flynn, Kim Lorraine. "Post-primary education in West Ham, 1918-39." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021607/.
Повний текст джерелаMas-Moury, Mack Vanessa. "Language attitudes of parents in Irish-medium primary schools in County Dublin." Thesis, Bordeaux 3, 2013. http://www.theses.fr/2013BOR30011/document.
Повний текст джерелаThis study explores attitudes towards the Irish language in the Republic of Ireland. The Irish language—alongside with English—is the national official language and is taught in school as a compulsory subject from primary school through to the end of secondary level. Despite the low percentage of daily Irish-speakers in the country the demand for Irish-medium education as an alternative means of education has been growing since the 1970s, especially in English-speaking areas. This current study focuses on the language attitudes of parents whose child attends an urban Irish-medium primary school in County Dublin and analyses the reasons for choosing such an education. Although there has been a considerable number of research studies conducted on language attitudes towards Irish in the Republic of Ireland, very few have recently concentrated on families involved with Irish-medium education. Participants included parents with both short term and long term experience with immersion education through Irish. The main research instruments included a self-administered questionnaire and follow-up interviews with a sample of questionnaire respondents as well as teachers from the participating schools. One of the main focuses of this study is parental motivation for sending their child to an Irish-medium school. Results reveal that participants selected such education for their child for two main reasons: identity and cultural capital. Firstly, most participants regarded Irish as a strong cultural identity marker while others also considered the language as a strong marker of ethnic identity. Secondly and most importantly, participants expressed a strong interest in both education and additive bilingualism thus attributing a high cultural value to the Irish language. Findings also show that participants have very positive attitudes towards the Irish language. This is mainly due to their natural favourable disposition to Irish but also to their exposure to the Irish-medium school environment which tends to enhance this positive attitude. But despite participants' efforts to include some Irish in their child's life, either during recreational activities or at home, self-reports did not indicate the emergence of bilingual families. However, there is some evidence that the school facilitates the creation of Irish-speaking social networks between a few families
Rooney, Kathleen. "The lived experience of higher education for post-registration Irish nurses : a phenomenological study." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10700/.
Повний текст джерелаMcBride, Kathleen G. "Drug education in post-primary schools : practical reality or laudable aspiration ?" Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399691.
Повний текст джерелаShaughnessy, Julie M. "Student experience of a Primary Post-Graduate Certificate in Education (PGCE)." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298897.
Повний текст джерелаStakelum, Mary Catherine Ann. "Transmission, replication and transformation in music education : case studies in practice in an Irish primary school context." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020498/.
Повний текст джерелаNambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.
Повний текст джерела- a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda.
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted
Crowley, Michael. "School leadership : an examination of the role of the Irish primary school principal in a period of change and rationalisation." Thesis, University of Hull, 2006. http://hydra.hull.ac.uk/resources/hull:5673.
Повний текст джерелаMulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.
Повний текст джерелаKelly, Marie Alice. "Exploring attitudes to moving image media education in Northern Ireland post primary schools." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695384.
Повний текст джерелаNolan, Kathryn. "Biodiversity Education and Sustainability Consciousness : A study on the effect of biodiversity education on the sustainability consciousness of Irish Primary School Students." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166398.
Повний текст джерелаRose, Pauline Margaret. "Cost sharing in Malawian primary schooling from the Washington to the post Washington consensus." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250124.
Повний текст джерелаNewman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
Повний текст джерелаCaulfield, Ann. "The contribution of the practice of mindfulness to stress reduction among school teachers : a qualitative study of Irish primary teachers." Thesis, University of Lincoln, 2015. http://eprints.lincoln.ac.uk/19030/.
Повний текст джерелаDeeks, Graham. "Managing change in primary schools : impact and consequences in the post Education Reform Act period." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321605.
Повний текст джерелаMcGlynn, Claire Wilden. "The impact of post primary integrated education in Northern Ireland on past pupils : a study." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342534.
Повний текст джерелаO'Gorman, Aileen. "Student councils and the delivery of equality, quality, partnership, pluralism and accountability in Cork post primary schools." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:7041.
Повний текст джерелаCummins, Brian James. "Going beyond the rhetoric : an analysis of enterprise education provision in Northern Ireland post-primary schools." Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272459.
Повний текст джерелаDaSilva, Christian. "Youth Agency and the Efficacy of Basic Education in Tanzania: An Inquiry into Post-primary School Structuration." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33019.
Повний текст джерелаSimpson, Audrey Ann. "A sociological analysis of the theory and practice of sex education in post-primary schools in Northern Ireland." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365939.
Повний текст джерелаFitzgerald, Johanna. "Leadership in inclusive special education : a qualitative exploration of the SENCO role in post-primary schools in Ireland." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573680/.
Повний текст джерелаO'Connor, Eileen. "'There is a lot to be learnt' : assistant principals' perceptions of their professional learning experiences and learning needs in their role as middle leaders in Irish post-primary schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019858/.
Повний текст джерелаMuzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.
Повний текст джерелаKMBT_363
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
Повний текст джерелаShields, Kieran Patrick. ""Standing up not standing out" : an ethnographic study of the educational experiences of Irish Traveller children in their first year of primary education in rural Northern Ireland." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709818.
Повний текст джерелаRibchester, Christopher Brian. "Education policy and the viability of small school provision : the social significance of small primary schools in England and Wales post 1988." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361003.
Повний текст джерелаBest, Michael J. H. "The changing role of the primary headteacher 1988 to 1993 : a post-Education Reform Act case study of a peer support group." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326951.
Повний текст джерелаChabela, Adeline. "Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/9407.
Повний текст джерелаGlobally, Life Skills Education (LSE) is a component of school curricula that has been of considerable scholarly interest recently, especially in education. Raphael defines LSE as "a methodology for helping children and adolescents cope with their life situation, develop decision-making and problem solving skills, and evaluate risks and respond appropriately" (2006:5). The study aimed at investigating stakeholders' perceptions of factors influencing the adoption, development and implementation of Life Skills Education in post primary school in Lesotho. In this study, "post-primary schools" refers to grades 9-10. The main objectives of this study were: To explore stakeholders' perceptions about factors influencing the adoption, development and implementation of Life Skills education in post-primary pilot schools in Lesotho. To analyze the role and impact of the broader political, social, cultural and economic environment in which Life Skills Education is adopted, developed and implemented in post-primary pilot schools in Lesotho. To carry out this case study, the researcher followed a qualitative approach. To collect data, 22 semi-structured one to one interviews were held with education officers from the government and overseas donors, principals, teachers and parents. LSE training manuals were also analysed. It is evident that the crisis of HIV/AIDS in the country motivated the government's initiative to introduce LSE in the schools. However, the take up of the project was not smooth. The prominent reason was lack of consensus within the MOET, which led to many other unresolved issues that weakened other stages of the curriculum development. Secondly, it took the MOET six months to develop LSE curriculum and thus led to many more gaps in the curriculum planning and development. The project had strong support from the Lesotho government. This suggested more chances for it to have been a success. Nonetheless, omissions were made that weakened the support from other authorities and relevant stakeholders. In addition, lack of supervision, follow-up and retraining of teachers affected negatively the reception and implementation of the project in the pilot schools. Although the project was piloted for sufficient length of time (one year), it had no monitoring package. Moreover, the review that was done (Visser-Valfery 2008) took place long after the piloting period, thus, this is likely to have not benefited the development of the project much. Parents are aware young do engage in premarital sex, and, are at the centre of the pandemic, and thus showed a great support for the project and willingness to support teachers' through assignments. Life Skills Education remains the best option for curbing HIV/AIDS pandemic and protects young people against HIV/AIDS, with a solid research base of practice and theory. It is commendable that the MOET realize the need to reach young people with HIV/AIDS prevention message through the school curriculum. For a sustainable development of this programme, there is a need for the MOET to ensure full participation of relevant stakeholders and give time long enough for advocacy and trainings of stakeholders at both the central and district level.
Mhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.
Повний текст джерелаRichert, Kira Elizabeth. "Pre and post field trip activities for the Big Morongo Canyon Preserve: An oasis in the desert." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2057.
Повний текст джерелаGhannam, Yvette P. "Connecticut Primary Care Physicians and Chronic Lyme Disease." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7381.
Повний текст джерелаOnsès, Segarra Judit. "Documentación visual en los fenómenos de aprendizaje con estudiantes de primaria. Una indagación rizomática difractiva desde las teorías ‘post’." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/663745.
Повний текст джерелаThis research is linked to the European project Do It Yourself in Education: Expanding Digital Competence To Foster Student Agency And Collaborative Learning (DIYLab 543177-LLP-1-2013-1-ES- KA3MP). It is based on the recorded material -carried on both by the researcher and the students involved-, during the implementation of the project at the Spanish school. This is, from January to June 2015, working in weekly sessions with the two groups of fifth grade (10-11 years old students), explored the potentialitites and possibilities of visual documentation in learning processes. This inquiry moves remarkably from the methodology of DIYLab project, the collaborative action-research, and is build in a theoretical framework that questions the ways of researching and learning and, therefore, of thinking, acting, feeling and living. Theory from Barad, Haraway, Deleuze y Guattari y Atkinson, frames an ontoepistemology based on new materialisms and theories ‘post’ (postontology, posthumanism, postestructuralism and postqualitative research). Drawing on the Deleuze and Guattari’s concept of rhizome, and the Barad and Haraway’s concept of diffraction, this thesis is carried on rhizomatically and diffractively, whithin which alterna- tives in research and educational field are explored. The aim is escape from dichotomous thinking and representational logic, proposing instead the research and educational phenomena as an en- tanglement in which subjects, objects, spaces, concepts, times and thoughts affects and are affected constantly to each other, (re)configuring the phenomenon itself. Thus, this thesis is presented as an open system, it is an unfinished thesis, in which future lines of research are pointed out. In addition to this, it allows the reader keep reconfiguring the thesis and its contents, as this thesis will affect and be affected by the subjects, spaces, times and materi- als that come up to it during its life.
Kaye, Matthew D. "A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/17.
Повний текст джерелаHealy, Kevin M. "Decline, growth and amalgamation : an emerging picture in relation to the provision of post-primary education in Ireland with specific reference to five towns in West Cork and the enrolment trends between Catholic and State-Sector schools therein." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:10113.
Повний текст джерелаZimba, Anthony Andile. "A descriptive analysis of how primary health care services have developed in the Cape Metropolitan Area from the period: pre-1994 to post-2000 elections." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52632.
Повний текст джерелаENGLISH ABSTRACT: Primary Health Care (PHC) approach is currently receiving tremendous attention worldwide as a mechanism to ensure effective and efficient public health services. The concept has evolved from the Alma Ata conference (1978). Since then many countries began to reorient their health services to achieve the goals of availability, accessibility and affordability of health care for all citizens and a number of management issues came to the forefront. Therefore, the provision of comprehensive PHC services is the key aspect to improving health services. A district health system has been identified as an ideal model for comprehensive PHC services to all the citizens in South Africa. Public health services in the Cape Metropolitan Area are characterised by functional fragmentation. Two public authorities render Primary Health Care services, namely the: Provincial Administration of the Western Cape through CHSO, and the Municipal Health Department. The fragmented nature of the public health services, which result in poor coordination of service delivery between the two health authorities, compromises the quality of service delivery. Historically, PHC services in the Cape Metropolitan Area - and indeed in the whole South Africa - have developed in a skewed manner. This work is an attempt at conceptualising the implications and consequences of this skewed health development. South Africa is presently undergoing fundamental reform, which has brought the PHC into disarray of fundamental change. Since the South African health care system is a highly complex institution, attempts have been made to critically analyse those aspects and features of inequality, inaccessibility, and inequity. Among these is the historical and present development of Cape Metropolitan Area health care and the structural features it assumed with the passing of time, trends and characteristics. In order to examine the theory in practice, the evolvement of PHC in the Cape Metropolitan Area will be analysed. The analysis highlights how different political formations have affected the development of PHC services and points out obstacles and limitations throughout the process, which had to be dealt with. Transformation of the existing health services, based on the principles of PHC, requires the redressing the imbalances of the past. Therefore, the integration of the two health authorities into one entity would best achieve the principles of district health system and will ensure comprehensive PRe.
AFRIKAANSE OPSOMMING: Die Primêre Gesondheidsorg benadering geniet tans wereldwyd erkenning as 'n meganisme om doeltreffende openbare gesondheidsdienslewering te versker. Die konsep, wat ontwikkel en gegroei het uit die Alma Ata-konferensie van 1978, is reeds deur verskeie regerings ge-implementeer ten einde die doelwitte van beskikbaarheid, toeganklikheid en bekostigbaarheid van gesondheidsorg vir alle landsburgers te verseker. Die voorsiening van omvattende Primêre Gesondheidsorgdienste word erken as 'n noodsaaklike middelom gesondheidsorg te verbeter. Die Distrikgesondheid-stelsel is geidentifiseer as 'n ideale model vir die implementering van omvattende Primêre Gesondheidsorgdienste in Suid Afrika. Publieke Gesondheidsdienste in die Kaapse Metropolitaanse-gebied word gekenmerk deur die feit dat dit funksioneel gefragmenteer is. Twee publieke owerhede, te wete die Provinsiale Administrasie van die Wes Kaap en die Kaapse Stadsraad lewer Primêre Gesondheidsorgdienste, wat aanleiding gee tot swak koordinering met die gevolg dat dienslewering daaronder ly. Primêre Gesondheidsdienste in die Kaapse Metropolitaansegebied, soos in die res van Suid Afrika, het op 'n onlogiese, skewe manier ontwikkel Hierdie werk is 'n poging om die gevolge en implikasies van die onlogiese, skewe gesondheids-ontwikkeling te konseptualiseer. Daar is gepoog om die uiters gekompliseerde gesondheidsdiens-stelsel in Suid Afrika krities te analiseer met spesifieke verwysing na die kenmenrke van ongelykheid, ontoeganklikheid en onbillikheid. Dit sluit die historiese en huidige ontwikkeling van gesondheidsorg in die Kaapse Metropolitaanse gebied en die strukturele kenmerke in wat deur die loop van jare as gevolg van verskeie invloede en neigings sigbar geraak het. Die ontwikkeling van Primêre Gesondheidsorg in die Kaapse Metropolitaanse-gebied word ge-analiseer ten einde bogenoemde teorie in die praktyk te bevestig. Die analise beklemtoon die invloed van verskillende politieke rolspelers op ,die ontwikkeling van Primêre Gesondheidsorgdienste en bevestig die struikelblokke en beperkings wat deurentyd opgeduik het. Transformasie van gesondheidsdienste soos dit tans daaruit sien, gegrond op die beginsels van Primêre Gesondheidsorg, vereis dat die ongelykhede van die verlede aangespreek word. Die integrasie van die twee gesondheidsdiensowerhede sal die beginsels van die Gesondheidsdistrik-stelsel verwesenlik, wat daartoe sal aanleiding gee dat omvattende Primêre Gesondheidsorg 'n werklikheid word.
Triplet, Anne-Charlotte. "Éducation et post-conflit : l’intervention des acteurs de l’aide humanitaire et du développement en Côte d’Ivoire." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB136/document.
Повний текст джерелаThe political crisis that disrupted the country since Houphouët Boigny's death directly involved education on a number of levels. At the same time, Education also became a major political issue, opposing rival factions, and a collateral target of the actors of the conflict. This thesis focuses on the supply and demand education stakeholders'perception on the role of education as well as their representations on the international and local assistance in this domain. The chosen empirical approach uses the triangulation method which combines interviews, questionnaires and existing databases. All these elements were collected from April 2013 and October 2014 in Abidjan and in central and western Côte d'Ivoire. The results of this analysis show that the stakeholders who were the most affected through their schooling are considering School more like a socialisation space and thus participate to the process of resilience. Results also reveal how the presence of international organizations legitimizes the current government's actions. International aid is frequently sought out and highly valued. The education system has been rebuilt, developed and transformed under the influence of international organizations. The public authorities do not perceive this as a form of interference, and nor do demand and offer education actors
Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
Повний текст джерелаConnolly, Barbara E. "The Irish Catholic church, primary education, and economic growth conflicting values and critical voices /." 2005. http://catalog.hathitrust.org/api/volumes/oclc/61208604.html.
Повний текст джерелаTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 76-78)
Masoebe, Liteboho E. "The study of factors influencing teacher mobility in post-primary schools of Leribe, Lesotho." Thesis, 2003. http://hdl.handle.net/10413/3115.
Повний текст джерелаThesis (M.Ed.)-University of Natal, Pietermaritzburg, 2003.
Kar, Karabi. "A study of the development of primary education in Goalpara District during post-independence period and its impact on society." Thesis, 1993. http://hdl.handle.net/2009/4217.
Повний текст джерелаLegodi, Manare Jeofrey. "Competence in english and afrikaans in black post primary schools with special reference to the Northern Transvaal." Thesis, 1992. http://hdl.handle.net/10386/2132.
Повний текст джерелаSibiya, Nontuthuzelo Elizabeth. "Work integrated learning experiences of primary health care post basic nursing students in clinical settings." Thesis, 2014. http://hdl.handle.net/10321/1052.
Повний текст джерелаBackground : Work Integrated Learning is an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. Work Integrated Learning like in any other nursing course is essential in primary health care as required by the South African Nursing Council. In the clinical setting, students develop clinical and diagnostic reasoning; they also learn how to make the appropriate clinical decisions which they need as qualified primary health care practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However it has been noted that the clinical learning environment confronts students with challenges that are absent from the classroom situation. So this study seeks to explore and describe the experiences of post basic nursing students in primary health care clinics so as to address the challenges that are faced within the clinical settings. Aim of the study The aim of the study was to explore and describe primary health care post basic nursing students’ experiences during clinical placements. Methodology : A descriptive exploratory qualitative approach was used to guide the study. In-depth interviews were conducted with ten primary health care post basic nursing students who were allocated for Work Integrated Learning at the clinics in District A and District B in 2011. The main research question for this study was asked: ‘What are the experiences of primary health care post basic nursing students regarding Work Integrated Learning?’ Results : The findings of this study revealed that Work Integrated Learning is vital for the development of clinical skills amongst primary health care post basic nursing students. However, shortage of staff, inadequate material/ non-human resources, lack of supervision in the clinical facilities, distant clinical facilities and insufficient practice in the clinical skills laboratory were identified as challenges that students experience during Work Integrated Learning placement.
Greber, Amanda Carroll. "Proper Language, Proper Citizen: Standard Linguistic Practice and Identity in Macedonian Primary Education." Thesis, 2013. http://hdl.handle.net/1807/65507.
Повний текст джерела