Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: South Africa is now in its eighteenth year of democracy. However, a major problem that we are facing is the scourge of the HIV/AIDS pandemic throughout Africa, with the most seriously affected areas being in Sub-Saharan Africa. Despite a National Strategic Plan (NSP) for HIV/AIDS, government authorities have been unable to stem the tide of daily HIV infections amongst all people. Education seems to be one of the most powerful weapons to fight this pandemic; hence it is expected of HEIs to respond to this problem in a meaningful manner in order to stem the tide of the HIV/AIDS pandemic on all university campuses. HEAIDS took the initiative to bring all role players in HEIs together to devise plans for how to deal with the pandemic at HEIs. Despite the fact that 22 out of the 23 higher education institutions surveyed by HEAIDS in 2008 were engaged in peer education training programmes, none of them monitored or evaluated these programmes. The aim of this study is to evaluate and establish the influence of a peer education programme amongst students at a selected HEI in the Western Cape. An evaluation research design was employed, using a mixed methods approach to collect data. A Logic Model was developed which assisted me with the evaluation design. I used Bandura's social cognitive theory (SCT) to assist me with the analysis and interpretation of the data. The study attempted to understand the key issues involved in the peer education programme, challenges faced by staff in the implementation of these programmes, how peer educators experienced the training programmes, as well as the experiences of other students who interacted with the peer educators. The quantitative data revealed that more work needs to be done with regard to behaviour change amongst peer educators. However, in this study, the qualitative data showed that peer educators need to develop more skills to empower themselves to facilitate workshops and to enhance their communication skills. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans in sy agtiende jaar van demokrasie. Die probleem wat nog hierdie bedeling in die gesig staar, bly nog steeds die MIV en VIGS pandemie, waarvan die grootste problem in Sub-Sahara Afrika, is. Ten spyte van 'n omvattende nasionale plan teen MIV en VIGS kan die owerhede nog nie hierdie aaklige pandemie stuit nie, en word mense nog op 'n daaglikse basis daardeur geaffekteer. Opvoeding bly nog die grootste wapen waarmee hierdie pandemie beveg kan word, daarom word dit van die opvoedkundige instansies, veral universiteite, verwag om die voortou te neem met die bevegting van hierdie pandemie. "HEAIDS" het die inisiatief geneem om alle rolspelers by hoër opvoedkundige instansies bymekaar te bring om sodoende planne te beraam, hoe om te werk te gaan om die pandemie te bekamp. Ten spyte van die feit dat 22 uit 23 hoër opvoedkundige instansies deel was van die opnames wat in 2008 op hul kampusse, onder sekere portuurgroepe gedoen was, was geen analiese of evaluering gedoen nie. Die doel van hierdie navorsings projek is om portuurgroep opleidings programme te evalueer by n universiteit in die Wes-Kaap en om vas te stel wat die invloed van hierdie programme onder sekere portuurgroepe by hierdie hoër opvoedkundige instansie, het. Daar was van 'n evaluerings navorsing metode gebruik gemaak met gemengde maniere om die data in te vorder. 'n Logiese model was ontwikkel wat my gehelp het met die evaluerings ontwerp. Die Teoretiese raamwerk wat gebruik was om die data te intepreteer was Bandura se Sosiale Kognitiewe Teorie. Die studie het gepoog om die belangrike aspekte wat betrokke is by portuurgroep opleidings programme uit te beeld en om vas te stel watter uitdagings die personeel ondervind het met die implimentering van die opleidings programme. Ek wou ook vasstel hoe die portuurgroepe en die ander studente op kampus, hierdie programme ondervind het. Kwantitatiewe data het bewys dat meer gedoen moet word met betrekking tot die gedragsveranderinge van portuurgroepe. Kwalitatiewe data het bewys dat daar meer opleiding nodig is vir die portuurgroepe ten opsigte van vaardigheidsontwikkeling. Daar moet gefokus word op die ontwikkeling van kommunikasie metodes en die fasilitering van werkswinkels.

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task. / AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.

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Dabarties iššūkių akivaizdoje itin opi tampa asmens integralumo, jo gyvenimo darnos ir prasmingumo problema, todėl ypač svarbios darosi švietimo pastangos humanizuoti žmonių gyvenimą, padėti kelti ir ieškoti atsakymų į žmonių gyvenimo prasmės ir paskirties klausimus. Šiandieninei mokyklai keliamas reikalavimas organizuoti ugdymo procesą, kuriant bendražmogiškomis vertybėmis pagrįstus, humaniškus tarpusavio santykius. Jaunesniojo mokyklinio amžiaus vaikams pradėjus lankyti mokyklą, plečiasi pažintinės galimybės, turtėja jų emocinis pasaulis, formuojasi empatija ir elgesys. Tačiau pradinių klasių mokiniai neretai patiria bendravimo sunkumų, nes šio amžiaus vaikų tarpusavio santykiuose neretai pasigendama pagalbos, dėmesingumo ir pagarbos vienas kitam. Kūno kultūros pamokose žaidybinių situacijų metu, pergalės ar pralaimėjimo akimirkomis aktyviai reiškiasi mokinių emocijos, jų vertybinės orientacijos, fizinės, verbalinės ir neverbalinės vaikų agresyvumo formos bei rūšys. Dėl žaidybinių situacijų metu dažnai kylančių konfliktų ir vaikų pagalbos, dėmesingumo ir pagarbos vienas kitam stokos jaunesniojo mokyklinio amžiaus vaikų humaniškumo ugdymas kūno kultūros pamokose yra labai svarbus ir aktualus. Pats svarbiausias amžiaus tarpsnis ugdant humanistines asmens vertybes yra jaunesnysis mokyklinis amžius, nes tai yra intensyvaus vaiko asmenybės, jo savivaizdžio raidos periodas, tai jo santykis su savimi ir pasauliu bei naujos patirties ir informacijos kaupimas. Todėl būtina... [toliau žr. visą tekstą] / In the face of the present-day challenges such issues as personal integrity, life harmony and meaningfulness are becoming a key concern, thus, educational efforts to humanize people's lives, to help raise and seek answers to the questions of life meaning and purpose are particularly important. Modern school is required to organize the educational process by creating human values-based relationship. After starting the school junior schoolchildren expand their cognitive opportunities, enrich their emotional world, and form their empathy and behavior. However, primary school pupils often experience difficulty in communicating, because the relationship between this age group children often lacks support, attentiveness and respect for each other. Schoolchildren’s emotions, their value orientation, physical, verbal and non-verbal forms of aggression are revealed in physical education lessons during play situations, and the moments of victory or defeat. Junior school age is the most important phase of developing humanistic values of an individual, because it is an intense period of child's personality development, their relationship with oneself and the world, the collection of new experience and information. Junior schoolchildren’s humanistic education in physical education lessons is a very important and relevant issue due to the conflicts during play situations and the lack of children’s support, attentiveness and respect for each other. Therefore, a scientific problem emerges:... [to full text]

In the face of the present-day challenges such issues as personal integrity, life harmony and meaningfulness are becoming a key concern, thus, educational efforts to humanize people's lives, to help raise and seek answers to the questions of life meaning and purpose are particularly important. Modern school is required to organize the educational process by creating human values-based relationship. After starting the school junior schoolchildren expand their cognitive opportunities, enrich their emotional world, and form their empathy and behavior. However, primary school pupils often experience difficulty in communicating, because the relationship between this age group children often lacks support, attentiveness and respect for each other. Schoolchildren’s emotions, their value orientation, physical, verbal and non-verbal forms of aggression are revealed in physical education lessons during play situations, and the moments of victory or defeat. Junior school age is the most important phase of developing humanistic values of an individual, because it is an intense period of child's personality development, their relationship with oneself and the world, the collection of new experience and information. Junior schoolchildren’s humanistic education in physical education lessons is a very important and relevant issue due to the conflicts during play situations and the lack of children’s support, attentiveness and respect for each other. Therefore, a scientific problem emerges:... [to full text] / Dabarties iššūkių akivaizdoje itin opi tampa asmens integralumo, jo gyvenimo darnos ir prasmingumo problema, todėl ypač svarbios darosi švietimo pastangos humanizuoti žmonių gyvenimą, padėti kelti ir ieškoti atsakymų į žmonių gyvenimo prasmės ir paskirties klausimus. Šiandieninei mokyklai keliamas reikalavimas organizuoti ugdymo procesą, kuriant bendražmogiškomis vertybėmis pagrįstus, humaniškus tarpusavio santykius. Jaunesniojo mokyklinio amžiaus vaikams pradėjus lankyti mokyklą, plečiasi pažintinės galimybės, turtėja jų emocinis pasaulis, formuojasi empatija ir elgesys. Tačiau pradinių klasių mokiniai neretai patiria bendravimo sunkumų, nes šio amžiaus vaikų tarpusavio santykiuose neretai pasigendama pagalbos, dėmesingumo ir pagarbos vienas kitam. Kūno kultūros pamokose žaidybinių situacijų metu, pergalės ar pralaimėjimo akimirkomis aktyviai reiškiasi mokinių emocijos, jų vertybinės orientacijos, fizinės, verbalinės ir neverbalinės vaikų agresyvumo formos bei rūšys. Dėl žaidybinių situacijų metu dažnai kylančių konfliktų ir vaikų pagalbos, dėmesingumo ir pagarbos vienas kitam stokos jaunesniojo mokyklinio amžiaus vaikų humaniškumo ugdymas kūno kultūros pamokose yra labai svarbus ir aktualus. Pats svarbiausias amžiaus tarpsnis ugdant humanistines asmens vertybes yra jaunesnysis mokyklinis amžius, nes tai yra intensyvaus vaiko asmenybės, jo savivaizdžio raidos periodas, tai jo santykis su savimi ir pasauliu bei naujos patirties ir informacijos kaupimas. Todėl būtina... [toliau žr. visą tekstą]

Tyrimo objektas – kūrybiškumo ugdymas per kūno kultūros pamokas. Hipotezės: 1. Moksleivių ir mokytojų poţiūris į kūrybiškumo ugdymą kūno kultūros pamokose skiriasi. 2. Mergaičių ir berniukų poţiūriai į kūrybiškumo ugdymą kūno kultūros pamokose skiriasi. Tyrimo tikslas – išsiaiškinti kūno kultūros mokytojų ir moksleivių poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. Tyrimo uţdaviniai: 1. Išanalizuoti mokslinę literatūrą ir aptarti kūrybiškumo sampratą, veiksnius lemiančius ir slopinančius kūrybiškumą bei kūrybiškumo ugdymą kūno kultūros pamokose. 2. Nustatyti moksleivių poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. 3. Palyginti mergaičių ir berniukų poţiūrį į kūrybiškumo ugdymą. 4. Palyginti IX – X klasių ir XI – XII klasių moksleivių poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. 5. Nustatyti kūno kultūros mokytojų poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. 6. Palyginti kūno kultūros mokytojų ir moksleivių poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. Išvados: 1. Vieningos nuomonės mokslinėje literatūroje apie kūrybiškumo sampratą nėra, bet mano nuomone, tai asmens gebėjimas išspręsti uţduotis ir problemas originaliai, lanksčiai ir efektyviai. Kūrybiškumą lemia paveldėjimas, aplinkos įtaka ir abu veiksniai kartu. Kūrybiškumą labiausiai slopina kritika, vertinimas ir nepalanki asmenybės augimui politinė sistema. Tik kūrybiškas mokytojas gali ugdyti kūrybiškas asmenybes. Todėl šiuolaikiškos kūno kultūros pamokos... [toliau žr. visą tekstą] / Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student„s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes‟ students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth... [to full text]

The research in this dissertation of limited scope aimed to identify theories of education for effective teaching and learning when using Web2.0 technology in distance education. The rationale for such a study is based on the premise that, globally, the dawn of the Fourth Industrial Revolution is bringing about a rapid technological growth and innovative information communication technology (ICT) tools which are utilised in distance education. The increase in connections across the globe has also seen an increase in online learning as the barriers of time and space have been bridged. These advances in technology have a direct impact on the education system which needs to experience a similar exponential development in the guiding theories for universities offering distance learning using Web2.0 technology. Qualitative research methods were used to conduct an integrative literature review of the most utilised pedagogical theories over time. The pedagogical principles were applied to the requirements for effective online teaching and learning to develop a guideline to determine which pedagogical principles and combinations are therefore applicable to 21st century distance education. The finding is that no one pedagogical theory researched in this study can be isolated to be applied to online learning, but rather that a combination – in varying degrees – will support an effective online teaching and learning environment. A document analysis was conducted to understand the current guidelines provided for e-learning in selected South African universities. This analysis indicated that there is much room for development to separate the traditional classroom policies from the online learning policies at higher education institutions. Summaries of applications and tools for effective online learning were presented, along with recommendations for developments within the field and for further research. / Die navorsing in hierdie verhandeling van beperkte omvang, is uitgevoer om opvoedkundeteorieë vir doeltreffende onderrig en leer wanneer Web2.0-tegnologie in afstandsonderrig gebruik word, te identifiseer. Die beweegrede vir sodanige studie is gebaseer op die uitgangspunt dat die aanbreek van die Vierde Nywerheidsomwenteling wêreldwyd aanleiding gee tot snelle tegnologievooruitgang en innoverende hulpmiddele vir inligtings- en kommunikasietegnologie (IKT) wat in afstandsonderrig gebruik word. Die toename in verbindings oor die wêreld heen het ook ʼn toename in aanlynleer meegebring, aangesien hindernisse ten opsigte van tyd en ruimte oorbrug is. Hierdie vooruitgang in tegnologie het ʼn direkte impak op die opvoedingstelsel, wat soortgelyke eksponensiële ontwikkeling in die rigtinggewende teorieë vir universiteite wat afstandsleer deur middel van Web2.0-tegnologie aanbied, moet ervaar. Kwalitatiewe navorsingsmetodes is gebruik om ʼn geïntegreerde literatuuroorsig uit te voer van die pedagogiese teorieë wat oor tyd die meeste gebruik is. Die pedagogiese beginsels is toegepas op die vereistes vir doeltreffende aanlynonderrig en -leer om ʼn riglyn te ontwikkel ten einde te bepaal watter pedagogiese beginsels en kombinasies dus betrekking het op afstandsonderrig in die 21ste eeu. Die bevinding is dat geen pedagogiese teorie wat in hierdie studie ondersoek is, uitgesonder kan word vir toepassing op aanlynleer nie, maar eerder dat ʼn kombinasie – in wisselende mate – ʼn doeltreffende omgewing vir aanlynonderrig en -leer sal ondersteun. ʼn Dokumentontleding is gedoen om insig te verkry rakende die huidige riglyne vir e-leer wat by uitgesoekte Suid-Afrikaanse universiteite gegee word. Die ontleding het getoon dat daar baie ruimte vir ontwikkeling is om die tradisionele klaskamerbeleide te skei van die aanlynleerbeleide by hoëronderwysinstellings. Opsommings van aansoeke en hulpmiddele vir doeltreffende aanlynleer is voorgehou, sowel as aanbevelings vir ontwikkelings op die studieterrein en vir verdere navorsing. / Kolu phando lungenamhlaba ubanzi kakhulu kujoliswe ekufumaniseni iingcingane zemfundo zokufundisa nokufunda kwabo bafunda bekude besetyenzisa isixhobo sobuchwepheshe beintanethi esibizwa ngokuba yiWeb2.0. Intsusa yolu phando iphuma kuluvo lokuba iNguqukazi Yorhwebo Yesine, i-4IR idala ukukhula okungummangaliso kwimisebenzi yezobuchwepheshe kunye nokuqanjwa kwezixhobo zobuchwepheshe bonxibelelwano lolwazi ezisetyenziswa ngabafundi abafunda bekude. Likhulile inani labantu abaqhagamshelanayo kwihlabathi liphela kwaye oku kunyuse inani labafundi abafunda bekude besebenzisa i-intanethi, ngenxa yokuba iphelisiwe imida yexesha kunye nendawo yokufundela. Ezi ndlela zintsha ziqanjwayo kwezobuchwepheshe zinefuthe elithe ngqo kwinkqubo yezemfundo, nedinga ukukhuliswa kweengcingane zokufundisa kwiiyunivesithi ezifundisa abafundi abafunda bekude, besebenzisa ubuchwepheshe beWeb2.0. Kuye kwasetyenziswa indlela yophando ngokuzathuza (qualitative) ekuphengululeni uncwadi olungezona ngcingane zokufundisa zisetyenziswe kakhulu ngexesha elithile. Kusetyenziswe iinqobo zokufundisa eziyimfuneko ekufundeni nasekufundiseni ngeintanethi okusebenzayo, ukwenzela ukufumanisa ukuba zeziphi ezona zifanelekileyo kwimfundo yabakude kule nkulungwane yama-21. Kufunyaniswe ukuba akukho ngcingane yokufundisa inokusebenza yodwa ekufundiseni ngeintanethi, koko kunokusetyenziswa umxube – ngokushiyana kwemigangatho yawo – ukuze kuxhaswe imiba yokufundisa abafundi abahleli emakhaya bejongene neekhompyutha zabo. Kwenziwe uhlalutyo lwemibhalo ekhoyo ukuze kuqondisiswe ukuba zeziphi izikhokelo ezikhoyo zemfundo esebenzisa izixhobo zobuchwepheshe kwiiYunivevisithi ezichongiweyo zaseMzantsi Afrika. Olu hlalutyo lubonakalise ukuba usemninzi umhlaba ekufanele ukuba unyathelwe ukuze kwahlukaniswe imigaqo nkqubo yesiqhelo yokufundela egumbini lokufundela naleyo yokufunda ngeintanethi kumaziko emfundo ephakamileyo. Kuziswe ngaphambili izishwankathelo zeendlela zokusebenza kunye nezixhobo zokufunda okusebenzayo kubafundi abafunda bekude, kwacetyiswa kwakhona iindlela zokuphuhlisa neminye imiba ekusafanele ukuba kuphandwe ngayo. / Institute for Open and Distance Learning (IODL) / M. Ed. (Open and Distance Learning)

East Tennessee State University formally became a college in 1925 with the institution changing its name to East Tennessee State Teachers College. It would subsequently gain accreditation in 1927. Included here is the East Tennessee State University portion of the Annual Report of the Tennessee Department of Education for the scholastic year ending June 30, 1925. Outlined in this report is the general description of events that happened over the course of that year including details surrounding the name change as well as enrollment statistics and financial data. This serves as a snapshot in time as the institution was beginning to grow into the university it is today.

H πολυπολιτισμικότητα, τόσο στην κοινωνία όσο και στην εκπαίδευση, είναι μία πραγματικότητα στον 21ο αιώνα και σημαντικές αλλαγές έχουν γίνει στη διάρθρωση του εκπαιδευτικού μας συστήματος ώστε να ανταποκριθεί στις προκλήσεις της πολυπολιτισμικής, πια, ελληνικής τάξης. Σημαντικές αλλαγές έχουν γίνει και στην εκπαίδευση των μελλοντικών δασκάλων. Καθώς οι εκπαιδευτικοί αποτελούν κινητήριο δύναμη του εκπαιδευτικού συστήματος ο εμπλουτισμός των Προγραμμάτων Σπουδών των Παιδαγωγικών Τμημάτων Δημοτικής Εκπαίδευσης. Mε γνωστικά αντικείμενα συναφή με τη διαπολιτισμικότητα θεωρήθηκε ότι θα δώσει στους μελλοντικούς δασκάλους τις δεξιότητες, τη γνώση και τις πρακτικές που χρειάζονται για να κατανοήσουν τη δική τους ταυτότητα καθώς και την ταυτότητα των διαφοροποιημένων μαθητών τους με σκοπό μια αποτελεσματική διδασκαλία για όλους τους μαθητές. Η παρούσα εργασία μελετάει τη συμβολή του Προγράμματος Σπουδών στη διαπολιτισμική επάρκεια και ετοιμότητα των μελλοντικών δασκάλων, αποφοίτων του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης Πατρών. Εξετάζει την πορεία της διαπολιτισμικής εκπαίδευσης στο Πρόγραμμα Σπουδών του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης Πατρών, τις απόψεις των μελλοντικών δασκάλων πάνω σε διάφορα θέματα που σχετίζονται με τη διαπολιτισμική επάρκεια και ετοιμότητα καθώς και τις απόψεις τους σε θέματα που σχετίζονται με την ύπαρξη αλλά και τον τρόπο εργασίας με αλλόγλωσσους μαθητές. Η συλλογή δεδομένων έγινε με τη χρήση ερωτηματολογίου που δόθηκε σε τεταρτοετής φοιτητές κατά τη διάρκεια των τελευταίων πρακτικών ασκήσεων. Η ανάλυση των αποτελεσμάτων έδειξε ότι ο περαιτέρω εμπλουτισμός του Προγράμματος Σπουδών των δασκάλων τόσο για την απόκτηση θεωρητικών γνώσεων όσο και για την απόκτηση διδακτικών δεξιοτήτων πάνω στη διαπολιτισμική εκπαίδευση είναι αναγκαίος. / Multiculturalism, not only in society but also in education, is a reality in the 21st century and important changes have become in the structure of our educational system in order to corresponds to the challenges of the multicultural Greek classroom. Important changes have also taken place in the education of pre-service teachers While teachers have an important role in the educational system, the enrichment of the undergraduate educational programmes of studies in Greek University Departments of Elementary Education with subjects related to intercultural education is seen as affording pre-service teachers with skills, knowledge and practices needed to understand their own identity as well as the identity of their diverse students with the aim of an effective teaching and learning for all students. This thesis seeks to set out how the undergraduate programme affects the intercultural competence and readiness of pre-service teachers, who will graduate from the Department of Elementary Education in University of Patras. It looks at the development of intercultural education in the undergraduate educational programme and examines the opinions of pre-service teachers about issues related to intercultural competence and readiness. It also focuses on how they feel about working in a multicultural class. The questionnaire was given to students who were in the last year of their studies during their supervised teaching practice at schools. The analysis of the results showed that further enrichment of the educational programme of pre-service teachers in theoretical knowledge and practical experience in intercultural education is necessary.

Comment établir une juste répartition de l’accès aux connaissances entre les Etats et envisager ce que pourraient être des politiques universitaires équitables, à l’échelle globale ? C’est ce qu’entend montrer ce travail qui, tout en présentant l’origine historique de la situation d’inégalités qui caractérise le monde académique contemporain, engage une réflexion sur les modalités d’application des principes usuels de la justice distributive à l’échelle globale, dans un contexte où dorénavant la croissance et les échanges se fondent sur la production de biens immatériels. En s’appuyant sur la théorie des « biens publics globaux », il est ainsi possible de redéfinir les modalités de la coopération universitaire pour la faire sortir de la logique de l’aide qui a, depuis l’époque coloniale jusqu’à nos jours, caractérisé les relations académiques internationales. / How can we establish a fair distribution of access to knowledge between the states and consider what might be fair higher education policies, on a global scale ? That is what intends to demonstrate this work, presenting the historical roots of the inequalities that characterize the contemporary academic world and initiating a reflection about the application of usual principles of distributive justice on the global scale, in a context of increasing production of intangible goods. The general theory of "global public goods" makes possible the redefinition of academic cooperation, in order to depart from the logic of assistance that, since colonial times to the present day, characterized international academic relations.