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The specific outcomes framework : a tool for learning programme development and implementationPrinsloo, Glynnis Noreen 06 1900 (has links)
Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in
South Africa, educators will no longer be passive recipients
of a curriculum developed within the ivory towers of a
Department of Education. Curriculum development will be the
task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre
of educator expected to manage the demands of Outcomes-Based
Education. The researcher is of the opinion that there are
many dedicated educators willing to accept the historic
nature of the journey which lies ahead of them, and who,
with the adoption of an encouraging, supportive approach to
professional development, will be willing to work with,
adapt, modify and improve the Outcomes-Based curriculum
presented to them. Educators need to assume responsibility for the professional
development of Learning Programmes and the learner support
materials to ensure that learners get to grips with the new
curriculum. This task can be achieved through high-quality
in-service education, training and re-training of educators.
This study describes workshops developed by the researcher
to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth
understanding of the Specific Outcomes without which, the
educators would be at a loss to develop meaningful Learning
Programmes. Examples of Learning Programmes developed by some of the
participating educators over a period of twelve months
indicate the levels of proficiency attained through close
monitoring and assistance offered by the researcher.
Outcomes-Based Education has been successful where all
involved have taken on the challenge to do their best and as
we collectively strive to improve the standard of education
in South Africa, let us, in the words of Jane Hofmeyer
(Article (b),Sunday Times, 25/10/98), "look forward to the
day when every child as an educational birthright, can claim
access to competent, caring and committed teachers and
schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)
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The role of INSET in promoting multilingualism in Western Cape schools : a case studyBam, Nicola Rose-Anne 11 1900 (has links)
The promotion of multilingualism is one of the aims of the new language-in-education
policy. It is a phenomenon which is reflective of our multilingual society. However, the
means by which it is being promoted at school level needs to be investigated in light of
the additive bilingualism model that has been stipulated in the language-in education
policy.
This dissertation focuses on a school in the Western Cape which offers many languages
and is trying to meet the needs of its learners. The way in which multilingualism is
experienced in the classrooms is observed from the learners, teachers and parents'
perspectives in the hope of describing how it takes place in a secondary school setting.
The ways in which teachers can promote multilingualism in the classroom are suggested
by offering practical multilingual strategies for teaching and learning. The role of INSET
in promoting multilingualism is also discussed. / Educational Leadership and Management / M. Ed. (Educational Management)
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Strategies for the privatisation of black education with reference to teacher trainingMaitland, Irene D. M. (Irene Daphne Manda) 06 1900 (has links)
The poor quality of state controlled black education in South Africa
in the past was mainly caused by low pupil per capita expenditure
and poor teaching. This resulted in many problems. Because of past
neglect, as well as the increase in number of children to be educated,
black education must be revitalised. Government funding is not
adequate, therefore, privatisation and semi-privatisation of education
is a recommended solution. Community and business involvement is
encouraged, and state control should be reduced. Short-term
strategies have been fairly successfully implemented.
With a view to proposing strategies for the upliftment of black
education, the upgrading of teachers through improved INSET and
PRESET Q!_Qfil_~mmes is considered a priority. Already implemented
models, such as Promat, TOPS and the Molteno Project should be
investigated. These programmes have been successful to varying
degrees.
Strategies have been proposed based on the above findings and
guidelines for further research suggested. / Educational Studies / M. Ed. (Comparative Education)
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Η μετεκπαίδευση των δασκάλων στο Διδασκαλείο Δημοτικής Εκπαίδευσης Γενικής Αγωγής Πατρών κατά τις τρεις πρώτες περιόδους λειτουργίας του (1998-2000, 1991-2001 και 2000-2002). Επιστημολογικό εμπόδιο και επαγγελματική εξέλιξηΤζιντζίδης, Αναστάσιος 08 July 2011 (has links)
Η λειτουργία των Διδασκαλείων, ως θεσμού μετεκπαίδευσης, αποτελεί εκπαιδευτική πολιτική που αποσκοπεί στην άνοδο του επιπέδου των σπουδών και στη βελτίωση των προσόντων των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης. Η ένταξή του θεσμού της μετεκπαίδευσης στα Παιδαγωγικά Τμήματα των Πανεπιστημίων αποτελεί πολιτική αποκέντρωσης.
Στη διατριβή μας, παρουσιάζουμε τα αποτελέσματα της εμπειρικής μας έρευνας που αναφέρεται στη διερεύνηση των απόψεων 133 δασκάλων που αποφοίτησαν από το Διδασκαλείο Δημοτικής Εκπαίδευσης Γενικής Αγωγής Πατρών «Ευάγγελος Παπανούτσος».
Το κεντρικό ερώτημα της μελέτης μας είναι κατά πόσο οι εκπαιδευτικοί που αποφοίτησαν από το συγκεκριμένο Διδασκαλείο πιστεύουν ότι η ακαδημαϊκή γνώση που τους προσφέρθηκε κατά τη διάρκεια της φοίτησής τους σ’ αυτό είναι επαρκής και κατάλληλη στο να αντιμετωπίσουν τις αυξημένες απαιτήσεις της καθημερινής τους διδασκαλίας και του παιδαγωγικού τους έργου.
Η διατριβή αποσκοπεί στο να αποδείξει ότι οι έννοιες του Bachelard «επιστημολογικό εμπόδιο» (είναι οι βαθιά ριζωμένοι τρόποι σκέψης, παλιές, εννοιολογικές και μεθοδολογικές δομές που εμποδίζουν την πρόοδο της επιστημονικής γνώσης) και επιστημολογική τομή (είναι οι τρόποι με τους οποίους η επιστημονική γνώση αντικρούει τις ιδέες ή τις πεποιθήσεις που προέρχονται πρωτίστως από την άμεση γνώση, τη διαίσθηση και τον κοινό νου) θα μπορούσαν να εφαρμοστούν και στη μετεκπαίδευση των εκπαιδευτικών. / The preservation of the Teacher Training College or Didaskaleio as an institution of in-service training is an educational policy which is intended to assist in a real raising of the level of studies and an improvement in the quality of the educational qualifications of primary school teachers. Its integration into the Pedagogical Schools of the Universities constitute a policy of decentralization.
In this thesis, we present the results of our empirical research, that concerning the assessments gathered from 133 teachers who graduated from Evangelos Papanoutsos Training College (Didaskaleio) in the Primary Education Department of the University of Patras, in Greece.
One key question lies at the heart of our study: whether the teachers who graduated from Didaskaleio believe that the academic knowledge they are offered is adequate and appropriate to meet the increasing demands of their everyday teaching and pedagogical work.
This thesis aims to show that Bachelard’s concepts of “epistemological obstacles” (they are ingrained ways of thinking, old structures, both conceptual and methodological, impeding the progress of scientific knowledge) and “epistemological break” (in general terms, they are the ways in which scientific knowledge contradicts the ideas or beliefs that come from foremost primary knowledege, intuitive and common sense) could be applied to in-service education and training of teachers.
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A critical investigation into the nature and quality of in-service Education and Training programmes for Further education and training (FET) mathematics teachers in the Greater Taung areaOwusu-Mensah, James 29 February 2008 (has links)
The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study.
The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions.
It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics. / EDUCATIONAL STUDIES / MED (MATHS EDUC)
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The specific outcomes framework : a tool for learning programme development and implementationPrinsloo, Glynnis Noreen 06 1900 (has links)
Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in
South Africa, educators will no longer be passive recipients
of a curriculum developed within the ivory towers of a
Department of Education. Curriculum development will be the
task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre
of educator expected to manage the demands of Outcomes-Based
Education. The researcher is of the opinion that there are
many dedicated educators willing to accept the historic
nature of the journey which lies ahead of them, and who,
with the adoption of an encouraging, supportive approach to
professional development, will be willing to work with,
adapt, modify and improve the Outcomes-Based curriculum
presented to them. Educators need to assume responsibility for the professional
development of Learning Programmes and the learner support
materials to ensure that learners get to grips with the new
curriculum. This task can be achieved through high-quality
in-service education, training and re-training of educators.
This study describes workshops developed by the researcher
to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth
understanding of the Specific Outcomes without which, the
educators would be at a loss to develop meaningful Learning
Programmes. Examples of Learning Programmes developed by some of the
participating educators over a period of twelve months
indicate the levels of proficiency attained through close
monitoring and assistance offered by the researcher.
Outcomes-Based Education has been successful where all
involved have taken on the challenge to do their best and as
we collectively strive to improve the standard of education
in South Africa, let us, in the words of Jane Hofmeyer
(Article (b),Sunday Times, 25/10/98), "look forward to the
day when every child as an educational birthright, can claim
access to competent, caring and committed teachers and
schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)
|
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The role of INSET in promoting multilingualism in Western Cape schools : a case studyBam, Nicola Rose-Anne 11 1900 (has links)
The promotion of multilingualism is one of the aims of the new language-in-education
policy. It is a phenomenon which is reflective of our multilingual society. However, the
means by which it is being promoted at school level needs to be investigated in light of
the additive bilingualism model that has been stipulated in the language-in education
policy.
This dissertation focuses on a school in the Western Cape which offers many languages
and is trying to meet the needs of its learners. The way in which multilingualism is
experienced in the classrooms is observed from the learners, teachers and parents'
perspectives in the hope of describing how it takes place in a secondary school setting.
The ways in which teachers can promote multilingualism in the classroom are suggested
by offering practical multilingual strategies for teaching and learning. The role of INSET
in promoting multilingualism is also discussed. / Educational Leadership and Management / M. Ed. (Educational Management)
|
28 |
Strategies for the privatisation of black education with reference to teacher trainingMaitland, Irene D. M. (Irene Daphne Manda) 06 1900 (has links)
The poor quality of state controlled black education in South Africa
in the past was mainly caused by low pupil per capita expenditure
and poor teaching. This resulted in many problems. Because of past
neglect, as well as the increase in number of children to be educated,
black education must be revitalised. Government funding is not
adequate, therefore, privatisation and semi-privatisation of education
is a recommended solution. Community and business involvement is
encouraged, and state control should be reduced. Short-term
strategies have been fairly successfully implemented.
With a view to proposing strategies for the upliftment of black
education, the upgrading of teachers through improved INSET and
PRESET Q!_Qfil_~mmes is considered a priority. Already implemented
models, such as Promat, TOPS and the Molteno Project should be
investigated. These programmes have been successful to varying
degrees.
Strategies have been proposed based on the above findings and
guidelines for further research suggested. / Educational Studies / M. Ed. (Comparative Education)
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Analysis of feeding techniques of a patch antenna array for 5G NR / Analysis of feeding techniques of a patch antenna array for 5G NRKivk, Ji January 2021 (has links)
Tato diplomov prce se zabv analzou rznch napjecch struktur pro 2x2 flÄkov© antenn pole. Evaluace probh na stedn frekvenci 25.5GHz, kter spad do psma piazen©ho pt© generaci mobilnch komunikaÄnho standardu. Zvolen© napjec struktury byly napjen blzkm polem, napjen aperturou a napjen mikropskem.
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An assessment of the present teacher upgrading programme in Ramaano Mbulaheni Traning CentreRavhudzulo, Anniekie Nndowiseni 11 1900 (has links)
The aim of this study was to assess the primary teacher upgrading
programme at Ramaano Mbulaheni Training Centre (RMTC).
The literature review in this work includes a selection of related
studies and articles in developing countries such as South Afric~,
Nigeria, Kenya and Zimbabwe and in developed countries like
Japan, Britain and United States of America. These together formed
I
the theoretical base of the research.
A survey was carried out in the Malamulele, · Mutale, Sekgosese,
Soutpansberg, Thohoyandou and Vuwani areas in the Northern
Province Region 3, to find out whether the RMTC teacher upgradi"g
· programme is serving the purpose of up·grading underqualified
primary teachers.
An attempt was made to give the necessity of teacher upgrading in
South Africa and an assessment was made of the Ramaano
Mbulaheni Training Centre upgrading programme. / Teacher Education / M. Ed. (Didactics)
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