The research presented in this study considers policy implementation from an ideographic basis. The study focuses on a planned implementation initiative to introduce a learning outcomes paradigm within a university to implement policy related to Bologna and the implementation of the Irish National Framework of Qualifications. By adopting an ideographic approach to policy this study suggests that policy is not a static conception, policy is made and remade as it is encoded, interpreted and actioned by implementers. A processual/contextualist perspective to implementation is applied within this study drawn from the literature of organisational change. The research focuses on considering how policy is implemented in practice by those at two levels on the implementation staircase within the institution. The study is, therefore, a traditional implementation study focusing on the how of implementation; the study does not evaluate the outcomes of evaluation against the objectives of the reform. An objective of this study was to complete an intrinsic case study within the researcher’s university in the Republic of Ireland as a piece of independent institutional research. The findings of this study include the development of a case which adds to the empirical research into the institutional implementation of Bologna. A further finding of this study, relates to the application of processual/contextualist perspective to the study of policy implementation. This study suggests that this perspective provides a constructive means by which an ideographic policy analysis can be conducted.

Hokkaido University (北海道大学) / 博士 / 教育学

Hokkaido University (北海道大学) / 博士 / 教育学

Hokkaido University (北海道大学) / 博士 / 教育学

Hokkaido University (北海道大学) / 博士 / 教育学

Hokkaido University (北海道大学) / 博士 / 教育学

This thesis is concerned with the prehistoric Cup and Ring engravings which are found on the natural rock in the British Isles and Ireland, it also refers to the similar petroglyphs in Galicia. The aim is to investigate a number of avenues of approach to the art, some well trodden and others relatively unexplored. A careful consideration is given to the concept of art, both in its use in Western society, and with reference to other simpler social groupings. The use of analogy is examined, since ethnological material is referred to and used later in the study. The literature on the Cup and Ring engravings is analysed in some detail for the evaluation and extraction of ideas which may have been overlooked or have become more relevant today. The dating of Rock Art tends to be elusive. Most relevant criteria which may relate to the forming of a chronology for the Cup and Rings has been examined, re-evaluated, and conclusions drawn. Various approaches to recording and methodology are analysed in relation to the material being studied; questions of objectivity and preservation are raised. In order to pursue the explanation of the Cup and Rings a little farther beyond the descriptive level; a structural approach is taken in this study. A spatial analysis of the symbols and their grouping or setting leads to the identification of triadic or diadic structures, these are then used to identify the basic principles underlying the cultural and social background. Following from other anthropological studies a grammatical syntax is developed for the Cup and Rings; this is then used to suggest a way forward for the forming of a typology based on criteria which avoids the use of the subjective process of identifying shapes and symbols. Various hypotheses suggest how the identified types might relate to subcultural groupings or chronological development. Finally some further possible avenues of study which stem from the ideas in this thesis are suggested.

This thesis seeks to examine how lower primary school teachers in the South Central and Central North regions of Botswana have met the recommended learning outcomes of art and craft, as a discipline within the Creative and Performing Arts programme that was introduced in 2002. The study took place in four geographically and socio-economically representative schools. The literature review provides insights into history and current practices regarding teaching art and craft in primary education, in Botswana and comparatively throughout the world. The review material conditions the content of the study in terms of the aims and objectives of the subject in varying contexts, and establishes potential research methodology to be used in the recovery of essential data. The research methodology was framed within Parlett and Hamilton's concept of "Illuminative Evaluation‟ accompanied by classroom participant observation additionally recorded on video, semi-structured interviews recorded by audio-recorder and case studies. Government documents were considered in this study as they inform the curriculum developers on the country's requirements in each sector. The retrieved and recorded data was analysed across the four schools in terms of responses to interviews and first-hand classroom observation of art and craft lessons. The findings focus upon the key issues and problems identified and discussed that include curriculum planning, national and local interfaces, integration within the arts, resources, time allocation to the arts, and teacher ownership of schemes of work and their significant lack of confidence in teaching art and craft in which they remain marginalised because of inadequate prior training or guidance. Since participants were not all art and craft specialists some expressed concern about difficulties of content in the curriculum and referred to a lack of knowledge, understanding and skills in art and craft. The study concludes with a summary and recommendations that provides ways forward in the future for stimulating the teaching of art and craft in primary education in Botswana.

Current legislation requires schools in England and Wales to promote the spiritual development of their pupils. The non-statutory guidance provided by various bodies has resulted in broad and inclusive definitions of the ‘spiritual’ and ‘spiritual development’ which combines both the religious and the secular and applies to all areas of the curriculum and school life. The world of academia has responded to this quasi-official guidance with varying degrees of approval to downright hostility, exposing the pretence that all agree with the current definitions and guidance. This thesis examines, by means of a cross-sectional survey, using qualitative and quantitative data gathered by means of questionnaire and interview, the perceptions of a sample of student teachers (428) on teacher training courses and qualified teachers (76) of the meanings of 'spirituality', 'spiritual experience' and 'spiritual development'. Although different viewpoints emerge, some underlying themes can be discerned. 'Spirituality' is conceived as the acquisition of a set of principles to guide everyday living, which may be derived from a religion, from a personal philosophy or from beliefs concerning morality, relationships with others, and an increased awareness of life and the world. The 'spiritual development' of pupils is seen to imply their freedom to search for and decide the principles they will adopt. The views of respondents on the extent to which 'spiritual development' should form part of the teacher's role are also reported, and it is suggested that current terminology associated with ‘spirituality’ be replaced with terms which students and teachers can more readily understand.

The nature of design and technology in the school curriculum is shifting with the times, from a distinct subject associated with notions of craft and vocational preparation to an emerging technological literacy subject that supports education for democracy. This paradigm shift has resulted in diverse views about the place of design and technology in the curriculum internationally and in the context of the present study, Botswana. Here, where the subject declined in uptake over a period of 10 years by up to 6% per year, despite positive encouragement by the government, understanding student attitudes towards the subject is central to providing evidence-based options to policy makers. This study illustrates how quantitative approaches used in the social sciences and based on multivariate analysis (categorical Principal Components Analysis, Clustering Analysis and General Linear Modelling), can complement qualitative analysis to inform educational policy. The combination of quantitative and qualitative analysis can provide effective, evidence-based information and support policy development. The study was conducted with design and technology students in their final year of junior secondary school (15 – 18 years old). An attitude survey of 233 students, focus group interviews involving 47 students, and semi- structured interviews involving 22 teachers and other staff were conducted in five junior secondary schools across Botswana. Qualitative interviews indicated consistently that age, gender and school performance all affected attitudes of students towards design and technology and gave an in-depth understanding of the issue. Multivariate analysis provided information in ranking how different attitudes contributed to the overall perception of the subject (PCA-Factor analysis), in assessing the relative and interacting effects of external determinants like age or gender; and in classifying students into attitude groups. The findings show that design and technology enrolment could be improved by targeting children, girls in particular, who deemed the subject to be too difficult or unimportant, and by reinforcing perceptions of design and technology as an enjoyable life-skill.