The provision of Adult Basic Education and Training (ABET) in South Africa has evolved over time to meet the needs of political agendas of the day. Presently, ABET policy aims to redress the inequalities of education created by the apartheid and Bantu Education systems. To this end, government has established policies and frameworks to encourage learning in both formal and informal environments. ABET learners usually have a very specific sociological and historical autobiography. Their needs and responsibilities are different to those of younger learners. So, with this andragogical consideration in mind, I posed the question: “Why are some learners more successful than others in the completion of an ABET course? I conducted a case study at Belmont Publishers1. My primary research participants were company management, the ABET facilitator and the ABET learners. To gather data from these participants, I used qualitative research tools that included: questionnaires; interviews; focus group interviews; group work activities; and observations. My study focussed on the investigation of intrinsic and extrinsic factors that impact ABET success at the Belmont site. The views of the various research participants (the manager; the ABET facilitator and the ABET learners) are presented as either factors that contribute to learner failure at both intrinsic and extrinsic levels or factors that contribute to learner success at either an intrinsic or extrinsic level. 1 Name changed for reasons of confidentiality. From the findings that emerged from the case study of Belmont Publishers, recommendations are made to relevant stakeholders about factors that could potentially enhance ABET learning in South Africa. The study concludes with suggestions of other ABET related issues which could be researched.

This paper will describe the changes made to an existing student outcomes assessment system to more closely conform to the new assessment guidelines of the Computer Accreditation Commission of ABET. The processes, results and effectiveness of the techniques will be examined.

This paper will describe the changes made to an existing student outcomes assessment system to more closely conform to the new assessment guidelines of the Computer Accreditation Commission of ABET. The processes, results and effectiveness of the techniques will be examined.

Las carreras de ingeniería de Sistemas de información e ingeniería de Software de la UPC cuentan con la acreditación ABET. Una forma de sustentar el cumplimiento de las métricas de esta acreditación es mediante la generación de reportes de las notas objetivo de los cursos de control y verificación. Actualmente, este proceso se realiza de manera manual, lo cual demanda demasiado tiempo y tiene la posibilidad de generarse con errores. Dicho proceso consiste en la obtención de las notas objetivo, trabajo final o examen final, de los cursos considerados de tipo control y verificación. Los cursos control son los que contribuyen de manera significativa a la consecución de un Resultado del Estudiante, mientras que un los cursos de verificación son cursos integradores y en los cuales se emite juicio final sobre el nivel de logro del Resultado del Estudiante asociado. El presente proyecto, sistema de generación de reportes de control y verificación, tiene como finalidad la creación de un sistema web para la automatización de este proceso, y así poder eliminar las desventajas del tiempo y errores antes mencionados. Además, se busca poder dar más detalle al generar los reportes, es decir poder obtener estos mediante diferentes filtros y con mayor información. Para realizar el presente proyecto se deberá adaptar la actual base de datos donde se encuentran las notas y el entorno donde se desplegará el sistema para que el resultado sea el más óptimo. Al final del proyecto, se integrará este con los demás trabajos relacionados a la generación de evidencias para la acreditación de ABET. / The UPC’s careers of Software Engineer and System and Information Engineer have the accreditation of ABET. One way to show that the achievements of the certification had been accomplished is by the generation of reports of the grades of the students in the control and verification courses. In the present, this process is manually, so it takes too much time and could be generate with errors. That consists in the recollection of the grades of the goal tests, finals work or finals test, of the courses that are considerate of control and verification. Control courses are those that contribute to the professional formation of the student along the career, and a verification course is the last subject where a student goal is evaluated. This project, system of generation of control and verification reports, has the goal to create a web system to automatize this process and eliminate the disadvantages of time and errors. Also, this system will provide the options to generate more detailed reports with different filters and more information. To develop this project, the actual environment to deploy and the database, where are all the information, have to be modified to optimize the system. At the end, this project will be integrate with others that are also focus to generate evidence for the ABET certification / Tesis

ABSTRACT Globalisation and a continuous advancement in technology have necessitated a need for employees to be trained and re-trained. The purpose of this study was to determine the factors that influence learner participation in the Adult Basic Education and Training programmes offered at the Johannesburg Department of City Power (Reuven). These include factors such as motivation, retention and barriers experienced by adult learners that are pertinent to learner participation. Data for the study was collected from ABET level 3 and 4 learners by means of semi-structured interviews and focus group discussions. The following emerged as pertinent factors influencing learner participation at City Power: a) personal development, b) language, c) support structures, d) the standby/shift system and e) remuneration.

Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a truly valuable learning opportunity because those efforts were not perceived to be valuable and were rarely rewarded. Few formal professional development opportunities were available and few incentives were in place to encourage other informal efforts to develop the necessary skills. Those who committed significant effort to project teams were challenged by concerns about team composition, student accountability and assigning individual grades for group teamwork.

This study puts the spotlight on adult education, focussing specifically on how the EFA ABET policy is being implemented at grassroots level of ABET learning centres. A case study of a South African public ABET learning centre located within the Gauteng Province, and comprising of a multicultural group of ABET Level 2 adult learners with varied age-groups was conducted. Using the bio-ecological model, the study explores the dynamic interrelated and interdependent interactions between the individual adult learner learning to read and the influence of his context; thereby exploring the impact that EFA ABET policy has had on adult learners in South Africa. As part of the micro-system, the learner’s academic self-concept in reading literacy is explored as a key factor determining the adult learner’s achievement in learning to read. Rather than focus on the deficiencies of the system, this study adopts a solution-focused approach by investigating the assets that exist within the system that enable adult learners to develop a positive academic self-concept and facilitate their acquisition of reading literacy. The findings suggest that there are internal and external assets existing within the ABET learner’s ecosystem which when mobilised can be utilised to promote a positive academic self-concept in reading literacy. This potency of the assets in enhancing the academic self-concept was mediated by the locus of control for agency as well as the synergy of focus amongst the assets. Where the locus of control was located externally, it created limited impact because the learners were limited to activate and mobilise those assets to achieve their goal of acquiring reading literacy. Where control was locates internally, the learners were stimulated to persevere in their endeavours to acquire reading literacy despite the challenges they were facing within their eco-system. Where assets were focused on promoting a common goal, they facilitated mobility and focus of energy toward the acquisition of reading literacy. However, where the assets had divergent foci, they created the divergent priorities and undermined effective attainment of the goal of acquiring reading literacy. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / MEd / unrestricted

Purpose. The purpose of this study was to describe and evaluate the career counseling practices in all schools of engineering in the United States with ABET-accredited engineering Cooperative Education programs. Procedure. A thirty-two item questionnaire was developed and sent out to all ABET-accredited Cooperative Education offices. All the engineering coordinators in each office filled out the questionnaire. Eighty-six percent of the schools responded to the surveys. Findings. (1) Most engineering Co-op coordinators have educational backgrounds in engineering and have taken at least one class in career counseling. (2) Co-op coordinators tend to have caseloads and other responsibilities which restrict the amount of career counseling they can offer. (3) Little correlation exists between the amount of time coordinators spend career counseling and the ability of students to obtain jobs. (4) There is a slight negative correlation between coordinators' caseloads and their placement rate. (5) There is a slight positive correlation between coordinators' caseloads and the amount of time their students receive in career counseling. (6) There is a slight positive correlation between coordinators' caseloads and the amount of time they believe students should receive in career counseling. (7) There is no correlation between the total amount of time students receive in career counseling and their ability to secure Co-op jobs. (8) There are very slight positive correlations between the amount of time students receive in seven of eighteen specified career counseling services and their ability to get a Co-op job. Conclusions. The average coordinator was found to have a career counseling training level of one class. Many slight correlations were found between the amount of career counseling which students receive and their ability to secure Co-op employment. It was also found that coordinators with average amounts of career counseling training tend to spend the most time in career counseling services. Recommendations. (1) Similar studies should be conducted with engineering Co-op programs which were not necessarily accredited by ABET, and non-engineering Co-op programs. (2) It would also be of interest to correlate time spent career counseling with other measures of "success" such as cost-effectiveness, and student satisfaction.

No description available.

<p>The research employed a qualitative research paradigm. The ethnographic approach was used to conduct the research. Data collection was done though various ethnographic techniques, classroom observation, in-depth interviews and document analysis. The population was 85 women who participated in a Adult Basic Education and Training programme in Eersterivier in the Cape Peninsula area a questionnaire was used to collect demographic information of the participants Data was analysed by thematic analysis and coded, categorised and discussed according to the aim and objectives of the study in relation to previous studies The main findings were why exploring the existing literacy practice women were depended on others for literacy assistance, which made them avoid literacy events and become vulnerable in this process to cope with the everyday life.</p>