Thesis (MMus)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Nowadays Music Community Projects are a common phenomenon in South Africa. These projects start with great ambition to uplift underprivileged communities through music education, but due to various reasons many of these projects unfortunately do not last very long. The Frank Pietersen Music Centre (FPMC) in Paarl, which recently celebrated its fortieth year, suffered many drawbacks during its existence, but also showed unbelievable progress during the same time. At the moment the FPMC is a noticeable institution and the only one of its nature in the Drakenstein district. The centre was established in the Paarl Coloured community during the early years of Apartheid as a result of a shortage of music facilities for this population group. As music was one of the few activities in which this population group could express themselves during this time, various music activities resulted and the need for formal music education for the Paarl Coloured community became more prominent. Mr Frank Pietersen took notice of this need and in 1970 he established the Paarl Schools Music Centre (PSMC). This music centre showed immense progress, but as a result of various reasons it started declining during the late eighties and finally in 1988 it experienced a period of recess. After Mr Pietersen's death in 1989, his son, Mr Vaughan Pietersen, decided to let the PSMC relive. In October 1991 the PSMC celebrated its 21st year and at this occasion it was renamed after its founder and was known thereafter as the Frank Pietersen Music Centre. Since, the centre has reached many milestones and its existence was ensured when it was taken over by the Western Cape Education Department in 1994. At the moment the FPMC provides music education to children and adults, in and outside the borders of the Drakenstein area. Education is provided in nearly all the instruments of the Classical Symphony Orchestra, as well as African instruments and Jazz instruments. It has various instrumental ensembles and choirs and the FPMC is especially well known for its Youth Orchestra. The centre also provides for the needs of the surrounding underprivileged communities by means of outreach programmes that are presented at reasonable fees. The latest addition to the centre's education is the presentation of the full Subject Music programme for scholars and it forms part of the Western Cape Education Department's programme for Further Education and Training. This thesis attempts to research and document the unique history of the FPMC, as well as studying the current functioning of the centre in order to serve as a guide and motivation for other music centres or -projects of a similar nature. / AFRIKAANSE OPSOMMING: Musiekgemeenskapsprojekte is deesdae ʼn algemene verskynsel in Suid-Afrika. Hierdie projekte begin gewoonlik met groot ambisie met die doel om minderbevoorregte gemeenskappe deur middel van musiekonderrig op te hef, maar as gevolg van verskeie redes gaan baie daarvan net so vinnig weer tot niet. Die Paarlse Frank Pietersen Musieksentrum (FPMS) wat onlangs sy veertigste bestaansjaar gevier het, het tydens sy bestaan deur diep waters gegaan, maar terselfdertyd ook vooruitgegaan. Tans is die FPMS ʼn gerekende instelling en die enigste van sy aard in die Drakensteindistrik. Die sentrum het tydens die vroeë Apartheidsjare in die Paarlse Bruin gemeenskap ontstaan, as gevolg van ʼn tekort aan musiekfasiliteite vir hierdie bevolkingsgroep. Aangesien musiek in daardie tyd een van die min aktiwiteite was waarin hierdie bevolkingsgroep hulself kon uitdruk, het daar verskeie musikale aktiwiteite ontstaan en het die behoefte aan formele musiekonderrig vir die Paarlse Bruin gemeenskap al hoe groter geraak. Mnr. Frank Pietersen het hierdie behoefte raakgesien en het in 1970 die Paarl Skole-Musieksentrum (PSMS) gestig. Hierdie musieksentrum het sterk ontwikkeling getoon, maar as gevolg van verskeie redes het dit in die laat tagtiger jare agteruitgegaan en het uiteindelik in 1988 ʼn periode van reses beleef. Na mnr. Pietersen se dood in 1989, het sy seun, mnr. Vaughan Pietersen besluit om die PSMS te laat herleef. Die PSMS het in Oktober 1991 sy 21ste bestaansjaar gevier en is by hierdie geleentheid vernoem na sy stigter en staan sedertdien bekend as die Frank Pietersen Musieksentrum. Sedertdien het die sentrum vele mylpale bereik en sy voortbestaan is verseker deur die oorname daarvan deur die Wes-Kaapse Onderwysdepartement in 1994. Tans bied die FPMS musiekonderrig aan skoliere èn volwassenes, binne en buite die grense van die Drakensteingebied. Onderrig word aangebied in byna al die instrumente van die Klassieke simfonie-orkes, asook Afrika-instrumente en Jazz-instrumente. Daar bestaan verskeie instrumentale ensembles en kore en die FPMS is veral bekend vir sy Jeugorkes. Die sentrum sien ook om na die behoeftes van die omliggende minderbevoorregte gemeenskappe deur middel van uitreikprogramme wat teen billike tariewe aangebied word. Die nuutste toevoeging tot die sentrum se onderrig is die aanbieding van die volwaardige Vakmusiekprogram vir skoliere, wat ook deel vorm van die Wes-Kaapse Onderwysdepartement se program vir Verdere Onderrig en Opleiding. Met hierdie tesis is gepoog om die unieke geskiedenis van die FPMS so deeglik as moontlik na te vors en op skrif te stel, asook om die huidige funksionering van die sentrum te belig sodat dit as riglyn en aanmoediging kan dien vir ander musieksentra of -projekte van ʼn soortgelyke aard.

Collaborative action was undertaken in response to the continued criticisms of formal coach education. It is strongly felt that we can no longer merely criticise what is not happening in terms of coach learning, but a key requirement now is to demonstrate other options. In the UK up to 80% of coaches are volunteers who reach out to around eight million people involved in sport. This valuable workforce is largely forgotten and the bureaucratic structures which oversee formal coach education are merely concerned with quotas and income generation. A fundamental problem with formal coach education is the way in which learning is decontextualized and a knowledge deficit remains. Coaching is multifarious and complex and we need to consider better ways in terms of how we prepare people for this. The Coach Learning and Development (CLAD) programme was devised and implemented in October 2013 to May 2014 at a community rugby club in Wiltshire. Over this 8 month period a range of strategies for coach learning were integrated into CLAD to evidence methods which benefitted the transition of knowledge(s). The theoretical endeavours of Basil Bernstein are introduced to SCR for the first time, particularly the ‘pedagogical device’ to understand, theorise and develop insight into the type of educational contexts that can better support the learning of volunteer coaches. Findings suggest that CLAD as collaborative action learning was successful in transforming coaches to engage with more positive and contemporary forms of coaching pedagogy. Namely ‘game based pedagogies’ argued to be theoretically underpinned by the ‘constraints based approach’. Empirical insights are given in the hope that this can spur further methodological enquiries that move beyond the mere criticism of coach education. SCR needs research endeavours that shift beyond the ‘bricolage’ where knowledge is transferred into the real world to influence real change. Therefore, the findings also draw on the pivotal features of CLAD to not only support more value laden research commitments, but to inform policy developments and practice that can re-configure more successful outcomes for coach education and coaches.

In this paper it is argued that participation and public art contribute to sustainable community development. This is a study of four Community Projects in Havana made during a two month stay during summer 2009. The study is based on a number of interviews with people involved in the community projects. By using the Cuban culture and participation as a platform for sustainable community development the Community Projects have created a sense of belongingness and identification in each neighbourhood. This in turn has the ability to join the people together in participatory development work. The Community Projects also function as free space since they are one of the few places where Cubans are allowed to make their own initiatives. This has opened up a discussion between the citizens and the authorities which is important for future urban development. The Community Projects also work with public art in a participatory way that has contributed to place identity and public dialogue in Havana.

The study investigated the communication practices of the Kodumela Peanut-butter development project (KPDP). The project was initiated and established by unemployed women of Puleng village. The research made use of unstructured interviews, participant observation and unobtrusive measures to gather information about the communication practices at the KPDP. It has been noted that the education level of most of these women is low, and they cannot understand, read and write English. The language of communication is Pedi. This language is used during meetings and during informal discussions within the project. The investigation has shown that oral communication dominates other in this project. The KPDP members prefer using participatory communication, as it allows all members to actively participate by means of asking and responding to questions raised. The project makes minimum use of other means of communication such as written communication because most members are illiterate. The financial donors who have assisted the KPDP to become what it is today monitor the day to day running of the project. The women who started the project together with the donors have a smooth running communication system in place for communicating with their donors. The communication system is based on mutual trust and respect for both parties. The donors respect the beneficiaries’ needs, and assist them according to their needs. The bottom-up communication flow has kept the project going. The research report recommends that the women in the project who are responsible for running the day-to-day business of the project attend a literacy program, which will assist them in running the project more efficiently and effectively if they want to compete on the national and international market. The project is doing extremely well at community level but its members want the project to grow bigger not just at community level but at national level as well. Their illiteracy has become a barrier in communicating with people outside the project who are interested in their project. / Dissertation (MA (Development Communication))--University of Pretoria, 2007. / Information Science / unrestricted

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-06T11:00:05Z No. of bitstreams: 1 Ana Paula Fliegner dos Santos.pdf: 1146353 bytes, checksum: 950243c61cadf0c98ba313934af013d6 (MD5) / Made available in DSpace on 2017-12-06T11:00:05Z (GMT). No. of bitstreams: 1 Ana Paula Fliegner dos Santos.pdf: 1146353 bytes, checksum: 950243c61cadf0c98ba313934af013d6 (MD5) Previous issue date: 2017-11-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Educating a new professional is a challenge posed to the universities of today, because, in addition to technical education, it is necessary to graduate ethical, human and solidarity citizens who are protagonists in the restructuring of society, in order to transform the social reality. The objective of this research, inserted in the Public Policies and Educational and Curricular Reforms Research Group of the Pontifícia Universidade Católica de São Paulo, was to analyze the impacts of the insertion of the curricular component: Community Project (CP) in the curricular matrices of the Undergraduate courses of the Centro Universitário – Católica de Santa Catarina. The CP involves students in social projects in the local reality, with different audiences. The research was based on the qualitative approach, and had as place of research the municipality of Jaraguá do Sul, the city that is the headquarters of the Centro Universitário – Católica de Santa Catarina, a community institution with a 43-year history. The documents used for documentary analysis were: Institutional Development Plan, Regulation of the Community Project Discipline, Extension Policy, Extension Program, Extension Report and Community Project (CP), of 2014, Manual of the responsible and the university students statements present in the self-assessments answered at the conclusion of the CP in 2014. In order to deepen the statements, the focus group technique was used with 10 students. The theoretical reference was drawn from Menezes (2011), Síveres (2011) and the contribution of authors who place themselves in the same spectrum of attention to the education of students who engage in social actions in the university environment: Freire (1983, 2006), in the core of the conception of an autonomous and transforming university; Gurgel (1986), Freire (1977), Nogueira (2005) and documents of FORPROEX (1998, 2006, 2012), that present the trajectory of university extension in Brazil and its conceptions; Chizzotti (2000) and Abramowicz (1996), which allow to broaden the scope of interpretation of the data present in the documents and in the self-assessments analyzed. The categories were created based on Franco (2012). Gatti (2012) underlies the focus group technique used in the research. As results, we present the impacts on the education of the subjects when experiencing social projects in their undergraduate studies, which, in turn, significantly contribute to the human and solidarity education of the students involved. We believe that the curricularisation of the extension should be part of the education of all students, regardless of their course or area of activity. We observed that education in human and social values significantly contributes to the human, social and professional education for the exercise of the profession in a conscious and civic manner / Formar um novo profissional é um desafio posto às universidades de hoje, pois, além da formação técnica, é necessário formar cidadãos éticos, humanos e solidários que sejam protagonistas na reestruturação da sociedade, de modo a transformar a realidade social. O objetivo desta pesquisa, inserida no Grupo de Pesquisa Políticas Públicas e Reformas Educacionais e Curriculares da Pontifícia Universidade Católica de São Paulo, foi analisar os impactos da inserção do componente curricular: Projeto Comunitário (PC) nas matrizes curriculares dos cursos de Graduação do Centro Universitário – Católica de Santa Catarina. O PC envolve estudantes em projetos sociais na realidade local, com diferentes públicos. A pesquisa utilizou-se da abordagem qualitativa, tendo como locus o município de Jaraguá do Sul, cidade sede do Centro Universitário – Católica de Santa Catarina, instituição comunitária, com 43 anos de história. Os documentos utilizados para análise documental foram: Plano de Desenvolvimento Institucional, Regulamento da disciplina Projeto Comunitário, Política de extensão, Programa de Extensão, Relatório de Extensão e Projeto Comunitário (PC), do ano de 2014, Manual dos responsáveis e os depoimentos dos acadêmicos presentes nas autoavaliações realizadas ao concluir o PC no ano de 2014. Para aprofundar os depoimentos, utilizou-se a técnica de grupo focal com 10 estudantes. O referencial teórico pautou-se em Menezes (2011), Síveres (2011) e aporte de autores que se colocam em mesmo espectro de atenção para com a formação dos estudantes que se envolvem em ações sociais no ambiente universitário: Freire (1983, 2006), no bojo da concepção de universidade autônoma e transformadora; Gurgel (1986), Freire (1977), Nogueira (2005) e documentos do FORPROEX (1998, 2006, 2012), que apresentam a trajetória da extensão universitária no Brasil e suas concepções; Chizzotti (2000) e Abramowicz (1996), os quais permitem ampliar o escopo de interpretação dos dados presentes nos documentos e nas autoavaliações analisadas. As categorias foram criadas com base em Franco (2012). Gatti (2012) embasa a técnica de grupo focal utilizada na pesquisa. Como resultados, apresentam-se os impactos na formação dos sujeitos ao vivenciarem projetos sociais em sua Graduação, que, por sua vez, contribuem significativamente para a formação humana e solidária dos estudantes envolvidos. Acredita-se que a curricularização da extensão deva fazer parte da formação de todos os estudantes, independentemente de seu curso ou área de atuação. Constatou-se que a formação em valores humanos e sociais contribui significativamente na formação humana, social e profissional para o exercício da profissão de forma consciente e cidadã

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / The study attempted to gain insight into the behavioural response to termination/ graduation of a group of ten female graduates from a community intervention programme. The participants, aged between eleven and fourteen years and predominantly from low socio-economic backgrounds, attended the Usiko Girls Youth Community Programme. The eighteen month programme aimed to facilitate their transition from girlhood to womanhood. To this end, the program was conceptualized as having various components including, but not limited to, Initiation, Life skills training, Cultural activities, Camps, and graduation. After the graduation ceremony, which culminated in the termination of the programme for these participants, they returned to the programme, stating different reasons for doing so. A single group, post-test design, utilizing a structured interview was employed with the main focus being the graduation and termination component, to help understand this phenomenon. Thematic analysis and descriptive statistics were used to analyze the data. Results suggest that the participant’s identification with the programme made it difficult for some to terminate.

AND KEY WORDS Social - pedagogical goals of community project concerning minorities Key words: Community, community work, community project, minority, social - pedagogical goals, semi-structured interview, field examine The theme of this thesis is community projects in the Czech Republic and their socio- pedagogical goals. The nature of work is theoretical work and research. In the theoretical part are defined basic concepts like community, community work, community project, minority and examples of organizations working with minorities through community projects. Research is based on semi-structured interviews within field examine, which introduces a view to Organisation Český západ, public participation in the implementation of community projects, what projects are highly relevant, to the skills acquired and in what situations seek the services of this organization in 2015. Their utterances are analyzed and interpreted in relation to individual objectives of this work. On the basis of this examine it was found that for informants was important to by employed. The conclusion summarizes the information from the interviews. Further value added of this thesis is the authentic assessment of direct participants in community projects and personal acquaintance with the opinion spectrum of the population...