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Competence as "good management practice" : a study of curriculum reform in the community collegeJackson, Nancy S. January 1988 (has links)
In the last decade, the concept of competence has become a powerful ideological force as a component of public policy in the post-compulsory sector of vocational/technical education in Canada. It has served as a device for articulating vocational policy and practice to the changing conditions for capital accumulation in the context of economic and social restructuring. This process of articulation is most readily visible at the level of broad public policy statements and political rhetoric calling for reform of the relation between education and work. Less clear is how competency measures give practical expression to these broad policy objectives at the level of routine curricular and institutional arrangements. These issues form the central empirical focus of the thesis, through an investigation of the work process of teachers and administrators involved in implementing competency measures in the college setting.
The central argument is that competency measures effect a fundamental transformation in the organization of curriculum decision making in the college setting. They accomplish the suppression of broad, long-term educational goals in favour of narrow, short-term ones, as a means to increase "flexibility" in labour supply. They limit the use of educational theory as the basis of curriculum decisions and replace it with a set of ideological procedures for constituting "needs" and "requirements" related to job performance. These changes are brought about in part through the imposition of formal, documentary information systems to replace the discretionary judgment and interpretive practices of instructors, making the instructional process accountable within a centrally determined policy process. Through this re-organization of educational decision-making, learning is displaced by managing as the form of praxis which gives shape to curricular organization. The form of competence that is brought into being is not a feature of the performance ability of individuals but an aspect of "good management practice" in educational settings. / Education, Faculty of / Graduate
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Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-AfrikaDreyer, Johannes Machiel 11 1900 (has links)
Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to
teacher education will have to be followed if teachers are to be empowered to teach
within the framework of the new educational dispensation, Curriculum 2005.
Because such a change implies a new curriculumfor teacher training there is a
need for research on how providers will have to adapttheir training approach and
curriculum to meet the challeng.es of Curriculum 2005.
In this study the development of a model for outcomes-based learning programme
design is undertaken.
To achieve this:
outcomes-based education systems in the USA, Australie, New Zealand, Canada
and England are investigated;
he unique model of outcomes-based education that is being implemented in Soutr
Africa is described and explained;
requirements for the training of teachers in the context of outcomes-based
education and Curriculum 2005 are identified and described;
a model for outcomes-based learning programme design is developed to serve as a
possible framework for the design of learning programmes for teaeher education for
outcomes-based education in South-Africa.
The study shows that outcomes-based teacher education has received only scant
attention in the rest of the world. It is also shown that the design of learning
programmes for outcomes-based education requires a somewhat different
approach than traditional curriculum design, where content play such a dominant
role.
A model for outcomes-based teacher.education is suggested to facilitate the
development of such programmes. It is hoped that the model will be of use and that
it will contribute to sensible learning programmes which will empower teachers to
function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot
onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet
word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in
die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is
daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies
hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die
nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen.
In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp,
vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel.
Om dit te kon regkry is:
'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA,
Australie, Nieu-Zeeland, Kanada en Engeland;
die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde
onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar;
vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die
konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005;
'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike
raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van
onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika.
Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig
aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die
ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n
ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp,
waar inhoude so 'n dominante rol speel.
'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding
word voorgestel om die ontwikkeling van sodanige programme te vergemaklik.
Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat
sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om
suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)
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Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-AfrikaDreyer, Johannes Machiel 11 1900 (has links)
Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to
teacher education will have to be followed if teachers are to be empowered to teach
within the framework of the new educational dispensation, Curriculum 2005.
Because such a change implies a new curriculumfor teacher training there is a
need for research on how providers will have to adapttheir training approach and
curriculum to meet the challeng.es of Curriculum 2005.
In this study the development of a model for outcomes-based learning programme
design is undertaken.
To achieve this:
outcomes-based education systems in the USA, Australie, New Zealand, Canada
and England are investigated;
he unique model of outcomes-based education that is being implemented in Soutr
Africa is described and explained;
requirements for the training of teachers in the context of outcomes-based
education and Curriculum 2005 are identified and described;
a model for outcomes-based learning programme design is developed to serve as a
possible framework for the design of learning programmes for teaeher education for
outcomes-based education in South-Africa.
The study shows that outcomes-based teacher education has received only scant
attention in the rest of the world. It is also shown that the design of learning
programmes for outcomes-based education requires a somewhat different
approach than traditional curriculum design, where content play such a dominant
role.
A model for outcomes-based teacher.education is suggested to facilitate the
development of such programmes. It is hoped that the model will be of use and that
it will contribute to sensible learning programmes which will empower teachers to
function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot
onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet
word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in
die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is
daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies
hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die
nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen.
In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp,
vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel.
Om dit te kon regkry is:
'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA,
Australie, Nieu-Zeeland, Kanada en Engeland;
die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde
onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar;
vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die
konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005;
'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike
raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van
onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika.
Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig
aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die
ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n
ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp,
waar inhoude so 'n dominante rol speel.
'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding
word voorgestel om die ontwikkeling van sodanige programme te vergemaklik.
Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat
sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om
suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)
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