Автор рассматривает реализацию компетентностного подхода в профессиональном развитии государственных гражданских и муниципальных служащих, разработка проектных рекомендаций по его совершенствованию. Объектом исследования является реализация компетентностного подхода в профессиональном развитии государственных гражданских и муниципальных служащих. В процессе исследования были изучены теоретические основы профессионального развития государственных гражданских и муниципальных служащих; проанализированы особенности применения компетентностного подхода в профессиональном развитии муниципальных служащих в Администрации города Екатеринбурга; выявлены основные проблемы и предложены пути их решения. Результатом работы стал проект, который может быть использован в качестве одного из инструментов при принятии управленческих решений по вопросам профессионального развития муниципальных служащих. / The author considers the implementation of the competency-based approach in the professional development of state civil and municipal employees, the development of design recommendations for its improvement. The object of the study is the implementation of the competency-based approach in the professional development of state civil and municipal employees. In the process of research, the theoretical foundations of the professional development of state civil and municipal servants were studied; analyzed the features of applying the competency-based approach in the professional development of municipal employees in the Administration of the city of Yekaterinburg; The main problems are identified and ways to solve them are proposed. The result of the work was a project that can be used as one of the tools in making managerial decisions on the professional development of municipal employees.

Problématique : Les enjeux sociétaux du 21e siècle exigent des professionnelles de la santé de s’adapter à des situations de plus en plus complexes et ambiguës en développant de nouvelles compétences. Le Département de nutrition de l’Université de Montréal a entrepris une démarche de refonte complète de son programme de premier cycle pour adopter une approche par compétences en assurant l’alignement et l’atteinte des compétences requises pour la pratique actuelle et future de la profession diététique. Objectif : Ce projet vise à explorer en profondeur les perceptions des diététistes quant aux compétences nécessaires aux pratiques d’avenir de la profession diététique au Québec. Méthodologie : Étude qualitative avec 22 diététistes, dont 11 exerçant la profession au Québec dans des secteurs traditionnels et détenant une expérience de supervision de stagiaires et 11 pratiquant dans des secteurs de la pratique considérés comme émergents. Quatre groupes de discussion focalisée ont eu lieu à l’automne 2021, dont deux regroupant les diététistes pratiquant dans les secteurs traditionnels et deux autres incluant les diététistes ayant une pratique émergente. Résultats : Huit compétences transversales et une compétence disciplinaire ont été identifiées par les personnes participantes, comme étant nécessaires à la pratique diététique au Québec. Les tendances sociétales façonnant la pratique au Québec ont aussi été repérées. L’interprétation des données a permis d’explorer la perception des diététistes quant au niveau de préparation des futures diététistes à la pratique au Québec. Conclusion : La formation diététique devrait inclure le développement de ces compétences au sein du programme pour former des diététistes compétentes et prêtes à l’entrée à la pratique de la profession, en alignement avec les tendances sociétales et les besoins du marché du travail. Cette intégration des compétences permettrait de réduire l’écart entre la formation et la pratique dans le domaine de la diététique. / Background: The societal challenges of the 21st century require healthcare professionals to adapt to increasingly complex and ambiguous situations by developing new skills. The Université de Montréal’s nutrition department has undertaken a complete overhaul of its undergraduate program, adopting a competency-based approach to ensure the alignment and attainment of the competencies required for current and future practice in the dietetics profession. Objective: This project aims to explore in depth dietitians’ perceptions of the competencies required for the future practice of the dietetics profession in Quebec. Methodology: Qualitative study with 22 dietitians, including 11 practising the profession in Quebec in traditional sectors and who participated in trainee training, and 11 practising in sectors considered to be emerging from practice. Four focused discussion groups were held in the fall of 2021, two with dietitians practising in traditional sectors, and two with dietitians with an emerging practice. Results: Eight transversal competencies and one disciplinary competency were identified by the participants as essentials for dietetic practice. Societal trends shaping practice in Quebec were also identified. The interpretation of the data also enabled us to assess dietitians’ perceptions of the level of preparation of future dietitians for practice in Quebec. Conclusion: Dietetic education should include the development of these competencies within the curriculum to prepare future dietitians who are competent and ready to enter the practice of the profession in alignment with societal trends and the needs of the job market. This integration of skills would reduce the gap between training and dietetic practice.

The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside for training is limited, the resources needed to support teachers and the implementation are inadequate and some of the trainers are not well prepared. The study recommends that the Department of Basic Education continues engaging with trainers, school management teams, teachers and learners and determine specific strategies, based on the school contexts, to improve the provision of training, resources and support to enable effective and efficient curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Thesis (Ph.d.) - Central University of Technology, Free State, 2006 / The research investigates the use of the Communicative Learning Programmes in the English First Additional Language (EFAL) Senior phase classrooms in the Free State province. During the turn of the twentieth century, syllabi were tools that were designed and provided by the Department of Education to the schools. Recent changes in education in South Africa now expect educators to design these learning programmes. The Revised National Curriculum Statement (RNCS) details steps that educators can follow in order to design the learning programmes for their learning areas. Outcomes-Based Education encompasses the eight learning areas in the Senior phase, namely Languages, Mathematics, Natural Sciences, Economic and Management Sciences, Social Science, Technology, Life Orientation, and Arts and Culture. The learning area that this study focuses on is Languages. EFAL is one of the languages that form the learning area of Languages. EFAL comprises six learning outcomes that have to be interpreted by the educators and achieved by the learners by linking teaching and learning with the accompanying assessment standards. Through the use of the communicative approach and co-operative strategies during group work, this study adds to the body of knowledge communicative learning programmes that Senior phase EFAL educators can use to assist and complement their current strategies.

The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools. Research findings indicated that principalship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools. Results revealed among other issues that: - The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education - The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that: - The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals - Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools - There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management. Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools. / Educational Studies / D. Ed. (Philosophy of Education)

Educational Studies / D. Ed.(Psychology of Education)Educational Studies

Text in Afrikaans / Summary in Afrikaans and English / This study is an attempt to analyse and describe syncretism as an encompassing phenomenon from a historical-educational perspective. In recent times, the ideas of globalization, the influence of modern science, as well as certain ideas concerning modern education, are closely related to the manifestation of syncretism. A study of various exemplars from the past and present disclosed the essences of syncretism, thus unveiling the religious growth-motives that underlie syncretism, which also played an important role in the development of Western civilization and the modem world. The multi-faith idea (the idea of unity and synthesis), the idea of secularization, and the idea of relativity, were identified as prominent characteristics of syncretism. The identification and analysis of the essences of syncretism and supporting religious principles. become possible when syncretism is set in opposition to the Biblical and reformational thought processes. Bible-based education provides an alternative to syncretism in a fast changing and post-modern world. It gives perspective on the instruction to people to care for and develop God's creation. The intrinsic characteristics of Bible-based education were used as evaluation criteria in an attempt to expose syncretism. The characteristics of Bible-based education which also provide a framework for establishing a corrective to the problematic educational situation, are the following: • the acknowledgement of the Holy Trinity as central to man's existence; • the Bible/Holy Scriptures as essential for a Christian world and life view; • the essence of a Christian anthropology; • education as the fulfilment of God's covenant with man; • the directive role of Bible-based norms; • the transfer of culture through education • Biblical cosmology as an expression of the Christian faith; • the reformational aspect of Bible-based education. In the evaluation of syncretism, it was discovered that the relationship between man and the Holy Trinity would be negatively affected if the Christian religion were not regarded as the only source of truth concerning the salvation of man and the true meaning of life. The influence of syncretism necessitates a reformational and antithetical approach, which constantly emphasises the importance of the educator's role in the teaching and education of the child in the modem educational system. / In hierdie studie word gepoog om die sinkretisme as omvattende verskynsel vanuit 'n histories-opvoedkundige perspektief te ontleed en te omskryf. Die globaliseringsverskynsel, die inwerking van die modeme wetenskap en bepaalde idees in die moderne onderwys hang saam met die manifestasie van die sinkretisme in die eietyd. In 'n eksemplariese verlede- en eietydse studie is grondig ondersoek ingestel na tendense en verskynsels wat die wesenlike van die sinkretisme openbaar. Religieuse grondmotiewe in die Westerse beskawingsontwikkeling het 'n wesenlike bydrae gelewer tot die opkoms van die sinkretisme van die moderne wereld. Die wesenskenmerke wat prominent in die eksemplariese ondersoek betreffende die realisering van die sinkretisme gemanifesteer het, was die multireligieuse/intergeloofsidee en sintesedenke (eenheidsidee), die sekulariseringsverskynsel en die relatiwiteitsverskynsel. Die identifisering en ontleding van die wesenskenmerke van die sinkretisme en ondersteunende religieuse grondmotiewe word moontlik indien die sinkretisme teenoor die Bybelse en reformatoriese denkhouding gestel word. Bybelgefundeerde onderwys bied 'n altematief vir die sinkretisme in 'n snel veranderende en postmodeme wereld en gee perspektief aan die mens se beheersingsopdrag in die skeppingswerklikheid. Die wesenskenmerke van Bybelgefundeerde onderwys is as evalueringskriteria aangewend in 'n poging om die sinkretisme in sy ware gedaante te ontbloot. Die wesenskenmerke wat terselfdertyd die raamwerk vir die daarstel van 'n korrektief vir die problematiese onderwyssituasie bied, is: • God Drie-enig as sentrale uitgangspunt; • die Bybel/Heilige Skrif as essensieel vir 'n Christelike lewens en wereldbeskouing; • die Christelike mensbeeld (antropologie) as voorwaarde vir Bybel-gefundeerde onderwys • onderwys en opvoeding as die bevestiging van God se verbond met die mens; • die rigtinggewende rol van Bybelgefundeerde norme; • kultuuroordrag en Bybelgefundeerde onderwys; • die Bybelse skeppingsleer as 'n uitdrukking van die Christelike geioof; • die refonnatoriese/gereformeerde inslag van Bybelgefundeerde onder­wys In die evaluering van die sinkretisme is bevind dat die mens se grondverhouding met God Drie-enig aangetas word indien die Christelike godsdiens nie as die enigste bron van waarheid betreffende die mens se redding en toekomsverwagting beskou word nie. Die inwerking van die sinkretisme noodsaak in die moderne onderwyssisteem 'n reformatoriese en antitetiese denkhouding wat die mens deurlopend opskerp ten opsigte van sy rol as opvoeder in die opvoeding en onderwys van die kind. / Educational Studies / D. Ed. (History of Education)

The dynamics of the social interaction within the cooperative learning group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the group activity. The impact of the groupings on the quality and quantity of the observable learning within the class is considered. For this study the cooperative learning groupings were manipulated, considering aspects of the learner's social relationships uncovered with the use of a social questionnaire, which the learners completed. These details were summarised by means of a sociometric table and a sociogram. This study approaches the topic from two main perspectives. Primarily observation and naive sketches, from the learners, formed the source of the data and provided the initial perspective on the area of study. From the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed (Socio-Education)

Issues and challenges that teachers and educator encounter in implementing school-based Environmental Education have been established, described and explored against the background of the South African education system. In a succinct manner sources upon and from which Curriculum 2005 (C2005) is founded have been explored. Within C2005 the foundations of EE have been traced. International and national trends and developments have been illuminated and the contributions of these endeavours are eminent in school-based EE. The methodology and research process of study does not claim to be the only one appropriate for this research question. However, the research focus has been studied through the chosen methodology as the socio-historical context demanded. The research process has been dynamic with the researcher responding to the emerging data and being guided by the research activities outlined in the research design. The two case studies have provided the researcher with valuable data necessary for making sound judgements about issues and challenges encountered during the implementation of environmental learning in formal education structures. Although the research question has been adequately explored, the study does not claim to be exhaustive and with no limitations. It is hoped that the recommendations made in the study, based on the findings, will be valuable to teachers, educators and education policy makers involved with EE implementation in formal education. / Educational Studies / D.Ed. (Didactics)

The advent of democracy in South Africa necessitated a radical transformation in education. It was recognised from the outset that the revision of History education was an activity that had to be accorded special consideration if the renaissance of education in South African public schools was to become a reality. Yet, precisely at a time when the nurturing of historical consciousness, especially among the youth, is so urgent an undertaking, the subject History is increasingly being judged as lacking in utilitarian purpose, and is deemed irrelevant and meaningless. A strong need is thus felt among History educationists to strengthen History studies because of its importance not only in itself but also because a knowledge of the past is crucial to an understanding of the present. In a South African educational context this thesis attempts to make a contribution to this worthwhile endeavour. It investigates the nature, functions, changing modes and historical role of historical consciousness in the writing and teaching of History in South Africa; proposes a heightened interest in adopting an outcomes-based approach to the teaching of history; and advocates an historical consciousness approach to the teaching of History to learners in the Further Education and Training phase (schools), within the framework of the above-mentioned Outcomes-based Education system. It recommends, among others, the training and retraining of teachers in the historical consciousness approach; the adoption of a fresh methodology; and the revamping and strengthening of the content and scope of the present curriculum to accommodate the new historical consciousness approach. The thesis concludes with a set of recommendations which could serve as a basis for the nurturing of historical consciousness in the South African History classroom. / Educational Studies / D.Ed. (Didactics)