D.Phil. (Leadership in Performance & Change) / Over the past four to five years, the role of central banks has grown increasingly important globally in respect of national and international financial and economic stability. The recent financial crises have emphasised the critical role that central banks, in particular their bank supervisors and regulators, could and should play in stabilising the financial sector to curb the potential spread of economic and financial instability internationally. Though many central banks agree on what the core functions of a central bank should be, there is little or no consensus globally about what constitutes a “competent central banker”. It is for this reason that this study was undertaken. More specifically, the study was intended to enable central banks to have a “common language” for describing central banker competencies. A validated central banker competency model could also help to align and create in central banks a common focus on ensuring effective human resources management. Furthermore, there is a need in central banks for an integrated learning and development delivery model which could deliver the critical competencies required by central bankers, in particular the use by central banks of the corporate university model as the principal learning and development delivery mechanism. In this regard, the study discusses the core features that underpin the principles on which most corporate universities are based, namely (a) a learning business driven by and focusing proactively on real-time business needs; (b) the custodian of the intellectual equity of the organisation as expressed in its core organisational competencies and its people’s skills, knowledge and expertise; (c) the seamless merging of learning/teaching and business action into a single, connected process; (d) the adoption of a comprehensive, integrated learning/teaching perspective on the business and its respective role players; and (e) a key enabler to, catalyst of, and institutor of organisation-wide change at the strategic, managerial and operational levels. Against the above background, the two-fold problem statement of the study was, firstly, to develop and validate a central banker competency model for central bankers; and secondly, to identify and assess a suitable learning and development delivery model which could effectively deliver these competencies, and more specifically the suitability of a corporate university in playing this delivery role for central banks.

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This study addresses the attitudes of counselors, teachers, and administrators toward competency testing programs in their districts. ten districts from each of the four states --Arizona, California, Michigan, and Oregon-- were randomly selected to participate in the study. A total of 247 educators responded to the survey. The following conclusions were made on the basis of the findings: (1) The competency programs have the support the teachers, counselors, and administrators who work with them; (2) They are perceived as being effective in identifying students in need of remediation; (3) They are perceived as being most beneficial to the deficient student, but the setting of minimum standards had not lowered the expectations of the average and above average student; (4) They have not eliminated any programs or courses from the curriculum; (5) They have not limited the parameter of course content guides to concepts covered in the competency test; (6) They are perceived as nor being expensive to the district; (7) The competency program does add a burden of extra paperwork for the groups surveyed, especially the counselors; (8) Most competency programs involve teachers, counselors, and administrators in the planning; (9) Improvements in the quality of education and in student learning are attributable to the the competency program; and (10) The competency program is a recognizable component of the educational program in those districts surveyed.

Call number: LD2668 .T4 1984 T37 / Master of Science

文剑冰. / 论文(哲学博士)--香港中文大学, 2003. / 参考文献 (p. 138-147). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wen Jianbing. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (p. 138-147).

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This study investigates the nature and extent of teacher's understanding of assessment in the context of an outcomes-based education system at a Hammersdale Farm School. The study also investigates the nature of assessment techniques used by educators at the school and whether these techniques were implemented in a manner that enhances learner performance. The educator level of assessment literacy or illiteracy was also examined. Learner's experience of assessment was also investigated. The subjects in this study were eleven educators and twenty-two learners. The research methodology was in the form of a qualitative case study. Individual interviews of educators, learners questionnaire as well as document analysis were used to investigate educator's assessment, literacy or illiteracy, learner's experience of assessment and whether assessment (there) techniques are implemented in a manner that embraces principles of outcomes-based education. The results revealed that educators show an understanding of assessment in an outcomes-based education system. There has been a shift from the traditional way of conducting assessment, which was by means of tests and examination only. Educators conduct assessment continuously and employ a variety of strategies, which help educators collect data about learner's performance. The data collected enables educators to give constant feedback to learners and also report to parents about their children's performance. However, findings also revealed that there is some illiteracy with regards to assessment planning and implementation. (Educators attempts are dwarfed by the tradition of summative type of assessment that educators have been exposed to all their lives. The study has also revealed that though educators engage in continuous assessment and employ various assessment strategies; examinations are still considered as the strategy to be used for making decisions and public judgments due to lack of clearly formulated school assessment policy. There is minimal participation of parents in their children's learning, which is due to illiteracy with regards to transformational policies and curriculum issues. Some parents, because of work commitments, financial constraints and not living with their children, makes participation almost impossible. The implication of this study is that the school needs to have a clearly formulated assessment policy, which reflects OBE principles. The policy should state clearly how assessment is to be planned and implemented in an outcomes-based education system. The school also needs to have a staff development programme which is an ideal platform for sharing meanings and interpretations with regards to assessment implementation in an outcomes-based education system. The development programme will also help educators revisit and review their assessment policy to ensure that assessment implementation is on track. Parent participation in their children's learning could be made a reality through workshops. Parent's workshops would help develop parents on transformational policy and curriculum issues. This will ensure maximum parent participation in their children's learning and also ensure that parents provide necessary support to sustain effective learning. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2003.

The purpose of this study was to determine superintendents' and special education directors' perceptions regarding a special education minimum competency testing framework in Texas. Additionally, this study attempted to determine a relationship between school districts' demographic characteristics and superintendents'and special education directors' perceptions. Questionnaires were mailed to a random sample of seventy five superintendents, seventy-five special education directors of single districts and seventy-five special education directors of cooperatives in the State of Texas.

The purpose of this study was to investigate the effects of test length on the estimation of functional reading ability levels and mastery/nonmastery classifications of ninth grade students in the state of Maryland with short-form tests. developed by using the oneparameter item response model. Using the i tern responses of approximately 36,000 students to 75 items on a functional reading test, item parameters were estimated with the one-parameter i tern response model. Three nonoverlapping short-form tests of 10, 20, and 30 i terns were developed using i terns targeted at the cut-score of the test. The study investigated the extent to which estimates of pupil functional reading ability levels and mastery/nonmastery classifications obtained from three short-form tests were the same as or related to those obtained on the original 75-item test. Three nonoverlapping samples of 5,000 students each were used to make the comparisons. The extent to which estimates of pupil performance on the short-form measures were the same as that on the original tests was analyzed using a m ul ti-variate analysis of variance design. The results showed that the ability estimates obtained on each of the short-form tests differed significantly (p(.000) from that obtained on the original test. The differences were, however, trivial, measuring less than .06 of the standard deviation of the shorter test. Pearson's product moment correlation coefficients obtained in this study were, on average, .80, .89, and .94 between the original test (75 items) and the 10-, 20-, and 30-item tests, respectively. Analysis of the mastery/nonmastery classifications resulted in observed indices of agreement be tween the short- and long-form tests ranging from .82 for the 10-item test to .91 for the 30-item test. Kappa indices of agreement between the the short- and long-form measures ranged from .64 for the 10-item test to .81 for the 30-item test. The study concluded that there is a relationship be tween test length and estimation of pupil functional reading ability and student mastery/nonmastery classifications. It is proposed, however, that a substantial reduction in testing time and student testing burden can be realized by using short-form tests developed and administered in a manner described in the study. / Doctor of Education