The International Education Standards should be applied in all countries adhering to the International Federation of Accountants (IFAC). At present two of these standards are due to be fully implemented by agencies related to education in our countries. This research aims to identify the relevant variables and expectations gap regarding these two international education standards (IES).348 students, academics and professional accountants and auditors of Colombia and Chile were consulted about the IES 1 «Entry Requirements for Professional Education Programs in Accounting» and IES 7, «Continuing Professional Development».Statistic conclusions indicate that four variables of IES 1 (approval rates, transparent information, study costs, professional competencies maps, and evaluation of entry points into the accounting program) and ten variables of IES 7 (CPD approach , commitment to learning, professionalism, practical experience, systematic process and sanctions for continuing professional development models), show significant academic and professional gaps in this new environment on international education standards. / Las Normas Internacionales de Educación deberían ser aplicadas en todos los países que se adhieren a Federación Internacional de Contadores (IFAC). En la actualidad, dos de ellas tendrían que estar en plena ejecución por los organismos relacionados a la educación de nuestros países. En este contexto, este trabajo de investigación pretende identificar las variables relevantes y la brecha de expectativas relacionadas con las dos normas internacionales en educación en contabilidad (NIE). Para ello, 348 estudiantes, académicos, y profesionales contadores y auditores de Colombia y Chile fueron consultados acerca de la NIE 1, «Requisitos de Ingreso para los Programas de Educación Profesional de la Contabilidad», y de la NIE 7, «Desarrollo Profesional Continuo».Las conclusiones estadísticas indican que cuatro variables de la NIE 1 (tasas de aprobación, información transparente de expectativas y costos, mapas de competencias, y puntos de evaluación de entrada a los programas de estudios en contabilidad) y diez variables de la NIE 7 (periodicidad, marco de desarrollo, mantención del profesionalismo, compromiso con el conocimiento, fomento de los compromisos, observación y reflexión, compromiso con el aprendizaje, proceso sistemático de supervisión, proceso sistemático de sanciones, y conocimientos autodirigidos y no estructurados en los modelos de desarrollo profesional continuo) muestran importantes brechas académico-profesionales en este nuevo ambiente vinculado con las normas internacionales de educación. / As Normas Internacionais de Educação devem ser aplicadas em todos os países que aderiram à Federação Internacional de Contadores (IFAC). Atualmente, dois deles são devido a ser plenamente implementada pelas agências relacionadas com a educação de nossos países. Esta pesquisa tem como objetivo identificar as variáveis relevantes e as diferenças nas expectativas quanto às duas normas internacionais em matéria de educação (NIE).348 estudantes, acadêmicos e profissionais contabilistas e auditores da Colômbia e do Chile foram consultados sobre as NIE 1 Requisitos de entrada para os Programas de Educação Profissional de Contabilidade, e IES 7, Desenvolvimento Profissional Contínuo.As estatísticas conclusões indicam que quatro variáveis as IES 1 (taxas de aprovação, informações transparentes, custo, mapas habilidades e pontos de avaliação de entrada no currículo de contabilidade) e dez variáveis do NIE 7 (em desenvolvimento , compromisso com a aprendizagem, o profissionalismo, a experiência prática, processo sistemático e sanções para a continuação modelos de desenvolvimento profissional), mostram lacunas acadêmicas e profissionaissignificativas neste novo ambiente em padrões internacionais de educação.

This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education, it takes as its point of departure two issues which are collectively critical for learner performance in Mathematics, namely, teacher capacity and differentiated instruction. The study revolves around the view that for improved learner achievement in Mathematics, particularly in lower grades, instructional practices aimed at supporting learners should be differentiated; and, that for this to be possible, teachers should be equipped with the capacity needed to carry out curriculum differentiation. This view emerges from the convergence of three problems which constitute the motivation for conducting this study. The first problem is poor learner achievement in Mathematics in South Africa, which is a subject dominating the public media and scientific discourse. The second problem is a documented general lack among teachers of appropriate knowledge, skills and attitudes needed for modification and adaptation of curriculum to the differentiated needs of learners. The last problem is the changing curriculum policy context in which teachers work as represented by the current national curriculum policy taking place against the backdrop of the broader South African education transformation agenda, geared towards inclusion. Underlying these problems is the recognition of curriculum as constituting one of the barriers to inclusive education.Based on an assumption that poor performance of learners in the Foundation Phase Mathematics is due to teachers’ inability to differentiate curriculum and their lack of the necessary capacity, this study adopts a qualitative research design and follows a qualitative approach to examine the problem. Data was collected by means of interviews, observations and document analysis. Twelve Mathematics teachers from three purposively selected schools and one curriculumadvisor from one circuit participated in the study. Data were analysed by means ofBraun and Clarke’s method of thematic analysis. The results present the challenges that Foundation Phase Mathematics teachers face, which include inability to respond to learner diversity and inadequate training in curriculum differentiation. / Inclusive Education / M. Ed. (Inclusive Education)

This investigation on teacher induction documents case studies of three beginning teachers in one target Woreda in Amhara Regional State of Ethiopia. It is organized into six chapters. In Ethiopia, the implementation of the teacher induction programme began in 2005 as part of a larger teacher education reform that is designed to promote the quality and effectiveness of teachers. Five years into the implementation process, it became essential to investigate how well the induction practices are organized and implemented, how beginning teachers were being integrated into the system, and whether the whole process has given beginning teachers better opportunities to learn in practice than by trial and error. The research design for the present investigation was the case study method. As teacher induction is a new venture in the Ethiopian education system, it was important to establish an in-depth understanding of this new phenomenon through case study than making generalizations. My literature readings convinced me about the use of the case study method to do an in-depth study of the situation. Interviews, observations and document analyses were the main tools used to collect the data needed in this research. The data suggests that the three case study teachers, with the support from their respective mentors, completed the formal aspects of the first year induction course as prescribed by the two first-year induction modules. The induction approach followed and applied the course module materials as is. However, in spite of following the prescriptions by the education authorities, variations were noticed in the quantity and quality of professional development activities, action research projects, classroom observations and reflections offered to and completed by the three beginning teachers. Furthermore, the changes observed as a result of the induction programme also varied largely due to personal and situational factors. On the whole, even though the induction guidelines set by the Ethiopian Ministry of Education contain most of the fundamental components of what the literature would consider to be effective for the induction programmes, its implementation in this context was constrained by the lack of some key elements and resources viz. the limited capacity of the mentors, absence of allocated time for induction and mentoring activities in the school programme, lack of subject-specific support in the schools and ineffective monitoring and evaluation of the entire programme, both in school and at the district levels. The present investigation offers policy makers a window into the practices and possible consequences of the induction programme in Ethiopia and presents possibilities for making informed decisions about how to assist practitioners to establish a successful induction programme for beginning teachers. Furthermore, the study offers an empirical test of the theoretical models suggested for setting up effective induction programmes for beginning teachers. The major conclusion that arises is that it is not so much whether the formal aspects of an induction programme are in place or not but more how the on-going support for and interpretations by all the role players that determines the success or otherwise of the programme. It is suggested that more research be done on the conditions that are necessary for the success of beginning teacher induction programme in different contexts in the country. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The current rapid school curriculum reform initiatives in the South African education system require teachers to develop continuously in order to understand and implement them effectively. Conversely, most teachers’ continuing professional development (CPD) activities based on curriculum change implementation are inadequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers’ actual CPD needs, unrelated to classroom realities, and are seldom followed-up. These limitations imply deep-rooted problems and issues concerning how the relevant management structures within the various levels of the Department of Basic Education manage teachers’ CPD for curriculum change implementation. This qualitative case study examines the role of curriculum coordinators and school management teams (SMTs) in managing teachers’ CPD for curriculum change implementation, respectively, at the selected area offices and secondary schools in the North West Province. Through purposive sampling, this study involved the following participants: four curriculum coordinators, eight subject advisors, 24 principals, 24 Heads of Departments and 24 teachers. Empirical data were collected by means of interviews and document analysis. Data analysis followed Tesch’s steps for open coding. The findings suggest that the identified curriculum coordinators and SMTs are ineffective in discharging their role of managing teachers’ CPD for curriculum change implementation. They lack sound understanding of their role, and they also experience a litany of practical impediments. These barriers, inter alia, include limited training for CPD managers, shortage of relevant resources, difficulties of finding a suitable day and time for teachers’ CPD, CPD managers’ work overload and teachers’ change weariness. The implications of these findings on the quality of teachers’ CPD for curriculum change implementation are outlined. Relevant guidelines are developed to address the above challenges. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation. / Educational Leadership and Management / D. Ed. (Education Management)

Due to physical, cognitive and emotional impairments, many individuals are unemployed or under-employed following a traumatic brain injury. The research evidence links the rigour of a vocational evaluation to future employment outcomes. Despite this link, no specific guidelines exist for vocational evaluations. Using the research evidence and a diverse panel of clinical and academic experts, the primary objective of this doctoral research was to develop an inter-professional clinical practice guideline for vocational evaluation following traumatic brain injury. The objective of the guideline is to make explicit the processes and factors relevant to vocational evaluation, to assist evaluators (i.e. clients, health and vocational professionals, and employers) in collaboratively determining clients’ work abilities and developing recommendations for work entry, re-entry or vocational planning. The steps outlined in the Canadian Medical Association's Handbook on Clinical Practice Guidelines were utilized to develop the guideline and include the following: 1) identifying the guideline’s objective/questions; 2) performing a systematic literature review; 3) gathering a panel; 4) developing recommendations; 4) guideline writing; 5) pilot testing. The resulting guideline includes 17 key recommendations within the following seven domains: 1) evaluation purpose and rationale; 2) initial intake process; 3) assessment of the personal domain; 4) assessment of the environment; 5) assessment of occupational/job requirements; 6) analysis and synthesis of assessment results; and 7) development of evaluation recommendations. Results from an exploratory study of the guideline’s implementation by occupational therapists in their daily practices revealed that clinicians used the guideline to identify practice gaps, systematize their evaluation processes, enhance inter-professional and inter-stakeholder communication, and re-conceptualize their vocational evaluations across disability groups. Statistically significant improvements were also noted in clients’ participation scores on the Mayo-Portland Adaptability Inventory–4 following guideline use. This guideline may be applicable to individuals with TBI, clinicians, health and vocational professionals, employers, professional organizations, administrators, policy makers and insurers.

Due to physical, cognitive and emotional impairments, many individuals are unemployed or under-employed following a traumatic brain injury. The research evidence links the rigour of a vocational evaluation to future employment outcomes. Despite this link, no specific guidelines exist for vocational evaluations. Using the research evidence and a diverse panel of clinical and academic experts, the primary objective of this doctoral research was to develop an inter-professional clinical practice guideline for vocational evaluation following traumatic brain injury. The objective of the guideline is to make explicit the processes and factors relevant to vocational evaluation, to assist evaluators (i.e. clients, health and vocational professionals, and employers) in collaboratively determining clients’ work abilities and developing recommendations for work entry, re-entry or vocational planning. The steps outlined in the Canadian Medical Association's Handbook on Clinical Practice Guidelines were utilized to develop the guideline and include the following: 1) identifying the guideline’s objective/questions; 2) performing a systematic literature review; 3) gathering a panel; 4) developing recommendations; 4) guideline writing; 5) pilot testing. The resulting guideline includes 17 key recommendations within the following seven domains: 1) evaluation purpose and rationale; 2) initial intake process; 3) assessment of the personal domain; 4) assessment of the environment; 5) assessment of occupational/job requirements; 6) analysis and synthesis of assessment results; and 7) development of evaluation recommendations. Results from an exploratory study of the guideline’s implementation by occupational therapists in their daily practices revealed that clinicians used the guideline to identify practice gaps, systematize their evaluation processes, enhance inter-professional and inter-stakeholder communication, and re-conceptualize their vocational evaluations across disability groups. Statistically significant improvements were also noted in clients’ participation scores on the Mayo-Portland Adaptability Inventory–4 following guideline use. This guideline may be applicable to individuals with TBI, clinicians, health and vocational professionals, employers, professional organizations, administrators, policy makers and insurers.

The current rapid school curriculum reform initiatives in the South African education system require teachers to develop continuously in order to understand and implement them effectively. Conversely, most teachers’ continuing professional development (CPD) activities based on curriculum change implementation are inadequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers’ actual CPD needs, unrelated to classroom realities, and are seldom followed-up. These limitations imply deep-rooted problems and issues concerning how the relevant management structures within the various levels of the Department of Basic Education manage teachers’ CPD for curriculum change implementation. This qualitative case study examines the role of curriculum coordinators and school management teams (SMTs) in managing teachers’ CPD for curriculum change implementation, respectively, at the selected area offices and secondary schools in the North West Province. Through purposive sampling, this study involved the following participants: four curriculum coordinators, eight subject advisors, 24 principals, 24 Heads of Departments and 24 teachers. Empirical data were collected by means of interviews and document analysis. Data analysis followed Tesch’s steps for open coding. The findings suggest that the identified curriculum coordinators and SMTs are ineffective in discharging their role of managing teachers’ CPD for curriculum change implementation. They lack sound understanding of their role, and they also experience a litany of practical impediments. These barriers, inter alia, include limited training for CPD managers, shortage of relevant resources, difficulties of finding a suitable day and time for teachers’ CPD, CPD managers’ work overload and teachers’ change weariness. The implications of these findings on the quality of teachers’ CPD for curriculum change implementation are outlined. Relevant guidelines are developed to address the above challenges. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation. / Educational Leadership and Management / D. Ed. (Education Management)