The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addressed were 1) What do American students expect of their Japanese teachers in the Japanese language classroom? Do their expectations have any distinctive features?, and 2) What do Japanese teachers expect of themselves in the Japanese language classroom? Do their expectations have any distinctive features? The data was gathered in the two Japanese programs at universities in the Northwest. This exploratory study used both the quantitative and descriptive research methods. There were three primary data analysis procedures: multidimensional scaling analysis, hierarchical cluster analysis, and rank-order analysis. These multidimensional and hierarchical clustering analyses explored the underlying structure of the concept of what makes a good Japanese language teacher. The rank-order analysis revealed which beliefs were most important for different groups' judgments of who is a good teacher. In addition, the results of these analyses were discussed with the subjects through interviews. The results suggested a major similarity and also some culture differences. Both Americans and Japanese seemed to share a very basic framework about what makes a good teacher, which contained three domains: Classroom management, Interaction and Personality. However, some of the results seemed to reflect a difference between the role-specific aspects of Japanese society and the individualistic elements of American society. In addition, the rank-order analysis seemed to reveal a difference between the two schools.

一直以來，職業教育的使命，是為幫助青少年提升未來就業及社會所需的能力，同時讓他們由學校教育過度至就業階段作好準備。隨着全球經濟環境在迅速轉變，知識成為衡量勞工價值的工具。香港的高中職業教育提供的適切性受到質疑，認為職業教育應結合知識的學習與能力的培養。直至2003年，應用學習課程引入高中教育階段，課程兼備職業知識與能力的培養，為學生提供更多元化的學習機會，並為他們在學術及職業方面都提供了進階途徑。職業課教師透過其教師實踐與師生互動的過程，直接影響着學生的升學及就業抉擇。本研究試圖去理解如何培養學生的可就業能力時，不能不從教師的角度去理解他們對培養可就業能力的看法，與適用於職業教育的教學法。 / 本研究發現，縱使高中的職業教育得以發展，修讀的人數一直較預期的少，且多是由一些學業成績差及學習動機弱的學生選讀。就應用學習而言，第三組別學校基於成本效益的考慮，也不會向學生積極推廣應用學習課程。加上外判式教育提供的方式，使導師的教學質素良莠不齊，標誌着中學職業教育的發展正處於邊緣化的狀態。 / 對於能力的理解與培養的看法，「美容學基礎」及「旅遊與款待」的教師皆認為，溝通能力是相關行業內最重要的能力元素。畢竟旅遊與款待業及美容業均存在獨特的專業性，各科教師對其相關行業的可就業能力的理解也有異。要成為美容師就需具備自我推進的能力，而從事旅遊與款待業，就需具備學習能力以適應不斷轉變的工作環境。這些分析發現不但為建立香港的可就業能力架構提供了參考基礎，還顯示了基本知識與能力的學習對發展出自我推進及學習能力扮演着關鍵的角色。然而，教師對於能力為本及問題為本教學取向中，重視解難能力及自主學習能力的培養，關注比較不足。 / Historically, vocational education has borne the mission to improve the skills of young people for work and life and to remain relevant to the shifting needs of young people in school-to-work transitions. In alignment with the recent global economic changes, knowledge is now seen as a defining characteristic of valuable workers. The appropriateness of the vocational education in senior secondary schooling is questioned in the light of the changing work environment and the need in the future for knowledgeable and competent workers. In Hong Kong, curricula in vocational courses are also expected to incorporate an emphasis both on knowledge and on the development of competences in relation to that knowledge. In order to comply, Applied Learning with curricula providing a knowledge base and offering breadth for the development of various generic skills was then launched in 2003 to provide young people with diversified learning opportunities for further studies and work. Through teaching and social interaction with students, vocational teachers exercise the form of agency to influence students on the plans and decisions of school-to-work pathways. As this thesis intends to explore how employability skills are nurtured in the course of teaching, the study is focused on teachers’ perceptions about nurturing students’ employability skills and the appropriate teaching pedagogy to adopt for vocational education. / Although the development of vocational education in senior secondary schooling was noticeable, it was not popular and tended to attract fewer students than expected. The low academic achievers and students of less motivation comprised the majority of students. Even the low banding schools did not promote Applied Learning due to concerns about cost effectiveness. The practice of outsourcing the teaching responsibilities to external agencies caused the inconsistency of teaching standards across the course delivered. All these signified the marginalized status of vocational education in secondary schooling. / Regarding teachers’ perceptions about nurturing students’ employability skills, both instructors of “Fundamental Cosmetology and school teachers of “Tourism and Hospitality identified communication skills as the most important competence for the novice in the beauty industry, tourism and hospitality industries. There still was a demand for distinct competences for different workplaces. Cosmetologists were required to obtain a sense of responsibility with a shown desire to improve. Those who intended to work in tourism and hospitality were expected to learn how to help themselves better adapt to the changing needs of the workplace. These findings not only were construed as a basis to develop the employability skills framework in Hong Kong, but also revealed that learning basic knowledge and skills in schools played a key role in helping students to develop the above competences. Nevertheless, vocational teachers should raise their awareness of nurturing students’ problem-solving skill and self-regulated learning that is the pedagogical objective of the competency-based and problem-based instructional approaches to achieve. / For understanding the teaching pedagogy of vocational education, instructors of “Fundamental Cosmetology basically adopted the primitive apprenticeship approach to teaching and focused mainly on the practical skills of the related profession. They were experienced practitioners in the beauty industry and could frame the classroom activities and skills practices by its work culture; whereas school teachers of “Tourism and Hospitality emphasised preparing students for achieving high grades in the public examination. They even tried to foster learning through organizing various creative, authentic activities such as a virtual enterprise programme, tour guide training and a practice programme. Students were inspired to learn knowledge, knowledge application and pay more attention to obtain competences. These findings showed that school teachers could construct the authentic school learning environment in the sense sharing a similar work culture in workplace. However, school teachers were overloaded with administration work, and diverted by those trivial and unnecessary non-teaching tasks. They needed to spare time for a more productive and effective teaching approach and for nurturing students’ complex reasoning skills. / Our research indicated that teachers faced great problems in motivating the low-motivated students due to the marginalized status of vocational courses. Teachers organized the authentic activities that were used concrete problems as a context for students to learn. However, the essence of problem-based pedagogical approach emphasizes the ideals of deep, sustained and self-directed learning through exposure to authentic problems. This creates a more stimulating learning environment and cultivates in students problem solving skill and other high order thinking skills. The findings of this study show that vocational teachers need to underscore the positive results of incorporating problem-based learning into curriculum development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 在教與學的理解上，美容導師採用傳統的學徒學習模式，以職業實用技能為主要的教學內容。由於導師具有豐富的美容工作經驗，她們能營造具有工作文化的真切活動。相反地，旅遊教師則是考試主導教學，主要協助學生爭取良好公開試成績。他們甚至安排一些具創意的真切活動如成立虛擬旅行社、領隊訓練與實習計劃，以引導學生學習知識、知識的應用與關注能力的培養。本研究發現學校的學習是可以透過安排真切活動而提供職場學習的工作文化體驗。不過，學校教師的行政與非教學工作繁重，確實需要釋放教學空間以發展新的教與學環境，讓學生達致有效的學習，同時培養不同的高階思維。 / 從受訪教師描述的教學狀況分析，發現教師基於職業課程收取學習動機較弱的學生，為了提升他們的學習興趣，費盡心思安排的真切活動，重視提供情境導向，但在形式以外，如何深化問題為本課程強調的學生的自主學習，自行界定討論問題，重視學習過程中培養學生解難能力等方面。本研究建議可進一步深化以上方面的思考。 / 陳家兒. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 301-316). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Jia'er. / 摘要 --- p.I / Abstract --- p.II / 目錄 --- p.IV / 圖表目錄 --- p.VIII / Chapter 第一章 --- 導論 --- p.1 / Chapter 第一節 --- 研究背景 / Chapter 一、 --- 工作改變與可就業能力的培養 --- p.1 / Chapter 二、 --- 應用學習 --- p.25 / Chapter 第二節 --- 研究目的 --- p.27 / Chapter 第三節 --- 研究問題 --- p.28 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 技能發展 / Chapter 一、 --- 技能概念的爭議 --- p.30 / Chapter 二、 --- 技能發展的趨勢 --- p.32 / Chapter 第二節 --- 職業教育的發展概況 / Chapter 一、 --- 國際上中學職業教育的發展概況 --- p.43 / Chapter 二、 --- 香港的中學職業教育發展概況 --- p.47 / Chapter 第三節 --- 中學職業教育的教與學 --- p.50 / Chapter 一、 --- 教與學的背景理論 --- p.51 / Chapter 二、 --- 教學法與教學內容的關係 --- p.63 / Chapter 三、 --- 職業教育的教與學 --- p.68 / Chapter 四、 --- 職業教育課程的最新發展 --- p.92 / Chapter 五、 --- 普通教育與職業教育的融合 --- p.93 / Chapter 第四節 --- 資歷架構的發展 / Chapter 一、 --- 資歷架構發展的背景 --- p.96 / Chapter 二、 --- 香港的資歷架構發展概況 --- p.100 / Chapter 三、 --- 總結 --- p.104 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究的概念架構 --- p.105 / Chapter 第二節 --- 具體研究問題的闡述 --- p.106 / Chapter 第三節 --- 研究法 / Chapter 一、 --- 質化研究的取向 --- p.107 / Chapter 二、 --- 研究法的確定 --- p.108 / Chapter 第四節 --- 研究對象及選取 / Chapter 一、 --- 職業課程的選取 --- p.109 / Chapter 二、 --- 訪談對象的選取 --- p.112 / Chapter 第五節 --- 資料收集的方法 --- p.114 / Chapter 第六節 --- 資料的整理與分析 --- p.115 / Chapter 一、 --- 閱讀原始資料 --- p.116 / Chapter 二、 --- 在資料中尋找意義 --- p.116 / Chapter 三、 --- 編碼 --- p.116 / Chapter 四、 --- 歸類 --- p.116 / Chapter 第七節 --- 研究意義 --- p.117 / Chapter 第八節 --- 研究限制 --- p.118 / Chapter 第四章 --- 「職業教育發展」、「美容學基礎」與「旅遊與款待」的概述 / Chapter 第一節 --- 香港中學職業教育的發展概況 --- p.120 / Chapter 第二節 --- 應用學習課程 --- p.128 / Chapter 一、 --- 發展概況 --- p.128 / Chapter 二、 --- 應用習的發展分析 --- p.130 / Chapter 第三節 --- 「美容學基礎」的概述 --- p.133 / Chapter 一、 --- 學習目標 --- p.134 / Chapter 二、 --- 課程大綱 --- p.136 / Chapter 三、 --- 教與學 --- p.139 / Chapter 四、 --- 施行模式 --- p.140 / Chapter 五、 --- 評估 --- p.141 / Chapter 六、 --- 學歷認證 --- p.142 / Chapter 第四節 --- 「旅遊與款待」的概述 --- p.143 / Chapter 一、 --- 宗旨與目標 --- p.143 / Chapter 二、 --- 課程大綱 --- p.144 / Chapter 三、 --- 教與學 --- p.145 / Chapter 四、 --- 評估 --- p.146 / Chapter 五、 --- 升學及就業的銜接 --- p.147 / Chapter 第五章 --- 教師對能力的理解及能力教授的意識 / Chapter 第一節 --- 教師對科目相關行業的能力的理解 --- p.149 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--能力是緊繫於科本與基本知識 --- p.149 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--尤其重視工作關能力與態度 --- p.153 / Chapter 三、 --- 教師對科目相關行業的能力的看法--旅遊業與款待業vs美容業 --- p.155 / Chapter 第二節 --- 能力與知識的微妙關係 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--培養能力是學習科本知識的副產品 --- p.156 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--能力與成績沒有必然關係 --- p.158 / Chapter 三、 --- 對能力的理解主哉能力的培養--「旅遊與款待」vs「美容學基礎」 --- p.160 / Chapter 第三節 --- 教師對教授能力的看法與實踐 / Chapter 一、 --- 「旅遊與款待」教師沒有刻意去培養能力 --- p.161 / Chapter 二、 --- 「美容學基礎」導師有計劃地從活動中培養能力 --- p.164 / Chapter 三、 --- 能力的教授--沒有刻意的培養vs有計劃的培養 --- p.167 / 本章結語 --- p.168 / Chapter 第六章 --- 主導教師教學的主要元素 / Chapter 第一節 --- 一切從教師對課程的理解開始 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--課程屬入門理論並需配合考試的評核要求 --- p.174 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--課程需配合文憑試及銜接資歷架構 --- p.178 / Chapter 三、 --- 教師對課程的理解--「旅遊與款待」vs「美容學基礎」 --- p.181 / Chapter 第二節 --- 個人的知識及經驗影響對教學的理解 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--沒有相關學歷與工作經驗，勝在有興趣與教學熱誠 --- p.182 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--有相關學歷及工作經驗，享有高度的課程與度 --- p.185 / Chapter 三、 --- 個人的知識及經驗影響對教學的理解--「旅遊與款待」vs「美容學基礎」 --- p.187 / Chapter 第三節 --- 學生的學習期望對教師教學的影響 / Chapter 一、 --- 「旅遊與款待」的學生--少談心，多談不用讀與成績 --- p.188 / Chapter 二、 --- 「美容學基礎」的學生--想學一技之長有助就業，滿足個人需要 --- p.197 / Chapter 三、 --- 學生的學習期望與對教師教學的影響--「旅遊與款待」vs「美容學基礎」 --- p.204 / Chapter 第四節 --- 學校政策的兩面刃 / Chapter 一、 --- 「旅遊與款待」--選修、必修、退修 --- p.205 / Chapter 二、 --- 「美容學基礎」--沒有一刻不被邊緣化 --- p.208 / Chapter 第五節 --- 主導教師教學的元素 / Chapter 一、 --- 「旅遊與款待」--一切以考試主導 --- p.211 / Chapter 二、 --- 「美容學基礎」--大多以職業技能為主導 --- p.212 / 本章結語 --- p.214 / Chapter 第七章 --- 職業相關課程的教與學 / Chapter 第一節 --- 教學內容重心 / Chapter 一、 --- 「旅遊與款待」教師：考試主導、成績為先--教授學科理論知識與應試技巧是最重要 --- p.223 / Chapter 二、 --- 「美容學基礎」教師：大多以職業技能為主導--職業技能訓練是教學的重心 --- p.227 / Chapter 三、 --- 教學內容重心：總離不開基礎知識與能力的元素 --- p.233 / Chapter 第二節 --- 教學取向 / Chapter 一、 --- 「旅遊與款待」教師：考試主導、成績為先--所教知識是切身的、重複鍛鍊語文表達力 --- p.234 / Chapter 二、 --- 「美容學基礎」教師：職業技能為主導--保留傳統師徒式的職業技能傳授 --- p.250 / Chapter 三、 --- 「旅遊與款待」與「美容學基礎」--情境學習與營造工作文化的啟示 --- p.263 / 本章結語 --- p.265 / Chapter 第八章 --- 結論 / Chapter 第一節 --- 本研究的主題 / Chapter 一、 --- 中學職業教育的發展困局 --- p.272 / Chapter 二、 --- 中學職業教育的教學問題 --- p.275 / Chapter 三、 --- 可就業能力培養的問題 --- p.279 / Chapter 第二節 --- 本研究的理論貢獻 / Chapter 一、 --- 回應可就業能力的討論 --- p.283 / Chapter 二、 --- 中學職業教育的教學法 --- p.285 / Chapter 第三節 --- 本研究的實踐意義 / Chapter 一、 --- 香港中學推行職業教育的政策建議 --- p.294 / Chapter 二、 --- 中學職業教育的教學實踐建議 --- p.297 / Chapter 第四節 --- 研究限制 --- p.299 / Chapter 第五節 --- 未來研究方向 --- p.300 / 參考書目 --- p.301 / Chapter 附錄一： --- 訪談提綱 --- p.317 / Chapter 附錄二： --- 1863年至2010年12月香港職業教育/中學職業教師發展大事紀錄 --- p.318

The Revised National Curriculum Statement of 2002 does not emphasize the need for Education for Sustainable Living (EFSL) in the Arts and Culture (A & C) learning area. Although the RNCS envisages a learner who respects the environment, the curriculum does not cater for the needs of the educators who are relatively new to environmental education and especially EFSL. Educators are faced with a multitude of barriers and constraints. This research attempts to identify the barriers and provide strategies and recommendations to integrate EFSL in the Arts and Culture area. The barriers were identified through a questionnaire that was given to educators in the Port Shepstone region. To make the research more valid some questionnaires were given to schools in the urban areas, in the Durban South region, since most of the schools in the Port Shepstone region are in a rural setting. The strategies and recommendations are highlighted using the researcher's personal experience in the education setting, use of literature and the researcher's encounters at the International Children's Conference on the Environment in Connecticut, USA in 2004 and the World Environmental Conference in Japan in 2005. / Further Teacher Education / M. Ed. (Environmental Education)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-05T12:09:25Z No. of bitstreams: 1 Emerson Porto Ferreira.pdf: 2666342 bytes, checksum: c3b505420e7a9fac450f75e7d4c7e812 (MD5) / Made available in DSpace on 2018-09-05T12:09:25Z (GMT). No. of bitstreams: 1 Emerson Porto Ferreira.pdf: 2666342 bytes, checksum: c3b505420e7a9fac450f75e7d4c7e812 (MD5) Previous issue date: 2018-08-10 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present dissertation aims to study the sambas enredos of the School of Samba Nenê da Vila Matilde, in the city of São Paulo, especially regarding the Afro Brazilian theme. The research is part of the broad field of actions that include didactic resources for implementation and discussion of Law 10.639 / 03. Our questioning will be to understand if and how the samba African-themed saga of Nenê de Vila Matilde can be used as a classroom document, helping in the pedagogical work and in the implementation of said law. The research in question is based on the Afro-Brazilian sambas of the school, with emphasis on sambas: "Chica da Silva", from 1959; "Sonho de um rei negro", 1978; "Palmares, raízes da liberdade", 1982; "Eu tenho origem", of 1989; "Narciso Negro", from 1997 and "Chica convida ... No palácio da Nenê, a festa é para você!", 2012. These sambas, along with written sources and interviews with three members of the association, hypothesis that such sambas plot can constitute symbolic and imaginative value in the practice of history teaching, in particular, the insertion of new discussions about the history of black and racism in Brazil. Thus, we also discuss the São Paulo samba within the theoretical and discursive scenario of carnival in Brazil / A presente dissertação tem como objetivo estudar os sambas enredos da Escola de Samba Nenê da Vila Matilde, da cidade de São Paulo, em especial, no que se refere à temática afro brasileira. A pesquisa se insere no amplo campo de ações que contemplam recursos didáticos para implementação e discussão da Lei 10.639/03. Nosso questionamento será perceber se e como o samba enredo de temática afro brasileira da Nenê de Vila Matilde pode ser usado como documento em sala de aula, auxiliando no trabalho pedagógico e na implementação da referida lei. A pesquisa em questão tem como fonte os sambas enredos afro brasileiros da escola, com destaque aos sambas: “Chica da Silva”, de 1959; “Sonho de um Rei Negro”, de 1978; “Palmares, raízes da liberdade”, de 1982; “Eu tenho origem”, de 1989; “Narciso Negro”, de 1997 e “Chica convida... No palácio da Nenê, a festa é para você!”, de 2012. Esses sambas, junto às fontes escritas e às entrevistas realizados com três membros da agremiação, fazem nascer a hipótese de que tais sambas enredo podem constituir valor simbólico e imaginativo na prática do ensino de história, em especial, na inserção de novas discussões acerca da história do negro e do racismo no Brasil. Dessa forma, também discutimos o samba paulistano dentro do cenário teórico e discursivo do carnaval no Brasil

The Revised National Curriculum Statement of 2002 does not emphasize the need for Education for Sustainable Living (EFSL) in the Arts and Culture (A & C) learning area. Although the RNCS envisages a learner who respects the environment, the curriculum does not cater for the needs of the educators who are relatively new to environmental education and especially EFSL. Educators are faced with a multitude of barriers and constraints. This research attempts to identify the barriers and provide strategies and recommendations to integrate EFSL in the Arts and Culture area. The barriers were identified through a questionnaire that was given to educators in the Port Shepstone region. To make the research more valid some questionnaires were given to schools in the urban areas, in the Durban South region, since most of the schools in the Port Shepstone region are in a rural setting. The strategies and recommendations are highlighted using the researcher's personal experience in the education setting, use of literature and the researcher's encounters at the International Children's Conference on the Environment in Connecticut, USA in 2004 and the World Environmental Conference in Japan in 2005. / Further Teacher Education / M. Ed. (Environmental Education)

DEd (Educational Management) / Department of Educational Management / The study aims to compare the role of the principal in implementing the culture of learning, teaching and service (COLTS) in the effective, ineffective and schools experiencing fluctuating NSC results for the past five years. The study explores why secondary schools located within the same socio-economic environment, with the same resources, uniformly funded and controlled by the same government and ultimately there are commitment variation, hence effective schools, ineffective schools and schools with fluctuating results. Therefore, in an attempt to attempt to answer the main research question for this thesis: What role should be played by the secondary school principals in implementing the culture of learning, teaching and service? Other identified sub-questions were raised. Furthermore, a review of relevant literature was conducted and uncovered what makes a good and good school leadership, management and provision of quality service on international scale, that is, in developed, developing and under-developed countries. The Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most suitable theory since the theory proposes that individuals can change their leadership style (behaviour) depending on the situation and the readiness of the followers. Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data was collected from these 6 circuits which have effective, ineffective and secondary schools experiencing fluctuating NSC results for the past five years. Quantitatively, a total number of 38 secondary school principals as key-informants subjects were given a questionnaire to respond on the set questions which was later analysed through the SPSS version 17.1 programme and empirical deduction was made. Additionally, qualitative method of data collection was used on 20 participants, on-site observation and document analysis. The researcher utilised the focus group (semi-structured) interview on 7 secondary school principals and 7 SGB members and one-on-one semi-structured interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich qualitative data. The principle of anonymity was utilised on which codes were used in order to conceal the identity of the participants so that they could participate freely in data collection. The researcher analysed data collected from focus group interview and visited vi schools (on-site observation) of the principals who participated in the interview in order to verify the authenticity of data and also checked school records to validate collected data. All the collected qualitative data (from interviews) and confirmed through site-observation and school records. Collected data was analysed and themes were developed linked to the objectives of the study. A number of findings emanated from this study. The principals were found to be the final authority and accounting officer for the school on which teaching, learning and service is the primary duty. The study revealed that the principals play a substantial impact for the implementation of the culture of learning, teaching and service. The study recommends that principals must ensure that planning, monitoring and support of teaching and learning must be a priority duty of the principal. Furthermore, basic policies that are necessary for the school to be effective must be compulsory to all schools and the DBE must ensure that its implementation is strictly monitored, for instance school starting and departure time and school uniform. The researcher developed a model which contributes to the new body of knowledge which emphasises the support from different stake-holders that can contribute extensively towards the implementation of the culture of learning, teaching and service in schools. / NRF