My study is of the provision of career education, health education, personal development and student development programmes for students from Years 7 to 10 in ACT high schools. My purpose was to identify why these programmes are not available to all students and what can be done to make them available. The methods I used were an examination of a longitudinal case study of "Bellbird" High School in parallel with a survey of the current system perspective. Although the study focuses on the ACT in Australia, reference is made to the international literature, as well as local, regarding the attitudes of students, parents and teachers to career education, health education, personal development and student development programmes; data collection and interpretation; and the implementation of change. I have used data from three different survey instruments administered at "Bellbird" High School, at five year intervals, in 1978/79, 1984 and 1989. I have used another instrument at system level twice, in two consecutive years, in 1988 and 1989. Each of the instruments was developed for a specific purpose and not for gathering data for this study. All three surveys at "Bellbird" High School were designed to determine the attitudes of students, parents and teachers to aspects of the curriculum. They provided both quantitative and qualitative data. Basically, I have compared the 1979 and 1989 numerical data, and used the 1984 material for confirmation of significant issues. In addition to using qualitative data from these three instruments, I have also used comments from curriculum committee and School Board documents and evaluation reports from the Living Skills Programme. At system level, a questionnaire was designed to gather data about the provision of career education and health education in high schools in the ACT. This instrument, included questions about barriers to these programmes and strategies for overcoming the barriers. The findings were distributed to the schools. The procedure was based on the 'Research, Development and Diffusion' model. People associated with the successful implementation of the programmes under investigation were interviewed to find out what barriers they had faced, how they overcame them and what suggestions they had for overcoming other baniers to these programmes. Using the data CO-jointly with the literature and my own knowledge of cumculum implementation, I have proposed an action plan for "Bellbird" High School to extend the provision of its student development programme to all students. In conclusion, the suitability of the proposed action plan for use in other ACT high schools is appraised and general principles for the system are drawn out.

<p>In spite of Sweden´s lack of formal regions, the country is evolving towards regional administrations. The regional level are to a growing extent viewed as important bases for economic growth and development. The concept of the triple helix implies that interaction between the public sector, the industry and universities is a source to economic and social development. Research has though implied that the interaction between the triple helix actors could be problematic from a multi-level governance perspective. It has been shown that since the institutional setting is horizontal and vertical fragmented, cooperation between different institutions and actors becomes difficult. In year 2005-2006 the Värmland region was one of fourteen regions in twelve countries that was included in a OECD project, that was a response to the multiplicity of initiatives across the OECD countries concerning regional development. In the report that evolved from the project actors in Värmland was recommended to improve the cooperation concerning regional development in the county. This thesis investigates the cooperation between the triple helix actors for regional growth and development in the Värmland region 1998-2008. My research questions are: Is there evidence of a lack of cooperation between the university, the public sector and the industrial actors in Värmland? And if this is the case, could these problems be related to the fragmentation of the institutional setting? The thesis is a qualitative case study, conducted through elite-interviews and document analysis. My findings implies that the cooperation between the triple helix actors in Värmland has developed dramatically the last decade. From a strive for coordination that was pervaded by institutional fragmentation to an increased closeness and mutual involvement that has come to over-bridge the institutional fragmentation on the regional level. Although, it seems like the vertical fragmentation between the regional and national level, which could impede growth and development in the region, to a great degree remains.</p>

<p>This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.</p>

<p>This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.</p>

This exploratory case study investigated the Graduate Assistant (GA) Scholarship Programme at Technikon Natal (TN) as a staff development mechanism. Although GA programmes are not a new concept and have been used internationally for decades as a means to develop academic staff, the programme at TN has some differences. This programme was initiated to address the development of young Black, and in the main African, academics in order to assist with meeting future employment equity requirements. The programme in its simplest form offers the GA the opportunity to gain teaching experience while studying for a post graduate qualification. Between 1995 and 2000, fifty GAs were involved in the programme at TN, with the majority of GAs studying at the BTech qualification level. This case study identified the juxtaposition of two perspectives of influence, those of the institutional and the individual issues. The institutional issues identified were categorised into policy and procedural issues and the individual issues focused on staff development and mentorship issues. Although the findings cannot be generalised, significant issues have been identified which could prove of value to a wider audience. In addition to developing Black academics, the programme makes a significant contribution to increasing the achievement of higher qualifications from the technikon sector. This is desirable in order to produce the technological foundation for South Africa's future economy. The study identified great potential in the GAs and in the community at TN who have embraced this opportunity to develop young academics of the future. Although there are a number of issues to be addressed, the key stakeholders of this study; the GAs and their Heads of Departments, are well supported by the management and relevant units at TN. / Thesis (M.Ed.) - University of Natal, Durban, 2000.

Aim: This study aims to generate recommendations for enhancing the access and success of historically disadvantaged students to health science education at UDW, based on barriers identified within diverse schooling contexts and local conditions at UDW. Methodology: A case study approach was used to select five former DET schools within the DFR to constitute the sample of historically disadvantaged schools for this study. In order to capture the specific ecological milieu, social and cultural conditions pertaining to rural, urban and informal settlement contexts, three schools were strategically selected from each of these contexts (i.e. Sobonakhona, Ilanga and Inhlanhlayethu High schools respectively). In addition, two former DET schools that displayed relatively high achievement rates were also selected (i.e. Vukuzakhe and Zwelibanzi High schools), in order to contextually understand how barriers to positive educational outcomes might be overcome. A multistage sampling procedure was used to sample 40 standard seven and 40 standard ten scholars from each of the selected schools (n=400) and a purposive sampling procedure was used to obtain a sample of teaching staff involved in career counselling and/or science education in each school (n=16). In addition, saturation sampling was employed to obtain a sample of second year African students in the Faculties of Health Sciences and Dentistry at UDW (n=73). A combination of quantitative and qualitative data collection methods was employed, with questionnaires being administered to standard seven and ten scholars as well as to historically disadvantaged health science students. In addition, a total of five focus groups were conducted with teaching staff from each of the selected schools. Results and discussion: It was evident that a complex and interwoven web of factors impacted on the access and success of historically disadvantaged students in health science education at UDW, including, inter alia, inadequate school instructional resources; limited community economic resources; a paucity of educational opportunities and experiences in the home environment; poverty status; low levels of self-efficacy in academic skill; inadequate school career counselling; university selection procedures with a eurocentric bias; adjustment difficulties in the transition from secondary to tertiary education; financial difficulties; a paucity of 'in-group' academic role models; inadequate ADPs and negative conditions in campus student residences. These results are discussed and interpreted within the context of relevant empirical literature as well as a taxonomy derived from over 60 multivariate school-effects studies undertaken in developing countries, comprising four dimensions, viz. ecology, milieu, social system and culture. Conclusions: On the basis of the findings of this study, recommendations for enhancing the access and success of historically disadvantaged students to health science education at UDW are offered. While these recommendations pertain to a broad range of stakeholders, including the Education Ministry, the schooling sector and higher education institutions, particular attention is paid to the development of practical recruitment, selection and retention strategies to be employed by UDW and its Faculty of Health Sciences. Finally, the limitations of the study are discussed and recommendations for future research in this field are offered. KEY terms: access, success and equity; historically disadvantaged; health science education; educational outcomes. / Thesis (M.Sc.)-University of Durban-Westville, 1999.

The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

In this qualitative ethnological study I explore the local development work undertaken by the municipal Botkyrka, located south of Stockholm. The material is primarily based on the municipals development programs and interviews with officials from the municipal working with local development. Their work is primarily based on achieving sustainable development in various problem areas such as education, unemployment, urban environment, climate change. My aim was to investigate how a municipality, with a declared focus on the benefits of diversity, that at the same time struggles with unequality (in regard to ethnic segregation and disparities in income, education, employment, housing and health), through its local development work presented its different districts. Guided by discourse analysis and postcolonial theory I focused on how the citizens in the districts where portrayed and how the physical and natural environment in these where described. The result shows that the municipal through its local development work is differentiating the districts and their citizens by adopting neoliberal labour market and housing policies, reproducing urban planning ideals and ideas regarding national beloning. / <p>POPULÄRVETENSKAPLIG SAMMANFATTNING</p><p>När man tänker på Botkyrka kommun, söder om Stockholm, är det nog främst till norra Botkyrka associationerna går. Miljonprogramsområdena och röda linjens tunnelbanestationer Alby, Fittja, Norsborg och Hallunda. Eller kanske har man hört sloganen ”Långt ifrån lagom” och vet att kommunen är en av Sveriges mest blandade vad gäller befolkningens ursprung. Men Botkyrka består också av en södra halva och här ligger områdena Tumba, Tullinge, Vårsta och Grödinge. Inte lika kända och inte heller på samma självklara sätt kopplade till Botkyrka som de ovan nämnda områdena i norr.</p><p>I min studie har jag undersökt hur Botkyrka kommun arbetar med områdesbaserad utveckling i sina kommundelar. Utgångspunkten för min analys är själva basen i detta arbete: kommundelarnas långsiktiga utvecklingsprogram. När jag samlade materialet till denna studie fanns tre sådana program framtagna, ett för Alby, ett för Tullinge och ett för Fittja. I dessa program formuleras de viktigaste nyckelområden som varje kommundel behöver arbeta kring för att uppnå en hållbar och långsiktig utveckling. Det intressanta med dessa program och det arbete som dessa föranleder är det skillnadsskapande som görs mellan norra och södra Botkyrka. I Fittja och Alby kretsar arbetet kring medborgarnas utbildning och sysselsättning samt områdenas stadsmiljöer. I Tullinge är målen: att utveckla och säkra områdets kvaliteter, att utveckla dialogen med medborgarna och att möjliggöra att leva klimatsmart.</p><p>Genom att titta på hur områdena och de människor som befolkar dem beskrivs i utvecklingsprogrammen och hur de kommunala tjänstemän som arbetar med detta förhåller sig till dessa frågor har jag utifrån en diskursanalytisk och postkolonial ansats kommit fram till att det områdesbaserad utvecklingsarbetet i Botkyrka kommun är del i en politisk och samhällelig åskådning som särskiljer platser och människor. Det områdesbaserade utvecklingsarbetet medverkar därmed till att reproducera bilden av den problematiska invandrarförorten och det idylliska villasamhället. Framställningarna som görs i mitt material visar hur kommunen positionerar sina kommundelar i relation till varandra. Tullinge utgör det oproblematiska, normativa och osynliga medan Alby och Fittja representeras av problembilder, det annorlunda och hjälpbehövande. Kommunen marknadsför sig som en progressiv aktör som arbetar för mångfald och mänskliga rättigheter, emot rasism och diskriminering samtidigt som man genom det områdesbaserad arbetet är delaktig i stigmatiseringen av platserna och människorna i norra Botkyrka. </p>

Magister Educationis - MEd / This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration. / South Africa